When the Adults Change, Everything Changes: Seismic shifts in school behaviour
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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. Teaching both inspired and drew him in due to the creativity, the variety and the cohort after cohort of utterly brilliant children he encountered. Before this, staff were responding emotionally to behaviour and were deferring to SLT which was undermining their relationship with the child.
The Adults Change: Achievable behaviour nirvana : Paul After The Adults Change: Achievable behaviour nirvana : Paul
The Testing, Watch out for and Nuggets sections have been removed for this audiobook, but the indispensable advice on how to involve all staff in developing a whole school ethos built on kindness, empathy and understanding remains. 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. Paul won a national training award in 2009 for his work in helping a school transform from failing to good in just nine months.Learn about the successes of our Partner Schools and Colleges using ‘When The Adults Change Everything Changes’ to transform their practice. 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. The main message in the book is that by having a whole-team approach to behaviour management - where the behavior of the adults is consistent and sets an example - change really can happen for the best among students.
When the Adults Change, Everything Changes: Seismic shifts in
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. By the same token, when pupils know they will serve a detention on the same day it is set -because a text gets sent home that very day- they do show improved behaviour the following day.This again sounds obvious, but I am willing to bet that every teacher can identify a time where they allowed emotions to creep in. He argues it reinforces negative behaviour, providing a kind of celebrity status for some pupils, and therefore does not help combat the challenges.