Cracking the Hard Class

2. Auflage 2006
ISBN: 978-1-4129-2356-9
Verlag: SAGE Publishing Ltd

Buch, Englisch, 224 Seiten, Format (B × H): 191 mm x 235 mm, Gewicht: 431 g

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.

Autoren/Hrsg.

Rogers, Bill

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie

Inhaltsverzeichnis

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

Über Autor(innen)

Rogers, Bill
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.

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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 [e-mail] See his website for further information http://www.billrogers.com.au

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