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

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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. She is organised, efficient and incredibly helpful when technical jargon gets in the way. She helps our clients book their places on the online course and is on hand to support them as they work their way through it.

WHEN THE ADULTS CHANGE, EVERYTHING CHANGES

It's typically generous of Paul to create such a gift of a resource for trainees, teachers and veterans alike - a blueprint for building authentic relationships with students, even in seemingly impossible situations. You can land a sanction with a hard edge or you can land a sanction with an immediate reminder of the child’s previous good behaviour. Done well, with good timing and perfect tone, there is a little magic here.” 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! No doubt, at some point online you would have seen a teacher (most probably an American kindergarten teacher) shaking hands with their pupils upon entry into the classroom. The enthusiastic teacher waits at the door while their pupils line up to receive their very own, teacher initiated, personalised handshake. After all kinds of twists, turns and high-fives, the uplifted pupils enter the classroom one by one. I must admit, it does make for some entertaining viewing! Dix has given me lots of questions and starting points to think about when planning our behaviour management. For example, how do we identify children who go over and above? I will also return to his useful tips, for example the '30 second script' - a formal one-to-one intervention for poor behavior in class that lasts no longer than 30 seconds.Save your finest performance for when it has most impact: when children do the right thing. Then reward them with your enthusiasm, encouragement, humour, time and attention.” 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. After leaving school at 16 and trying lots of jobs he was terrible at, Tony trained as a Teacher in Liverpool. He then started as a classroom teacher, initially in Geography and later Psychology. He has worked as an Advisory Teacher for Tower Hamlets Behaviour Support Team, been a SENCo in two mainstream secondary schools and Pastoral Deputy Head, DSL and Inclusion lead. Narrated by Paul Dix himself, this audiobook is suitable for teachers and school leaders - in any setting - who are looking to upgrade their approach to school behaviour.

About | When the Adults Change About | When the Adults Change

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. Hannah is an experienced School Improvement Consultant, Coach & Trainer. She specialises in Behaviour, SEMH & SEND, and works nationally and internationally supporting Schools (early years to FE, & Special/AP settings), Local Authorities & Trusts in reviewing, implementing, and developing cultural change, policy, systems and provision. 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

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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. Let me suggest five pillars of practice that should underpin every behaviour policy in every school: Consistent, calm, adult behaviour. First attention for best conduct. Relentless routines. Scripting difficult interventions. Restorative follow-up.” 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. 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. Our new Online Course Supporting Behaviour Change for Leaders is for anyone who is supporting colleagues in Paul’s approach.

When the Adults Change, Everything Changes - Crown House When the Adults Change, Everything Changes - Crown House

Hannah is known for her inspirational & charismatic training, combining her warmth as a person, passion for school improvement, served with a large portion of ‘realness’ and lived experience. As an Adviser and Coach Hannah is a valued and sought-after critical friend and para-professional. Her empathetic approach, delivered with honesty, underpinned with expertise & knowledge means she has supported many educational settings in whole school change as well as individual progression. She has since built a career from combining her natural skills in relationship management and developing businesses with her creative flair. She joins When The Adults Change as Brand & Relationship Manager looking after our brand and our clients with knowledge and passion. 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. 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. Our FE Behaviour Change course develops skills and shares the practical tips you need for upgrading behaviour, developing your culture and improving outcomes for learners in your teaching environment.

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Steve taught in Sheffield for seventeen years before joining Wakefield LA as their Behaviour and Attendance consultant. He then moved to the National Strategies in a cross-phase role as Regional Adviser for Behaviour, Attendance and SEAL in Yorkshire and the Humber. Since 2011 Steve has been a freelance trainer and consultant. Tony’s last role was as Headteacher of a PRU in the South-West of England. This was an extremely exciting opportunity to design a new school steeped in relational and Trauma Informed practice, from the furniture to the policies and practices. OFSTED described it as a “safe haven for its pupils”.

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