You Know the Fair Rule: Strategies for Positive and Effective Behaviour Management and Discipline in Schools

You Know the Fair Rule: Strategies for Positive and Effective Behaviour Management and Discipline in Schools

Paperback

By (author) William A. Rogers

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  • Publisher: LONGMAN
  • Format: Paperback | 336 pages
  • Dimensions: 157mm x 232mm x 18mm | 512g
  • Publication date: 19 January 2012
  • Publication City/Country: Harlow
  • ISBN 10: 1408296012
  • ISBN 13: 9781408296011
  • Edition: 3, Revised
  • Edition statement: 3rd Revised edition
  • Sales rank: 62,515

Product description

You Know the Fair Rule is a comprehensive, practical, and realistic guide to effective practice. The skills and approaches outlined are derived from Roger's work in schools as a consultant and from his mentor-teaching in challenging schools. This is a major revision of the second edition and covers: * establishing classes effectively and positive discipline practice in the classroom * working with children with behavioural disorders * developing individual behaviour plans * managing anger and conflict * working with the challenging and hard-to-manage classes * effective colleague support. Bill Rogers is undoubtedly the international guru of behaviour management. Although based in Australia, he spends at least 3 months of the year in the UK, running workshops and training for schools and universities.

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Author information

After years of teaching, Bill Rogers now works as a consultant, specialising in discipline, classroom management and teacher stress, and is the author of a number of successful books including Managing Teacher Stress, also published by Pearson.

Review quote

"Foundational to Rogers' approach is the interplay of rights and responsibilities within the school context. Any teacher who reads this book knows that Rogers is sympathetic to their profession; through personal anecdotes, gentle humour and clearheaded analysis of classroom dynamics, he aptly describes the challenges presented by a roomful of diverse and sometimes disruptive students. However, he makes crystal clear from the start that teaching is about respect and fairness. School should be a safe place for children. It is only within this relationship of rights and responsibilities that real learning can take place. Written for teacher practitioners, this text will also be of interest to teachers-in-training and some parents. I suggest that, as well as being a useful staffroom resource, this book could form the basis of more structured staff discussions around issues of discipline and behaviour management." - Janet Whitten, Australian Journal of Dyslexia and Specific Learning Difficulties "Bill Rogers has gained wide respect through his work as a consultant running in-service activities for teachers on classroom and whole-school discipline approaches. You Know the Fair Rule provides the depth of discussion and detail required to understand and implement Rogers' strategies. How many of us have consciously planned how to respond to specific disruptive behaviour, such as students calling out or farting? Through detailed and realistic descriptions and discussions of classroom situations, Rogers builds up a wide repertoire of possible teacher actions. Throughout the book, Rogers exhibits a compassionate understanding of the difficulties faced by teachers -- who have 'one of the most demanding of all jobs'. This book could (and should) usefully form the basis for teacher training programs on discipline. For those of us in the classroom -- from kindergarten to secondary schools -- it provides practical strategies for less stressful and more effective classes (and schools) for both students and teachers." - Joy Kite, Education Quarterly "Bill Rogers' You Know the Fair Rule is a very practical document; one can imagine a harassed teacher hastily consulting a relevant section before facing a difficult class. At the same time, the book is a logical text which deserves leisurely and thoughtful digestion. The writing is relaxed without being colloquial, informative without being didactic. The text is set under clear headings and often expressed in point form, clarified by use of diagrams and flow charts and enlivened by Kevin Burgemeestre's humorous line drawings. This book is, I feel, compulsory reading for all educators." - Anna Abbott, Sydney Morning Herald "Rogers is no starry-eyed idealist and has obviously confronted many of the situations he describes. He is firm on the essential importance of respecting all students, no matter how unlikeable their behaviour may be, and he is actually able to define respect in operational terms. As a teacher working exclusively with 'at risk' or 'disinclined' students, I can endorse his views. The section on the need for self-esteem should be read by all teachers." - Sue Nichols, Bowden Brompton Community School "The author knows what he is writing about from personal experience and is essentially practical in dealing with the problems we face in our classrooms every day. This is a most highly recommended book for all involved in teaching. Many teachers will want a personal copy but every school should have a copy in its Professional Development library if it is serious about its discipline policy." - Derek Robson, Staff Development Association Journal "Rogers uses many examples that are easy to relate to and highlights differences and alternatives that could be used for any class from kinder through to high school. I recognised many different teacher reactions and realised how easy it is to establish more succinct and accepted behaviour management strategies in any class. I found this book to be very 'reader friendly' and accessible, making it a must-read for beginning teachers or those needing some inspiration to make their classroom more equitable and learning focused." - Charlie White, AEU, Ed. Lines

Table of contents

Introduction Chapter 1 Discipline: Definition and protocols Chapter 2 Disruptive behaviour and teacher management style Chapter 3 Classroom management: Planning and skills Chapter 4 Planning discipline interventions Chapter 5 Rights, responsibilities and rules in the classroom and the playground Chapter 6 The if-then dynamic Chapter 7 Building a positive classroom climate Chapter 8 The basis of a positive classroom climate: Self-esteem and self-concept Chapter 9 The hard-to-manage class Chapter 10 Conflict resolution and managing anger Appendices I Personal running records II The 4W form III Behaviour plans IV Behaviour goals V Success criteria for school assemblies VI Playground questionnaire VII Establishing a class VIII Noise meters