This reads like a long winded self help book full of probably fictitious anecdotes. There are no references to clinical studies. That doesn't mean this advice is not good, but it must be considered with skepticism. We take it for granted that we all do what we do because we genuinely care about improving the lives of the young people in our schools. However, how often do we say it – to ourselves, or to others? How often do we show it? This book reminded me that we should all say it, loudly and regularly.

The 30 second intervention demands careful and often scripted language. The idea is simple but the performance takes practice.” Reminding children of their good behaviour in the middle of dealing with their poor behaviour takes practice”Do you remember yesterday/ last week when you helped me tidy up/led the group/gave me that excellent homework? Remember mum’s face when she got the note? That is the person I know, that is the Chelsea I need to see today.’ This is the key to the scripted response.” Education is a serious business, but serious does not have to mean boring. This book is warm, full of humour and its anecdotes make it easily relatable to all of us. I genuinely laughed aloud throughout. what are the visible consistencies in your setting? What could they be? Are they embedded with love or punishment?” 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.

Positive postcards for when children go beyond expectations and coins to celebrate children’s behaviour and learning. Paul has delivered training and spoken on large stages all over the world, advised the English Department for Education on Teacher Standards, given evidence to the Education Select Committee and carried out extensive work with the Ministry of Justice on Behaviour and Restraint in Youth Custody.Our coaches see past that which is immediately noticeable to explore deeper patterns. Being deeply experienced and extraordinarily observant they can give you the insight you need to create transformational change. This is not just another set of eyes on your practice; it is an expert eye from the UKs best practitioners.

In this abridged audiobook version of his best-selling title, Paul Dix talks you through the book’s hugely influential behavior management approach - an approach whereby expectations and boundaries are exemplified by people, not by a thousand rules that nobody can recall. 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. Suitable for teachers and school leaders - in any setting - who are looking to upgrade their approach to school behavior. Our new Online Course Supporting Behaviour Change for Leaders is for anyone who is supporting colleagues in Paul’s approach. When learners are struggling they need support, not red lines and stern faces. They don’t need the dark suits of doom, but rather a learning coach, detached from any process, to support, mentor and guide. (A problem solver, not a process monkey, remember?) A skilled, empathetic specialist who can work with the learner to meet their immediate needs and stem the flow of poor conduct.” But why crush behaviours with punishment when you can grow them with love? Visible consistency with visible kindness allows exceptional behaviour to flourish.” In the beginning, practise scripted intervention with your loveliest children – the ones who would very rarely need a scripted intervention. They may look at you strangely but it’s a great way to get used to the technique. Don’t try to use it immediately with the most challenging pupils.”

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Our approach is used in 100,000 classrooms worldwide. Alongside attainment our work is shown to support cognitive development, emotional health and well being, engagement, attendance, self efficacy and self regulation.