Graham Chatterley's guest appearances

Graham Chatterley

Naylor's Natter Podcast
'Just talking to Teachers'

What I wish I knew as an NQT/ECT

Michael Young

Kat Howard

Tom Bennett

Doug Lemov

John Simpson

Maisie Smith

Gary Jones

Patrice Bain

Mark Roberts

Craig Barton

Paul Dix

Becky Allen

Scott Fletcher

Sam Strickland

Matt Pinkett

OwlTail

Written by Graham Chatterley, Changing Perceptions: Deciphering the language of behaviour provides everyone working with children a better understanding of the causes of challenging behaviour and what motivates it. This timely book 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. The causes of poor behaviour are many and varied: fear, stress, anxiety and the feeling of being overwhelmed can all take their toll. Changing Perceptions examines the motives behind challenging behaviour and the consequences that come with it, detailing ways in which these situations can be managed calmly and consistently. Better understanding and empathy can make children feel safer, build their trust, develop belonging and consequently create more effective learners in the classroom. Empathy is the master key to unlocking the most challenging pupils. When we consistently respond to children with empathy and compassion, we don’t just put a sticking plaster over a problem, we change their experiences: how they feel and how they behave long term. Importantly, this approach also greatly improves staff wellbeing by increasing understanding of challenging behaviour and how it is perceived. In this book, Graham sets out why it is so important to teach behaviour and provides practical ways to deal with the most challenging situations in the classroom and stop the conflict spiral. He also covers the importance of validating feelings, building self-esteem, improving emotional resilience, raising expectations, fostering positive values and much more. Essential reading for teachers, school leaders and everyone working with challenging behaviour. Contents include:  Introduction Chapter 1: Relationships Chapter 2: How we respond Chapter 3: The origins of behaviour Chapter 4: Short-term survival responses Chapter 5: What is the behaviour communicating? Chapter 6: The five responses to threat Chapter 7: Prevention is better than cure Chapter 8: Consequences Chapter 9: Long-term survival Chapter 10: Shielding from shame Chapter 11: Not school ready Chapter 12: Overwhelm Chapter 13: Lifting them up Chapter 14: Linking self-esteem and additional needs Chapter 15: My autism journey Chapter 16: Emotional resilience Chapter 11: The power of trauma Chapter 12: Behind the mask Chapter 13: Expectations and values Chapter 14: Enforcing external control versus teaching self-control Chapter 15: Less is sometimes more Conclusion

Written by Graham Chatterley, Changing Perceptions: Deciphering the language of behaviour provides everyone working with children a better understanding of the causes of challenging behaviour and what motivates it. This timely book 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. The causes of poor behaviour are many and varied: fear, stress, anxiety and the feeling of being overwhelmed can all take their toll. Changing Perceptions examines the motives behind challenging behaviour and the consequences that come with it, detailing ways in which these situations can be managed calmly and consistently. Better understanding and empathy can make children feel safer, build their trust, develop belonging and consequently create more effective learners in the classroom. Empathy is the master key to unlocking the most challenging pupils. When we consistently respond to children with empathy and compassion, we don’t just put a sticking plaster over a problem, we change their experiences: how they feel and how they behave long term. Importantly, this approach also greatly improves staff wellbeing by increasing understanding of challenging behaviour and how it is perceived. In this book, Graham sets out why it is so important to teach behaviour and provides practical ways to deal with the most challenging situations in the classroom and stop the conflict spiral. He also covers the importance of validating feelings, building self-esteem, improving emotional resilience, raising expectations, fostering positive values and much more. Essential reading for teachers, school leaders and everyone working with challenging behaviour. Contents include: <ul> <li>Introduction</li> <li>Chapter 1: Relationships</li> <li>Chapter 2: How we respond</li> <li>Chapter 3: The origins of behaviour</li> <li>Chapter 4: Short-term survival responses</li> <li>Chapter 5: What is the behaviour communicating?</li> <li>Chapter 6: The five responses to threat</li> <li>Chapter 7: Prevention is better than cure</li> <li>Chapter 8: Consequences</li> <li>Chapter 9: Long-term survival</li> <li>Chapter 10: Shielding from shame</li> <li>Chapter 11: Not school ready</li> <li>Chapter 12: Overwhelm</li> <li>Chapter 13: Lifting them up</li> <li>Chapter 14: Linking self-esteem and additional needs</li> <li>Chapter 15: My autism journey</li> <li>Chapter 16: Emotional resilience</li> <li>Chapter 11: The power of trauma</li> <li>Chapter 12: Behind the mask</li> <li>Chapter 13: Expectations and values</li> <li>Chapter 14: Enforcing external control versus teaching self-control</li> <li>Chapter 15: Less is sometimes more</li> <li>Conclusion</li></ul>

