1. 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
Talk about staff past experience and books and videos, talk about establishing core values

2. 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
1st core value- planning, Planning show Martin Van de clay
The secret of success is the ability to survive failure
Noel Coward

3. Prevention Relationships
Respect, responsibility and rights are the triad of relationship building
Prevention Relationships
What are our rights?
To be treated with dignity and respect
To feel safe physically and emotionally
The right to learn and to teach
What are our rights as teachers in the classroom? Think Pair Share

4. 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
Kids like routines and prefer them especially behaviour students, teach important

5. Let kids go and you establish something
Prevention Routines
Hard to reclaim
Let kids go and you establish something

6. Prevention Rules should be…..ew
FEETS
ncouraged
nforced
aught
Ask what the letters could stand for and hand out notes
imple

7. 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

8. 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
An example of planning how to get kids attention – clap ,bell etc..

9. 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
Another core value, many behaviour problems are caused by students who can’t do the work-too hard 2e.g. boys, ADHD, Aspurgers,visual learners, Maori preferred learning styles, slow learners

10. Have regular classroom meetings to solve class problems
Prevention Building Co-operation
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
Another core value, increase the number of teachers in room, allow students to talk

11. 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…
Discuss with partner where you would seat your most disrubtive pupil and why

12. Prevention Managing noise
Monitor noise level
Work noise
Partner noise
Consider a noise meter- class or group reward for keeping with boundaries
Has any one here used a noise meter? Did it work?

13. Describe the behaviour 2. Discuss the impact 3. Thank them for it
Prevention Planned Encouragement
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
Intrinsic and extrinsic rewards yes/no, positive relationships.. Another core value

14. Balance with the ‘language of 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
Now looking at Correction 1. Don’t embarras students

15. 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
Core vaule
A theory must be tempered with reality.
Jawaharlal Nehru

16. Positive Correction Non-verbal directions or cues Privately Understood Signals
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”.
The least disruptive to class Discuss some non-verbal direction or PUS that you may use

17. Positive Correction Tactical ignoring
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

18. Positive Correction Take-up time
Demonstrates expectation
Is the cue when we turn aside, or walk away, after having given a direction
Enables trust, and maximises face saving

19. Positive Correction Moving around the classroom
Standing/sitting close to the disruptive student or group

20. Positive Correction The D’s-
Distraction e.g. Ask a student not concentrating a question or give them a job
Descriptive reminders e.g. “Samuel you are talking”
Defusing potential conflict using repartee and humour e.g. “You are not our normal teacher” Teacher replies “There are no normal teachers, Sally”
reDirect Simple behavioural directions, “Kale walk thanks”
Direct questions Don’t 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?”

21. Positive Correction Conditional directions
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”
Works with your own kids really well

22. Positive Correction Rule reminders
Keep positive
: E.g. “Jade- what’s our rule for asking questions?”
or “Cane you know our rule for listening …use it thanks.”

23. Positive Correction Partial agreement
Partially agree with the student and then refocusing back to the required behaviour
It’s an acknowledgement of the student’s argument
E.g. “Maybe it is a dumb rule but I’m asking you to put your mobile in your bag and turn it off”

24. Positive Correction Choice, Direction
Direct students to responsibility for their own behaviour by using language that emphasises the student’s choice rather than the teacher’s threat
e.g. “Jade put your pack of cards in your desk or on my table”
e.g.2 “Work quietly here or I’ll have to ask you to work separately”
Choice works well for curriculum planning as well

25. Positive Correction When you are angry…
Only get angry over serious issues
No emotional brow-beating, sarcasm and cheap shots
Assertion rather than verbal aggression
Use ‘I’ language – “I’m 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
Don’t publicly argue with student -one on one is best
Emphasis serious issues – talk about non verbal cueing – get angry in the same place Angus Macfarlane

26. Test for all consequences
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
Now on consequences Think of the last consequence you gave out test it with the 4 questions

27. Consequences
Follow up with Student
Consequences are part of the rights, rules and responsibilities framework
Students behaviour is a choice ‘You own your own behaviour…’
‘Consider other people’s 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

28. Consequences Follow-up
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
what consequence for not doing homework? For swearing at another student within teachers hearing?

29. Supportive strategies Establishing effective relationships does not just occur in the four walls of the classroom
Team meetings, Snag group, behaviour support plan, RTLB referral
Seek colleague, and parent support when we are struggling with a student, or a group or a whole class.