Easy to read and digest!

3. 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

4. ‘Being in control of yourself and your emotions before addressing poor behaviour.’ Time for reflection… …pause

5. Haim Ginott: “I have come to a frightening conclusion. I am the decisive element in the classroom.” “get the behaviour right first”

6. 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?

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

15. https://www.youtube.com/watch?v=6P_FsLa6Mls&list=PLpBVPjckVDqLB9vcA7j7Si6s9Co9HFJ39https://www.youtube.com/watch?v=6P_FsLa6Mls&list=PLpBVPjckVDqLB9vcA7j7Si6s9Co9HFJ39 Picking up your own tab

16. 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?

17. How much does adult emotion cost in your school?

18. 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

19. 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)

20. 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=PLpBVPjckVDqLB9vcA7j7Si6s9Co9HFJ39

21. Deliberate botheredness

22. 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

23. 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’