Getting the Buggers to Behave

Buggers

by Sue Cowley

"This book gives you advice on behaviour management that is easily accessible and equally easy to apply. After all, how many of us, snowed under with reports to write and lessons to plan, have time to wade through endless theory? This book provides plenty of information on the basic of behaviour management, lots of tips for controlling your classes, and ideas for managing the physical aspects of the classroom environment. The ideas and advice given are based on common sense observations and strategies that have worked for me. I hope you find this book a useful reference source for your everyday teaching, one that you can turn to for ideas when you need them or to find alternative strategies for dealing with the management of your own class or classes " Sue Cowley

Contains two new chapters on managing confrontation and the effective teacher.

Genres: Teaching, Nonfiction, Education, Psychology, Reference

258 pages, Paperback

First published June 1, 2001

About the author

Sue Cowley is an experienced teacher, writer and presenter, whose specialism is in the area of behaviour management. After qualifying as a primary school teacher, she taught in a number of different secondary schools in London and Bristol. Sue has also taught overseas, at an international school in Portugal. She still works on a voluntary basis with children in local schools, to ensure that she keeps up to date with life 'at the chalkface'. Sue was recently called as an Expert Witness on behaviour, to appear in front of the Parliamentary Select Committee on Education.

Sue is the best selling author of twenty books for teachers and parents, including Getting the Buggers to Behave, Teaching Skills for Dummies and How to Survive your First Year in Teaching. Her books have been translated into many different languages, including Slovene, Spanish and Polish. Sue has been a regular contributor to the TES and for Scholastic Magazines. She has written articles for a range of other teacher publications, and also for parenting magazines. She has also produced materials about behaviour management for the Open University / BBC. Sue has recently created a series of Positive Behaviour Management DVDs, in conjunction with educational company Creative Education.

A key part of Sue’s work is in providing training in positive behaviour management for schools and colleges around the UK and in Europe. She has given presentations for the National Union of Teachers and the General Teaching Council, for FastTrack and Advanced Skills’ teachers, to students at Cambridge, Bedford and Southampton Universities, to staff at the renowned Wellington College, and also to a number of deputy and head teacher conferences. Sue has also travelled to Europe to give training for teachers working for Service Children's Education, to teachers at international schools in Switzerland, and to teachers and trainee teachers in Slovenia. She combines her writing, training and presenting work with the wonderful job of being a parent.

Sue’s primary aim through her work is to give practical, realistic and honest advice to teachers and parents. Her books offer a combination of tips, ideas and strategies, written in an easily accessible and amusing way. Through the training courses that she runs, Sue puts across her ideas about teaching and behaviour management in a fun and engaging format.

Reviews

[Rose]

Practical book that goes right from the start. However, I would have preferred a book more focused on the primary age group as most of the strategies/problems/situations discussed were secondary-based.

[Jas Shearsmith]

I read the fourth edition for my PGCE course. Very helpful in providing snippets of supporting and contrasting arguments for my behaviour essay, although it doesn't focus on any particular models or theories and is mostly advice and opinion. Great for an extra perspective though.

[Suzi]

Found this in the college library.

Some thing(s) I liked:
✅ Overload with rewards
✅Be flexible about what you can achieve within the lesson time
✅Don't use "boys/ girls etc." when trying to deal with poor behaviour, it diminishes the severity of the situation. Use their names to relay that you mean what you say
✅Use humour to diffuse a situation
✅Separate the antagonist from their "oxygen" (their audience) when they start. Ie, deal with issues in a quiet and private manner as much as possible

Some thing(s), not so much:
⭕Despite not being that old, alot of the book feels archaic. From the language used ("sanctioning") to the fact a book for teachers is reminding you not to call the learner "stupid" or shout in their face. It feels like anyone who thinks insulting and screaming a child is okay should not be a teacher in the first place...
⭕However, Shouting is recommended as well. No. This is abuse and really, should only be used in the case of emergencies. "No, don't step in the road, there's a car coming!!!" Is probably one of the only acceptable times to shout at a learner.
⭕Cowley recommends using the "deadly stare" more than once which is just ridiculous. It's aggressive and confrontational, why would a teacher think that's okay? That is guaranteed to start a riot, particularly with the "misbehaving" children Cowley goes on about. In some schools, it's asking for a punch in the face :s

[Rebecca]

I read the fifth edition, and there is a reason why this book has been so popular - the author’s style & tone. Winning, warm and supportive, author Sue Cowley brings confidence and experience to her writing.
The result being a book of ideas which makes you want to rush off to school right now.

[Zeal]

As a trainee secondary science teacher, this book has elevated the weakest part of my practice (behaviour management) more than any lecturing or coaching can do. Before reading this, I could teach my subject, but I couldn't manage a classroom of difficult students, I wasn't firm enough. But this has taught me how to be empathetic to their needs and not sever the relationships before they're formed. (fifth edition)

A must-read for a trainee at any level! (Note: I did not read this cover to cover due to early years and foundation stage behaviour management not applying to me. However, If I ever need it in the future this would be the first book I will turn to!)

[Cat]

I didn't read this cover to cover so I'm unsure as to whether I'll leave this on here. Instead I dipped in and out to sections that I felt I needed extra support with.

There are some great practical hints and tricks in this book and I'm looking forward to trying some of them out in my own classroom in the future (if we ever get back there). I'm sure I'll also be revisiting this book again in the future to find more nuggets of wisdom i can use in an attempt to manage my classroom more effectively and efficiently.

