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#178: What good support from senior leadership actually looks like when a teacher says I'm drowning, with Aaron Johnston27 juil. 202600:41:32

This is the final one. My last episode live here at EduTech 2026, and I cannot think of a better way to wrap it up.

Joining me is my teachergram turned real life friend Aaron Johnston, who popped his head into the booth yesterday and got roped into coming back for an interview. If you don't already know Aaron, you should. He is a deputy principal at Talara Public School, now in his 18th year of teaching, and he is well known across the teacher podcast space for leading the way on Aboriginal education, so much so that in 2024 he was recognised as Primary Educator of the Year at the Koori Curriculum Awards. Many of you will also know Aaron through Mr J's Learning Space and the Teacher Takeaway podcast, where he interviews leading educational experts, including me, not that long ago.

We get into classroom management from a leadership lens, including the biggest mistakes schools make when supporting teachers through behaviour challenges, why rescuing a struggling teacher too quickly can actually disempower them, and why "what's your approach to behaviour" needs to start long before the first warning is ever given.

Aaron also opens up about the loneliness of school leadership, the unseen burden leaders carry every single day, and why he genuinely loves it when a teacher cries in his office, because it means they feel safe enough to be honest with him. We close out with a brilliant rapid fire win or bin round covering open door policies, whole school behaviour systems, reward systems, observations, unscheduled learning walks, staff meetings, and yes, the dreaded staff morning tea as a wellbeing strategy.


What you'll learn:

  • Why time, not more resources, is the thing teachers need most from school leaders right now
  • The "pruning principle" and why letting go of something is often more powerful than adding something new
  • Why rescuing a struggling teacher too quickly can actually disempower them and damage student relationships
  • What good quality support from senior leadership actually looks like when a teacher says "I am drowning"
  • Why compliance built on fear isn't the same as respect, and why it makes long-term classroom management harder
  • The loneliness of school leadership, and why Aaron genuinely wants teachers to feel safe enough to cry in his office
  • What teachers often misunderstand about the pressures and competing demands placed on school leaders
  • Aaron's honest win or bin verdicts on open door policies, whole school behaviour systems, reward systems, observations, learning walks, staff meetings, and staff morning teas
  • The most underrated leadership quality, and the one thing every teacher wishes their leader understood

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#177: Educating the 'whole child' beyond the academic buzzword. Andrea Vandenbohl on building a school culture where every child feels seen20 juil. 202600:40:43

I am still here at EduTech 2026, and today's conversation has completely lit me up.

I'm sitting across from the wonderful Andrea Vandenbohl, deputy principal at Northam Grammar School, where she has spent the last five years leading initiatives that weave wellbeing science and character education into every part of school life. Andrea's work is built on the belief that educating young people is about so much more than academic achievement. Through her leadership of student leadership programs, character education, and curriculum innovation, she has helped shape a school culture where wellbeing, character, and growth aren't side programs, they're essential. Outside of school, Andrea shares honest reflections on leadership through her blog, The Heeled Deputy.

We start with Andrea's own journey into teaching as a second career after years as a professional musical theatre performer, and why that experience gave her a kind of grounded, lived-in teaching presence you can't get from a textbook. From there we dig straight into a phrase we hear constantly but rarely unpack properly, educating the whole child, and what it actually means to stop teaching "from the neck up."

Andrea opens up about being one of those unseen kids at school herself, and how that experience shapes everything she now believes about belonging, safety, and character in education. We talk about why culture, not curriculum, is what really shapes who a child becomes, and Andrea shares the five character traits she believes are non-negotiable for every student.

Then we get into something I think every school is quietly struggling with, how do you actually measure character, leadership, and wellbeing the way we measure academic data? Andrea shares the exact system her school uses, plus her honest take on why student voice is so often confused with student expression, and why handing kids a microphone without ever teaching them what to say into it is setting them up to fail.

We finish with one of my favourite lines from the entire conversation, the idea of asking "who is the student becoming" instead of "how is the student performing," and Andrea closes things out with a beautiful explanation of her blog, born out of a six-day solo walk through Italy, several wild horses, and a whole lot of thinking about leadership.


What you'll learn:

  • What educating the whole child actually means, beyond the buzzword, and why teaching can't stop "from the neck up"
  • Why culture, not curriculum, is what truly shapes who a child becomes, and why staff have to live their values rather than just speak them
  • The five character traits Andrea believes are non-negotiable in schools: courage, perseverance, empathy, humility, and responsibility
  • How Andrea's school actually tracks and measures character and wellbeing using a simple, visible system
  • Why student voice is so often confused with student expression, and what genuine, non-tokenistic student agency actually looks like
  • Practical ways to co-construct success criteria and classroom norms with students instead of just for them
  • Why compliance in the classroom can actually be corrosive to character development
  • The one mindset shift Andrea wants every teacher to make tomorrow: stop asking "how is this student performing" and start asking "who is this student becoming"
  • The story behind Andrea's leadership blog, The Heeled Deputy, and the wild horses that helped inspire it


Resources mentioned:

  • The Heeled Deputy (Andrea's leadership blog)

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#176: Kate Stockman on student voice, empathy, and why so many students stay silent.13 juil. 202600:27:37

This one almost didn't happen, and I am so glad it did.

