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Cracking the Hard Class
Second Edition
- Bill Rogers - Independent Educational Consultant, Victoria, Australia
Other Titles in:
Classroom Management & Student Behaviour | Educational Psychology | Special & Inclusive Education
Classroom Management & Student Behaviour | Educational Psychology | Special & Inclusive Education
October 2006 | 224 pages | SAGE Publications Ltd
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.
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?
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
PART TWO: CLASSROOM MEETINGS
Holding a Classroom Meeting
Open Meetings
Closed Meetings
Mini-Class Meetings
Meetings to Deal with Put-Downs
PART THREE: DEVELOPING A CLASSROOM BEHAVIOUR AGREEMENT
Basic Steps in Developing Behaviour
Agreement
The Consequential Chain
PART FOUR: DEVELOPING A CLASS BEHAVIOUR PLAN USING GROUP REINFORCEMENT
Introduction
The Process
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)
Clarifying Cues for Questions, Discussion, Attention and Help
Planning For Transitions
Gaining Attention
Monitoring 'Working Noise'
Dealing with Disruptive Behaviour
Closing the Lesson
Encouraging the Individual and the Class
Motivation
PART SIX: FOLLOWING UP WITH DISRUPTIVE STUDENTS
Guidelines for Follow-Up
Mirroring Behaviour
The 4W Form
Managing a Crisis Situation: Time-Out
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
Behaviours Associated With Attention Deficit Disorder
PART EIGHT: RELIEF TEACHERS AND THE HARD CLASS
Challenges Facing Relief Teachers
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
Developing Skills of Confidence
Bullying (Students Who Bully Teachers)
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
As a companion book to Rogers Classroom Behaviour this is essential reading for anyone working in teaching. So many good ideas and great advice on how to stay sane and deal with very difficult situations.
Education, Grimsby Institute of HE And FE
January 21, 2017
Contains a wealth of information about behaviour management. In use with staff within the department.
English Language Arts , Grimsby Institute of HE & FE
August 22, 2016
Useful reading for qualified teachers who are reflecting on practice and also teachers and lecturers in training.
Trowbridge Campus, Wiltshire College
September 16, 2016
I would recommend this to anyone new or experienced in the teaching profession. It shows how to build the necessary skills needed to work with the most challenging of students.
AACATS, Ystrad Mynach College
June 24, 2013
