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Contents

Introduction Habituation Support-Not Blame Habituation and 'Distribution of Behaviour' Credibility by 'Proxy' Bad Day Notwithstanding PART ONE: WHAT MAKES A CLASS 'HARD'? What Is A Hard Class? Common Factors in Hard-To-Manage-Classes Put Them All In One Class? Labelling the Class Shouting a Class Down (Or Up) Classes That Aren't Listening Short-Term Colleague Support (Safety Valve) Making Changes A Healthy Whinge Action Planning Tracking Students across Classes Changing the Seating Plan The Repairer and Rebuilder PART TWO: CLASSROOM MEETINGS Holding a Classroom Meeting Open Meetings Closed Meetings Mini-Class Meetings Meetings to Deal with Put-Downs Put-Downs and Teasing In Class A Class Meeting To Deal with Negative Language and Put-Downs Class Meeting and Group Establishment PART THREE: DEVELOPING A CLASSROOM BEHAVIOUR AGREEMENT Basic Steps in Developing Behaviour Agreement Rights Basic Responsibilities Class Rules Consequences Support for Behaviour Change The Consequential Chain PART FOUR: DEVELOPING A CLASS BEHAVIOUR PLAN USING GROUP REINFORCEMENT Introduction The Process Preparation Presenting the Programme Formation of Groups The 'Reward' System The Process in Operation Behaviour Modification at Lower Primary Level Maintaining the Program Support from Colleagues Students in Co-Operative Working Teams PART FIVE: ESTABLISHING A CLASS AT THE OUTSET Introduction 'Lining Up' and Entry to Class Positional Placing (In Whole-Class Teaching Time) Communicating Calmness Clarifying Cues for Questions, Discussion, Attention and Help Calling Out In Class Tactical Pausing Cues for On-Task Teacher Assistance The Teacher-Help Board Planning For Transitions Students without Equipment Helpful Hints Gaining Attention Monitoring 'Working Noise' Dealing with Disruptive Behaviour In the Whole-Class/Instructional Phase of the Lesson Corrective Language in Behaviour Management Discipline in the On-Task Phase of the Lesson Closing the Lesson Encouraging the Individual and the Class Motivation Core Routines Being 'Overly Friendly' With A New Class PART SIX: FOLLOWING UP WITH DISRUPTIVE STUDENTS Guidelines for Follow-Up Mirroring Behaviour The 4W Form Managing a Crisis Situation: Time-Out Time-Out Practices A Time-Out Room Staff Survey: Exit/Time-Out Policy Review Classroom Rotation Follow-Up and Three-Way Facilitation Students Who Refuse To Stay Back After Class Apologies Detentions Suspension and Expulsion Expulsion PART SEVEN: PATTERNS OF BEHAVIOUR AND CHANGING BEHAVIOUR First Principles of Behaviour Management Case Study Developing an Individual Behaviour Management Plan with Students Who Present With Behaviour Disorders Behaviour Profile Case-Management (Adult-Mentoring) Context for Behaviour Planning Sessions Covering Behaviour, Behaviour Skills Evaluating the Program-A Case Study Subsequent Sessions Goal-Directed Behaviours Key Questions Completing the Goal Disclosure Behaviours Associated With Attention Deficit Disorder Case Example PART EIGHT: RELIEF TEACHERS AND THE HARD CLASS Challenges Facing Relief Teachers Colleague Support Supporting Relief Teachers A Brief Word to Supply/Relief Teachers When Your Class Has Given a Relief Teacher a Hard Time Thoughts of Three Relief Teachers PART NINE: SUPPORTING COLLEAGUES Offering Support Supporting Colleagues Who Struggle With a Hard Class Shared Struggle Case Study Developing Skills of Confidence Developing Skills: Key Questions Organisational Factors Teacher Beliefs, Attitudes and Change Skills and Self-Talk Bullying (Students Who Bully Teachers) Case Study Individual and Group Bullying Dealing With the Bullying Of Teachers Addressing Bullying/Harassment: A Whole-School Approach PART TEN: CONCLUSION APPENDICES Colleague Support-Staff Questionnaire The 3W Form Stop/Start Behaviour Plan The 4W Form No Put Down Zone We All Have a Right to Learn We All Have a Right to Respect BIBLIOGRAPHY

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