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

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On a personal note, teachers like Paul (and like you if you choose to read this fantastic book) literally saved my life. It's not easy being a hero, but this book gives you all of the tools and wisdom you need to put your intentions into action. This is the best relational classroom management programme with Paul’s celebrated approach: inclusive, relational and highly practical. Each unit includes exclusive new videos from Paul and the When the Adults Change trainers. There are audio clips, practical tasks, additional reading recommendations, a focus on systems thinking and ideas for discussions that explore the nuances of great relational practice. Through detailed case studies, Dix offers insight from a range of settings and writes in a way that finds the reader nodding along in agreement or frantically scribbling notes and ideas to support and develop their own practice.

When the Adults Change, Everything Changes - AbeBooks When the Adults Change, Everything Changes - AbeBooks

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. 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'.

When the Adults Change Everything Changes was a silver winner 2017 Foreword INDIES Awardsin the Education category.

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

Reading this book changed my practice overnight, and I've been teaching for 28 years. I knew it was just what we needed, so I've become something of an evangelist. Now staff are reading it and we've based training and practice around what we truly believe to be the way forward. Support staff feel they have the language to deal with misbehaviour and that they are part of a consistent approach. There is a noticeable calmness about all the staff and they can't wait to come into the staffroom and tell everyone else how “the script” has worked! Some are even using it on their own children at home.I can't recommend When the Adults Change, everything Changes highly enough, and I know that if you were to ask the staff in school they would all say exactly the same. Thank you, Paul Dix and Pivotal Education! In chapter 10, and also throughout the book, Dix criticises the behaviour policies practiced at many schools. In essence, he argues that as well as being ineffective, teachers are ‘run ragged trying to chase and impose detentions.’ This is particularly referring to what is commonly referred to as the consequence system i.e. C1 warning, C2 warning, C3 30 minute detention, C4 isolation, and other similar versions. Dix is adamantly against the use of internal exclusion rooms and alludes to them being similar to prison cells.

BOOK CLUB RESOURCES - When the Adults Change BOOK CLUB RESOURCES - When the Adults Change

Children have responded extremely positively to the new rules we've introduced: ready, respectful, safe. They're enjoying thinking about how any old “rules” we had, which were hardly written down or formalised, can be incorporated into these three words. They talk about their own behaviour and the effect it has on others in these terms. Children and staff have a shared language. 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.Naming pupils who do not behave in the way you expect does not help.Dix himself notes that strategies such as -˜name on the board' or -˜sunshine or cloud' for pupils who do not behave as you expect occur in so many classrooms it appears to be something teachers just -˜know' to do rather than something carefully put into place. He argues it reinforces negative behaviour, providing a kind of celebrity status for some pupils, and therefore does not help combat the challenges. The chapter regarding -˜counter intuitive classrooms' is particularly useful for teachers who feel this is not the answer and would like an alternative. Paul Dix sums it up nicely himself -˜a focus on adult behavior is the only responsible approach-¦.there is no limit to achievement' After I saw Dix speak, I felt inspired to buy the book immediately and bought a couple for our staffroom. Engaging from the start, the book combines sound advice with practical strategies to implement them successfully. Dix's passion for consistency in adults (and how they deal with all forms of behaviour management in school) resonates throughout the book. He always keeps an eye on current educational issues, such as the number of children who have been on roll but leave during years seven to 11, and the ongoing debate around restorative vs punitive punishment. Dix says that having positive relationships with pupils depend on teachers defaulting to a restorative approach. He says that -˜punishment is not a good teacher'. He continues, -˜It is scattergun, random and disproportionate. Restorative approaches teach behavior. Simple.' 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.

When the Adults Change, Everything Changes [PDF] [EPUB] When the Adults Change, Everything Changes

There is a behavioural nirvana: one that is calm, purposeful and respectful. Where poor pupil behaviour is as rare as a PE teacher in trousers and where relationships drive achievement. Annoyingly and predictably, the road is hard and the ride bumpy and littered with clichés – but it is achievable. And when you get there it is a little slice of heaven. This book is a game changer. Your students need you to read When the Adults Change, Everything Changes. Don't react emotionally to bad behaviour. At all.This again sounds obvious, but I am willing to bet that every teacher can identify a time where they allowed emotions to creep in. I certainly can. Dix emphasises the importance of keeping calm and makes a number of suggestions to support this aim. He also emphasises the importance of tone and body language, something I think is often overlooked. 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. 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.

Pupil behaviour and how to manage it has been a persistently contentious issue in education for as long as I can remember. From educators who feel it necessary to issue harsh sanctions for the most minor of infringements, to educators who consider the concept of punishment to be an inherently immoral one and everyone in between, it seems the debate is not going to be resolved any time soon. But in any case, one may conclude that Dix would be against any behaviour policy involving sanctions, irrespective of whether or not it is effective as he seemingly considers all common sanctions inherently immoral. This is something I fundamentally disagree with.