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

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Dix advocates 5pillars of practice which he details through the book: consistent, calm adult behaviour; first attention for best conduct; relentless routines; scripting difficult interventions; restorative follow-up. Your behaviour is the only behaviour over which you have absolute control. To change your children's behaviour, you first need to change your own.

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. 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).

WHEN THE ADULTS CHANGE EVERYTHING CHANGES

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! Rewards are not the answer, either.This was interesting for me, as a teacher who used to give out house points and merits with no real thought. Dix argues again for consistency and suggests that no teacher can use rewards consistently and therefore their use becomes meaningless. He makes some useful observations and suggestions about the way in which these might be used or indeed phased out. 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.

full day behaviour training to share the five pillars of the approach with staff, so that we are consistent in our attitudes to students and they are consistent with us. 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. When the Adults Change Everything Changes was a silver winner 2017 Foreword INDIES Awards in the Education category. You always learn something useful from engaging with Paul, and the fact that he writes with the old one-two of passion and compassion makes this learning easy and pleasurable. I have learnt much from this book that will shape and amend my future practice and whole-heartedly recommend it to even the most experienced teacher. 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.Behaviour is not something I currently have to deal with in my role as I no longer work explicitly within a school but in visiting schools I see a range of behaviour policies, reward systems and sanctions. This and a general reflection on my own behaviour management strategies made me wonder if there was another way, or a -˜best' way to encourage positive behaviour and minimise low-level and more disruptive behaviours. I read this book with a view to enlighten me. At primary level students' mutual trust is encouraged through sharing and delegating jobs in the classroom. A well organised year 5 teacher will have students handing out resources, clearing and cleaning the room, preparing areas for different activities, drawing blinds etc. The students learn how to share responsibility with others and accept responsibility for themselves. 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. 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).