Book Nook - Changing Perceptions: Deciphering the language of behaviour

Pupil behaviour management has been a concern for teachers from the dawn of time. If a child will not listen and follow instructions, it is very difficult for learning to take place. The trouble is that whilst we may no longer hit children with canes or paddles, we still too often approach behaviour from a purely punitive stance, with demerits, detentions, focus rooms, isolation booths, exclusions and expulsion. What if, instead of seeking to ‘manage’ behaviour, we taught children how to behave appropriately?

The causes of poor behaviour are many and varied: fear, stress, anxiety and the feeling of being overwhelmed can all take their toll. Teaching children how to deal with fear and stress should be part of what we do in the classroom. If we can use our relationships and connections to replace that cortisol with oxytocin (a bonding hormone that plays a huge role in connection and trust) and increase levels of dopamine (the pleasure hormone), then we reduce fear, drive connections and make young people feel loved. If we have pupils who feel good, and know the power of making others feel good, then behavioural mistakes will decrease naturally without the need for a specific behaviour focus.

In his timely new book, Changing Perceptions: Deciphering the language of behaviour, Graham Chatterley examines the motives behind challenging behaviour, detailing ways in which better understanding and empathy can make children feel safer, build their trust and consequently create more effective learners. Changing Perceptions moves the dial on the perception of challenging behaviour in schools. De-escalation is important but it is only part of the process: if we really want to change behaviour, we have to understand it.

Graham Chatterley is an experienced teacher, school leader, trainer and consultant. In this important book, the fruit of many years working with children, teachers and schools, he challenges everyone involved with education to re-examine the most basic assumptions we make about our work. He explores some of those ‘what if’ questions and, using examples from his personal experience, shows how the latest research can inform our practice and how all our dealings with young people can be informed by empathy and respect.

What is important, of course, is not that we shame or blame teachers and schools, but that we show them better ways of doing things. We challenge and change perceptions. Which is exactly what Graham does in this book.

Changing Perceptions sets out why it is so important to teach behaviour and provides practical strategies to deal with the most challenging situations in the classroom and stop the conflict spiral. Graham consistently repeats the message throughout this book that behavioural mistakes are always learning opportunities – and that doesn’t just apply to the pupils. If something isn’t working, it is time for us all to reflect and improve.