Cracking the Hard Class: Strategies for Managing the Harder Than Average Class (2nd Revised edition)
By: William A. Rogers (author)Hardback
1 - 2 weeks availability
Praise for the First Edition: 'In Cracking the Hard Class, the undisputed master of behaviour management, Bill Rogers, shows us that being an effective teacher isn't a result of God-given gifts of charisma and presence, but can be developed through a series of specific skills and learned actions. It's one of the most useful books around for new teachers! If you can catch him live on one of his UK roadshows, you're in for a real treat. This practical approach from a writer who has clearly retained at least a notional foot in the classroom is the one that works best for me' - Geoff Barton, The Times Education Supplement 'This book would certainly be invaluable to colleagues in the school where some had done the course and others had learnt it second hand. It would have a place in the staffroom of most schools, especially in the secondary sector. Bill Rogers is clearly a charismatic teacher what he offers is based on secure knowledge of child psychology, classroom dynamics and staffroom politics' - Emotional & Behavioural Difficulties 'This is an excellent book for teachers at any key stage who have one or more "difficult" pupils in their class, as well as those with the "hard class".It provides simple and effective behaviour management strategies and makes you realise you are not alone and that it's okay to have a bad day.
It mainly discusses secondary education but does refer to primary. Many of the strategies are suitable for all levels anyway. An absolute must-have for a teacher' - Amazon Review At some point in every teacher's career he/she will encounter the 'hard class' and from day one the countdown to the end of the day, term and year is on in earnest. But as demanding as it may be, a difficult class does not have to dominate and permeate through all waking moments. Bill Rogers, in Cracking the Hard Class, Second Edition, highlights many practical strategies that can be implemented to overcome the hard class syndrome. These include: identifying what makes a class 'hard'; developing a class behaviour plan; developing colleague support; following up on disruptive students; changing patterns of bad behaviour; and assisting relief teachers and the hard class. As well as constructive ideas and strategies, Cracking the Hard Class, Second Edition also highlights the normality of the pressures and stress felt by teachers dealing with these classes.
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.
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
Number Of Pages:
- ID: 9781412923552
2nd Revised edition
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