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When the Adults Change, Everything Changes: Seismic Shifts in School Behaviour
When it comes to looking at behaviour in schools, the elephant in the room is adult behaviour. It is the only behaviour over which we have enough control. Creating a seismic shift in behaviour across a school requires adult behaviour to be adjusted with absolute consistency. This creates a stable platform on which each school can build its authentic practice. It will result in shifts in daily routines, in how to deal with the angriest learners, in restorative practice and in how we appreciate exceptional behaviour. The book is peppered with case studies from schools across five continents, from the most challenging urban schools to the most privileged schools in the world. This is exceptional behaviour management and leading-edge practice. The approach is practical, transformative and rippling with respect for staff and learners.
252 pages, Paperback
Published August 31, 2017
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Displaying 1 - 30 of 179 reviews
March 1, 2018
I'm not a great reader of work-related books these days - as I strive for that elusive work-life balance.
However, Paul Dix presents a compelling and easily digested perspective on how schools can create a climate for positive behaviour. Along the way he expertly dispels the rose tinted spectacles with which many parents and teachers are accustomed to view the paradigms of the past - an era when teachers sought and were expected to control and coerce through instilling fear, or referring children on to staff who would instil fear on their behalf. In truth that never worked and was probably used more rarely than people believe. I remember one teacher at a school telling me how he would send a child to Mr X to be given "the brown trouser treatment" but when some years later I saw Mr X's work at close hand I realised that the brown trouser treatment was never and had never been a sustainable strategy even for him. Progress came through establishing connections, through nurturing the seeds of a positive relationship. Which is not to be confused with softness or inconsistency. Dix talks of certainty, relentlessness and empathic kindness as the essential touchstones for teachers managing and controlling their won behaviour (for that is all we can ever truly hope to control).
Along the way in this readable book he presents and punctures the many bubbles of inflated egotistical approaches. For example, the temptation to get distracted by students secondary behaviours - the stroppiness with which a child complies when leaving the room, sucking teh teacher into escalation and confrontation.
Reading this I saw so many familiar errors and so much codified common sense. I would recommend it to anyone from school leader to class teacher who wishes to shape a school or classroom where desirable behaviours are modelled, nurtured and taught - rather than ineffectively imposed through a dizzying architecture of sanctions and "hair dryer" treatments that reinforce rather than control bad behaviour.
However, Paul Dix presents a compelling and easily digested perspective on how schools can create a climate for positive behaviour. Along the way he expertly dispels the rose tinted spectacles with which many parents and teachers are accustomed to view the paradigms of the past - an era when teachers sought and were expected to control and coerce through instilling fear, or referring children on to staff who would instil fear on their behalf. In truth that never worked and was probably used more rarely than people believe. I remember one teacher at a school telling me how he would send a child to Mr X to be given "the brown trouser treatment" but when some years later I saw Mr X's work at close hand I realised that the brown trouser treatment was never and had never been a sustainable strategy even for him. Progress came through establishing connections, through nurturing the seeds of a positive relationship. Which is not to be confused with softness or inconsistency. Dix talks of certainty, relentlessness and empathic kindness as the essential touchstones for teachers managing and controlling their won behaviour (for that is all we can ever truly hope to control).
Along the way in this readable book he presents and punctures the many bubbles of inflated egotistical approaches. For example, the temptation to get distracted by students secondary behaviours - the stroppiness with which a child complies when leaving the room, sucking teh teacher into escalation and confrontation.
Reading this I saw so many familiar errors and so much codified common sense. I would recommend it to anyone from school leader to class teacher who wishes to shape a school or classroom where desirable behaviours are modelled, nurtured and taught - rather than ineffectively imposed through a dizzying architecture of sanctions and "hair dryer" treatments that reinforce rather than control bad behaviour.
August 20, 2019
Rather good; good enough to put into practice.
Written in a manner which makes it very easy to read and understand, with enough humour to keep a wry smile on the face. The excerpts from his own school reports are excellent. Rather like my own!
