When the Adults Change, Everything Changes: Seismic shifts in school behaviour

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Whilst everyone may not concur with me, Ithink there is amiddle ground which schools can adapt to their context, managing to support teachers and middle leaders from the time-consuming nature of the mechanisms of behaviour responses, whilst also enabling those staff to manage their own classrooms and maintain positive relationships with the students in it. When the Adults Change Everything Changes was a silver winner 2017 Foreword INDIES Awardsin the Education category. Raymond’s philosophy of education is deceptively simple but incredibly demanding: young people – their knowledge and experiences, their skills and abilities, their dreams and fears – are the starting point of what we do. He is an enthusiastic believer in student-centred approaches that first ask young people what they think, and is committed to relational and restorative practices in pastoral care. Some students may join in the countdown with you at first, some will not be quiet by the time you get to zero at first but persevere, use praise and rewards to reinforce its importance and it can become an extremely efficient tool for those times when you need everyone's attention. You may already have a technique for getting everyone's attention, e.g. hands up. The countdown technique is more effective as it is time related and does not rely on students seeing you. Behaviour management tip 3 Steve taught in Sheffield for seventeen years before joining Wakefield LA as their Behaviour and Attendance consultant. He then moved to the National Strategies in a cross-phase role as Regional Adviser for Behaviour, Attendance and SEAL in Yorkshire and the Humber. Since 2011 Steve has been a freelance trainer and consultant.

Suitable for all head teachers, school leaders, teachers, NQTs and classroom assistants in any phase or context, including SEND and alternative provision settings who are looking to upgrade their own classroom management or school behaviour plan. The fact that Darren has left the room means that he has followed your instructions; the dramatic trail of disruption that he has left in his wake can be dealt with when he is calm. Your calm and considered response will be closely observed by the rest of the class and they will be impressed by your confidence even in those emotionally fuelled moments. Darren may slowly begin to realise that his usual pattern of behaviour will not work with you. Behaviour management tip 8 Yet, “what if we played with the cards we were dealt” and exclusion wasn't an option? Dix offers alternative approaches that mainly stem from building solid relationships with students. He argues that once relationships are strong, these hard-core students are often more than happy to do anything for you. Dix argues that these hard-core students have often experienced severe trauma in their lives at some point, leading to a large distrust in adults. As a result, they will not listen or respect you until you have first shown them how much you care about them. Hannah is an associate of Optimus Education as an Adviser & Verifier for the SEND & Inclusion Award & Leading Parent Partnership Award. She also delivers training & consultancy for AC Education on Attachment, Trauma & therapeutic provision. Amongst his ​ ‘keystone classroom routines’, Dix starts to delve into the world of teaching and learning in acouple of his suggested routines. Of course behaviour and T &L are linked, but there isn’t going to be enough time in atome about behaviour to expound the virtues of ​ ‘reflective questioning’, and Iam not certain about his next one: ​ ‘eliciting success criteria’. The notion seems sound, but his description of sitting on the floor with the children above him calling out their ideas whilst he writes on an A 3 piece of paper makes it start to wobble more than alittle bit.I can't recommend When the Adults Change, everything Changes highly enough, and I know that if you were to ask the staff in school they would all say exactly the same. Thank you, Paul Dix and Pivotal Education! Even with -˜expert' advice from consultants, self-proclaimed gurus, or politicians, managing behaviour in secondary schools is an art within itself. Different personalities, socio-economic conditions and expectations are all unique to each individual setting so no one slant on how to manage behaviour will suit all schools. Yet the role of pastoral care in many schools has evidently been diminished with the focus turning towards academic achievement in high stakes exam results, with pupils being reduced to -˜units of progress'. This is not only a UK shift in focus, with many jurisdictions around the world following a similar pattern. Paul Dix sums it up nicely himself -˜a focus on adult behavior is the only responsible approach-¦.there is no limit to achievement'

