Bill Rogers - Decisive Discipline by https://padlet.com/kad997/480kvz8p41g3 EDGS916 Assessment 2 en-us 2017-09-17 04:17:27 UTC 2025-09-25 02:39:57 UTC hello@padlet.com Bill Rogers - Decisive Discipline kad997 https://padlet.com/kad997/480kvz8p41g3/wish/188191602 2017-09-17 04:21:32 UTC https://padlet.com/kad997/480kvz8p41g3/wish/188191602 Basic Philosophy & Principles kad997 https://padlet.com/kad997/480kvz8p41g3/wish/188191759 Dr. Bill Rogers behaviour management approach is known as decisive discipline. The approach focuses mainly on enabling students to be aware of their behaviour and responsibility to others. Rather than the teacher always being in control and micro-managing behaviour within the classroom setting, this approach focuses on modelling, guiding and leading students into practising positive behaviour. In regards to the behaviour continuum (depicted on the left), Rogers work is slightly skewed to a teacher controlled environment, as the teacher is still responsible for challenging students to understand their own behaviours. The model relies heavily on the teacher's ability to build relationships with students, valuing individual students for their differences encouraging students to become responsible, independent learners. Language is highlighted throughout Rogers (2004) research as vital to the success of decisive disciple and will be explored further in the strategies. 

]]> 2017-09-17 04:24:36 UTC https://padlet.com/kad997/480kvz8p41g3/wish/188191759 kad997 https://padlet.com/kad997/480kvz8p41g3/wish/188191955 2017-09-17 04:28:25 UTC https://padlet.com/kad997/480kvz8p41g3/wish/188191955 Specific strategies & approaches used to address behaviour 
issues kad997 https://padlet.com/kad997/480kvz8p41g3/wish/188192011 There are three overall strategies used by Rogers' in decisive discipline (1992, 2003, 2004, 2012):
1. Preventative Strategies
2. Corrective Strategies
3. Supportive Strategies
]]> 2017-09-17 04:29:44 UTC https://padlet.com/kad997/480kvz8p41g3/wish/188192011 1. Preventative Strategies kad997 https://padlet.com/kad997/480kvz8p41g3/wish/188192084 1.    Establish clear and fair rules - The rules do not guarantee compliant behaviour, but they set the agenda (Rogers, 1992). The 4R’s (Rights, Routines, Rules & Responsibility) need to be adapted and focused on the specific schooling and classroom environment
2.    Establish related behavioural consequences - Consequences that are logically linked to rule infringement, teach students about justice, accountability, self-discipline and the protection of individual rights
3.    Develop a positive classroom tone - Positive tone results from the types of interactions that occur in the class group. Teachers have the responsibility of setting the tone within the learning environment and focusing on reinforcing acceptable positive behaviours.
4.    Adopt a decisive teaching style - Rogers believes the democratic teacher knows their rights as a teacher and leads by claiming and protecting those rights. They have established clear rules and students know what behaviour is expected of them.
]]> 2017-09-17 04:31:11 UTC https://padlet.com/kad997/480kvz8p41g3/wish/188192084 2. Corrective Strategies kad997 https://padlet.com/kad997/480kvz8p41g3/wish/188192131 1.     Tactical ignoring- An appropriate low-intrusion strategy is to ignore the 'Secondary' (mostly non-verbal) behaviours that accompany typical disruptions. Shifting the focus onto the student who is displaying positive behaviours helps to reinforce the desired behaviours of all students.
2.     Non-verbal messages - Eye-contact, relaxed eye-Scanning, moving around the room, moving closer to students who need behavioural support and using a low and calm tone of voice can all be useful tools.
3.     Restatement of the rule - Identify the rule that has been broken in a low and calm tone of voice.
4.     Casual Statement – Address the student with a casual statement and avoid mentioning their behaviour. This allows the teacher to let the student know they are being observed, without the direct questioning of their behaviour.
5.     Diffusion – Use humour to diffuse the situation and ask the student to discontinue the negative behaviour in a friendly manner.
6.     Directional language – Clearly identifying the students who need to be redirected, while still modelling manners and respect for others.
7.     Taking the student aside - When a child appears significantly upset or is not coping with the work, the teacher may be able to find a quiet and private place to talk to the student separately.
8.     I-statement - In cases where the rights of other students in the class are affected, the teacher may state assertively their personal feeling, the effect of the student's behaviour and a description of what they saw happen.
9.     Choice direction – offer two or more choices. This places the decision-making and responsibility back on the student rather than the teacher performing as a dictator. 
10.     No, "why" questions – avoid questions that allow the student to justify their poor behaviour. 
]]> 2017-09-17 04:32:17 UTC https://padlet.com/kad997/480kvz8p41g3/wish/188192131 3. Supportive Strategies kad997 https://padlet.com/kad997/480kvz8p41g3/wish/188192276 1.    Allow students to share opinions – each person involved in the learning setting should be able to help make decisions and exercise their rights
2.    Provide colleague support – teachers need support with both the little day-to-day irritations and the more serious incidents
3.    Support behaviour recovery – The school administration and school community recognise that some students, especially students with emotional behaviour disorders will demand more resources than one teacher is able to give
]]> 2017-09-17 04:35:55 UTC https://padlet.com/kad997/480kvz8p41g3/wish/188192276 Strengths of the Model kad997 https://padlet.com/kad997/480kvz8p41g3/wish/188192334
  •  The focus of this humanistic approach is placed on the preventative measures of behaviour management, dealing with challenging behaviour before it escalates.
  • Roger’s has spent many years in classroom setting and has proven time and time again that the strategies and approaches suggested, work in real life settings.
  •  Once established, the model is highly effective, and allows students to develop as individuals, not just within this particular classroom setting. 
    • ]]>     2017-09-17 04:37:46 UTC https://padlet.com/kad997/480kvz8p41g3/wish/188192334     Weaknesses of the Model kad997 https://padlet.com/kad997/480kvz8p41g3/wish/188192375
  • Extensive practical strategies can be challenging to remember, and therefore challenging to implement.
  • The model relies heavily on the teacher being in control of their own emotions and having a clear understanding of their own behaviour. This can become problematic when “life” gets busy and teachers are under pressure in other areas of their lives. The ability for the teacher to lead by example and stay calm can become challenging, however, it is integral to the success of the model.
  • This behaviour model requires constant commitment from the teacher. For the model to be implemented effectively and work within the classroom setting, it is vital that the teacher is committed to the consistency required.
    • ]]>     2017-09-17 04:39:08 UTC https://padlet.com/kad997/480kvz8p41g3/wish/188192375     References: kad997 https://padlet.com/kad997/480kvz8p41g3/wish/188192433 Masoodian, M., Jones, S., & Rogers, B. (2004). Computer human interaction : 6th Asia Pacific conference, APCHI 2004, Rotorua, New Zealand, June 29-July 2, 2004 : proceedings / Masood Masoodian, Steve Jones, Bill Rogers (eds.). Berlin ; New York : Springer, c2004.
    Osiris Education (2012, Sep 21) Dr. Bill Rogers – Establishing trust to enable classroom cooperation. Retrieved from https://www.youtube.com/watch?v=r351z1MqL10 
    Osiris Education (2012, Sep 21) Dr. Bill Rogers – Tactical ignoring: Addressing the issue. Retrieved from https://www.youtube.com/watch?v=OkBU0NALqkc 