Changing Perceptions with Graham Chatterley

Graham Chatterley is a former SEMH school leader who recently started his own training company. Having experienced a huge range of behaviour as both a Primary and Secondary teacher, Graham then started work in an EBD setting in 2007. Graham has now left his school leadership role to train and consult full time. He published his first book ‘Building Positive Behaviour’ last year. Graham has led training for thousands of Educators across the North of England. He has great insight into how successful practice in a specialist setting can be transferred to mainstream schools. He believes that developing a supportive ethos and culture will always achieve better outcomes than quick fix strategies and believes the adults play a pivotal role in the behaviour of the students. This approach not only benefits every child, but it has an enormous impact on staff wellbeing. Graham is the Director of Changing Perceptions Limited, where the training and support to schools is designed to do just that. In this podcast we discuss so much, including ... Are you a teacher of a subject or are you a teacher of children? Is the grade more important or is it the child? It has to be child first.  Prioritising as a teacher is the key element to creating a great environment for learning. The things that you can’t measure by testing are probably the most important ones to focus on. The idea that children are choosing to misbehave or be naughty is usually untrue. In reality the reason is unlikely to be any sort of conscious choice by the child. Why teachers may blame themselves for poor behaviour when actually it is very unlikely to be their fault. If teachers believe it is personal it will only damage the relationship between the adult and the student and this will make things worse. How using an authority figure approach failed miserably when Graham first became a teacher and it was only when he developed a more personable, positive approach with some of the children he found difficult to work with that things started to improve. Shifting the focus to developing children’s social and emotional wellbeing was when the penny dropped for many staff. That was the point when Graham started delving deeper and deeper into understanding why children behaved as they did. If support is provided at the right time in mainstream schools then most children will succeed in that setting. It works in other countries so there is no reason why it shouldn’t work here. When a child is feeling anxious then the wrong part of the brain is activated and the child won’t be able to learn effectively. Accepting behaviour mistakes are learning opportunities. It’s how we teach every other subject. Everything we do at school is about using corrections productively. Why is children’s behaviour treated any differently? Those children who don’t know how to behave should not be punished when they get things wrong. If you want to learn the guitar but play it badly because you don’t know how to do it and get punished then you will never want to play again! It's all about mindset. Put yourself in the child’s shoes before you start deciding what to do. Behaviours generally come from 3 different places. Fear responses leading to lashing out, survival responses which lead to avoidance, overwhelmed responses leading to irritating problems getting bigger and bigger. Adults can usually self-regulate, some children can’t. We need to teach them how. The most dangerous phrase in education is ‘It’s what we’ve always done.’ There can be great resistance from adults to move away from the status quo and use new approaches. Early intervention is always the key if you want to avoid crisis point. Lots of little, low level interventions across the day will have a very positive impact on anxious children and will often prevent them from reaching crisis point. Choices can work if children are slightly wobbling but won’t work if children are in distress. Once they are distressed then children are unable to make choices. How Graham came to write his first book entitled, 'Building Positive Behaviour: Returning to learning using a Sequential Approach', which was prompted by his concern for the the authoritarian views of the government's behaviour tsar.  You can connect with Graham on: Twitter graham chatterley @grahamchatterl2 LinkedIn graham chatterley | LinkedIn You can listen to him on The soundtrack to your teaching career (teacherhug.co.uk) Or buy his book Building Positive Behaviour: Returning to learning using a Sequential Approach : Chatterley, Graham: Amazon.co.uk: Books   Apologies for not publishing the podcast last week. This was due to a family bereavement. Apologies too for the inconsistent quality of the audio in this podcast. It was a bad WiFi day!

