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

Product Information

Please discuss the research used to underpin the ideas. What evidence does the author use? Is it robust and up-to-date? In addition to working directly with schools, Paul has advised the Department for Education on the teachers standards, given evidence to the Education Select Committee and done extensive work with the Ministry of Justice on behaviour and restraint in youth custody. He has published five books on behaviour and assessment, in addition to over 250 articles on behaviour. Paul won a national training award in 2009 for his work in helping a school transform from failing to good in just nine months. He also chairs the board of directors of a multi-academy trust which comprises 11 special schools a role he undertakes voluntarily and leads the #BanTheBooths campaign (www.banthebooths.co.uk).

When the Adults Change Everything Changes: A Discussion When the Adults Change Everything Changes: A Discussion

When learners are struggling they need support, not red lines and stern faces. They don’t need the dark suits of doom, but rather a learning coach, detached from any process, to support, mentor and guide. (A problem solver, not a process monkey, remember?) A skilled, empathetic specialist who can work with the learner to meet their immediate needs and stem the flow of poor conduct.” what are the visible consistencies in your setting? What could they be? Are they embedded with love or punishment?”

It's true to say that as a whole staff we're at the beginning of our journey, but in terms of whole school impact it has already been hugely beneficial in terms of giving staff more confidence, (especially support staff), giving children a vocabulary to use for behaviour, reducing the amount of expensive time senior staff are spending dealing with incidents and enhancing the school's positive ethos. Raymond began his career in education in the 1970s as a teenage flute tutor before becoming an English teacher. He was a head of department in three secondary schools and a Deputy Head Teacher before becoming a lecturer on one of Europe’s largest postgraduate teacher education programmes. For the last twenty years, he has worked on behaviour and ethos with thousands of student teachers and a host of schools from Shetland to Watford, and since leaving the university sector in 2017 he has been an independent consultant as well as a trainer with Pivotal Education. He also teaches part-time at a fantastic school in Glasgow. Getting the culture right is pivotal. With the right culture the strategies that are used become less important. The culture is set by the way that the adults behave.”

Reflection Prompts Relating to: ‘When the Adults Change Reflection Prompts Relating to: ‘When the Adults Change

I found myself nodding so much in agreement at Paul Dix’s notion of “deliberate botheredness” that I almost gave myself whiplash. It is not enough for you to know that you care; you have to show it. Even when faced by silence, blank faces, or eye-rolls, we need to go out of our way to show our young people that we care about them and their success and wellbeing.Our FE Behaviour Change course develops skills and shares the practical tips you need for upgrading behaviour, developing your culture and improving outcomes for learners in your teaching environment. She has since built a career from combining her natural skills in relationship management and developing businesses with her creative flair. She joins When The Adults Change as Brand & Relationship Manager looking after our brand and our clients with knowledge and passion.

When the adults change, everything changes | Book review When the adults change, everything changes | Book review

Education is a serious business, but serious does not have to mean boring. This book is warm, full of humour and its anecdotes make it easily relatable to all of us. I genuinely laughed aloud throughout. Given the increasing popularity of a ‘restorative approach’ to behaviour, I’d like to give my thoughts on the ideas expressed in When the Adults Change Everything Changes by Paul Dix. I am a full-time secondary science teacher of almost 14 years, over 4 schools, all in inner-city Birmingham. It’s also worth noting – lest you get the wrong impression – that I am not – and have never been – a senior leader. In terms of my writing, I comment and advise on anything that directly affects teachers- particularly new teachers. Hence my public opinions on this book and not on books concerning pedagogy, etc. developing a whole school ethos built on kindness, empathy and understanding. 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. Dix has given me lots of questions and starting points to think about when planning our behaviour management. For example, how do we identify children who go over and above? I will also return to his useful tips, for example the '30 second script' - a formal one-to-one intervention for poor behavior in class that lasts no longer than 30 seconds. On the other hand, much of what is advocated or suggested requires ‘buying into’. The title of the final chapter: ‘30 day magic: The behaviour you really want is 30 days away’ is testimony to this. Again, to me at least.What members are telling us is that in some schools, all that is happening is that the restorative conversation is seen as the sanction in itself,” Ms Keates told The Daily Telegraph. “And then pupils are thinking, ‘Well, there aren’t any sanctions here for what I do, all I’ve got to do is sit down and have a conversation with the teacher’. And so it isn’t a deterrent.”