Worth a read!
Written in a manner which makes it very easy to read and understand, with enough humour to keep a wry smile on the face. The excerpts from his own school reports are excellent. Rather like my own!
Worth a read!
August 22, 2023
I understand and do agree with lots that is in this book: relationships are key, keeping calm and scripting difficult conversations, certainty over severity, focusing on the primary behaviour etc. These are all, undoubtedly, excellent behaviour management techniques. However, the book is written in a really aggressive manner and it feels as though the teaching profession and schools are being berated for most of it. I don’t agree with only having restorative conversations and eradicating all form of consequence; I found the suggestion that schools that have consequences are the equivalent of prisons unhelpful.
September 7, 2019
I had to keep stopping so I could put his ideas into practice. The ideas are simple, intuitive and been super successful. This my 27th year of teaching and still love being reminded how to keep that positive ethos alive. It's spread like wildfire through my school, there are frayed corners and folded pages amock. Read it.
October 27, 2024
I started reading this book with high hopes. It is recommended by plenty of fellow teachers and whilst full of 'nuggets' I did feel that the lack of evidence based analysis and copious amounts of anecdotal evidence made the claims fairly unreliable and too polished for my liking. I really do respect and agree with Paul Dix's opinion that schools should be more about respect, dignity and support rather than ruled by punishment and sanctions like an oppressive regime but it feels like his advice is utopian. Perhaps I'm just being cynical like most of the teachers he describes at first before they encounter the author and who then turns their schools into outstanding havens of behaviour. I also found the problematic characterisations of vulnerable families jarring considering his work in deprived areas with one memorable description of a mother with tattoos of 'love' and 'hat' on her fingers because she was "saving up for the 'e' a poor attempt at humour whilst punching down at the disadvantaged. However, overall I did find the vast majority of ideas worthwhile and I don't regret reading it I just wished for more factual and statistical evidence rather than anecdotes.
December 27, 2020
There was nothing wrong with this book exactly, but it didn't help me in the way I wanted/hoped it would. I'm midway through my PGDE so was looking for hints and tips to strengthen my approach to teaching. It's not that the advice in this book isn't helpful, but the suggested changes are very top down and aimed at senior/management/governmental (? Maybe, that's the impression I got anyway) so for practical changes I could make as an NQT, it really wasn't very much use. Just a word of warning for anyone who's looking at this for the same reason I was.
January 7, 2022
A good book but not great. Some new ideas, I really liked some of the ideas for showing appreciation for kids, but mostly very common sense stuff. One question I have after reading this is: How bad is the english school system?
September 26, 2019
This was a very engaging and thought provoking book. On my first read, this book left me questioning and reflecting on my own (current) teacher identity and experiences with behaviour management. I found myself both nodding in agreement and wincing when topics came up that I could easily link to my own experiences.
I am now reading the book again, looking closer at the authors views and how I might constructively challenge or work along side behavioural systems that may be in place within schools, that do not align to my own views.
I am now reading the book again, looking closer at the authors views and how I might constructively challenge or work along side behavioural systems that may be in place within schools, that do not align to my own views.
September 8, 2020
4 ⭐️’s (Great).
August 24, 2024
Dix is right - children respond to relationship not punishment. I think I would still opt for Bennet’s approach over Dix’s though, as Bennet balances consequence and relationship, whereas Dix seems more radical in his approach. He offers countless examples of schools where detentions have been eradicated entirely, which sounds so wonderful! But it can only work (as Dix admits) with careful planning from leadership at the top and a united body of teachers who are committed to the school and Dix’s vision.
February 22, 2019
A fascinating book on behavior. Dix takes a "restorative justice" type approach, coming down strongly against suspensions and expulsions. I don't fully agree with that approach, but I loved his part about teachings not screaming, and not letting emotions guide the decisions in regards to behavior. I also agreed with his point that for anything to work, all the teachers need to be on the same page. Good to read for any educators thinking of making a school-wide behavior plan.
