Bill Rogers' Principles

Establish clear routines & expectations early

• Low-key responses, minimal disruption (e.g., “Thanks, João — eyes on me now” instead of “João! Stop talking!”).

• You teach behaviour the same way you teach language.

Use positive correction, not confrontation

• Low-key responses, minimal disruption (e.g., “Thanks, João — eyes on me now” instead of “João! Stop talking!”).

• Reminder → Warning → Choice → Consequence (consistency, not harshness, is key).

Follow a predictable hierarchy of consequences

• Give students time to comply instead of escalating immediately.

• Reminder → Warning → Choice → Consequence (consistency, not harshness, is key).

Use take-up time

• Separate the behaviour from the student; avoid holding grudges.

• Give students time to comply instead of escalating immediately.

Repair & rebuild after conflict

• Separate the behaviour from the student; avoid holding grudges.

• Reinforce positive behaviour, use proximity praise, avoid giving the “spotlight” to misbehaviour.

Focus on the 80% who are behaving

• Reinforce positive behaviour, use proximity praise, avoid giving the “spotlight” to misbehaviour.

• You teach behaviour the same way you teach language.