'It's easy to see why Bill Rogers is revered by generations of teachers across the world. The stories assembled here are compelling and reflective. They will provide a stimulus and support to teachers 'cutting and chipping themselves into the shape of the key which will have the merit of unlocking the minds and opening the hearts' of the pupils they teach. Bill's overview and commentary will as usual resonate with schools and teachers. It deserves a place along with his other books in the staff library. Any one of the case studies here, along with Bill's observations, could form the basis of any school working group examining the issue of 'behaviour'. It's bound to lead to an improvement among pupils parents and staff. And it will help teachers at the end of their tether both preserve their sanity and extend the tether!' - Sir Tim Brighouse, Advisor, Hamlyn Foundation and Visiting Professor, Institute of Education, University of London. In this new edition of his bestselling book, Bill Rogers brings together contributions from practising teachers that suggest ways to tackle disruptive and challenging behaviour. Bill introduces and comments on each chapter, setting out key principles for behaviour leadership in the style that makes him such a popular author. There are numerous case studies drawn from practice, each showing how the teacher manages the situation and what the outcome was: these examples from practice highlight the difference teachers can make to their students' behaviour, attitude, self-esteem and peer acceptance. Chapters look at: finding a way back from inappropriate behaviour; dealing with very challenging behaviour on a daily basis; and, creating a peaceful school and developing positive practice. New material in this book includes: new case studies; more analysis of actions taken and skills used when managing challenging behaviour; a new chapter on working with confrontational and angry parents; opportunities for reflection, to encourage discussion with colleagues; and, managing anger in ourselves and our children. The direct, practical and inspirational nature of these accounts will resonate with all teachers and school support staff working with any age group. Based on the everyday experiences of the teachers who have written them, these are teachers' accounts offering sound advice and guidance to fellow professionals. Dr. Bill Rogers is an Education Consultant and author who lectures widely on behaviour management, discipline, effective teaching, stress management and teacher welfare across the UK, Australia and New Zealand. All royalties from the sale of this book are donated to the charity World Vision and their children's education programmes in South East Asia.
Show more'It's easy to see why Bill Rogers is revered by generations of teachers across the world. The stories assembled here are compelling and reflective. They will provide a stimulus and support to teachers 'cutting and chipping themselves into the shape of the key which will have the merit of unlocking the minds and opening the hearts' of the pupils they teach. Bill's overview and commentary will as usual resonate with schools and teachers. It deserves a place along with his other books in the staff library. Any one of the case studies here, along with Bill's observations, could form the basis of any school working group examining the issue of 'behaviour'. It's bound to lead to an improvement among pupils parents and staff. And it will help teachers at the end of their tether both preserve their sanity and extend the tether!' - Sir Tim Brighouse, Advisor, Hamlyn Foundation and Visiting Professor, Institute of Education, University of London. In this new edition of his bestselling book, Bill Rogers brings together contributions from practising teachers that suggest ways to tackle disruptive and challenging behaviour. Bill introduces and comments on each chapter, setting out key principles for behaviour leadership in the style that makes him such a popular author. There are numerous case studies drawn from practice, each showing how the teacher manages the situation and what the outcome was: these examples from practice highlight the difference teachers can make to their students' behaviour, attitude, self-esteem and peer acceptance. Chapters look at: finding a way back from inappropriate behaviour; dealing with very challenging behaviour on a daily basis; and, creating a peaceful school and developing positive practice. New material in this book includes: new case studies; more analysis of actions taken and skills used when managing challenging behaviour; a new chapter on working with confrontational and angry parents; opportunities for reflection, to encourage discussion with colleagues; and, managing anger in ourselves and our children. The direct, practical and inspirational nature of these accounts will resonate with all teachers and school support staff working with any age group. Based on the everyday experiences of the teachers who have written them, these are teachers' accounts offering sound advice and guidance to fellow professionals. Dr. Bill Rogers is an Education Consultant and author who lectures widely on behaviour management, discipline, effective teaching, stress management and teacher welfare across the UK, Australia and New Zealand. All royalties from the sale of this book are donated to the charity World Vision and their children's education programmes in South East Asia.
