Okay, I'm going to tell you my mindset into reading this book. I have a "hard" class on Monday. Let's just say every other "hard" class in the school has a gazillion members of staff in with them all the time but of course I'm on my own for the majority... (This was not the case when they were in the year below, of course.) They're "hard" because there is one boy with severe behavioural issues and many with SEN needs. I do feel pretty unsupported but I'm not going to let these children down, I am going to fight for them. Paul delves into the possibilities for improvement in pupil behaviour and teacher–pupil relationships, drawing further upon a hugely influential behaviour management approach whereby expectations and boundaries are exemplified by calm, consistent and regulated adults. Tara has 20 years of teaching experience working with a wide range of students from inner-city to international private schools. During that time she has led thriving departments as a Head of Department and Head of Faculty. Whilst teaching Tara created programmes to improve boy’s achievement and support successful transitions from primary to secondary school. She has led on Behaviour teams and Teaching and Learning teams. As well as mainstream achievements Tara has worked closely with Pupil Referral Units to develop student-centred Behaviour Management Strategies.

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). I have known of Pivotal's work for three years now. In 2013, I sent my assistant principal to be a Pivotal trainer and she returned to transform the culture and the feel of a very broken and challenging school through the development of positive relationships, a focus on encouragement and a restorative approach to student behaviour. The impact was huge, with the exclusion rated being reduced by 94% in one year. So I turned to Paul Dix. Now, Paul Dix sees the whole-school as where behaviour fully changes but I can't change any of that because I'm me... But it would be useful for school leaders as this technically is a whole-school approach. I went into this book looking for strategies in the classroom environment that would work for me. I want and I need for these children to feel that I care and I'm organised enough that they're going to feel safe.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.

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. A revolution in behaviour can be exciting, dynamic and, at times, pleasantly terrifying. But revolution is short-lived. In After the Adults Change Paul shows you that, after the behaviour of the adults (i.e. the staff) has changed, there is an opportunity to go wider and deeper: to accelerateThe trust in the student that this statement implies, combined with the clarity of the expectation, often results in immediate action without protest. It is almost a closed request which leaves no 'hook' to hold onto and argue with. Chose your opportunities to build a relationship with a student carefully. Open up casual conversation when the student appears relaxed and unguarded. Try asking for help or advice, giving the student something you know they are interested in (a newspaper cutting, web reference, loan copy of a book) or simply say hello and pass the time of day. You may choose to wait until you find a situation that is not pressured or time limited. Aim for little and often rather than launching into a lengthy and involved conversation. 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. They will grow used to your interventions in social areas and your presence will slowly have an impact on their behaviour. The relationships you forge will be strengthened, with opportunities for less formal conversation presenting themselves daily. In more challenging institutions there can be a tendency to avoid social areas or stray too far away from teaching areas. For a while it may seem that life is easier that way but by taking the long way round to the staff room to avoid potential problem areas and you risk being effective only within the confines of your classroom. Behaviour management tip 5 As a school leader, the idea of good behaviour stemming from a positive place rather than a fear of punishment not only resonated with my own values but there is much evidence that it is a successful strategy.

Whilst everyone may not concur with me, Ithink there is amiddle ground which schools can adapt to their context, managing to support teachers and middle leaders from the time-consuming nature of the mechanisms of behaviour responses, whilst also enabling those staff to manage their own classrooms and maintain positive relationships with the students in it. Whatever your setting, and whatever stage of the journey to getting off the punishment road you are on, you will find this book really helpful in maintaining the -˜drip, drip, drip' of consistency and kindness. I've been inspired to launch -˜legendary line-ups' in the staff briefing this morning-¦ and I may even get a goat! When the adults change everything changesis a core read for anyone who works with children. 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.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. I have, in all honesty, looked upon the so-called restorative practice approach to modelling behaviour with some disdain in the past, because frankly I have seen it being so poorly executed.