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

338 Pages·2011·2.45 MB·English

by  Bill Rogers

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Strategies for positive and effective behaviour
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This major revision covers:
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- establishing classes effectively and positive discipline practice in
the classroom
- working with children with behavioural disorders, developing
individual behaviour plans
- managing anger and conflict THIRD EDITION
- working with the challenging and hard-to-manage class
- effective colleague support.
You Know the Fair Rule is a comprehensive, practical and realistic
guide to effective practice. The skills and approaches outlined are
derived from Bill’s work in schools as a consultant and his mentor- BILL ROGERS
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teaching in challenging schools.
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Dr Bill Rogers has worked as a teacher at every level

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of education. He has researched widely, and written,
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in these areas of education: behaviour management;
ISBN 978-0-86431-974-6
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school discipline; teacher stress; whole-school
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approaches to behaviour management; and the nature
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of colleague support in schools. His work is well known
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in Australia and the United Kingdom for his awareness
positive and effective
of, and sensitivity to, teachers’ concerns and needs in
9 780864 319746
their profession. behaviour management and discipline
in schools
Australian Council for Educational Research
Bill Rogers has gained wide respect through his work as a consultant running
in-service activities for teachers on classroom and whole-school discipline
approaches. You Know the Fair Rule provides the depth of discussion and detail
required to understand and implement Rogers’ strategies.
How many of us have consciously planned how to respond to specific dis-
ruptive behaviour, such as students calling out or farting? Through detailed and
realistic descriptions and discussions of classroom situations, Rogers builds up
a wide repertoire of possible teacher actions.
Throughout the book, Rogers exhibits a compassionate understanding of
the difficulties faced by teachers—who have ‘one of the most demanding of all
jobs’.
This book could (and should) usefully form the basis for teacher training
programs on discipline. For those of us in the classroom—from kindergarten to
secondary schools—it provides practical strategies for less stressful and more
effective classes (and schools) for both students and teachers.
Joy Kite, Education Quarterly
Bill Rogers’ You Know the Fair Rule is a very practical document; one can imagine
a harassed teacher hastily consulting a relevant section before facing a difficult
class. At the same time, the book is a logical text which deserves leisurely and
thoughtful digestion.
The writing is relaxed without being colloquial, informative without being
didactic. The text is set under clear headings and often expressed in point form,
clarified by use of diagrams and flow charts and enlivened by Kevin Burge-
meestre’s humorous line drawings.
This book is, I feel, compulsory reading for all educators.
Anna Abbott, Sydney Morning Herald
Rogers is no starry-eyed idealist and has obviously confronted many of the
situations he describes. He is firm on the essential importance of respecting all
students, no matter how unlikeable their behaviour may be, and he is actually
able to define respect in operational terms. As a teacher working exclusively
with ‘at risk’ or ‘disinclined’ students, I can endorse his views. The section on
the need for self-esteem should be read by all teachers.
Sue Nichols, Bowden Brompton Community School
The author knows what he is writing about from personal experience and is
essentially practical in dealing with the problems we face in our classrooms
every day. This is a most highly recommended book for all involved in teaching.
Many teachers will want a personal copy but every school should have a copy
in its Professional Development library if it is serious about its discipline policy.
Derek Robson, Staff Development Association Journal
Rogers uses many examples that are easy to relate to and highlights differences
and alternatives that could be used for any class from kinder through to high
school. I recognised many different teacher reactions and realised how easy it
is to establish more succinct and accepted behaviour management strategies in
any class. I found this book to be very ‘reader friendly’ and accessible, making it
a must-read for beginning teachers or those needing some inspiration to make
their classroom more equitable and learning focused.
Charlie White, AEU, Ed. Lines
Strategies for
positive and effective
behaviour management and discipline
in schools
THIRD EDITION
BILL ROGERS
Strategies for
positive and effective
behaviour management and discipline
in schools
ACER Press
This third edition published 2011
by ACER Press, an imprint of
Australian Council for Educational Research Ltd
19 Prospect Hill Road, Camberwell
Victoria, 3124, Australia
www.acerpress.com.au
[email protected]
First published 1990 by ACER Press
Second edition published 1998 by ACER Press
Text copyright © Bill Rogers 1990, 1998, 2011
Design and typography copyright © ACER Press 2011
This book is copyright. All rights reserved. Except under the conditions described in the Copyright Act
1968 of Australia and subsequent amendments, and any exceptions permitted under the current
statutory licence scheme administered by Copyright Agency Limited (www.copyright.com.au), no
part of this publication may be reproduced, stored in a retrieval system, transmitted, broadcast or
communicated in any form or by any means, optical, digital, electronic, mechanical, photocopying,
recording or otherwise, without the written permission of the publisher.
Copying of the blackline master pages