Graham Chatterley is a former SEMH school leader who recently started his own training company. Having experienced a huge range of behaviour as both a Primary and Secondary teacher, Graham then started work in an EBD setting in 2007. Graham has now left his school leadership role to train and consult full time. He published his first book ‘Building Positive Behaviour’ last year. Graham has led training for thousands of Educators across the North of England. He has great insight into how successful practice in a specialist setting can be transferred to mainstream schools. He believes that developing a supportive ethos and culture will always achieve better outcomes than quick fix strategies and believes the adults play a pivotal role in the behaviour of the students. This approach not only benefits every child, but it has an enormous impact on staff wellbeing. Graham is the Director of Changing Perceptions Limited, where the training and support to schools is designed to do just that. In this podcast we discuss so much, including ... <ul><li>Are you a teacher of a subject or are you a teacher of children?</li> <li>Is the grade more important or is it the child? It has to be child first. </li> <li>Prioritising as a teacher is the key element to creating a great environment for learning. The things that you can’t measure by testing are probably the most important ones to focus on.</li> <li>The idea that children are choosing to misbehave or be naughty is usually untrue. In reality the reason is unlikely to be any sort of conscious choice by the child.</li> <li>Why teachers may blame themselves for poor behaviour when actually it is very unlikely to be their fault. If teachers believe it is personal it will only damage the relationship between the adult and the student and this will make things worse.</li> <li>How using an authority figure approach failed miserably when Graham first became a teacher and it was only when he developed a more personable, positive approach with some of the children he found difficult to work with that things started to improve.</li> <li>Shifting the focus to developing children’s social and emotional wellbeing was when the penny dropped for many staff. That was the point when Graham started delving deeper and deeper into understanding why children behaved as they did.</li> <li>If support is provided at the right time in mainstream schools then most children will succeed in that setting. It works in other countries so there is no reason why it shouldn’t work here.</li> <li>When a child is feeling anxious then the wrong part of the brain is activated and the child won’t be able to learn effectively.</li> <li>Accepting behaviour mistakes are learning opportunities. It’s how we teach every other subject. Everything we do at school is about using corrections productively. Why is children’s behaviour treated any differently?</li> <li>Those children who don’t know how to behave should not be punished when they get things wrong. If you want to learn the guitar but play it badly because you don’t know how to do it and get punished then you will never want to play again!</li> <li>It's all about mindset. Put yourself in the child’s shoes before you start deciding what to do.</li> <li>Behaviours generally come from 3 different places. Fear responses leading to lashing out, survival responses which lead to avoidance, overwhelmed responses leading to irritating problems getting bigger and bigger. Adults can usually self-regulate, some children can’t. We need to teach them how.</li> <li>The most dangerous phrase in education is ‘It’s what we’ve always done.’ There can be great resistance from adults to move away from the status quo and use new approaches.</li> <li>Early intervention is always the key if you want to avoid crisis point. Lots of little, low level interventions across the day will have a very positive impact on anxious children and will often prevent them from reaching crisis point.</li> <li>Choices can work if children are slightly wobbling but won’t work if children are in distress. Once they are distressed then children are unable to make choices.</li> <li>How Graham came to write his first book entitled, 'Building Positive Behaviour: Returning to learning using a Sequential Approach', which was prompted by his concern for the the authoritarian views of the government's behaviour tsar.</li> </ul> You can connect with Graham on: Twitter <a href="https://twitter.com/grahamchatterl2/status/1435221283025920001" rel="nofollow" target="_blank">graham chatterley @grahamchatterl2</a> LinkedIn <a href="https://www.linkedin.com/in/graham-chatterley-83899732/?originalSubdomain=uk" rel="nofollow" target="_blank">graham chatterley | LinkedIn</a> You can listen to him on <a href="https://teacherhug.co.uk/" rel="nofollow" target="_blank">The soundtrack to your teaching career (teacherhug.co.uk)</a> Or buy his book <a href="https://www.amazon.co.uk/Building-Positive-Behaviour-Returning-Sequential/dp/B08GFZKS83" rel="nofollow" target="_blank">Building Positive Behaviour: Returning to learning using a Sequential Approach : Chatterley, Graham: Amazon.co.uk: Books</a> Apologies for not publishing the podcast last week. This was due to a family bereavement. Apologies too for the inconsistent quality of the audio in this podcast. It was a bad WiFi day!

