POSITIVE BEHAVIOUR LEADERSHIP & CLASSROOM MANAGEMENT
Dr Bill Rogers
2024-2025 PRIVATE BOOKINGS

 Dr Rogers works with individual schools, school clusters, education authorities & universities across Australia and Internationally, on request.

 Below is an outline of the topics available.

 Bookings are now open for our UK & Europe Lecture Tour from October to November 2024

 


 BEHAVIOUR LEADERSHIP & CLASSROOM MANAGEMENT

(Primary or Secondary Focus)  

This seminar will provide strategies for developing a positive approach to behaviour leadership and discipline with the primary classroom.

During this highly informative day Dr Rogers will address the following topics:

1. Core and Essential Practices of Behaviour Management

These core practices and skills emphasise the way we interact (as teacher-leaders) with our students to enable their awareness of, and ownership and responsibility for, their behaviour. Special emphasis will be given (and demonstrated) as to why, and how, we use certain forms of language cueing; particularly when we have to address more challenging behaviour.

 

2. Behaviour Expectations and Routines

Dr Rogers will provide a framework for clear behaviour expectations and routines to enable a safe, supportive, respectful social/learning community at the classroom level and in the wider school context. The particular approach of a classroom behaviour agreement (grade by grade) will be explored based on essential rights and responsibilities.

3. Behaviour Consequences

The issue of behaviour consequences will be addressed including the safe and respectful use of time-out. Particular attention will be paid to restorative practice from behaviour conversations / behaviour consequences / accountability conferences (say in a bully/victim context).

4. Behaviour Support

The issue of behaviour support will emphasise the need to work with our high-risk students who display on-going patterns of distracting/disruptive and challenging and unsafe behaviours. Emphasis will be given to the crucial importance of restorative practice through individual behaviour support plans within a whole-school model. Case examples will be shown as to how to establish, monitor and maintain such plans and programmes.

 

5. Colleague Support

A core feature of any enabling and meaningful behaviour policy and practice is the need for colleague support. This axiomatic factor of our professional collegial life will be noted throughout the day’s presentation.

 

 


 

CRACKING THE HARD CLASS

This seminar will help in addressing a challenge faced by many teachers today – Why is this particular class so difficult? What can we do, together, to change things? How can we get out of the spiral of defeat and low expectation to enhance success in learning, and social interaction? Most of all how can we support one another?

•   What do we mean by hard class
•   Why do some classes get hard or have a reputation?
•   The importance of establishing classes well
– the first hours, first days
– the critical first meeting with new classes, particularly 'reputation classes
– re-establishing a class that has gone off the rails
•   Approaches to cracking a hard or reputation class
•   Developing individual behaviour management plans for troublesome and behaviourally disordered students
•   Teacher bullying – why some teachers are bullied and how to address it
•   Teacher stress

 


 

BEHAVIOUR MANAGEMENT FOR BEGINNING TEACHERS

This seminar is designed specifically for teachers with less than 5 years' experience in the classroom and will provide strategies for developing a positive approach to behaviour leadership and discipline.

During this highly practical seminar Bill will share:

• The core principals of positive behaviour leadership and discipline skills
• The language of correction and discipline
• How to establish a class well - covering basics such as initiating and sustaining attention, engagement and motivation, noise levels and time-on-task
• How to develop a class behaviour agreement - whole class/developing rights, responsibilities and rules
• Following up and following-through with students, especially those who present with on-going 'behaviour problems'
• Developing effective use of 'time-out'
• Using behaviour consequences
• Managing frustration and anger in behaviour management situations
• Managing challenging students in and out of class
• Key aspects of colleague support – peer coaching/mentoring/appraisal

 


 

 

BEHAVIOUR MANAGEMENT: A WHOLE-SCHOOL APPROACH

Topics in this area of interest cover:

·         The obvious – and not so obvious – benefits of a whole-school approach

·         The concept and application of ‘preferred practice’ when addressing student behaviour in any context classrooms/assemblies/corridors/playground/’wet-day’/lunch supervision/bus duty ... (core discipline practices and skills in day-to-day management and discipline)

·         How to begin a whole-school approach; purpose, aims, values and where to start

·         Developing a whole-school policy and action plan approach

·         Key skills and professional development (in-school mentoring options)

·         The place of colleague support in a whole-school approach

·         Duty of care outside the classroom (key management practices and skills)

o   Playground management

o   Corridor, wet-day supervision, bus supervision ...

·         Working with students who present with on-going challenging behaviours and those with diagnosed behaviour disorders

·         The ‘hard-class’ phenomenon, (this topic is developed much more fully in the seminar on ‘Cracking the hard class’

 


 

WORKING WITH STUDENTS WITH CHALLENGING BEHAVIOURS

Topics in this area of interest cover:

·         The reality and extent of ‘behaviour disorder’ as a phenomenon in mainstream schools (with special reference to ADD / ADHD spectrum behaviours)

·         Supporting teachers who have such student behaviours in their classes

·         Developing early intervention plans (including uses of time-out); developing IBMP’s (individual -behaviour-management-plans) on a whole-school basis

·         Behaviour management and discipline practice

·         Utilising the whole-class group in behaviour management planning for individuals 

·         Using classroom meetings to address (and support) behaviour concerns of individuals

·         Working with parents of students with behaviour disorders

·         Working with disaffected teachers

·         Bullies and victims

 


 

MANAGING TEACHER STRESS

Topics in this area of interest cover:

·         Key factors in personal and organisational stress in day-to-day teaching

·         Balancing the normality of stress in teaching with personal coping strategies

·         Management of disruptive behaviour in classroom settings – key skills

·         Skills of assertion with special reference to classroom management situations

·         Frustration and anger management

·         Key aspects of colleague support relating to teacher stress

·         Teacher welfare

·         Strategies for stress reduction at whole school structural / organisational and personal management levels

 


 

DEVELOPING COLLEAGUE SUPPORT IN YOUR SCHOOL

Topics in this area of interest cover:

·         The shape and extent of colleague support: moral, professional, social, emotional and ‘structural’ aspects of colleague support

·         The ‘cultural shape’ of support across schools; what a ‘collegially supportive school’ does (and why) – and the difference it can make

·         Colleague support: coping and welfare factors

·         Key protocols of colleague support

·         Peer coaching / mentoring / appraisal

·         A framework for colleague support in (your) school

·         Developing colleague support within current needs, analysis and review

·         Case studies of ‘collegially supportive’ schools; (optional)

 



PLEASE NOTE:

If there is special interest in developing a ‘single-issue’ seminar, or workshop, on topics such as bullying, staff welfare, students with ‘behaviour disorders, policy development, colleague mentoring, playground supervision and management – this can be accommodated. Schools may also request an amalgam of topics from the key areas noted in this planning guide. 

The degree of content detail and ‘coverage’ will vary with time, allocation, need and context.

Dr Rogers is available to present half-day (Melbourne only); full day or keynote conference addresses (minimum1.5 hours required)

  For enquiries contact Mrs Lora Rogers

lrrogers07@gmail.com

  Rogers Education Consultancy Pty Ltd