Reflection Prompts for Book Study
Download the Reflection Prompts from Castle Hill St Philip’s CE Primary School in Wigan.
Chapter-by-Chapter Study Notes
These beautiful graphic study notes have been created by Rebecca Lin, who has kindly allowed us to share them freely.
Paul guesting on the Naylor’s Natter Podcast
Listen to Paul talking about ideas within When the Adults Change Everything Changes with Phil Naylor on the Naylor’s Natter podcast.
Thinkpiece and a sample from the Audiobook
For single purchases of the AudioBook go to Audible.coM.
If you would like a site license for the AudioBook please email hello@WhenTheAdultsChange.com
Questions for Book Clubs
- What is the impact on behaviour of a positive meet and greet at the door of the room?
- If there were three adult behaviours that could be consistent across your school/classroom what would they be?
- What emotional consistency do your pupils need from the adults?
- How might children react when their material rewards become simple recognition?
- ‘Kids like Robert follow people first, then the rules’. How might you change your practice with the most disruptive students in the light of this statement?
- Should shouting to correct behaviour be banned in your classroom?
- What is the effect of a Positive Note on a child’s future behaviour?
- If a child carried around an achievement report instead of a report card would their conduct improve?
- How will you build ‘emotional currency’ with your students?
- Is certainty of consequence more effective than the size of the consequence?
- When does a consequence become a disproportionate sanction?
- Can a school/classroom work effectively without consequences?
- What will be the most important routine in your classroom?
- Can a school become ‘over routined’?
- How are you going to teach a new routine?
- How do you think students will respond to a 30 second script?
- How do you recognise an assertive teacher in the classroom?
- What is the worst improvised behaviour intervention you have seen or experienced (no names!!)? How did it go wrong?
- Does time in a booth improve future behaviour?
- If you only had 25 minutes to return a pupil to learning after they have been sent out of class how would you design the process?
- Are relationships more effective than punishment?
- Can a restorative conversation replace every sanction?
- Should a teacher ‘pick up their own tab’ or leave it to others to ‘discipline’ the child?
- Can a school become ‘restorative’ overnight?
- How would you deal with a child differently if you knew their poor behaviour was a consequence of trauma or attachment issues?
- How and when might you involve Parents in an ongoing behaviour difficulty?
- Why is it that so many children with Autism end up excluded from classrooms?
- Is it better to have a behaviour policy devised by the staff or handed down by the leadership?
- Why might 3 rules that might not cover everything work better than 30 that do?
- Is it more important that the rules are on display or that they fall from the mouth of every adult?
- What would you like to change about classroom behaviour in 30 days?
- How will you shift your behaviour in the next 30 days?
- Which of the strategies in the book are you keen to try first, which are you not so keen to try!?
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