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Cracking the Hard Class
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Cracking the Hard Class

Second Edition
  • Bill Rogers - Independent Educational Consultant, Victoria, Australia


October 2006 | 224 pages | SAGE Publications Ltd
Praise for the First Edition:

`In Cracking the Hard Class, the undisputed master of behaviour management, Bill Rogers, shows us that being an effective teacher isn't a result of God-given gifts of charisma and presence, but can be developed through a series of specific skills and learns actions. It's one of the mot useful books around for new teachers… If you can catch him live on one of his UK roadshows, you're in for a real treat. This practical approach from a writer who has clearly retained at least a notional foot in the classroom is the one that works best for me' - Geoff Barton, The Times Education Supplement

`This book would certainly be invaluable to colleagues in the school where some had done the course and others had learnt it second hand. It would have a place in the staffroom of most schools, especially in the secondary sector. Bill Rogers is clearly a charismatic teacher what he offers is based on secure knowledge of child psychology, classroom dynamics and staffroom politics' - Emotional & Behavioural Difficulties

`This is an excellent book for teachers at any key stage who have one or more "difficult" pupils in their class, as well as those with the "hard class". It provides simple and effective behaviour management strategies and makes you realise you are not alone and that it's okay to have a bad day. It mainly discusses secondary education but does refer to primary. Many of the strategies are suitable for all levels anyway. An absolute must-have for a teacher' - Amazon Review

At some point in every teacher's career he/she will encounter the `hard class' and from day one the countdown to the end of the day, term and year is on in earnest. But as demanding as it may be, a difficult class does not have to dominate and permeate through all waking moments. Bill Rogers, in Cracking the Hard Class, Second Edition, highlights many practical strategies that can be implemented to overcome the hard class syndrome.

These include: identifying what makes a class `hard'; developing a class behaviour plan; developing colleague support; following up on disruptive students; changing patterns of bad behaviour; and assisting relief teachers and the hard class.

As well as constructive ideas and strategies, Cracking the Hard Class, Second Edition also highlights the normality of the pressures and stress felt by teachers dealing with these classes.

 
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

'The book offers a very practical approach to building specific skills that will give teachers confidence in dealing with their toughest customers' - Debate


'Teachers struggling to manage "difficult" pupils may be relieved to learn that the author, along with many other educationalists, believes that effective teaching can be developed by acquiring the necessary skills - you don't have to be born with them! This book is full of those skills and how to put them into practice. With stress levels apparently rising amongst teachers, Bill Rogers' calm approach to tackling even the most extreme behavioural problems in the classroom, to create a "more positive working environment", will come as a relief to many teachers' - Youthinmind


As a companion book to Rogers Classroom Behaviour this is essential reading for anyone working in teaching. So many good ideas and great advice on how to stay sane and deal with very difficult situations.

Ms Dee D'e
Education, Grimsby Institute of HE And FE
December 22, 2016

Contains a wealth of information about behaviour management. In use with staff within the department.

Mrs Ruth Marie Steyert
English Language Arts , Grimsby Institute of HE & FE
November 7, 2016

Useful reading for qualified teachers who are reflecting on practice and also teachers and lecturers in training.

Mrs Kelly Cover
Trowbridge Campus, Wiltshire College
September 16, 2016

I would recommend this to anyone new or experienced in the teaching profession. It shows how to build the necessary skills needed to work with the most challenging of students.

Miss KATY MEREDITH
AACATS, Ystrad Mynach College
June 24, 2013

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Bill Rogers

Dr. Bill Rogers taught for many years before becoming an education consultant and author; he lectures widely on behaviour management, discipline, effective teaching, stress management and teacher welfare across the UK and Europe, Australia and New Zealand. Bill also works as a mentor-teacher, team-teaching in challenging schools. He is well aware of the challenges of teacher leadership in schools today.Bill read theology at Ridley College Melbourne University, then psychology and education also at Melbourne University. He is a Fellow of the Australian College of Education, Honorary Life Fellow of All Saints and Trinity College, Leeds... More About Author