The purchasing educational institution and its staff are permitted to make copies of the pages marked
as blackline master pages, beyond their rights under the Act, provided that:
1. The number of copies does not exceed the number reasonably required by the educational
institution to satisfy its teaching purposes;
2. Copies are made only by reprographic means (photocopying), not by electronic/digital means, and
not stored or transmitted;
3. Copies are not sold or lent;
4. Every copy made clearly shows the footnote (You Know the Fair Rule 3rd edn © Bill Rogers 2011).
For those pages not marked as blackline masters pages the normal copying limits in the Act, as
described above, apply.
Edited by Elisa Webb
Illustrations by Kevin Burgemeestre (Chapters 1–10), Bill Rogers (Appendices) and
Sarah Rogers (p. viii).
Cover design by Karen Wilson
Cover images: Shutterstock
Typeset by ACER Project Publishing
Printed in Australia by BPA Print Group
National Library of Australia Cataloguing-in-Publication entry:
Author: Rogers, William A. (William Arthur), 1947-
Title: You know the fair rule : strategies for positive and effective behaviour
management and discipline in schools / Bill Rogers.
Edition: 3rd ed.
ISBN: 9780864319746 (pbk.)
Notes: Includes bibliographical references and index.
Subjects: Classroom management. School discipline. School children—Discipline.
Dewey Number: 371.1024
Contents
About the author vii
Acknowledgements ix
Preface x
Introduction xiv
Chapter 1 Discipline: Definition and protocols 1
Chapter 2 Disruptive behaviour and teacher management style 21
Chapter 3 Classroom management: Planning and skills 49
Chapter 4 Planning discipline interventions 96
Chapter 5 Rights, responsibilities and rules in the classroom and
the playground 120
Chapter 6 The if–then dynamic 152
Chapter 7 Building a positive classroom climate 191
Chapter 8 The basis of a positive classroom climate:
Self-esteem and self-concept 215
Chapter 9 The hard-to-manage class 248
Chapter 10 Conflict resolution and managing anger 272
Conclusion 293
Appendices
I Personal running records 296
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Contents
II The 4W form 298
III Behaviour plans 299
IV Behaviour goals 301
V Success criteria for school assemblies 302
VI Playground questionnaire 304
VII Establishing a class 305
VIII Noise meters 306
References 308
Index 312
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About the author
Bill Rogers’ concern with discipline and behaviour management in schools
began in the classroom. As a beginning teacher he was troubled by the absence
of training in discipline strategies and by the lack of support given to teachers
in this difficult aspect of an already demanding profession. As his career and
studies progressed, he began researching the issues of discipline, classroom
management and teacher stress. His Masters degree (Melbourne University)
concentrated on conflict and conflict resolution among pre-adolescents; his
PhD (Melbourne University) focused on the nature, extent and utility of col-
league support in schools and how colleague support enables positive coping
(in a stressful profession). ACER Press has published the book drawn from that
research (I Get By With a Little Help: Colleague support in schools, 2002).
Bill now works as a consultant in all areas of education (primary, post-
primary and tertiary), running in-service programs for teachers, lecturing at
universities and working with parent groups and students. He lectures widely
on discipline, classroom management, stress and teaching, developing peer-
support programs for teachers and developing community-based policies on
discipline and student welfare. He has been a mentor–teacher in many Australian
and British schools, and has worked with teachers throughout Australasia and
the United Kingdom in the last 20 years. He travels frequently to New Zealand,
Britain and Europe to conduct seminars and professional development courses
with schools and universities. He has conducted a number of summer schools
at Cambridge University.
Bill Rogers holds degrees in theology and education (from Ridley College,
Melbourne University), and was a parish minister in the western suburbs of
Melbourne for seven years, a role which included chaplaincy in hospitals, pris-
ons and schools. He has published over a dozen books and a number of videos
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About the author
on behaviour management and classroom discipline. A number of his books
have been translated into other languages (including the ACER Press title,
Behaviour Recovery).
He is a Fellow of the Australian College of Education, an Honorary Fellow
of Melbourne University (Graduate School of Education) and an Honorary Life
Fellow of Trinity College (University of Leeds, UK).
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Acknowledgements
Putting a book together takes a long time and, apart from the personal effort
involved, requires the assistance of many people. From the outset, the Austral-
ian Council for Educational Research was especially supportive. My thanks in
the first instance to Ian Fraser and John King. I’d also like to thank Annemarie
Rolls, Ralph Saubern, Elisa Webb, Yana Gotmaker, Amanda Pinches and Holly
Proctor in the planning and development of this major third edition.
I particularly want to thank Felicia Schmidt who with patience, goodwill
and great care typed this third edition.
I doubt whether the many hundreds of students in schools where I have
taught will ever read this book (who knows, some of them may want to teach!),
however I thank them for the times we had together. As well as ‘disciplining’
them, I’ve discussed the purpose of discipline and why they prefer one sort
of discipline over another; some of their stories are in this book. I’ve also been
teaching the practices and skills covered herein to teachers (and trainee teach-
ers) in schools and universities in Australia and overseas for the last 20 years.
My thanks to those who now are slogging it out day after day with skill and
good humour at the ‘chalkface’.
My special thanks to my wife Lora (a teacher) and our daughters (one a
teacher); we’ve had many chats around the meal table about discipline and
behaviour.
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