Introduction
Chapter 1 The dimensions of teacher stress
Chapter 2 The physiology of stress: what it does to us
Chapter 3 A lesson in London: stress in the classroom
Chapter 4 Beliefs, emotions, stress and our daily reality
Chapter 5 Anxiety and worry
Chapter 6 Anger: beyond frustration
Chapter 7 A behaviour management and discipline plan at the classroom level
Part A - Key elements, practices and skills
Part B - Balancing skills and practices
Chapter 8 Difficult and challenging students: follow-up and support
Chapter 9 Hard-to-manage classes: a collegial response
Chapter 10 Mentoring support for professional development in behaviour leadership
Chapter 11 Colleague support: auditing for stress and supporting each other
Appendices
The Essential Guide to Managing Teacher Stress focuses on dealing with challenging children, challenging classes, discipline concerns in today's classrooms and the natural stress these bring to our profession.
Bill is a leading voice worldwide in the areas of classroom management and teacher stress, and has authored some of the market’s best-known texts in this area, including ‘Classroom Behaviour’ (Sage), ‘Behaviour Recovery’ (Sage), ‘Cracking the Hard Class’ (Sage) and our own title, ‘You Know the Fair Rule’. He has worked in every area of education (primary, secondary and further education) conducting in-service programmes for teachers, lecturing widely at teacher training colleges and Universities, working with parent groups and students in schools. He now works as a consultant, specialising in these areas, as well as lecturing regularly and providing training in Australia, New Zealand and the UK.
“This is a thoroughly well informed and engaging analysis of
teacher stress that will be of immense practical help to those
seeking to understand and deal with their own stress or support
colleagues to do so. Bill Rogers’ focus on the role of mentoring
and colleague support within schools makes a significant
contribution to the development of effective approaches for dealing
with stress in the teaching profession. This is a book I can whole
heartedly recommend.”
- Chris Kyriacou, Professor of Educational Psychology, University
of York
"All policy makers and school managers should use this book as a
manual for helping them to fulfil their responsibilities for
fostering socially and emotionally climates in their schools.
Rogers shows how when this happens not only are teachers happier
and more effective, but students benefit too. As with all of
his writings, [this book] is firmly rooted in
scholarship, full of practical suggestions and insights and written
is a direct, warm and engaging style. This excellent book
deserves a wide readership among teachers and teacher
managers."
- Professor Paul Cooper, PhD, School of Education, University
of Leicester
"This is a truly masterful piece of work. It is scholarly,
comphrensive, well structured and above all thought
provoking. It is well illustrated by numerous pertinent case
studies, which elucidates the relevant themes being
discussed. It is an enjoyable lively text to read and a
difficult one to leave down."
- Dr Suzanne Parkinson, Mary Immaculate College, SCR, Limerick
“This text should be compulsory reading in both teacher-training
and professional development courses for senior teachers and school
executives in topics such as Teacher Well-being: Preventing
Burnout, or Collegial Whole School Approaches to Managing Classroom
Behaviour.
Throughout this rich resource book, Dr Rogers draws on his
professional lifetime of face-to-face teaching and coaching/
mentoring behavioural leadership in highly challenging classrooms
in two continents (UK and Australia). In doing so, he provides page
after page of tested, successful, and highly practical strategies
for teachers at all levels of experience to use to manage the
multiple sources of anxiety and stress that are inherent in their
profession."
- Valentina McInerney, University of Western Sydney "This book is a
treasure trove of practical advice, based on sound psychological
principles, on minimising classroom stress. The text is brought
alive by the writer's engaging style and examples drawn from his
extensive experience of working with some very challenging
youngsters – and helping their teachers.
Highly recommended – particularly for teachers and teaching
assistants new to Bill Rogers' impressive work and for staff
specialising in working with children and young people with social,
emotional and behavioural difficulties."
- Dr Ted Cole, SEBDA
"It is written with that touch of pragmatism with which teachers
will at once identify ... a practical, jargon-free guide to making
one's work more acceptible, it makes excellent reading.
The author's humane and realistic ideas are about dealing with the
world as it is, not as we would like it to be. As such, this book
has the potential to make our working lives more meaningful and
hopefully more enjoyable."
- reviewed in the Times Educational Supplement by Andy Schofield,
Principle of The Wellington Academy, Tidworth, Wiltshire
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