Behaviour Management: A Whole-School Approach - Softcover

Rogers, Bill

Softcover

ISBN 10: 0761969292 ISBN 13: 9780761969297

Publisher: Paul Chapman Publishing, 2000

Synopsis

`An in-depth study of this book would have a strong impact in the field of educational management. The author has done an excellent job of identifying, interpreting, substantiating and modelling various principles, concepts and practices of behaviour management′ - Journal of Educational Planning and Administration

`Bill Rogers has an entertaining style and communicates his ideas in a way that will be easily accessible to teachers... He recognizes that the stress and pressures experienced by teachers are a normal part of the teaching landscape and that the answers lie with the school and its staff working cohesively and with confidence′ - Behaviour UK

`This is an extremely readable book on children′s behaviour and the management of behaviour in a classroom and school context. It also provides a useful guide to developing a whole school approach to positive behaviour′ - Amazon Review

Pressure on teachers is increasing. Bureaucrats, economists, parent groups and students are all placing extra emphasis on teacher accountability and performance. Adding to this pressure are rising concerns about student behaviour. This difficult problem is having a marked effect on the stress levels and self-esteem of teachers.

As more schools focus their attention on developing whole-school strategies for dealing with student behaviour, the need for a book to support teachers as they strive to develop a behaviour management policy is evident. Bill Rogers, who has many years of international experience of working on behaviour management, offers practical suggestions. He describes: positive discipline and the importance of consistency; particular skills in the language of discipline - verbal and non-verbal; techniques for managing bullying, aggression, rudeness and violence; methods to use with behaviourally disordered students; the 4Rs - rights, rules, responsibilities and routines; behavioural consequences including `time-out′; behaviour agreements - `contracts′; playground management; and how to set up a behaviour management plan and express it in a policy.

These important matters are presented in an entertaining style by someone who is clearly able to stand in a teacher′s shoes. Bill Rogers inspires confidence in a school′s capacity to work as a cohesive, co-operative unit linked with parents and the community to manage behaviour successfully.

About this title

About the Author

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 lrrogers07@gmail.com See his website for further information http://www.billrogers.com.au

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Edition details

• Publisher: Paul Chapman Publishing
• Publication date: 2000
• ISBN 10: 0761969292
• ISBN 13: 9780761969297
• Binding: Paperback
• Language: English
• Edition number: 1
• Number of pages: 256