December 28, 2020
Early chapters were relevant, well written and will hopefully help me with behaviour management in the classroom.
The later chapters with their emphasis on sanctions and behaviour policies would be more useful for senior managers looking to modernise the whole school ethos and I found myself scanning them for useful nuggets rather than reading them in depth.
The later chapters with their emphasis on sanctions and behaviour policies would be more useful for senior managers looking to modernise the whole school ethos and I found myself scanning them for useful nuggets rather than reading them in depth.
Read
December 3, 2024A very interesting read about an approach to behaviour policy in schools that focuses on adult behaviour and emotional intelligence rather than punishing children. I'm sure I will reread this within the next few years and give it 5 stars - I feel ready and inspired to transform my behaviour towards my non-existent class in my non-existent school...
April 9, 2019
An easy read that encourages a reflection on practices in schools. Some great ideas and concepts for different levels of schooling. Educators will be able to pick and choose what ideas and concepts could be applied within their schools.
February 18, 2021
Read as compulsory professional reading for work. A bit trite really. Tell us something we don’t know was the refrain
December 28, 2022
I can't rate this book highly enough, it's a great approach to classroom management, coming from a psychology approach. I agree that some of this book is largely aimed at senior management in schools, but there are so many small changes recommended in this book that make those big difference to children.
February 20, 2020
This is a good book with ideas that make you reflect on your own teaching. As a supply teacher some of these these methods do not apply day to day as they need patience and persistence to integrate into your routine, but for long term roles and full time teachers it is good. It concentrates on positive reinforcement, which I promote and has given me some food for thought.
March 22, 2021
When you really stop and read through the advice for classroom “behaviour management”... It just. Makes. Sense.
So many small, practical pieces of advice to implement across a school to improve relationships and promote intrinsic, self-motivated learners. Hard recommend for this one.
So many small, practical pieces of advice to implement across a school to improve relationships and promote intrinsic, self-motivated learners. Hard recommend for this one.
January 12, 2023
An incredibly powerful book that I think teachers of all ages should read. The focus on adult behaviour offers a different perspective into teaching making me completely rethink my role as a teacher.
February 22, 2023
Excellent book for teachers and even managers with useful information about behaviour techniques and managing your own behaviour first. Read on audible but will be buying the paper copy too so as to make notes and revisit sections easily
January 24, 2024
Really eye opening and some great holistic school approaches! Definitely worth a read even if you aren’t a teacher/aspiring teacher…makes you really want to change your bad and negative habits and behaviours towards children.
September 30, 2024
Close to 4 stars for me. Some really good ideas and a lot of common sense. You can't argue with a lot of what is in here. Relationships are crucial! Why not 4 stars....1) Felt there was a lot of repetition making similar points. 2) Often felt like I was being mocked/told off for doing some of the (very common in many other schools) strategies he is against.
Glad I read it and would recommend but do feel it is quite one sided and anti anything that isn't Dix's way.
Glad I read it and would recommend but do feel it is quite one sided and anti anything that isn't Dix's way.
November 1, 2020
It's not going to solve all my problems, but with my year 9 debut on Tuesday, it might just save my voice 😂
December 29, 2024
super easy read with a powerful message. everyone who interacts with kids must read
May 12, 2024
Currently a teacher-trainee but one day I’ll be SLT (senior leadership team) in a school and implement the restorative practice advocated in this book, mark my words
June 2, 2023
I need more than 5 stars! So many things to think about and consider. Very practical ideas to implement tomorrow.
Read
December 10, 2025Can't wait to rock up to my placement school with a new behaviour policy
October 14, 2022
Short and sweet . A good audio mind reset .