Show morePART ONE: CHALLENGING BEHAVIOUR: OUR THINKING, ATTITUDES AND
STRATEGY
We Cannot Predict Where Our Students May End up - Bill Rogers
The ′Pygmalion Effect′: Where Expectancy Can Lead - Bill Rogers
′Dear Luke′: What I Saw at the Outset and How Children′s Behaviour
Challenges us in Positive Ways - Elizabeth McPherson
My Global Classroom - Peter D′Angelo
′William′ and ′Muddling through′ - Jim Gilbert
Parents: The Difficult Chat - Bill Rogers
PART TWO: UNDERSTANDING CHALLENGING CHILDREN AND CHILDREN WITH
EMOTIONAL AND BEHAVIOURAL DISORDER
Understanding emotional and behavioural disorder in mainstream
schools - Bill Rogers
Measurement of difference or meaning (when working with challenging
children) - Ken Sell
Changing perceptions of challenging behaviour: Tom and his teacher
- Larry Taylor
Finding a connection point for change in behaviour: Alex ′wins a
race′ - Karen Kearney
Choosing to teach: choosing to make a difference - Elizabeth
McPherson
PART THREE: TEACHING CHILDREN WITH EMOTIONAL AND BEHAVIOURAL
DISORDER
Introduction - Bill Rogers
One, two, three, four, out the door - or STOP (Straight To the
Office Please) - Bette Blance
There is always a way back: an individual behaviour management plan
- Mara Smart, Mariette West and Pamela Curtain
Helping a child change his behaviour and his short attention span -
Kerrie Miller
AD/HD and teaching academic survival behaviours - Bill Rogers
A tall order: a challenging student on day one and after - Patsy
Finger
Individual behaviour management plans and group support with
infant-age children: Troy′s story - Debbie Hoy
PART FOUR: THE HARD-TO-MANAGE CLASS: WHEN IT IS MORE THAN ONE OR
TWO
The hard-to-manage class: reasons, options, support - Bill
Rogers
My most challenging Year 8 class ever - Leanne Wright
The ′class from hell′ - Denise Frost
Classroom meetings to the rescue - Carmen Price
A winner - in a hard class - Heather Fraser
PART FIVE: WORKING TO BUILD A CO-OPERATIVE CLASSROOM GROUP:
CLASSROOM MEETINGS AND BUILDING RELATIONSHIPS
Introduction - Bill Rogers
Friendship problems: using a solving circle - Carmen Price
Relationships and conflict-solving (classroom and playground) with
infants - Debbie Hoy and Ros Daniels
Creating the peaceable school - Carmel Ryan
A beautiful place: building a multicultural school - Larry
Schwartz
A human story - Unsourced
PART SIX: PRINCIPLES AND PRACTICES THAT ENABLE US TO MAKE A
DIFFERENCE WITH INDIVIDUAL CHILDREN AND CLASSROOM GROUPS - Bill
Rogers
PART SEVEN: SUPPORTING PARENTS OF CHILDREN WITH CHALLENGING
BEHAVIOURS
Communicating with parents who challenge... - Bill Rogers
Dealing with - and supporting - difficult parents - Gail Doney
Supporting the parents of children with challenging behaviour -
Cathy Whalen
Working with difficult parents - Maureen Smyth
Working with parents/ca/carers of children with challenging
behaviours (primary) - Alysan Dermody Palmer
An extended note on anger (primarily from Aristotle) - Bill
Rogers
PART EIGHT: NARRATIVES: HOW TEACHERS′ STORIES CONNECT US, SUPPORT
US, ENCOURAGE US AND ENABLE US AS TEACHERS - Sharn Donnison
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.
′Well edited and short, the essays are easy to read and fit in to a busy life…The honest and thoughtful reflections of the teachers provide a sense of hope that prosocial behaviour is achievable and not a dream!′ - Youth in Mind ′It′s easy to see why Bill Rogers is revered by generations of teachers across the world. The stories assembled here are compelling and reflective. They will provide a stimulus and support to teachers ′cutting and chipping themselves into the shape of the key which will have the merit of unlocking the minds and opening the hearts′ of the pupils they teach. Bill′s overview and commentary will as usual resonate with schools and teachers. It deserves a place along with his other books in the staff library. Any one of the case studies here, along with Bill′s observations, could form the basis of any school working group examining the issue of ′behaviour′. It′s bound to lead to an improvement among pupils parents and staff. And it will help teachers at the end of their tether both preserve their sanity and extend the tether!′ - Sir Tim Brighouse, Advisor, Hamlyn Foundation and Visiting Professor, Institute of Education, University of London
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