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.
His most popular and best-selling book Classroom Behaviour has been translated into several languages in its various editions and is THE behaviour bible for teachers. Classroom Behaviour is now available in a new fourth edition with access to an interactive website filled with additional resources including demo videos from Bill and podcasts of Bill answering teacher FAQs.
To find out more about Bill’s work, visit his website www.billrogers.com.au where you will find full details of how to book him for a workshop or training event.
Bill Rogers’ UK Tour 2017 – find out more at http://osiriseducational.co.uk/bill-rogers.html
MESSAGE FROM BILL - "I NEVER THOUGHT I'D BECOME A TEACHER..."
"My formative schooling was in England. I never thought I’d become a teacher; I had mixed success at school. It wasn’t the work; I could handle that (by and large) – it was the culture of control and authority. Few teachers encouraged or allowed students much expression of their views or ideas. I also had many “run-ins” with petty, mean-spirited and, at times, cruel teachers: “shades of the prison house begin to close upon the growing boy”. Being chastised – even hit and caned – was an occupational hazard in those days (the mid-1950s to the early 1960s). On one occasion, at the age of 11, I was caned for breaking a pencil that another pupil had snatched from me. I had snatched it back, he wailed and I got “caught”. I was blamed in the ensuing fracas, and later caned. I was also caned for “answering back” on a number of occasions, for drawing pictures in my workbooks instead of listening to the teacher and for sneaking off to the shops at lunchtime (a major crime in those days). When a teacher was unfair, unjust, I’d try to make – what I thought – was a just point. I was punished yet again.
I survived – we all did – but I never thought I’d become a teacher.
I eventually became a teacher – many years later. Some of my teachers way back
at least taught me how not to discipline: how not to embarrass, criticise and shame
children. They also taught me how not to teach. Of course, thankfully, I had a few
good, kind and generous teachers too. We always remember such teachers. They
affirmed, encouraged and believed in me and enabled me to continue learning and
value learning and education to this day. They also enhanced an early, and positive,
belief that “I could do it”.
It was Haim Ginnot1 who spoke of the crucial consequences of teachers’ actions
which have the power to affect children’s lives for better or worse. Being able to
open, or close, the minds and hearts of children is a responsibility for all teachers
to reflect upon. In my journey as a teacher I have had to rethink many aspects of
classroom behaviour, teacher behaviour, the purposes and limitations of discipline
and management, and how we can establish and sustain more cooperative classrooms,
where rights and responsibilities work together for the benefit of all.
My books are the outcome of many years of in-service training with teachers and
countless hours in the classroom with colleagues as a mentor-teacher in Australian
and British schools.
Having made over 40 visits to the UK (and Europe) to conduct seminars, and
professional development, in schools and with education authorities and universities,
I hope the link between my Australian teaching and consultancy experiences
and my in-service work in the UK will continue to find a receptive (and useful)
WHAT OTHERS SAY ABOUT BILL ROGERS...
"Any book by Bill Rogers is eagerly grasped by classroom teachers and other professionals concerned with the behaviour and pastoral care of pupils." - Chris Stansfield
North Lincolnshire LES, UK
“He presents with vivid authenticity – his stories are always a potent cocktail of pain and humour – tales of classroom and school challenge with which any practising teacher immediately identifies. He has that uncanny and rare knack of throwing a sharp focus on everyday classroom instances which all of us intuitively knew all along, but which we had never realised with such clarity and precision." - Professor Tim Brighouse
Chief Education Officer, Birmingham, Times Educational Supplement
"Bill Rogers manages to communicate ideas and approaches very clearly that really support students to understand behaviour management." - Mr Andy Davies, School of Education, Brighton University