[Robert Day]

Thankfully, this is a quick read. Otherwise it might have been thrown out the window. Probably well-meaning but seems to me to be the work of a megalomaniac who hates children.

I don't like to see stuff that calls children 'buggers' or that likens teaching to warfare. It just doesn't seem appropriate. What happened to love and interest and treating all people as equal and nice? I was nice enough and yet some of the stuff visited in me by teachers seems to come directly from this book.

Don't bother reading it.

[Kate Henderson]

I remember reading this as an NQT.
I can safely say that nearly 10 years later, this book still holds up and still feels super relevant!
I have been lucky to never really struggle with my behaviour management - but maybe it's because I subconsciously remembered what I had read as an NQT.
I really enjoyed reading this all these years later - always good for a refresher! Love how Cowley writes. Such a conversational, non-patronising way - and the all important humour!

Definitely think there are a lot of teachers that really NEED this book!!

[Michael]

This book is based on anecdotal evidence and many of its 'common sense' tips are counter intuitive. It serves to reinforce the notion that students are inherently bad and out to get teachers. Teachers are qualified and smart professionals who have been trained in understanding the psychology of children. This book assumes they know nothing.

The title is a good enough indication of the thoughtful reflection that has gone into tbe writing of this book.

[Aimée Bell]

A great book that I really enjoyed reading! After experiencing some challenging behaviour in my class this year, I thought I'd have a read of this to see if there were any useful tips I could try out. I've already started applying some of the advice and I have to say it is already making a difference! The information is easy to understand and apply and really makes you understand how quickly situations can escalate if handled poorly. Would definitely recommend to others.

[Keith Henry]

As a teaching assistant I found this book really helpful and it has inspired me to continue to study in order to improve my skill set and advance my vocation. It can be difficult to 'get the buggers to behave' so it would be rude not to have read this book.

I feel like I have learned a few great tips and hopefully will continue to do so.

[W]

I was just trying to think of any teaching books I had found useful and remembered this. Pair it with Ian Gilbert's 'Essential Motivation in the Classroom'.

[Daniel]

As a new or aspiring teacher, this book is a good introduction into classroom and teaching techniques to help you keep control of both your class and, importantly, yourself. It’s certainly a book worth reading.

[Morgan]

Really helpful for beginning (and possibly established teachers) to get a foundation for behaviour management. Examples aren't always fantastic but give you a feel for how the techniques can be applied. It's not a fix all, but it gives you an understanding of what is needed to effectively control a class.

[Cheryl]

If you work in a school setting, no matter what role you do working with children then you need to read this book. I have learned so many new techniques that I’ll be taking back into class with me! Thank you!

[My Little Forest]

If you are new to the teaching job, or in need of some tips, stop scrolling for more reviews. Here is your sign to pick up this eye-opening and anxiety-lessening real-life, step-by-step handbook!

Thank you dearly, Sue!

[Joyce Van noten]

I would recommend this book to every teacher and most people working with children in an educating setting.

[Sarah]

Honest and light hearted but straight to the point when needed. Found this quite uplifting & motivational. 4.5/5

[Nuvaira]

A very helpful resource for teachers and early years educators

[Luke Fitzpatrick]

2.5 stars

[Summer]

This was hugely helpful when I was writing my essay on behaviour management. Good tips in here.

[Sonya Mc]

A helpful guide to get you thinking when you have been struggling with difficult classes. Some of the tips and tricks aren't so helpful in this climate, but that's not Sue Cowley's fault!

[Ivana Vrande]

good book for teachers

[Laura Kurlansky]

Not radical advice but useful and very readable.

[Jasmine Curran]

Easy to read and very informative!

[GraceEmReads]

An accessible book with practical advice, a good place to start. I found a lot of the advice to contradict itself and a few points felt outdated. Overall, a solid guide that tells you the basics.

[Sarah Mcgrath]

Useful guide to managing behaviour in the classroom.

[Curtis Booth]

A great book for teachers especially trainee teachers. Gave some really good tips and advice into classroom management. I thoroughly enjoyed reading this book!

[Lin SINGH-BARRINGTON]

A superb, unpretentious book which has given me more confidence as I begin teacher training.

[Frances Haynes]

It was ok, but given how much people go on about this book, it didn't live up to expectations.

Specific things that bothered me:

Generally portrayed differentiation in a negative way, as something difficult that can be useful. No interesting ways to get around this and e.g. keep more able kids occupied.

In the SEN section, portrayed ADD/ADHD in a purely negative way, as a problem. Did not mention hyperfocus, for example. Did not seem v compassionate.

In SEN section, did not ONCE mention ASD. Like, !!!

Although generally advocated against shouting, seemed basically happy with it and didn't problematise it much.

Noted the possibility of kids suffering abuse as an afterthought, rather than an important thing to look out for.

At one point suggested talking to the class about a kid's behaviour when he wasn't there. At one point suggested treating a kid with pity. Both of these suggestions are disrespectful of students as people and, imho, not OK.

Also, the structure didn't seem to make sense. For example, the chapter on why poor behaviour occurs was Chapter 8, while the chapter on First Lessons -- a more specific topic -- was early on. The chapter on SEN was very late on, possibly the penultimate one, reinforcing the position of students with SEND as marginal. Putting it earlier might have encouraged people consider accessibility as a fundamental part of classroom management.