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

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I don’t think any teacher would have an issue with restorative conversations as a concept. Teachers who understand the importance of relationship building have them all the time, albeit unconsciously. In the absence of sanctions, however, I cannot help but agree with Chris Keates’- the NASUWT general secretary’s- comments. Paul delivers a blueprint for school behaviour improvement that is inclusive, practical and well structured – and covers a range of key issues, including: restorative practice, emotionally consistent teaching, creating a coaching culture, and proportionate and productive consequences for bad behaviour. 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. Don't react emotionally to bad behaviour. At all.This again sounds obvious, but I am willing to bet that every teacher can identify a time where they allowed emotions to creep in. I certainly can. Dix emphasises the importance of keeping calm and makes a number of suggestions to support this aim. He also emphasises the importance of tone and body language, something I think is often overlooked. Narrated by Paul Dix himself, this audiobook is suitable for teachers and school leaders – in any setting – who are looking to upgrade their approach to school behaviour.

When the Adults Change, Everything Changes by Paul Dix

We take it for granted that we all do what we do because we genuinely care about improving the lives of the young people in our schools. However, how often do we say it – to ourselves, or to others? How often do we show it? This book reminded me that we should all say it, loudly and regularly.

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. I firmly believe that almost nothing in education is an exact science: It is seemingly impossible to isolate and explore the effects of any single variable whilst simultaneously controlling others. In addition to this, in my own teaching life, I’ve seen things being hailed as good practice one year only to be discarded- or even condemned as bad practice- the next: VAK learning was sworn by when I did my PGCE and was rubbished but a few years later. Charismatic teachers’ lessons were once criticised for being ‘too teacher led,’ and now schools praise those same teachers for their classroom management and questioning. Triple marking was once raved about as something that ensures rapid progress, but now researchers argue that the hours-to-impact ratio is unjustifiable.

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Each unit includes exclusive new videos from Paul and the When the Adults Change trainers. There are audio clips, practical tasks, additional reading recommendations, a focus on systems thinking and ideas for discussions that explore the nuances of great relational practice. Reading this book changed my practice overnight, and I've been teaching for 28 years. I knew it was just what we needed, so I've become something of an evangelist. Now staff are reading it and we've based training and practice around what we truly believe to be the way forward. Support staff feel they have the language to deal with misbehaviour and that they are part of a consistent approach. There is a noticeable calmness about all the staff and they can't wait to come into the staffroom and tell everyone else how “the script” has worked! Some are even using it on their own children at home. What did you think about the quality of the writing? Please consider the tone, structure and ideas. Does it suit the audience? Dix writes in a personable way that will appeal to readers. His belief in children is paramount to the success of this book and his useful tips, guides and -˜nuggets' empower readers to develop a positive, purposeful and consistent approach to behavior management.Pupil behaviour and how to manage it has been a persistently contentious issue in education for as long as I can remember. From educators who feel it necessary to issue harsh sanctions for the most minor of infringements, to educators who consider the concept of punishment to be an inherently immoral one and everyone in between, it seems the debate is not going to be resolved any time soon. 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.'

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Please note that I am not saying that doing what Dix suggests is violating some teacher standard. Rather, I’m merely arguing that it goes against what is commonly told to teachers and not for the better. He has twenty years of experience as a behaviour coach, working in classrooms alongside staff, developing their capacity to lead behaviour effectively. He also enjoys working with classroom-based and other support staff, enabling them to find their voice and role within a positive whole-school approach. 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). Paul has delivered training and spoken on large stages all over the world, advised the English Department for Education on Teacher Standards, given evidence to the Education Select Committee and carried out extensive work with the Ministry of Justice on Behaviour and Restraint in Youth Custody.The main reason I took issue with this suggestion, however, was actually not the suggestion itself. It was more because I was right in my prediction that some not-so-good SLTs, particularly at struggling schools, will clutch to this and other ideas potentially to the detriment of their teachers. I know of a secondary school in Birmingham which has made ‘handshakes period 1’ a . . . wait for it . . . ‘non-negotiable.’ It would be an insult to the reader -as you’re probably a fellow educator- for me to list all the reasons why this is entirely unacceptable, so I won’t bother. While Dix does not advocate the former, I do believe that it is in the profession’s best interest for such suggestions to be expressed as exactly that: suggestions or ideas. Not saving graces. 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. Children have responded extremely positively to the new rules we've introduced: ready, respectful, safe. They're enjoying thinking about how any old “rules” we had, which were hardly written down or formalised, can be incorporated into these three words. They talk about their own behaviour and the effect it has on others in these terms. Children and staff have a shared language.