Advance Organiser

Topic Bill Rogers Behaviour Management

Sub-topics
Prevention, Positive Correction, Consequences, Whole School
Behaviour Management Plan
Link to Prior
knowledge
and Rationale
Many of you will have heard of Bill Rogers from his videos, books or
as a presenter.
You are all skilled teachers and use many successful behaviour
management strategies to deliver the curriculum, and you probably
already incorporate some of Bill Rogers preferred practices. These
staff meetings will affirm your classroom management .
Organisation
Two 45min staff meetings:
PowerPoint presentation, with Think Pair Share, and staff
discussion
Staff discussion on school behaviour management plan
Outcomes
Have a greater understanding of Bill Rogers preferred practices
Enhance strategies for dealing with behaviour management in the
classroom
Provide some background information for developing a whole school
behaviour management plan and consideration of core values

Bill Rogers- preferred
practices for behaviour
management



The first theme of Bill Rogers is
that teachers need to plan for
managing students behaviour just
as they do for curriculum
programmes.

This includes the use of
prevention, positive correction,
consequences and supportive
strategies in the classroom


The secret of success
is the ability to
survive failure
Noel Coward

Prevention


Relationships
What are our rights?
1. To be treated with dignity and
respect
2. To feel safe physically and
emotionally
3. The right to learn and to teach

Respect, responsibility and rights are the
triad of relationship building

Prevention
Responsibilities
Consider others rights
Need to teach manners at the start of year
Turn these into routines e.g. how we enter
and leave the classroom, chairs under the
table
Remember visual learners and display
routines as posters
Prevention

Routines
Hard to reclaim
Let kids go and
you establish
something


Prevention
Rules should be..

Prevention
Classroom Rules
Collaborate with students- use
inclusive language e.g. To feel safe
in our classroom we

Copy to parents and principal

Publish and visual in the
classroom

Mainly Positive

Prevention
Tactical Pausing
Short rest before instruction
Wait until students follow
instruction( look this way) before
continuing
e.g. Looking this way
our lesson today is on
Tactical pause
Prevention

Motivation


Relevant, appropriate and engaging
curriculum planning
Set clear expectations about learning,
task etc
Cater for the special individual needs
of learners in the classroom
Have regular classroom
meetings to solve class
problems
Use teaching strategies
that cater for mixed abilities-
for example peer tutoring, co-
operative learning and
grouping students
Prevention
Building Co-operation
Prevention
Classroom environment

Well planned room organisation
Base seating plan on behaviour
Adequate resources
Monitor and limit behaviour such as having
to wait, task length etc



Prevention

Managing noise

Monitor noise level
Work noise
Partner noise
Consider a noise meter- class
or group reward for keeping
with boundaries
1. Describe the behaviour

2. Discuss the impact

3. Thank them for it

e.g. You were all quiet going past
that room -so their class was not
disturbed by noise- thanks

Positive relationships are the fabric
that weaves everything together





Prevention

Planned Encouragement

Positive Correction
Correction is planned in advance
because behaviour management is
an emotional issue

The language to use what we say and how we
say it .The language of respect, care and
empathy is the sound that reinforces positive
relationships
Balance with the language of encouragement
Speak and act in such a way as to minimise
embarrassment, undue confrontation and
hostility, especially the annoying, frustrating
ones
Where possible take the student aside from
their peers



Positive Correction

Planning- least to most intrusive
management

Select the best strategy

Manage the correction in the
least intrusive way

E.g. a choice, before a warning,
before a consequence


A theory must be
tempered with
reality.
Jawaharlal Nehru
With some low-level
disruption, a wink a nod or a
brief stare. It is a form of non-
verbal direction that says, You
know that I know that you
know.

Positive Correction

Non-verbal directions or
cues
Privately Understood Signals
Primary behaviour is the primary
disruption

Avoid arguing or feeding
secondary behaviours or side
issues (where possible)

Tactical ignoring of some
behaviours especially secondary or
attention seeking behaviour
Positive Correction
Tactical ignoring
Demonstrates expectation

Is the cue when we turn aside, or walk
away, after having given a direction

Enables trust, and maximises face
saving
Positive Correction

Take-up time
Standing/sitting close to the
disruptive student or group

Positive Correction

Moving around the
classroom
Positive Correction
The Ds-

Direct questions Dont ask why questions, ask what,
how, when questions e.g. Sam, what are you
doing? Sam answers, Talking to Sue Teacher
replies, What should you be doing?

reDirect Simple behavioural directions, Kale walk
thanks

Defusing potential conflict using repartee and
humour e.g. You are not our normal teacher
Teacher replies There are no normal teachers, Sally

Descriptive reminders e.g. Samuel you are talking

Distraction e.g. Ask a student not concentrating a
question or give them a job

By rephrasing the negatives we can
make the direction more invitational in
tone

When you have . then you can..

e.g. When we have written the notes in
our books then we can do the experiment

Positive Correction

Conditional directions
Keep positive

: E.g. Jade- whats our rule for
asking questions?


or Cane you know our rule for
listening use it thanks.
Positive Correction

Rule reminders
Partially agree with the student and
then refocusing back to the required
behaviour

Its an acknowledgement of the
students argument

E.g. Maybe it is a dumb rule but Im
asking you to put your mobile in your bag
and turn it off
Positive Correction

Partial agreement

Direct students to responsibility for their
own behaviour by using language that
emphasises the students choice rather than
the teachers threat
e.g. Jade put your pack of cards in your
desk or on my table
e.g.2 Work quietly here or Ill have to ask
you to work separately
Positive Correction

Choice, Direction

Only get angry over serious issues
No emotional brow-beating, sarcasm
and cheap shots
Assertion rather than verbal
aggression
Use I language Im angry about this
because.
Focus on the behaviour or issue rather
than the student
Use cool off time or timeout for a short
periods
Engaging in repairing and rebuilding at
a later stage
Dont publicly argue with student -one
on one is best
Positive Correction
When you are angry

Is it reasonable?

Does it keep the respect intact?

What does the student learn from it?

Is the consequence related to the
behaviour? E.g. A student using scissors to
scratch a desk has to stay back and sand
desk


Consequences

Test for all consequences

Consequences are part of the rights, rules and
responsibilities framework
Students behaviour is a choice You own your
own behaviour
Consider other peoples rights
Describe the purpose of the consequence (to
highlight accountability)
Always follow up and follow-through with students
beyond class time
Emphasis the certainty rather than
the severity of the punishment


Consequences

Follow up with Student
Acts as a deferred consequence when
a student has not completed a task

Some behaviour consequences will
need to be deferred until after cool-off
time

May involve repairing and rebuilding

Establish a school wide approach for
the use of consequences for common
rule breaking behaviours


Consequences

Follow-up
Supportive strategies

Establishing effective
relationships does not
just occur in the four
walls of the classroom




Seek colleague, and
parent support when we
are struggling with a
student, or a group or a
whole class.