And he is also the Department for Education’s “Behaviour Advisor”. In this role he has carried out a number of projects, including a r eview of behaviour management in schools that culminated in his report “ Creating a culture: how school leaders can optimise behaviour”. Since 2022, Will developed a love for running for the benefits for his mental and physical wellbeing. He is one of those people who enjoys the mental clarity from a long run without any music, he says it's "meditation" for him. But he also enjoys going to run clubs around London and connecting with the community of like-minded people. Below are some of the routines for my Year 7 class, which I have further adjusted after reading the book, such as specifying the number of minutes that students must arrive to class after the bell (so there are no misunderstandings). The book re-affirmed a lot of things I’m already doing and gave me new ideas to trial as a teacher and a school leader. Here are 3 things I’ve learnt from the book. 1. Routines, routines and routines

Good behaviour is the beginning of great learning. All children deserve classrooms that are calm, safe spaces where everyone is treated with dignity. Creating that space is one of the most important things a teacher needs to be able to do. But all too often teachers begin their careers with the bare minimum of training – or worse, none. How students behave, socially and academically, dictates whether or not they will succeed or struggle in school. Every child comes to the classroom with different skills, habits, values and expectations of what to do. There’s no point just telling a child to behave; behaviour must be taught. Behaviour is a curriculum. This simple truth is the beginning of creating a classroom culture where everyone flourishes, pupils and staff.Luke was born and raised in Tasmania, Australia making the move to London in 2022. Luke developed a passion for the human body after several long term personal sporting injuries and this led him to pursue studies in Exercise Science and Physiotherapy. Before I go any further with this, the book emphasises that removal should not be done on an ad hoc basis and it should be an unusual event in mainstream classrooms. However, sometimes there will be situations where a student needs to be temporarily removed from the class and a removal strategy should be in place before it is needed. This is something I want to work on as a Head Teacher. Do I have an agreed process with the teachers I supervise for the unlikely event that a student needs to be removed from class so that all students, including the student being removed, can continue learning? When such an event occurs, the class teacher should not have to think about who and where the student is to be sent to, what the student should be doing while removed from class, what happens after the removal, etc. It is important that students should know this process before they are removed (which hopefully will be never). His approach to treatment is very much tailored to the individual, drawing on the most up to date evidence whilst always ensuring he is outcome focused, both on a patient's own goals and, on clinical objective measures, as he wants people to know how they are progressing in his care.

Throughout, the concept of firefighting is used to demonstrate the need to make behaviour strategies preventative – to be proactive rather than reactive when it comes to poor behaviour. The unifying thread of the text is that prevention is better than cure – that “a fence at the top of a cliff is preferable to an ambulance at the bottom”. Will studied Physiotherapy in Adelaide Australia and moved to London in 2023. Throughout his younger years, seeing the Physio for ACL and ankle injuries from basketball sparked his interest in the injury management and prevention. Being born in China and moved to Australia when he was eight, Will is also fluent in Mandarin and Cantonese. All this is accompanied by strategies, tips and solid advice, bringing together the best of what we know works. It should save teachers old or new from reinventing or rediscovering things, improving their lives and those of their pupils. In my earlier years of teaching, I had reflection sheets for students to complete when they are in detention to facilitate a conversation to support them to choose more appropriate behaviours in the future. I have no idea why I stopped using these sheets (perhaps because as I became more experienced, the number of detentions I’ve had to give has decreased), but I have now revamped them and them printed and ready to be used. I’ve also decided to let my students know how detentions will be operated so we have a clear understanding before they happen. 3. Have a removal strategy in place before you need it The book talks a lot about how people’s behaviours can be different when they are by themselves and in different group situations. A classroom and a school are large group situations and teachers need to create and sustain a culture where it is the norm to do the right thing.They need to run the room… If the teacher does not run it, the students will, because power abhors a vacuum. And if you permit students to do as they please, then ask how you would have behaved in such circumstances as a child?” He is an extrovert and part of the reason he loves the profession so much is that he gets to communicate with people from all walks of life. He has an empathetic ear and is always willing to listen. He is always looking to expand his growing networks and build relationships within a multidisciplinary team to improve his practice but more importantly his patient care.

Like many people Luke turned to running during COVID and has been hooked ever since. He saw a massive change in his own physical and mental health, as well as the positive changes that outdoor exercise was having on the wider community during a tough time. Create a class culture where it is the norm for students to behave in a way that lets them and others learn.Some common behaviour myths' include: 'Some people have got it' ('the sin of essentialism - that teaching is an innate gift rather than something can be learned') and 'Kids need love, not boundaries' ('They need both. Boundaries without love is tyranny but love without boundaries is indulgence'). The value of 'scripts' (preparing in advance what you want to say, so that you can lean on these when under pressure, such as when phoning a parent for a difficult conversation). The danger of over-focussing on poorly-behaved children: 'I've seen schools where coaches have been hired for students as a reward trip to some theme park, and every seat is occupied by a little rascal/pirate, and all the well-behaved children left behind are gazing at them through the window and thinking 'Who do I have to punch to get on that?'' Luke's physiotherapy career has taken him across the east coast of Australia working in a number of areas including: Hospital Orthopaedics, private practice and sporting teams across a number of different codes. While based in London Luke has been working at The Wellington Hospital and has been trusted by London's top orthopaedic surgeons in post-operative rehabilitation.

Bennie Kara discovers an excellent, practical guide to behaviour management that sometimes misses the mark with its commentary You cannot judge a person's technique by simply watching them in the moment, if they have taught the class for some time. Much of what they have done to build these great relationships has been done in the past. All you are seeing is the fruit of their labour. So don't judge yourself against this, or simply try to copy it.' We must act respectfully towards the vast plurality of value systems from which our students emerge ... it does mean teaching them to appreciate that the classroom - your classroom - has its own culture, and that here, if nowhere else, these specific values and beliefs should be held, and demonstrated through behaviour. It is specific to the space in which you teach.' Nuno has moved to the UK in the past 3 years to pursue his passion for helping individuals achieve their goals and helping to facilitate them in reaching their highest potential. Nuno believes in practicing what you preach and would never advise anything he hasn’t tried himself.While we [teachers] may be expert behavers, new teachers are novices at running the room. No wonder we make so many mistakes.' It’s all presented in a very amenable fashion. He is clear up right up front: “ None of this makes me any better than a good teacher in any school.” He also shares brilliant anecdotes from his time on the front line, like this one: