Why you should read this book Why you should read this book? Because the title says it all, we were going to give you time just to read as that’s what we have little time for e.g. Reading material by my bed! Next slide..

Note titles!

Bite size chapters with sub-headings Easy to read and digest! Bite size chapters with sub-headings Relatable anecdotes Lots of numbered tips – 18 questions for children, keystone 5, ten steps to certainty, 3 rules is all Nuggets – meet and greet, celebrate recognition, teach routines and expectations, fantastic walking…CONSISTENCY This why you should read it…we will use some more of these bite size, numbered examples in the workshops

‘Being in control of yourself and your emotions before addressing poor behaviour.’ Time for reflection… …pause All teachers are aware of Paul Dix work as he was pivotal in writing the teacher standards for behaviour…7. Manage behaviour effectively to ensure a good and safe learning environment. This was the rejected standard but it is absolutely key in how you respond…that pause is so important in assessing a situation, taking a breath, focussin on the initial behaviour not the secondary one

“get the behaviour right first” Haim Ginott: “I have come to a frightening conclusion. I am the decisive element in the classroom.” “get the behaviour right first” Some other quotes from the first 2 chapters to get you thinking, the first one I used to have above my classroom door…along with a post it note ‘praise’!

This is how we do it here! Where is the research that shows traffic lights, red cards, suns and clouds are an effective way to manage behaviour?

What are the visible consistencies in your school? What is the agreed set of adult behaviours in your school? TWHF values, Church foundation schools

Another way that helps you to read is at the end of each chapter, Paul Dix includes an excerpts from his KS3 and 4 reports…less than flattering. It made me pause and reflect on what I have seen in reports over time…here are some examples from my family…and you know how these would made you respond as a child and/or parents…and as you read between the lines!

https://www. youtube. com/watch https://www.youtube.com/watch?v=6P_FsLa6Mls&list=PLpBVPjckVDqLB9vcA7j7Si6s9Co9HFJ39 Picking up your own tab

Scenario 1 As a senior leader you have been given a note from a pupil to go along to class B to support a teacher. When you arrive the teacher and child (a) are clearly in conflict. The teacher demands instant support, refusing to teach the child until every sanction in your behaviour policy has been applied. The adult cannot back down and is very emotional. The rest of the class look on, obviously enjoying the distraction from learning. Consider the response of the other children the child in conflict with the teacher the teacher In your groups consider how much does adult emotion cost in your school?

How much does adult emotion cost in your school? Staff Cost Member of SLT on call £5 per 10mins Head of year/class teacher follow up £3.50 per 10 mins Statement/ investigation Dealing with parent (SLT) £5 per 10 mins paperwork (admin) £2 per 10mins Restorative meeting x2 staff £6.60 per 10mins Total cost ???

30 second script When everyone sees poor behaviour is no longer rewarded, that interventions are quick, efficient and predictable, the classroom becomes a safer and less explosive place to learn Paul Dix

Seven assertive sentence stems to start you off You need to …. (speak to me at the end of the lesson) I need to see you …(following the agreed routine) I expect … (to see your table cleared in the next two minutes) I know you will …..(help to clear the mess off the floor) Thank you for ….. I heard what you said now you must …. (move to the next table) We will ….(chat about this later, have a better day tomorrow)

Task 2:How could you use a 30 second script in your setting which every adult has to use? https://www.youtube.com/watch?v=6P_FsLa6Mls&list=PLpBVPjckVDqLB9vcA7 j7Si6s9Co9HFJ39

Deliberate botheredness

Ideas of deliberate botheredness Meet and greet Positive notes in class Positive note /call home Reward child for going over and above Triangulate praise – get other adults to comment to the child Tweet positive messages Hot Chocolate Friday A set of cards for SLT to give to staff

Scenario 3 Teacher A stands at the door unsmiling to see the children into class. The following comment is repeated as they enter the room ‘I hope we are going to have a better day than yesterday’ Consider How should every teacher meet and greet each day?? Scenario 4 Child A attends school regularly, never needs to be told to stay on task and always gives 100%. Discuss the impact for that child when s/he finds a post –it note in the English book ‘so proud of your writing this week. I can see you have given 100% effort. I am looking forward to reading your essay on Friday’