|Publisher:||Crown House Publishing|
|Sold by:||Barnes & Noble|
|File size:||725 KB|
|Age Range:||9 - 11 Years|
About the Author
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
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.
¦¦All schools can be made even better
¦¦ The outcome is worth it
¦¦ The students are worth it
Table of Contents
the primary/secondary thing
a Hall of Fame
the tracking of behaviour
the school’s reaction to change
dealing with complaints
an inclusion room
what a school can look like that hasn’t got it right
the Ten Commandments
dealing with ‘difficult’ parents
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
the on-call rota
that prevention is better than cure
the relationship with the governing body
what you can do to improve your school as a senior teacher
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
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