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

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Through his writing, Paul brings a refreshing approach to the issues facing educators today with a mixture of hard-hitting questioning that will get you squirming about some of your own practice combined with fantastic, practical solutions that can be rolled out with ease for the benefit of all. Be prepared to face the odd expletive -¦ while the injections of humour will have you laughing out loud on the train! I can see how the idea would appeal -those videos can be pretty heart-warming- but I think the advice exists for a reason and it’s probably in the best interests of both parties if a teacher does not put their hand out with the expectation that it will be shook by a child. Just last week I asked my pupils how they would feel if all us teachers decided to do this. The feeling was unanimous: weird. Having said this, when a child initiates a fist-bump or a handshake with me I’m happy to reciprocate, but I believe there is a distinct difference between this and when the teacher is the initiator. 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 | Paul Dix

This book and the Pivotal resources that go with it are gold dust for any leader who wants to transform their school into one where relationships matter and school improvement is more than just about helping a select few to learn. Whatever your setting, and whatever stage of the journey to getting off the punishment road you are on, you will find this book really helpful in maintaining the -˜drip, drip, drip' of consistency and kindness. I've been inspired to launch -˜legendary line-ups' in the staff briefing this morning-¦ and I may even get a goat! This book reminded me of the importance of human interaction - how children thrive on genuine relationships with adults and the need for a whole-team approach to behavior management.He is a volunteer mentor for vulnerable teenagers in his local authority and has been a public advocate for the awareness of men’s mental health. He was formerly National Coordinator for the Scottish Association for the Teaching of English (SATE). Steve is known for his passionate, inspiring, and hugely engaging style of presentation. He is equally at home ‘around the table’ with primary and secondary senior leadership teams, supporting them to link the big strategic messages to everyday practice in classrooms and beyond. 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 known for her inspirational & charismatic training, combining her warmth as a person, passion for school improvement, served with a large portion of ‘realness’ and lived experience. As an Adviser and Coach Hannah is a valued and sought-after critical friend and para-professional. Her empathetic approach, delivered with honesty, underpinned with expertise & knowledge means she has supported many educational settings in whole school change as well as individual progression.

When the Adults Change Our People | When the Adults Change

The beauty of this book is that it is not full of theory and examples of how to -˜get your students to behave', it's a manual for how your school culture can evolve to one where positivity and botherdness about students can be at the core of your practise. It is about a sustainable model for school improvement where students are truly at the heart of your vision. 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. Alongside this Hannah is an Evidence Lead in Education for the EEF & Staffordshire Research School. Her effectiveness in school improvement is driven by research-informed systems and strategy. She advises on, and delivers, the Making the Difference for Disadvantaged Learners and Effective Learning Behaviours programmes

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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. Plus, for the first time, you'll now have access to live Conversations with Paul sessions on the last Friday of every month for the duration of your course.

WHEN THE ADULTS CHANGE, EVERYTHING CHANGES

Restorative conversations aim to rebuild the relationship between the teacher and pupil following a misbehaviour incident. Dix provides a list of possible questions to ask the pupil, (What happened? What were you thinking at the time? and others) ultimately to get them to consider the effect of their actions on others and behave appropriately in future. Dix also suggests the teacher give the pupil a glass of water during the conversation. Again, he gives a couple of examples of restorative conversations having been effective at schools he has been called into. John is an experienced teacher and Headteacher who has worked across a number of schools in his career which has led him to have huge drive, great experience and an enormous passion for education. He is passionate about the importance of building positive relationships to drive outstanding behaviour in adults and children. John is also a strong advocate for trauma-informed, relational and restorative practice and believes that mainstream education should be a place for all children. His work has proved that a well-established positive ethos and culture in which all children and staff are valued is vital in creating the right climate for children to feel safe and secure and ultimately successful in everything they do. John strongly believes that happy children learn. One main approach that works across many schools is a sense of consistency, with pupils and teachers knowing what is expected, along with visible kindness and respect among every within a school community. In his book “When the adults change, everything changes” Paul Dix explores some approaches in cultivating a school culture where visible consistency creates rapid seismic improvements in behaviour, even where the elusive magic behaviour solution is never quite within reach.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. I'm excited about introducing my pupils to -˜recognition boards' too. These are a simple way to advertise the behavior you do want and recognise the children who demonstrate that behavior by simply placing their name on a board. From now I will also be more conscious about reminding myself to thank all members of the school community (children and adults alike) for going over and above. I'm also sure the useful -˜testing', -˜nuggets' and -˜watch out for' section at the end of each chapter will also be regularly referenced.