    Osiris Education (2012, Sep 21) Dr. Bill Rogers - Colleague Support: Talking as a Team. Retrieved from https://www.youtube.com/watch?v=Y6Kia-av0HE&list=PLF1FBp_bi4gbXAvyDu1oO5o_LaJ6PufZm&index=5

    Rogers, B. (1992), Students who want the last word. Support for Learning, 7: 166–170. doi:10.1111/j.1467-9604.1992.tb00234.x
    Rogers, B. (2003). Effective supply teaching : behaviour management, classroom discipline, and colleague support / Bill Rogers. London ; Thousand Oaks, Calif. : P. Chapman Pub., 2003.
    Rogers, B. (2004). How to manage children's challenging behaviour / edited by Bill Rogers. London : Paul Chapman Pub. ; Thousand Oaks, Calif. : Sage Publications, 2004.
    ]]>     2017-09-17 04:40:31 UTC https://padlet.com/kad997/480kvz8p41g3/wish/188192433     kad997 https://padlet.com/kad997/480kvz8p41g3/wish/188192601 2017-09-17 04:45:34 UTC https://padlet.com/kad997/480kvz8p41g3/wish/188192601 kad997 https://padlet.com/kad997/480kvz8p41g3/wish/188192840 2017-09-17 04:51:51 UTC https://padlet.com/kad997/480kvz8p41g3/wish/188192840 Additional Resources kad997 https://padlet.com/kad997/480kvz8p41g3/wish/188192982 http://www.billrogers.com.au/

    Bill Rogers Behaviour Management https://us.sagepub.com/en-us/nam/bill-rogers-behaviour-management


    ]]>     2017-09-17 04:54:48 UTC https://padlet.com/kad997/480kvz8p41g3/wish/188192982     Tactical Ignoring kad997 https://padlet.com/kad997/480kvz8p41g3/wish/188193868 2017-09-17 05:16:08 UTC https://padlet.com/kad997/480kvz8p41g3/wish/188193868