Table of Contents

Introduction
Habituation
Support-Not Blame
Habituation and ′Distribution of Behaviour′
Credibility by ′Proxy′
Bad Day Notwithstanding
PART ONE: WHAT MAKES A CLASS ′HARD′?
What Is A Hard Class?
Common Factors in Hard-To-Manage-Classes
Put Them All In One Class?
Labelling the Class
Shouting a Class Down (Or Up)
Classes That Aren′t Listening
Short-Term Colleague Support (Safety Valve)
Making Changes
A Healthy Whinge
Action Planning
Tracking Students across Classes
Changing the Seating Plan
The Repairer and Rebuilder
PART TWO: CLASSROOM MEETINGS
Holding a Classroom Meeting
Open Meetings
Closed Meetings
Mini-Class Meetings
Meetings to Deal with Put-Downs
Put-Downs and Teasing In Class
A Class Meeting To Deal with Negative Language and Put-Downs
Class Meeting and Group Establishment
PART THREE: DEVELOPING A CLASSROOM BEHAVIOUR AGREEMENT
Basic Steps in Developing Behaviour
Agreement
Rights
Basic Responsibilities
Class Rules
Consequences
Support for Behaviour Change
The Consequential Chain
PART FOUR: DEVELOPING A CLASS BEHAVIOUR PLAN USING GROUP REINFORCEMENT
Introduction
The Process
Preparation
Presenting the Programme
Formation of Groups
The ′Reward′ System
The Process in Operation
Behaviour Modification at Lower Primary Level
Maintaining the Program
Support from Colleagues
Students in Co-Operative Working Teams
PART FIVE: ESTABLISHING A CLASS AT THE OUTSET
Introduction
′Lining Up′ and Entry to Class
Positional Placing (In Whole-Class Teaching Time)
Communicating Calmness
Clarifying Cues for Questions, Discussion, Attention and Help
Calling Out In Class
Tactical Pausing
Cues for On-Task Teacher Assistance
The Teacher-Help Board
Planning For Transitions
Students without Equipment
Helpful Hints
Gaining Attention
Monitoring ′Working Noise′
Dealing with Disruptive Behaviour
In the Whole-Class/Instructional Phase of the Lesson
Corrective Language in Behaviour Management
Discipline in the On-Task Phase of the Lesson
Closing the Lesson
Encouraging the Individual and the Class
Motivation
Core Routines
Being ′Overly Friendly′ With A New Class
PART SIX: FOLLOWING UP WITH DISRUPTIVE STUDENTS
Guidelines for Follow-Up
Mirroring Behaviour
The 4W Form
Managing a Crisis Situation: Time-Out
Time-Out Practices
A Time-Out Room
Staff Survey: Exit/Time-Out Policy Review
Classroom Rotation
Follow-Up and Three-Way Facilitation
Students Who Refuse To Stay Back After Class
Apologies
Detentions
Suspension and Expulsion
Expulsion
PART SEVEN: PATTERNS OF BEHAVIOUR AND CHANGING BEHAVIOUR
First Principles of Behaviour Management
Case Study
Developing an Individual Behaviour Management Plan with Students Who Present With Behaviour Disorders
Behaviour Profile
Case-Management (Adult-Mentoring)
Context for Behaviour Planning
Sessions Covering Behaviour, Behaviour Skills
Evaluating the Program-A Case Study
Subsequent Sessions
Goal-Directed Behaviours
Key Questions
Completing the Goal Disclosure
Behaviours Associated With Attention Deficit Disorder
Case Example
PART EIGHT: RELIEF TEACHERS AND THE HARD CLASS
Challenges Facing Relief Teachers
Colleague Support
Supporting Relief Teachers
A Brief Word to Supply/Relief Teachers
When Your Class Has Given a Relief Teacher a Hard Time
Thoughts of Three Relief Teachers
PART NINE: SUPPORTING COLLEAGUES
Offering Support
Supporting Colleagues Who Struggle With a Hard Class
Shared Struggle Case Study
Developing Skills of Confidence
Developing Skills: Key Questions
Organisational Factors
Teacher Beliefs, Attitudes and Change
Skills and Self-Talk
Bullying (Students Who Bully Teachers)
Case Study
Individual and Group Bullying
Dealing With the Bullying Of Teachers
Addressing Bullying/Harassment: A Whole-School Approach
PART TEN: CONCLUSION
APPENDICES
Colleague Support-Staff Questionnaire
The 3W Form
Stop/Start Behaviour Plan
The 4W Form
No Put Down Zone
We All Have a Right to Learn
We All Have a Right to Respect
BIBLIOGRAPHY

About the Author

Dr. Bill Rogers taught for many years before becoming an education consultant and author; he lectures widely on behaviour management, discipline, effective teaching, stress management and teacher welfare across the UK and Europe, Australia and New Zealand. Bill also works as a mentor-teacher, team-teaching in challenging schools. He is well aware of the challenges of teacher leadership in schools today. Bill read theology at Ridley College Melbourne University, then psychology and education also at Melbourne University. He is a Fellow of the Australian College of Education, Honorary Life Fellow of All Saints and Trinity College, Leeds University and Honorary Fellow at Melbourne University Graduate School of Education. He has written many books for SAGE Publications. To find out more about Bill's work, visit his website www.billrogers.com.au where you will find full details of how to book him for a workshop or training event.

Reviews

′The book offers a very practical approach to building specific skills that will give teachers confidence in dealing with their toughest customers′ - Debate ′Teachers struggling to manage "difficult" pupils may be relieved to learn that the author, along with many other educationalists, believes that effective teaching can be developed by acquiring the necessary skills - you don′t have to be born with them! This book is full of those skills and how to put them into practice. With stress levels apparently rising amongst teachers, Bill Rogers′ calm approach to tackling even the most extreme behavioural problems in the classroom, to create a "more positive working environment", will come as a relief to many teachers′ - Youthinmind