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Behaviour Management with Young Children


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Table of Contents

The Critical First Days and First Week, First Meeting with a New Class Transition between Group Behaviour and Whole-Class Group Learning and On-Task Learning Time (at Table Groups) Developing a Whole-Class/Whole-Grade Behaviour Agreement Developing a Teacher Behaviour Management and Discipline Plan Helping Children Manage their Behaviour Children with Social, Emotional and Behavioural Difficulties Working with Parents/Carers Using the Classroom Behaviour Agreement Epilogue: Colleague Support

About the Author

Dr. Bill Rogers taught for many years before becoming an education consultant and author; he lectures widely on behaviour management, discipline, effective teaching, stress management and teacher welfare across the UK and Europe, Australia and New Zealand. Bill also works as a mentor-teacher, team-teaching in challenging schools. He is well aware of the challenges of teacher leadership in schools today. Bill read theology at Ridley College Melbourne University, then psychology and education also at Melbourne University. He is a Fellow of the Australian College of Education, Honorary Life Fellow of All Saints and Trinity College, Leeds University and Honorary Fellow at Melbourne University Graduate School of Education. He has written many books for SAGE Publications. To find out more about Bill's work, visit his website where you will find full details of how to book him for a workshop or training event.


This book is packed with practical strategies, approaches and essential skills which are easy to access and written in Bill's inimitable
style, including the idiosyncratic illustrations he uses in his training events in the UK, Europe and Australia. This book is an excellent publication
and I would highly recommend it for anyone working with young children in the 3-7 year age range. -- Supporting Learning
We often think of behaviour management in terms of dealing with challenging behaviour, but Dr Rogers begins by looking at classroom organisation and whole-class strategies. Alongside the theory, he provides examples that create a much deeper understanding of exactly what works and what doesn't. -- Saira Pester, Specialist Teacher

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