Repair & Rebuild: the imperative to work hard to build and repair the damage that is done when things don’t work out.

Ragnar Purje is a relatively new theorist in the world of behaviour management models, creating his book Responsibility Theoryin 2014. Under his belt he has 11 Academic qualifications and is currently sitting for number 12. Responsibility Theoryis not Ragnar Purje's first books, with ANRME ( Advanced Neurological Restructuring and Muscular Enhancement) in 2011, which reports on a unique applied movement therapy which he initiated first in 1993 (Purje. R, 2014). BR: We’ve got a four term year in Victoria, so that’s 10 weeks. Most teachers, if they plan for that establishment phase with positive core routines, thoughtful behaviour expectations published in a user-friendly and age appropriate way – and positively, you know not ‘don’t call out’ or ‘don’t talk while the teacher is talking’ but positively ‘hands up without calling out’ rather than ‘don’t call out’, ‘facing the front and listening’ rather than ‘don’t talk while the teacher’s trying to teach’. There are at least three essential aspects of that establishment phase we have to get as right as we can. The first one is those core routines. They cover everything from the way we enter the class; coming from a restless, busy playground environment where there’s a lot of noise and movement into a quieter, calmer setting. Even that movement, that transition between if you like ‘social’ time and ‘class’ time is crucial. Teachers who establish positive routines in these areas will find a kind of a smooth running developing in those critical first weeks. And that includes issues like how we establish whole class focus and attention, seating arrangements, noise level in the room – the volume of noise with 25 students plus their teacher in a small space – right through to keeping the place reasonably tidy and organised and monitor systems, right through to lesson closure and the way we leave the room. It is crucial for colleagues to reflect on and discuss how to calmly and firmly cue very challenging students (see Rogers, 2011 Op. Cit). It is also crucial that time-out be used calmly as well as decisively when needed. Time-out should not be a de-facto reward or used as intentional punishment.

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Above all, such a plan is means to an end of building a positive working relationship with students, so that they feel safe and able to make the best use of their time while they are with us. No problems Following the full day program, school leaders also report that their staff group are taking their own initiative in staff meetings to support each other in adopting common language and strategies, and for revisiting and reviewing their own practice against the recommendations they all heard together from Dr Rogers. As you reflect on the following language examples it is also crucial to be aware of the effect of tone of voice and the way we convey intent by our body language and manner. 1. Giving directions These days, Rogers works as an education consultant who specialises in discipline and behaviour-management issues, lecturing widely and coaching teachers about how they can get better at managing behaviour. JE: That’s fantastic, it’s been brilliant speaking to you today – thank you for your time and have a successful 2017. It would be great to catch up with you again at some point during the year, but in the meantime, Bill Rogers thanks very much for sharing your expertise with Teacher.

To nip such an interchange in the bud, Bill suggests partial aggreement (PA) through a sentence starting with ‘Even if…'. Bill Rogers understands the demanding nature of the job, and offers wise words and inspirational encouragement to all those involved in educating our children and young people. If we spot a student who is task-avoiding, it’s far better to greet him as we draw alongside his desk and then refocus his efforts. A brief descriptive cue can raise his awareness. “Travis, (always use the student’s first name) I notice you’re not working. How can I help?” It can also help to use a quiet, calm, direct question such as, “What are you supposed to be doing now?” rather than the unhelpful, “Why aren’t you working?” There is a time and place for everything, and Bill Rogers recommends that you use conditional permissionto reinforce this.In all honesty, the most common problem ‘weak teachers’ have, in my experience, is that they are not assertive enough; it is their Achilles heel. The tough part is that this comes with experience for many. I have learned to be assertive without being autocratic…and actually that is easier than learning to be assertive if you’re not. But you have no choice – it is a key teacher skill that needs to be worked on. Written jargon-free in Bill′s accessible and empathetic voice it includes in-depth strategies, practical examples, case studies and pragmatic hints and tips to put in to practice. This will make for informative and inspiring reading to all those involved in educating our children and young people. One comment from a first-year-out teacher was particularly noteworthy and so encouraging in terms of the positive impact of the day: