1. Key Areas covered in an In-service, Seminar, Workshop , Conference, etc...

These areas (noted) cover key phrases : primary / secondary
 
Behaviour Leadership : Management and Discipline
 
Topics in this area of interest cover :
·       Positive Behaviour Leadership and discipline skills;
·       The language of correction and discipline;
.   The language of encouragement;
·       How to ‘ESTABLISH A CLASS’ at the beginning of the year :- key areas and key skills covering basics such as initiating and sustaining attention, engagement and motivation, noise levels, time-on-task etc. 
·       HOW TO DEVELOP A CLASS BEHAVIOUR AGREEMENT (whole-class / developing rights, responsibilities and rules);
·       Developing a personal behaviour management and discipline plan as teacher / leader;
.   Addressing attention and power in distracting and disruptive behaviours;
·       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;
 
Nb The degree of detail and ‘coverage’ will vary with time, allocation, need, request …. Eg : staff meeting, half-day, full day or ‘keynote address’.

 
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) :-
Playground management;
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’ … managing the ‘harder than average class’ and ‘Behaviour management and behaviour disorders’).
 
Working with students with challenging student 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).
 
 
Addressing the Hard Class Issue :
Managing the ‘Harder Than Average’ Class
 
Topics in this area of interest cover :
·       The common reasons why a class is seen as hard-to-manage (or becomes hard to manage);
·       How to identify a ‘hard class’ and set up, immediate, workable support and action plans;
·       Using classroom meetings to work with a ‘hard class’ and refocus behaviour and learning expectations : fresh-start options;
·       Establishment and re-establishment of a class group as it affects the hard-to-manage factors within a class group;
·       Targeting ‘power brokers’ and students who act as ring-leaders in ‘hard classes’;
·       Students who harass and bully teachers; strategies for identification and mediation accountability and consequences;
·       Crucial aspects of colleague support relating to the ‘hard class’.
 
 
NOTE :
If there is a special interest in developing ‘single-issue’ seminars, or workshops, on topics such as bullying, staff welfare, students with ‘behaviour disorders …’, policy development, colleague mentoring, playground supervision and management – this can be accommodated. Many schools request an amalgam of topics from the key areas noted in this planning guide. As noted earlier (p1) time allocation/need/context also determine the degree of emphasis and detail and range of topics listed within any key area. It is always advisable for client groups to determine the degree and range of emphases in planning for the professional development event to seek to address their needs and context.

 
 
 
 Dr. Bill Rogers is a teacher, education consultant and author . He conducts in-services and seminar programmes across Australasia, New Zealand, Europe  and the U.K. in the areas of behaviour management, effective teaching, stress management, colleague support and teacher welfare. He has also worked extensively as a mentor-coach in classrooms; team-teaching in challenging classes in Australia and the U.K. {He is a Fellow of the Australian College of Education and Honorary Life Fellow of All Saints and Trinity College : Leeds University and Honorary Fellow at the Graduate School of Education, Melbourne University}.