Yet, most impactfully, the book concludes with a handy 30-day magic challenge for schools to strive towards in focusing on creating a positive behaviour culture - drawn from ideas shared in the book. Fundamentally, expecting a change overnight is unrealistic, but changing ideas, cultures and expectations over a 30-day period offers everyone within the community to practice some of the changes without any dire consequence, but keeping a record of current problems and reflecting upon starting points will help show how progress is being made during the period of change. This is a classic example of restorative practice being applied poorly, with no appreciation for its core purpose: education. To that end I really liked, in particular, Dix's 5 pillars of solid behaviour policy: Dix's passion for consistency in adults (and how they deal with all forms of behaviour management in school) resonates throughout the book. He always keeps an eye on current educational issues, such as the number of children who have been on roll but leave during years seven to 11, and the ongoing debate around restorative vs punitive punishment. Dix says that having positive relationships with pupils depend on teachers defaulting to a restorative approach. He says that -˜punishment is not a good teacher'. He continues, -˜It is scattergun, random and disproportionate. Restorative approaches teach behavior. Simple.' The book promotes a simplified behaviour policy that reinforces clear behavior expectations that are exemplified by people, rather than just endless rules that nobody knows. It outlines how, as adults, we can shift routines and develop an appreciation for positive behavior using tactics such as -˜recognition boards' and -˜going above and beyond'. Chose your opportunities to build a relationship with a student carefully. Open up casual conversation when the student appears relaxed and unguarded. Try asking for help or advice, giving the student something you know they are interested in (a newspaper cutting, web reference, loan copy of a book) or simply say hello and pass the time of day. You may choose to wait until you find a situation that is not pressured or time limited. Aim for little and often rather than launching into a lengthy and involved conversation.When the Adults Change Everything Changes was a silver winner 2017 Foreword INDIES Awards in the Education category. scripted interventions and approaches which have been tried and tested in a range of contexts, from the most challenging urban comprehensives to the most privileged international schools, behaviour training expert and When the Adults Change director Paul Dix advocates an inclusive approach that is practical, transformative and rippling with respect for staff and learners. An approach in which behavioural expectations and boundaries are exemplified by people, not by a thousand rules that nobody can recall. What did you think about the quality of the writing? Please consider the tone, structure and ideas. Does it suit the audience? The last book Iread on behaviour in schools was Sue Cowley’s ​ ‘Getting the Buggers to Behave’, which was swiftly followed by ​ ‘How to Survive Your First Year in Teaching’, which should give you an indication of the educational mindset in 2003. Now 16years on, Paul Dix’s guide ​ ‘When the Adults Change, Everything Changes’ rides asimilar wave: teachers still struggle to manage pupils in the classroom and beyond, thus behaviour ​ ‘manuals’ are ever present across the years; however – like Cowley – his ideas don’t feel that seismic or arguable.

Whether it be a case study, a reference or a footnote, the text is studded with a vast array of research from a range of sources. The research is widespread, for example Dix cites Hywell Roberts'Ooops! Helping Children Learn Accidentallywhen discussing the importance of -˜botheredness', alongside evidence from Who's left: the main findings(Education DataLab, 31 Jan 2017).In this abridged audiobook version of his best-selling title, Paul Dix talks you through the book’s hugely influential behavior management approach - an approach whereby expectations and boundaries are exemplified by people, not by a thousand rules that nobody can recall. The testing, watch out for and nuggets sections have been removed for this audiobook, but the indispensable advice on how to involve all staff in developing a whole school ethos built on kindness, empathy, and understanding remains. Suitable for teachers and school leaders - in any setting - who are looking to upgrade their approach to school behavior. There is a behavioural nirvana. One that is calm, purposeful and respectful. Where poor behaviour is as rare as a PE teacher in trousers and where relationships drive achievement. Annoyingly and predictably, the road is hard and the ride bumpy and littered with clichés. It is Please discuss the research used to underpin the ideas. What evidence does the author use? Is it robust and up-to-date? Hannah is an experienced School Improvement Consultant, Coach & Trainer. She specialises in Behaviour, SEMH & SEND, and works nationally and internationally supporting Schools (early years to FE, & Special/AP settings), Local Authorities & Trusts in reviewing, implementing, and developing cultural change, policy, systems and provision.

Through detailed case studies, Dix offers insight from a range of settings and writes in a way that finds the reader nodding along in agreement or frantically scribbling notes and ideas to support and develop their own practice. After leaving school at 16 and trying lots of jobs he was terrible at, Tony trained as a Teacher in Liverpool. He then started as a classroom teacher, initially in Geography and later Psychology. He has worked as an Advisory Teacher for Tower Hamlets Behaviour Support Team, been a SENCo in two mainstream secondary schools and Pastoral Deputy Head, DSL and Inclusion lead.Remember, your intervention may be unwelcome at first. Your aim is to gently persuade the student that you are committed to building trust. Be prepared for your approaches to be rejected. The student may be testing you to see how committed to developing the relationship you really are. He may not welcome any informal conversation with you because it is easier for him to deal with a conflict than a relationship of trust. Or quite simply, he may have decided that all teachers need to be given a wide berth. When you have been at the school some time you may allow yourself a slightly smug smile when hearing of another new teacher explaining that they told the class about their Slam Poetry YouTube Channel. “You told them WHAT!’ is always funny because we have all trod much the same route. I wanted so desperately to be the teacher I never had that I thought I could mimic the performance of a great teacher. Yet behind that performance I had no substance. What I needed was the route map of how to get to being that teacher, but what works for an expert may not be the best next step for a novice. Being an emotionally consistent adult takes most of us a long time and we get better incrementally not in one dramatic leap. What did you learn from reading the book? What ideas/approaches/practice will you change or adopt as a result of reading this book? Here, Paul Dix - Britain's leading children's behaviour expert - reveals how to build a culture of calm consistency into your home, starting today. He explains how you really can maintain a sense of Zen-like serenity in the face of even the most chaotic behaviour, from school-gate screaming matches to mealtime childmageddon. And he offers a set of simple strategies for coolly getting the behaviour you want - without a barked instruction, deranged punishment or cold, hard cash-bribe in sight.