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BILL ROGERS: POSITIVE LEADERSHIP BEHAVIOUR MODEL
Transcript of BILL ROGERS: POSITIVE LEADERSHIP BEHAVIOUR MODEL
• Joint rights and Responsibilities
• Minimise unnecessary confrontation & embarrassment
• Promote the use of appropriate choices
• Discipline Respectfully
• Communicate expectations to your students: Make sure you make them aware of what you expect from day one, and stick to it. If you let one student get away with something, just once, they will think it is ok to do it again, you need to make it clear what you want from your students.
1) Collaboratively establishing
rules within a ‘classroom
2) Establishing associated consequences;
developing a positive classroom tone
3) Adopting a decisive teaching style.
• A hierarchy of least to more intrusive interventions
• Regular and incidental classroom meetings;
• Conflict resolution procedures
• All within an overarching framework of school-wide strategies.
3 KEY FACTORS OF ROGERS PLB MODEL
Have a behavior management plan: MINIMIZE PROBLEMS!!!
POSITIVE discipline: Focus on the positive behavior in the classroom rather than the negative in order to modify student behavior
KNOW your STUDENTS: Their names, their triggers, their backgrounds, anything that can help you understand them and their behaviors!
Who is Bill Rogers?
• Bill Rogers is an education consultant.
• A teacher by profession.
• He now gives lectures and seminars on:
- Stress and teaching.
- Colleague Support.
- Developing peer-support programs for teachers.
- Developing community-oriented policies for behavior management, based on whole-school approaches.
- Discipline and behavior management issues in classroom management.
His work is known especially for his commitment to a skills-based approach to discipline and behavior management and the emphasis on positive behaviors with rights and responsibility with a focus on rules.
Bill is the author of many journal articles and contributions to magazines (in Australia and the U.K.) and has published a number of books in Australia and the United Kingdom. He also has written for the Times Educational Supplement in the UK.
1. Tactical ignoring
2. Non-verbal messages
3. Casual statement or question
4. Simple directions
5. Restatement of the rule
6. Question and feedback
7. Distractions and diversions.
8. Diffusion and deflection
9. Taking the student aside
10. Clear desist or command
11. Physical Intervention
13. In-class statement
14. Blocking statement
15. Giving simple and directed choices
16. "Cool-off" timeout
17. Can i see you?
18. Basic "contracting" or individual behaviour management plans
19. Exit procedures
POSITIVE BEHAVIOR LEADERSHIP MODEL
A positive classroom environment should be a place with shared rights and responsibilities for all involved. The teacher is seen as a facilitator and leader and should model to the student’s ethical behavior. Bill Rogers believes that students need to be given choices within the classroom in order to be accountable for their behavior respect the rights of others to learn, be safe, and be respected; and build facilitative positive relationships. They should also be involved in the development of the classroom behavior as well as the development of the classroom behavior agreement and set rules and regulations as well as the consequences when not complied with. Discipline plans should be built on the notions of rights, respect and responsibilities Rogers believes that by using this method students are “having a say” in the way their classroom is run and in turn behavior management will be more positive and effective.
Bill Rogers PBL Model sits
in the middle of the Continuum
some final words from the man himself
Elizabeth Hadley and Keely McNevin
• Clip: www.youtube.com/watch?v=vgBjq1EsDHU
• Rogers, Bill. Behaviour management: a whole-school approach. Sage, 2007.
• Rogers, Bill, ed. Teacher leadership and behaviour management. SAGE, 2002.
• Edwards, Clifford H., and Vivienne J. Watts. "Classroom discipline & management." (2010).
• Avolio, Bruce J., and William L. Gardner. "Authentic leadership development: Getting to the root of positive forms of leadership." The leadership quarterly 16.3 (2005): 315-338.