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Bill Rogers

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Madeleine Fernon

on 29 October 2012

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Transcript of Bill Rogers

Bill Rogers THEORETICAL BASE FOR THE POSITIVE BEHAVIOUR MODEL "All people have the right to learn and/or teach and should help to maintain a learning environment that is free from disruption" Aim: to maximise the rate of occurences of positive behaviours which reduces the number of inapropriate behaviours.

Four preventative strategies according to Bill Rogers:
-Establish clear rules within a classroom behaviour agreement
-Establish related behavioural consequences
-Develop positive classroom tone
-Adopt a decisive teaching style Preventative Strategies Establish related behavioural consequences -Each rule should be accompanied by a description of what the students can expect to happen if the rule is violated
-Students can learn that rule compliance results in positive outcomes for them and for their class peers
-Consistency is necessary in applying all related consequences Establish clear rules within a classroom behaviour agreement -Establish clear and fair rules during the establishment phase of the school year and discuss with students about rights and responsibilities
-Students and teachers must work together during the development of the class rules to heighten the likelihood of students to behave appropriately, to 'own' the rules, and to know the reasons for their existence.
-Good rules focus on core rights of learning, safety and respect.
-Students should be able to freely move within the boundaries of the rules
-students, parents teachers should formalise the rules agreement through signed documentation to enable a shared sense of purpose between home and school Adopt a decisive teaching style ideal teacher style: Positives and Negatives about Bill Rogers model Some issues to consider:
* Need to articulate the rights, responsibilities and values with the students through discussions as Rogers' views this approach as a theoretical social construct
*Rogers focuses on practical strategies which can be taught and learnt
by beginning and experienced teachers and that these strategies need preparation
* You must plan ahead of time to respond to different situations such as disruption, rudeness, laziness and conflict for the Rogers model to work effectively
* Have this plan at hand in the classroom to integrate with your teaching
*These plans must reflect students to own their behaviour and to respect others rights, including their own Develop a positive classroom tone -all members of the school community feel safe and valued
-social & academic learning outcomes are maximized through quality practices, the curriculum, interpersonal relationships and school organisation
-school involves a planned continuum from positive to preventative action for specific individuals and groups
-non-violent, non-coercive and non-discriminatory language and practices are defined, modeled and reinforced
-suspension and exclusion procedures considered only when other approached have been rejected Brief History - Bill Rogers was a minister of Religion, a school teacher, a school chaplain as well as a hospital chaplain.
- Roger's has played an important role in the development of Classroom Management.
- He has conducted a great deal of research on a range of topics which include: Classroom Management; teacher stress; conflict resolution among pre-adolescents as well as collegue support. -The authoritative, democratic or decisive teacher knows their rights as a teacher. They have a clear plan on how to respond to behaviour and students know what is expected of them
-Giving the students the opportunity to make decisions for themselves.
-Students are responsible for their own behaviour choices. About the Model - Through a series of investigations, and many years of research, Bill Rogers formed 'The postive behaviour leadership model.
- The model aims to provide assistance for pre-service and practicing teachers, on ways to effectively discipline students, taking into consideration rights and responsibility. This discipline model gives students more opportunity, and recognises rights, rules and responsibilities.
- The model aims to enable students to:
*own their behaviour and be accountable for decisions which they make in regards to their behaviour
*respect the rights of others to learn, feel safe and be treated with basic respect
*build a workable relationship with students even where teachers have to discipline them.
- The model seeks to assist parents, teachers and students in recognising the importance of rights and responsibilities.
- Ensuring the model works effectively, Rogers also formed five principles of positive behaviour. Corrective Strategies To develop teacher-student relationships build on mutual respect and co-operation, it is important that a teacher is fair and consistent in their approach to classroom management. This can be made easier by developing a pre-meditated strategy for correcting student’s ‘every-day’ disruptions and misbehaviours. Rogers proposes in his ‘positive behaviour leadership model’ a number of corrective interventions, which he scales from least intrusive to most in order to guide teachers in matching the appropriate teacher response to particular student behaviorsrs.

‘Moving in a stepwise fashion, going from the least intrusive to most intrusive teacher behaviorsours as the need arises’.
(Rogers 1989a, pp.7-12) Rogers framework of interventions strategies,
from least intrusive, to most include: 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.Defusion and deflection
9.Taking the student aside
10.Clear desist or command 11. Physical intervention
13.In-class isolation
14.Blocking statements
15.Giving simple and directed choices
16.‘Cool-off’ time-out
17.Can I see you?
18.Basic ‘contracting’ or individual
behaviour management plans
19.Exit procedures Non-verbal messages (2): The end. For further explanation of each of these strategies see your
hand-out. Non-verbal messages allow teachers to intervene student misbehaviour without disrupting the flow of the lesson.
It includes the body language of the teacher e.g. upright and relaxed posture subliminally communicates to class that the teacher is confident in their leadership role. Casual statement or question (3): When student’s behaviour infringes on the rights of other students, a teacher may respond with an ‘I-Statement’. This involves the teacher stating assertively their personal feeling, the effect of student behaviour and a description of what they saw happen.
• Encourages students to conscious of the consequences of their actions.
* Rogers however points out that this strategy dependent on there being a positive, respectful relationship between teacher and students. Supportive strategies school wide support strategies
Rogers advocates support from school administrators
'behaviour recovery' where students learn how to behave better
Rogers (2003) adapted his classroom strategies to the playground, school policy, school bullying and establishing school rules
Collegue Support
Teachers need support with both little day-to-day irritation to the more serious incidents
Need to develop a collaborative professional culture with other teachers to improve support, trust, share their stratgies and ideas, reduce teacher stress, feel as though they have been listened to and to ideally improve the quality of teaching.
Support behaviour recovery
Students with behavioural disorders need to be taught how to behave like others to receive quality learning by practicing correct behaviours through role-playing with the teacher in oder to 'recover' their behaviour
You are not alone!
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