The author advocates what he calls a solution-focused approach to maintaining good classroom behaviour. He provides numerous case studies, and lots of things to think about. I recognise, in these case studies, some of my own successes in this area. However, I think that to begin with a new teacher, or a teacher new to the school, has to establish rules that enable the majority of students to learn.
The case studies I read all seemed to be based on having the time to meet with disruptive students one-on-one. In my experience, you need to be perceived as a disciplinarian first and foremost, lest the one-on-one sessions become perceived as a kind of soft touch.
Don't get me wrong: there is plenty in this book to like, and it will provide you with more ideas and strategies than you may already be aware of. But for me, the priority will always be to establish procedures and rules of behaviour first and foremost.
