Description
Book SynopsisBill is a leading voice worldwide in the areas of classroom management and teacher stress, and has authored some of the market's best-known texts in this area, including Classroom Behaviour' (Sage), Behaviour Recovery' (Sage), Cracking the Hard Class' (Sage) and our own title, You Know the Fair Rule'. He has worked in every area of education (primary, secondary and further education) conducting in-service programmes for teachers, lecturing widely at teacher training colleges and Universities, working with parent groups and students in schools. He now works as a consultant, specialising in these areas, as well as lecturing regularly and providing training in Australia, New Zealand and the UK.
Trade Review“This is a thoroughly well informed and engaging analysis of teacher stress that will be of immense practical help to those seeking to understand and deal with their own stress or support colleagues to do so. Bill Rogers’ focus on the role of mentoring and colleague support within schools makes a significant contribution to the development of effective approaches for dealing with stress in the teaching profession. This is a book I can whole heartedly recommend.”
- Chris Kyriacou, Professor of Educational Psychology, University of York
"All policy makers and school managers should use this book as a manual for helping them to fulfil their responsibilities for fostering socially and emotionally climates in their schools. Rogers shows how when this happens not only are teachers happier and more effective, but students benefit too. As with all of his writings, [this book] is firmly rooted in scholarship, full of practical suggestions and insights and written is a direct, warm and engaging style. This excellent book deserves a wide readership among teachers and teacher managers."
- Professor Paul Cooper, PhD, School of Education, University of Leicester
"This is a truly masterful piece of work. It is scholarly, comphrensive, well structured and above all thought provoking. It is well illustrated by numerous pertinent case studies, which elucidates the relevant themes being discussed. It is an enjoyable lively text to read and a difficult one to leave down."
- Dr Suzanne Parkinson, Mary Immaculate College, SCR, Limerick
“This text should be compulsory reading in both teacher-training and professional development courses for senior teachers and school executives in topics such as Teacher Well-being: Preventing Burnout, or Collegial Whole School Approaches to Managing Classroom Behaviour.
Throughout this rich resource book, Dr Rogers draws on his professional lifetime of face-to-face teaching and coaching/ mentoring behavioural leadership in highly challenging classrooms in two continents (UK and Australia). In doing so, he provides page after page of tested, successful, and highly practical strategies for teachers at all levels of experience to use to manage the multiple sources of anxiety and stress that are inherent in their profession."
- Valentina McInerney, University of Western Sydney
"This book is a treasure trove of practical advice, based on sound psychological principles, on minimising classroom stress. The text is brought alive by the writer's engaging style and examples drawn from his extensive experience of working with some very challenging youngsters – and helping their teachers.
Highly recommended – particularly for teachers and teaching assistants new to Bill Rogers' impressive work and for staff specialising in working with children and young people with social, emotional and behavioural difficulties."
- Dr Ted Cole, SEBDA
"It is written with that touch of pragmatism with which teachers will at once identify ... a practical, jargon-free guide to making one's work more acceptible, it makes excellent reading.
The author's humane and realistic ideas are about dealing with the world as it is, not as we would like it to be. As such, this book has the potential to make our working lives more meaningful and hopefully more enjoyable."
- reviewed in the Times Educational Supplement by Andy Schofield, Principle of The Wellington Academy, Tidworth, Wiltshire
Table of ContentsIntroduction
Chapter 1 The dimensions of teacher stress
Chapter 2 The physiology of stress: what it does to us
Chapter 3 A lesson in London: stress in the classroom
Chapter 4 Beliefs, emotions, stress and our daily reality
Chapter 5 Anxiety and worry
Chapter 6 Anger: beyond frustration
Chapter 7 A behaviour management and discipline plan at the classroom level
Part A - Key elements, practices and skills
Part B - Balancing skills and practices
Chapter 8 Difficult and challenging students: follow-up and support
Chapter 9 Hard-to-manage classes: a collegial response
Chapter 10 Mentoring support for professional development in behaviour leadership
Chapter 11 Colleague support: auditing for stress and supporting each other
Appendices