December 22, 2024
Interesting, but worksheet slander is not appreciated! He hasn’t seen mine
February 23, 2022
Paul Dix is a name which is hallowed in the corridors and amongst the senior management of every school I have thus far worked in, as a student teacher onwards. This book is tantamount to the bible à la mode of what we call in the profession 'behaviour / classroom management'.
Essentially, Dix champions the importance of nurturing consistent, kind student-teacher relationships over a macho punitive approach. The former strategy, so goes the argument, cultivates a positive culture of community wherein students are empowered to reflect on the consequences of their own choices, while the latter simply produces, at best, 'process monkeys' who understand only obedience and its opposite. Rules and values must be simple and applied with absolute consistency. Dix explicitly makes an interesting, and pertinent, parallel here with the British prison system, i.e. aloof politicians who want to look 'tough on crime' write policies that tighten criminal sanctions but, in fact, do nothing to rehabilitate the offender and stop them from falling predictably into the same cycle. Schools are, after all, microcosmic insights to our society.
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.
E.G. student kicks off; teacher can't cope; senior mangement are unresponsive other than unimaginatively telling said teacher 'organise a restorative' wherein student has to follow their own script, tow the line without actually accepting any responsibility for their actions; shake hands with the teacher and repeat the cycle next lesson.
This is a classic example of restorative practice being applied poorly, with no appreciation for its core purpose: education. To that end I really liked, in particular, Dix's 5 pillars of solid behaviour policy:
1. Consistent, calm adult behaviour.
2. First attention goes to the best (as opposed to worst) conduct.
3. Relentless routines.
4. Scripting difficult interventions (i.e. not just improvising, repeating consistent messages).
5. Restorative follow-up.
I do agree with this ethos, and have seen its manifest veracity in my own practice, for better and for worse. It should never be tokenistic, but applied from a core motivation of genuine care, kindness and a desire to educate.
Nutshell review: As a handy manual to help tired, over-worked teachers better manage a classroom this is a great wee book you can rattle through in a weekend. The caveat is that it requires more than just an individual teacher's devotion; it requires a whole-school approach to really work. I do believe, however, that it can and does work; better relationships are not always easy but they are essential.
Essentially, Dix champions the importance of nurturing consistent, kind student-teacher relationships over a macho punitive approach. The former strategy, so goes the argument, cultivates a positive culture of community wherein students are empowered to reflect on the consequences of their own choices, while the latter simply produces, at best, 'process monkeys' who understand only obedience and its opposite. Rules and values must be simple and applied with absolute consistency. Dix explicitly makes an interesting, and pertinent, parallel here with the British prison system, i.e. aloof politicians who want to look 'tough on crime' write policies that tighten criminal sanctions but, in fact, do nothing to rehabilitate the offender and stop them from falling predictably into the same cycle. Schools are, after all, microcosmic insights to our society.
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.
E.G. student kicks off; teacher can't cope; senior mangement are unresponsive other than unimaginatively telling said teacher 'organise a restorative' wherein student has to follow their own script, tow the line without actually accepting any responsibility for their actions; shake hands with the teacher and repeat the cycle next lesson.
This is a classic example of restorative practice being applied poorly, with no appreciation for its core purpose: education. To that end I really liked, in particular, Dix's 5 pillars of solid behaviour policy:
1. Consistent, calm adult behaviour.
2. First attention goes to the best (as opposed to worst) conduct.
3. Relentless routines.
4. Scripting difficult interventions (i.e. not just improvising, repeating consistent messages).
5. Restorative follow-up.
I do agree with this ethos, and have seen its manifest veracity in my own practice, for better and for worse. It should never be tokenistic, but applied from a core motivation of genuine care, kindness and a desire to educate.
Nutshell review: As a handy manual to help tired, over-worked teachers better manage a classroom this is a great wee book you can rattle through in a weekend. The caveat is that it requires more than just an individual teacher's devotion; it requires a whole-school approach to really work. I do believe, however, that it can and does work; better relationships are not always easy but they are essential.
Displaying 1 - 30 of 179 reviews