{"product_id":"cracking-the-hard-class-9781412923569","title":"Cracking the Hard Class","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAt 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 \u003cstrong\u003eCracking the Hard Class\u003c\/strong\u003e, \u003cstrong\u003eSecond Edition\u003c\/strong\u003e, highlights many practical strategies that can be implemented to overcome the hard class syndrome.  \u003cp\u003eThese 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.\u003c\/p\u003e  \u003cp\u003eAs well as constructive ideas and strategies, \u003cstrong\u003eCracking the Hard Class\u003c\/strong\u003e, \u003cstrong\u003eSecond Edition\u003c\/strong\u003e also highlights the normality of the pressures and stress felt by teachers dealing with these classes.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e′The book offers a very practical approach to building specific skills that will give teachers confidence in dealing with their toughest customers′ - \u003cb\u003e\u003ci\u003eDebate \u003c\/i\u003e\u003c\/b\u003e\u003cp\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e\u003ci\u003e′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′ - \u003cb\u003eYouth\u003ci\u003ein\u003c\/i\u003emind\u003c\/b\u003e\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e\u003ci\u003e\u003cb\u003e\u003cb\u003e\u003ci\u003e\u003c\/i\u003e\u003c\/b\u003e\u003c\/b\u003e\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction 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","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":52151263068503,"sku":"9781412923569","price":35.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781412923569.jpg?v=1762960637","url":"https:\/\/bookcurl.com\/products\/cracking-the-hard-class-9781412923569","provider":"Book Curl","version":"1.0","type":"link"}