Classroom Behaviour: A Practical Guide To Effective Teaching, Behaviour Management And Colleague Support

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One of the lads sighed, breaking ranks, and said “We’re supposed to play down by the dustbins area… (sigh)” Dr Bill Rogers has worked in many challenging schools in Australia and the UK as a mentor teacher, teaching alongside colleagues and encouraging shared peer reflection on teacher leadership.

Tactically ignoring could well be the final necessary ingredient to effectively leading the above scenario. Perhaps you've already described to Fred what his behaviour is, directed him to appropriate behaviour, and partially agreed with your ‘even if…' statement. You've been doing pretty well but you're feeling a little bit stressed out. Then, just as you begin to walk away to give Fred some TuT, you hear him mutter something under his breath something to the tune of ‘Move to the front of the class my ass!' James, you can go next door to work with Mr Anderson or you can work sensibly with Andy as I’ve asked. In this Third Edition of his bestselling book, Bill Rogers looks at the issues facing teachers working in today's classrooms. Describing real situations and dilemmas, he offers advice on dealing with the challenges of the job, and how building up a rapport with both students and colleagues can support good practice.These days, Rogers works as an education consultant who specialises in discipline and behaviour-management issues, lecturing widely and coaching teachers about how they can get better at managing behaviour. The particular reference cited in this article (Rogers, 2011) is the major third edition of his book, Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support (Sage Publications, London). This book has been translated into several European languages. My guest for this first episode of our new series on Behaviour Management is teacher, education consultant and author Dr Bill Rogers. An Honorary Fellow of Melbourne University, he shares his expertise on behaviour management, effective teaching, stress management, colleague support and teacher welfare around the globe through lectures, seminars, professional development courses and, of course, with teachers in the classroom.

Don’t be an Indecisive teacher: hoping for compliance but not insisting; being timid in the face of a challenge; pleading not directing.BR: It is important to make it explicit, even with secondary students to explicitly explore with them in that critical first meeting what the right to feel safe involves. In a sense, the right to feel safe and the right to learn and the right to fundamental respect and fair treatment, those rights are not negotiable. You don’t begin the year by saying to older children or even upper primary children ‘what rights do you think you have?’. You begin by coming from those rights and discussing within those rights what a safe environment looks, sounds and feels like; what a respectful environment looks, sounds and feels like; and what it feels and sounds like to have a learning environment where we support one another – and that includes everything from noise level to reasonable sharing during class discussion and even allowing healthy disagreement. But also pointing out that in class discussions that disagreement has to be conducted respectfully so that if you disagree with one another about something we’re sharing you give reasons for that, you don’t simply mouth off at another student because you disagree with them. Be an Assertive teacher: This teacher expects compliance but refuses to rely on power or role status to gain respect. The teacher plans for discipline, uses clear, firm direction and correction, but acts respectfully, keeping the aims of discipline clearly in mind. There are roughly nine popular models for behaviour management which have been around for a number of years and the theorists behind the popular behaviour management models include: So, colleague support I think is crucial in the beginning part of the year. And also many, many schools plan well for that critical establishment phase so it’s not as if beginning teachers are going in unprepared or ‘blind’ if you like. Many, many schools now do plan for that phase so that teachers are more prepared, and preparation of course is crucial to those beginning relationships with that natural anxiety that we all have with a new class.