Cracking the Hard Class

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.------------------------------------------------------------------------------------------------------------------------------------------------------------BILL ROGERS IN THE UK!Dr Bill Rogers will be lecturing in the UK and for schools, authorities and universities this autumn 2017, mid-September to mid-December. For details of events, or to book Bill in to do training for your organization, please contact Lora Rogers at lrrogers07@gmail.com See his website for further information http://www.billrogers.com.au ------------------------------------------------------------------------------------------------------------------------------------------------------------

′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

• IntroductionHabituationSupport-Not BlameHabituation and ′Distribution of Behaviour′Credibility by ′Proxy′Bad Day NotwithstandingPART 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 ClassShouting a Class Down (Or Up)Classes That Aren′t ListeningShort-Term Colleague Support (Safety Valve)Making ChangesA 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 BehaviourAgreement 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 ClassPART SIX: FOLLOWING UP WITH DISRUPTIVE STUDENTSGuidelines for Follow-UpMirroring BehaviourThe 4W FormManaging a Crisis Situation: Time-OutTime-Out PracticesA Time-Out RoomStaff Survey: Exit/Time-Out Policy ReviewClassroom RotationFollow-Up and Three-Way FacilitationStudents Who Refuse To Stay Back After ClassApologiesDetentionsSuspension and ExpulsionExpulsionPART SEVEN: PATTERNS OF BEHAVIOUR AND CHANGING BEHAVIOURFirst Principles of Behaviour ManagementCase StudyDeveloping an Individual Behaviour Management Plan with Students Who Present With Behaviour DisordersBehaviour ProfileCase-Management (Adult-Mentoring)Context for Behaviour PlanningSessions Covering Behaviour, Behaviour SkillsEvaluating the Program-A Case StudySubsequent SessionsGoal-Directed BehavioursKey QuestionsCompleting the Goal DisclosureBehaviours Associated With Attention Deficit DisorderCase ExamplePART EIGHT: RELIEF TEACHERS AND THE HARD CLASSChallenges Facing Relief TeachersColleague SupportSupporting Relief TeachersA Brief Word to Supply/Relief TeachersWhen Your Class Has Given a Relief Teacher a Hard TimeThoughts of Three Relief TeachersPART NINE: SUPPORTING COLLEAGUESOffering SupportSupporting Colleagues Who Struggle With a Hard ClassShared Struggle Case StudyDeveloping Skills of ConfidenceDeveloping Skills: Key QuestionsOrganisational FactorsTeacher Beliefs, Attitudes and ChangeSkills and Self-TalkBullying (Students Who Bully Teachers)Case StudyIndividual and Group BullyingDealing With the Bullying Of TeachersAddressing Bullying/Harassment: A Whole-School ApproachPART TEN: CONCLUSIONAPPENDICESColleague Support-Staff QuestionnaireThe 3W FormStop/Start Behaviour PlanThe 4W FormNo Put Down ZoneWe All Have a Right to LearnWe All Have a Right to RespectBIBLIOGRAPHY