One of his books, The Art and Science of Teaching, focuses on the balance of science and art to create sound behaviour management strategies. It is stated by the Marzano Institute Australia (2014) that "though classroom instructional strategies should clearly be based on sound science and research, knowing when to use them, and with whom, is more of an art." It is through this rationale that Marzano presents a framework that ensures quality teaching that balances the necessity of research-based data with the need to understand strengths and weaknesses of individual students. Marzano presents this framework in the form of 10 questions to assist planning of a successful instructional design (Marzano Institute Australia, 2014). So, those routines are essential and the other area that’s crucial is to establish an agreement with the students – a student behaviour agreement, an understanding about the way that we behave in this learning space. Most teachers cover three crucial areas: the right to feel safe, not just physically but psychologically safe, and what that means; the right to fundamental respect and fair treatment of one another; and obviously the right to learn without undue and unreasonable distraction from other students, so what a learning community ought to feel like. Most teachers call that something like a ‘student behaviour agreement’ or ‘rights and responsibilities’ or even ‘positive classroom rules’, but the terms cover those understandings of safety, respect and learning. Students are in the bubble of their own a lot of the time. Just because you start talking, doesn’t mean they hear you. Make a deliberate pause between gaining a student’s attention and a direction to ensure they have had sufficient ‘take up’ time. Eg. “Michael pause…David…pause…could you face this way and listen, thanks”.

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’. The theories and models for behaviour management that have been popular throughout the years and are effective in many different scenarios are: You can also use the yes-whenstructure to answer students as they ask for permission. Yes, we can have the air-conditioner on, whenit’s hotter than 24°C.Dr Bill Rogers is a regular visitor to the UK conducting in-service programmes in schools and universities. He is also Fellow of the Australian College of Education; an Honorary Life Fellow at Trinity College (Leeds) and an Honorary Fellow at the Melbourne University Graduate School of Education. 20% OFF! BR: You’re most welcome and I wish my colleagues all the best for a fresh new year with their students. Whoever happens to listen to this and read, I wish you all the best for your teaching journey this year. The Responsibility TheoryPurje developed is a consideration in classroom management and takes into account ten precepts associated with personal intellectual interpretive engagement and the associated cognitive and behavioural application. Purje's theory has two broad social goals. One is the personal application of the theory; where the goal is to inform individuals that through their own analysis and reflection of the Responsibility Theoryprecepts, the student will hopefully begin to develop and apply their individualised self-empowering possibilities. The second goal is to achieve "enduring, positive classroom-centred academic, behavioural, personal, social and pedagogical outcomes" (Purje. R, 2014). The intended outcome with the second goal in mind it to inform, and empower both teacher and student equally while at the same time informing the teacher and student about their personal responsibilities (Purje. R, 2014). BR: It is important to make it explicit, even with secondary students to explicitly explore with them in that critical first meeting what the right to feel safe involves. In a sense, the right to feel safe and the right to learn and the right to fundamental respect and fair treatment, those rights are not negotiable. You don’t begin the year by saying to older children or even upper primary children ‘what rights do you think you have?’. You begin by coming from those rights and discussing within those rights what a safe environment looks, sounds and feels like; what a respectful environment looks, sounds and feels like; and what it feels and sounds like to have a learning environment where we support one another – and that includes everything from noise level to reasonable sharing during class discussion and even allowing healthy disagreement. But also pointing out that in class discussions that disagreement has to be conducted respectfully so that if you disagree with one another about something we’re sharing you give reasons for that, you don’t simply mouth off at another student because you disagree with them. The language of discipline needs to be based on the core rights and responsibilities of students and teachers, and these should be discussed during our critical first meeting with a new class. It is essential that our students understand what we mean when we talk about:

In framing this book, Bill Rogers discusses `what changes' and `what stays the same' in teacher leadership and behaviour. Original chapters from well-known writers and practitioners set out current approaches in behaviour leadership, in terms of practical concerns about behaviour management and discipline. The emphasis on teacher leadership is intentional, as the authors believe that the kind of teacher leadership in a school significantly affects the effectiveness and humanity of discipline and management. use of cues for whole-class discussion and questions and use of teacher cue(s) to initiate whole-class attentionat any stage. During the last inter-term break, a group of over 200 educators from four different schools (Australian Christian College Marsden Park, Australian Christian College Singleton, Medowie Christian School, and Brightwaters Christian School), each operated in NSW by Christian Education Ministries, gathered at the Waterview Conference Centre at Homebush to learn together the 'why' and the 'how' of leading for behaviour management from the world-recognised expert, Dr Bill Rogers.

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