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

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Alongside this Hannah is an Evidence Lead in Education for the EEF & Staffordshire Research School. Her effectiveness in school improvement is driven by research-informed systems and strategy. She advises on, and delivers, the Making the Difference for Disadvantaged Learners and Effective Learning Behaviours programmes 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). Having worked with Pivotal Education for the last two years, I have seen the benefits that adopting Paul's consistent routines and kind approach to managing students' more challenging behaviours can have - not only for the atmosphere around school but also for the health and well-being of the staff. This book is an absolute must-read for anyone who feels caught up in the madness of endless internal behaviour referrals and detention-chasing. I've been there - it's exhausting! What did you learn from reading the book? What ideas/approaches/practice will you change or adopt as a result of reading this book? You're not able to change your behaviour policy, but want practical advice to implement in your classroom.

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. 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.In this follow-up to his bestselling book When the Adults Change, Everything Changes, Paul Dix explains how teachers and school leaders can move beyond the behaviour management revolution and build a school culture rooted in relational practice.

We are still very much at the beginning of our journey, but everything we have implemented thus far has come straight from what we have learned directly from reading Paul Dix's book; consequently, there have been no costs involved but the results we have seen have been transformational and have demonstrated high impact. We understand that the culture in our school is set by the way the adults behave. We will continue on our journey using Paul Dix's highly commended book to ensure that we are continue to develop positive behaviour practice. Dix writes in a personable way that will appeal to readers. His belief in children is paramount to the success of this book and his useful tips, guides and -˜nuggets' empower readers to develop a positive, purposeful and consistent approach to behavior management. 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.

The 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. 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.