Sorting Out Behaviour: A Head Teacher's Guide

Sorting Out Behaviour: A Head Teacher's Guide

by Jeremy Rowe, Ian Gilbert

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Overview

Rob Plevin was an outdoor instructor, corporate trainer and youth worker for young people in crisis before finally following his dream and becoming a teacher. He runs the website www.behaviourneeds.com and provides training courses and resources to help teachers, lecturers, care workers and parents successfully deal with challenging young people. Founder and Managing Director of aptly named Independent Thinking Ltd, Ian Gilbert is the author of the bestselling Essential Motivation in the Classroom. He set up Independent Thinking Ltd to "enrich the lives of young people by changing the way they think". He has worked with thousands of young people, teachers, parents and governors both in the UK and abroad.

Product Details

ISBN-13: 9781781350348
Publisher: Crown House Publishing
Publication date: 12/31/2012
Sold by: Barnes & Noble
Format: NOOK Book
Pages: 128
File size: 725 KB
Age Range: 9 - 11 Years

About the Author

Jeremy Rowe, the 'ultimate 21st century headmaster', is now a CEO who combines his 20 plus years of teaching experience with traditional values, and a realistic perspective, to put into practice an effective method of management that has previously helped him become a successful head teacher and public speaker. Jeremy has regularly written articles for a range of magazines and online publications, and he has also worked with PiXL and a range of schools and multi-academy trusts. He believes that implementing simple but effective rules for school conduct results in a happy and successful school.
Since establishing Independent Thinking 25 years ago, Ian Gilbert has made a name for himself across the world as a highly original writer, editor, speaker, practitioner and thinker and is someone who the IB World magazine has referred to as one of the world's leading educational visionaries.The author of several books, and the editor of many more, Ian is known by thousands of teachers and young people across the world for his award-winning Thunks books. Thunks grew out of Ian's work with Philosophy for Children (P4C), and are beguiling yet deceptively powerful little philosophical questions that he has created to make children's - as well as their teachers' - brains hurt.Ian's growing collection of bestselling books has a more serious side too, without ever losing sight of his trademark wit and straight-talking style. The Little Book of Bereavement for Schools, born from personal family experience, is finding a home in schools across the world, and The Working Class - a massive collaborative effort he instigated and edited - is making a genuine difference to the lives of young people from some of the poorest backgrounds.A unique writer and editor, there is no other voice like Ian Gilbert's in education today.

Read an Excerpt

Excerpt from Sorting Out Behaviour

Introduction
Like most of us, I’ve worked in schools that have got their approach to behaviour right and in some that have got it wrong. Right is better. I’ve been lucky to have had the opportunity to work with magnificent teams at Pool Academy in Cornwall and Sir John Leman High School in Suffolk, both of which are packed with colleagues who know it is possible to improve and have been prepared to do what is needed to make that improvement happen.

By working together consistently and strategically, both schools were able to see genuine improvements. This can only be achieved by teams unswervingly operating valuebased systems. Without that, staff are out on a limb and the
minority of students who can be difficult will have a field day.

Like you, I am doing the job day-in and day-out and, like you, I get it wrong sometimes. In fact, the minute you think you’ve sussed it, a child will literally take your legs from under you! Remembering that is quite helpful, I think.

My basic view is that behaviour is about choice. That doesn’t mean that situations are equally easy for all of us to handle, but I believe that if we factor choice out of a situation we could be robbing an individual of their entitlements and their independence. If we were all predestined to behave in certain ways, all responses would be predictable. People choose how they behave. All of us.

Below is a short quiz:
Can bad behaviour be eradicated in our schools?
Can it be improved?
Should we try to improve it?*
For me, everything became clear as a result of one early conversation I had in which I was told there was no soap in the students’ toilets because ‘they messed around with it’. What this meant was that a couple of students did. What it really meant, though, was both profound and frightening. It did not simply mean that one or two students were running the school. They had in fact, been given the power to do something much more important. They were being allowed to
define the school. No child could wash their hands because one or two students didn’t want them to. From that point onwards, I made a virtue out of taking risks with what students could ‘cope with’ – and never looked back.

(*Answers: No, Yes, Yes.)

I hope that this book provides a straightforward description of what we do, and why we feel these approaches work. None of the ideas are patented; all of them are taken wholesale or adapted from other schools. You will know the idiosyncrasies of your own school and what would be successful.

I’m not using a Marxist or feminist perspective – mainly because I don’t understand them. I haven’t done a lot of research either, because I was too busy actually improving our school – so there aren't twenty pages of references at the back. Sorry.

Incidentally, it is important to remember that children are not criminals and that the negative behavioural choices a minority occasionally make are not crimes. Our job isn’t about retribution; it is about ensuring young people learn
from their mistakes, so they can take their place in society and succeed.

My intention is to set out a simple, occasionally slightly difficult, approach to student behaviour that actually works. My school isn’t perfect, but it is better as a result. And that’s important.

Key points
¦¦All schools can be made even better
¦¦ The outcome is worth it
¦¦ The students are worth it

Table of Contents

Introduction
Sorting out
… mistakes
… assemblies
… the primary/secondary thing
… being present
… a Hall of Fame
… consistency
… the tracking of behaviour
… the school’s reaction to change
… dealing with complaints
… rewards
… uniform
… belief
… fixed-term exclusions
… an inclusion room
… what a school can look like that hasn’t got it right
… sin bins
… the Ten Commandments
… dealing with ‘difficult’ parents
… home visits
… the reasons not to try to improve behaviour
… the reasons to try to improve behaviour
… guarantees to students
… guarantees to staff
… what you can do with students on the edge of the precipice
… the behaviour management policy
… study focus
… alternative education
… the on-call rota
… that prevention is better than cure
… whole-school detentions
… the relationship with the governing body
… what you can do to improve your school as a senior teacher
… toilets
… hierarchy
… the fire drill
… letting students leave the building during the school day
… a behaviour timeline
… students who arrive late in the mornings
… the 85% you can control now
… platforms
… my ten favourite approaches
… full-time heads of year .
… a school which your students need and deserve
… advice to senior leaders .6
… the things naughty students love
Conclusion
Final bit

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