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'. 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. Relationships matter. People matter. As educators, we are not dealing with faceless statistics, we are dealing with brilliant, funny, smart, infuriating, imperfect human beings. Hundreds of them, every day. People respond best to people, not to rules, and our pupils are no exception. Having worked with Pivotal Education for the last two years, I have seen the benefits that adopting Paul's consistent routines and kind approach to managing students' more challenging behaviours can have - not only for the atmosphere around school but also for the health and well-being of the staff. This book is an absolute must-read for anyone who feels caught up in the madness of endless internal behaviour referrals and detention-chasing. I've been there - it's exhausting! It was not easy and I wish that we had had this book to accompany on our journey. It provides a useful common-sense framework for leaders. I will certainly be using this to help me to be more ambitious in what we can achieve, as we continue our journey to outstanding.

Relationships and Behaviour Policy ‘SAFE, RESPECTFUL and

When the Adults Change, Everything Changes is an invaluable book for all teachers. It encourages you to reflect on your own behaviour and mindset so that you can recognise how they can affect your students’ behaviour. The real-life examples that Paul Dix shares enable you to reflect on how you would approach certain situations and why some approaches don’t work. Paul emphasises and explains the importance of consistency and kindness, rather than the ‘punishment road’ which can have a detrimental effect on students’ well-being and development. Furthermore, he provides a practical, common-sense approach to behaviour management, along with concrete strategies to support teachers to implement these approaches within their school or college. Having been in Education for 20 years, Hannah has worked at Local Authority Consultancy level for the National Strategies, as an Adviser for Achievement For All, as Senior Leader in several secondary schools, and most recently as Acting Principal at an Alternative Provision in the centre of Birmingham. She has ‘walked the walk’ on all she delivers, and has certainly used the many mistakes she has made as learning points in her career! 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. Children need to be taught and retaught expected behaviours. This is critical in a secondary school where children are moving between teachers. In a primary school, as children move between activities and environments, it is no less important. It might be comforting to think that we reach a certain age and suddenly know how to behave. The reality is that there is no such age.”

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If teachers do not agree on the most basic expectations and keep them secret from the students (or tell them all 500 expectations in the dreaded ‘first lesson of term’ tyranny), what hope is there for consistent standards?” Tony has been a teacher and school leader for over 33 years. He began teaching in Poplar East London and immediately realised he was drawn to and really enjoyed working with children who are challenging. He is fascinated by human behaviour and is constantly learning more about it. Really enjoyed reading- like you said, I feel pragmatism trumps ideology. A bit of everything is needed and people that go on about this book like it is the best thing since sliced bread, I would actually like to compare their school before and after this was released! On our Online Behaviour Change courses, you’ll find the inclusive, relational and highly practical approach we are known for with new ideas to radically improve behaviour. 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.

The Adults Change: Achievable behaviour nirvana : Paul After The Adults Change: Achievable behaviour nirvana : Paul

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. But why crush behaviours with punishment when you can grow them with love? Visible consistency with visible kindness allows exceptional behaviour to flourish.” 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. 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.” Many of the ideas in this book are clearly good practice e.g. the focus on positive relationship building, the suggestions for how to build such relationships, the concept of ‘botheredness’ and the use of recognition boards.

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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. Reminding children of their good behaviour in the middle of dealing with their poor behaviour takes practice”

ADULTS CHANGE | Paul Dix AFTER THE ADULTS CHANGE | Paul Dix

We are still very much at the beginning of our journey, but everything we have implemented thus far has come straight from what we have learned directly from reading Paul Dix's book; consequently, there have been no costs involved but the results we have seen have been transformational and have demonstrated high impact. We understand that the culture in our school is set by the way the adults behave. We will continue on our journey using Paul Dix's highly commended book to ensure that we are continue to develop positive behaviour practice.Consistently noticing a child will build their self esteem and raise their aspirations. Positive Noticing matters. Let me suggest five pillars of practice that should underpin every behaviour policy in every school: Consistent, calm, adult behaviour. First attention for best conduct. Relentless routines. Scripting difficult interventions. Restorative follow-up.” When the AdultsChange, Everything Changes is a fabulous, must-read book for all educators and people working with children and young adults.