Download You Know the Fair Rule: Strategies for Positive and by Bill Rogers PDF

By Bill Rogers

School room administration and self-discipline can usually be the main difficult a part of an already challenging occupation. during this 3rd variation of the best-selling you recognize the reasonable Rule, writer invoice Rogers recognizes and addresses the genuine demanding situations confronted by way of academics. This significant revision covers: developing sessions successfully and optimistic self-discipline perform within the school room * operating with young children with behavioral issues * constructing person habit plans * coping with anger and clash * operating with the difficult and hard-to-manage classification * powerful colleague help. you recognize the reasonable Rule is a finished, sensible, and practical consultant to powerful perform. the abilities and ways defined are derived from Roger's paintings in faculties as a expert and from his mentor-teaching in hard faculties.

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

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Additional info for You Know the Fair Rule: Strategies for Positive and Effective Behaviour Management and Discipline in Schools (Third Edition)

Sample text

Children are spoken to, assisted and challenged in such a way that cooperation, independence, selfmotivation and self-control are the most likely outcomes. ’ Ms A is in her second week at Styx Rd, a large secondary school in an area demographically described as being of low socioeconomic status. This was not the school of her choice. Because she is new to the school, she has been given four periods of maths with 8E in a portable classroom. This is an unfortunate, and professionally unkind, practice in some schools where the last teacher in gets the ‘worst’ classes and classrooms.

I can’t teach with that noise. ’ That’s all. No big deal. Just a hand extended and then very quickly she focuses her awareness towards on-task students to bring attention back to the lesson. Kiana comes in late for the third time in two weeks. Ms C knows there are some home problems. Kiana slams the door and throws her bag down. The class, naturally, turn to check this out. Ms C walks over. ’ Ms C doesn’t waste time arguing about the veracity of the story or the ‘bad’ language. She tunes in to Kiana’s obvious frustration, ‘Kiana, look, I can see you’re uptight.

Of course they may be only ‘low-level’ distractions, such as uniform misdemeanours, talking while the teacher is talking, gum-chewing, calling out or not having equipment. We no longer hear the respectful and dulcet tones of, ‘Please, Sir’, or ‘Yes, Miss’. ’ and ‘I don’t care’. Add to this insouciance, sulking, insolence, swearing and defiance, and it’s easy to see why teaching is often rated as a stressful profession. The causes of disruption Children distract and disrupt for a number of reasons: boredom; ‘fun’; immaturity; inability to understand what is taught, or required; low tolerance to frustration; the contributing effects of a diagnosed behaviour disorder or an emotionally disturbed and dysfunctional home situation (p.

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