What I wish I knew about behaviour with Graham Chatterley

.In Building Positive Behaviour Graham Chatterley aims to get educators looking behind what is causing challenging behaviour by breaking down many of the potential causes. The book then offers a scaffold and sequence to build it all back up to meet the individual needs of all pupils. We should never be satisfied with some children falling through the cracks and with the right ethos and culture they won't. The change in this culture starts with staff. By increasing understanding of why challenging behaviour occurs it not only benefits the children but the staff also. Many staff take poor behaviour personally when in reality they had little to do with it. Children develop many survival strategies that often come in the form of a mask. This book will help staff to see behind that mask and hopefully reduce the need for it. With an empathetic approach based on validating children's feelings rather than fixing the behaviour the side effect is calmer classrooms and better learning for all.We have the blocks, let's build them! Instead of dealing with what's in front of us. with a rewards and sanctions based approach which will work for the majority. Let's use a sequential approach that works for all. The Strugglers, the Disruptors and the Disengaged alike. The 'Sequential Approach' offers another way that many educators have been looking for.In Building Positive Behaviour, Graham Chatterley challenges the reactive nature of those traditional systems in favour of a proactive response to behaviour, based on identifying and meeting the needs of the minority of pupils who find school sytems overwhelming. The book is overflowing with pupil examples of where the sequential approach has been used to positive effect , providing the reader with a scaffold, areas to prioritise, a sequence to follow and resources to help implement. This book is suitable for any educators who want a culture of prevention rather than cure.Graham is open and honest about his initial struggles trying to find his way in teaching and how that turned around, who were his inspirations and examples of people/schools who are doing it well right now.Anybody who wants to learn more about what is behind behaviour, looking for a blueprint of how to create a positive learning culture for all or anyone who is curious about their being another way, then this is the book for you.ReviewsThis is a brilliant, honest, brave, well-informed and eminently practical book. Graham has drawn from his wealth of experience in mainstream schools and alternative provision as well as his deep knowledge, to produce a really helpful guide to working with pupils who present what we sometimes call “challenging behaviour” (Graham prefers the term “dysregulated.”)Giving many examples from his own broad experience, Graham, who openly admits he didn’t always get it right himself, explains how and why a sequential approach can work to produce “calmer children, calmer classrooms, more learning.” Every now and then he interrupts himself with a “Pause for Thought” question, inviting us to reflect on our own practice.Particularly timely in 2020, as our children return from lockdown, this is a book for all seasons. I wish it had been around 30 years ago, because I too didn’t always get it right.JOHN COSGROVE, RETIRED HEADTEACHER, AUTHOR

.In Building Positive Behaviour Graham Chatterley aims to get educators looking behind what is causing challenging behaviour by breaking down many of the potential causes. The book then offers a scaffold and sequence to build it all back up to meet the individual needs of all pupils. We should never be satisfied with some children falling through the cracks and with the right ethos and culture they won't. The change in this culture starts with staff. By increasing understanding of why challenging behaviour occurs it not only benefits the children but the staff also. Many staff take poor behaviour personally when in reality they had little to do with it. Children develop many survival strategies that often come in the form of a mask. This book will help staff to see behind that mask and hopefully reduce the need for it. With an empathetic approach based on validating children's feelings rather than fixing the behaviour the side effect is calmer classrooms and better learning for all.We have the blocks, let's build them! Instead of dealing with what's in front of us. with a rewards and sanctions based approach which will work for the majority. Let's use a sequential approach that works for all. The Strugglers, the Disruptors and the Disengaged alike. The 'Sequential Approach' offers another way that many educators have been looking <a href="http://for.In" rel="nofollow" target="_blank">for.In</a> Building Positive Behaviour, Graham Chatterley challenges the reactive nature of those traditional systems in favour of a proactive response to behaviour, based on identifying and meeting the needs of the minority of pupils who find school sytems overwhelming. The book is overflowing with pupil examples of where the sequential approach has been used to positive effect , providing the reader with a scaffold, areas to prioritise, a sequence to follow and resources to help implement. This book is suitable for any educators who want a culture of prevention rather than cure.Graham is open and honest about his initial struggles trying to find his way in teaching and how that turned around, who were his inspirations and examples of people/schools who are doing it well right now.Anybody who wants to learn more about what is behind behaviour, looking for a blueprint of how to create a positive learning culture for all or anyone who is curious about their being another way, then this is the book for you.ReviewsThis is a brilliant, honest, brave, well-informed and eminently practical book. Graham has drawn from his wealth of experience in mainstream schools and alternative provision as well as his deep knowledge, to produce a really helpful guide to working with pupils who present what we sometimes call “challenging behaviour” (Graham prefers the term “dysregulated.”)Giving many examples from his own broad experience, Graham, who openly admits he didn’t always get it right himself, explains how and why a sequential approach can work to produce “calmer children, calmer classrooms, more learning.” Every now and then he interrupts himself with a “Pause for Thought” question, inviting us to reflect on our own practice.Particularly timely in 2020, as our children return from lockdown, this is a book for all seasons. I wish it had been around 30 years ago, because I too didn’t always get it right.JOHN COSGROVE, RETIRED HEADTEACHER, AUTHOR