Cracking the Hard Class. By Bill Rogers. Paul Chapman Publishing, 2nd ed. ©2006. ISBN: 1-4129-2356-5
This book is about “strategies for managing the harder than average class”
KEY POINTS FROM BOOK: INTRODUCTION:
Page 4-5:
· Behaviour - “60, 30, 10 principle”
o 60% of students are co-operative, reasonable, and considerate
o 30% behave in attentionally annoying ways, which include clowning around, “notice me” behaviours, speaking out frequently, butting in, leaning back or rocking in chairs, making “silly” or inappropriate comments, being overly noise during class work time, wandering between seats, avoiding tasks and work, etc.
o 10% are frequently challenging, through arguing or confronting teachers, refusing to listen or work, defiance, etc. (This 10% can also include the socio-emotional behaviour disorders, including ADD, ADHD, ASB (Autism), etc. which still present significant challenges for class teachers).
· There is a pattern in many hard to manage classes. You can see rapid deterioration in group behaviour, including students from the 60 percentile noted above. Symptoms usually include group restlessness, inattention, inability to focus on tasks, speaking out, interrupting classmates and teacher by talking over them.
· It is critical how we establish ourselves, the classroom, and the rules within that first meeting with a new class.
o Are we perceived as confident of as indecisive, unsure, and non-assertive?
o Are we able to clearly convey why we have gathered together as a class, in this location, for this subject/unit/lesson?
o Are we enthusiastic and engaged in our teaching, with our subject matter, and with our students?
o Is there evidence that we respect ALL of our students, even the hard to manage ones?
· “Credibility is earned over time through effective teaching, leadership skill and [...] fundamental respect [...] balanced with commitment to dignity, respect welfare, and solid encouragement.”
Page 6 -7:
o Can be earned “by proxy” – team teaching with colleague who already has credibility with students.
o Should have a positive start with any new class that sounds and looks relaxed and natural, and that links your leadership to that of the previous teacher through classroom rights and responsibilities.
o Even small issues should be thought through thoroughly.
Page 8:
· AVOID EASY BLAME of teacher or students as it is a reaction and not a solution. No one simple, single strategy can be used to change a hard class. The hard class issue is more effectively addressed when a whole school approach is taken and it is not treated as an isolated incident.
Page 9:
· John Embling states “schools can provide ‘badly distressed’ children with a safe environment for learning, for interacting with others, for finding some pastoral relief to the nightmare of their lives. This means caring, humane environments, not jungles of violence and mayhem” (the Age, 2 June 1987, p 22)
· Bad day syndrome (BDS) is caused by tiredness, frustration, irritation, and social injustice. We need to be able to acknowledge, apologize when it is necessary, learn from it and move on.
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