Today's guest literally walked past my booth at EduTech 2026 to introduce herself, and within about two minutes I knew I needed her energy on this podcast. Her name is Kate Stockman, and she is deeply passionate about helping young people find their voice and helping schools build cultures where communication actually thrives. Kate is a secondary educator, communication specialist, and founder of Communicators. Having taught drama, English, and performing arts across both the UK and Australia, Kate has spent her career helping students build confidence, develop communication skills, and engage more meaningfully in learning, drawing on dialogic teaching, oracy, and inclusive education.

So let's roll the tape. We start with what oracy actually is, why it's a much bigger conversation in the UK already, and why it's starting to gain real traction here in Australia too. Kate breaks down the difference between top-down, teacher-led talk and genuine dialogic, co-constructed discussion, and why so many classrooms are still stuck firmly in the first category.

We dig into the real barriers stopping students from speaking up, including a gap in empathy and self-expression that Kate is seeing more and more, and how technology is quietly reshaping the way young people connect face to face. Kate shares one of her favourite classroom strategies, the discussion chain, a deceptively simple, fully student-led technique that gets a whole class genuinely contributing without the teacher having to facilitate a thing. I make her walk me through exactly how to run it, live, so you can take it straight into your own classroom tomorrow.

Then, because I couldn't resist, we run a full bin or win round covering talking sticks, drama games, rote learning, homework, cold calling, and copying off the board, and Kate doesn't hold back on any of them. We finish with her best piece of teaching advice, the one mindset shift that completely changed how she shows up in the classroom, and the single thing every teacher can do tomorrow to immediately improve the quality of classroom conversation.


What you'll learn:

  • What oracy actually means, and why dialogic teaching is becoming a much bigger conversation in education
  • The real barriers stopping students from speaking up in class, including a growing gap in empathy and self-expression
  • How to run a discussion chain, a fully student-led strategy that gets a whole class contributing without teacher facilitation
  • Why practising discussion strategies early in the year matters more than just introducing them once
  • How smartphones and digital communication may be reshaping students' confidence to connect face to face
  • Kate's honest bin or win verdicts on talking sticks, drama games, rote learning, homework, cold calling, and copying off the board
  • Why cold calling can work well as a revision tool, but becomes harmful when used as a "gotcha" moment
  • The best piece of teaching advice Kate ever received, and why "being consistently good is outstanding"
  • The one shift every teacher can make tomorrow to immediately improve classroom conversation

Have a question, comment, or just want to say hello? Drop us a text!

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#175: From fostering an unhoused teen at just 22, to leading trauma-informed practice in schools. A conversation with Avril Waite. 06 juil. 202600:28:37

Joining me is Avril Waite, a secondary science teacher from regional New South Wales who is leading the integration of artificial intelligence across her school, while also being a strong advocate for trauma-informed practice and student wellbeing. Avril also coordinates the New Marine Pathways program, helping create university access opportunities for students pursuing marine studies across New South Wales. She does so much, and at the heart of it all is a commitment to equity, opportunity, and helping young people see what's actually possible for their futures.

We start with something I had honestly never heard before, using AI as a reflective practice tool for teachers. Not for lesson planning or worksheets, but as a non-judgmental sounding board after a lesson that completely fell apart. Avril walks through the exact prompts she uses, why it's lowering cortisol levels and cognitive load for her staff, and why it's never a replacement for professional judgement, just a faster way to find your own solution.

Then we go somewhere much deeper. Avril shares the story of becoming a guardian to a 14-year-old girl she met at a party, who was sleeping on benches at McDonald's, and how that experience completely shaped the way she shows up for students today. We talk about what trauma-informed practice actually looks like day to day, beyond the buzzword, including the small, consistent things her whole school does together that genuinely change outcomes for kids doing it tough.

We also get into Avril's experience teaching in a fully open learning environment, the real challenges of that model, what it took to get it working well, and why she's actually come around to loving it. And we close out with something every teacher, leader, and school exec needs to hear about regional education, opportunity, and why a free conference ticket doesn't mean access when the flights alone cost thousands.


What you'll learn:

  • How teachers can use AI as a non-judgmental reflective practice tool after a tough lesson, including the actual prompts Avril uses
  • Why reflecting with AI can lower cognitive load and cortisol levels for teachers, without replacing professional judgement
  • The personal story behind why Avril is so passionate about student wellbeing and trauma-informed practice
  • What trauma-informed practice really looks like in the day-to-day, beyond the buzzword, including the Berry Street model
  • Why greeting students by name is one of the most powerful, low-cost relationship-building tools a teacher has
  • What it's really like teaching in a fully open learning environment, including the early chaos and what fixed it
  • Why "you can't be what you can't see" matters so much for students in regional and disadvantaged communities
  • The hidden cost barriers that mean a "free" opportunity for low socioeconomic or regional schools often isn't free at all

Have a question, comment, or just want to say hello? Drop us a text!

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#174: Is your school quietly killing curiosity? Carmel McGee on what it looks like for curiosity to thrive (and why this matters). 29 juin 202600:28:01

Joining me is Carmel McGee, a Tasmanian educator and certified lead teacher who has spent much of her career chasing one question: how do we actually create the conditions for curiosity to thrive? Carmel works at Riverside Primary School in Launceston, where she helps build classroom cultures where kids are curious, capable, and courageous. Her thinking has been shaped by some seriously impressive influences, including Project Zero at Harvard, UC Berkeley, and inquiry learning legends Kath Murdoch and Susan Engel. If you've ever wondered how we move students beyond just complying and into genuinely wanting to learn, this episode is for you.

We get into why curiosity isn't some lucky personality trait some kids are just born with, and why it's something we can either deliberately nurture or accidentally shut down without even realising it. Carmel doesn't hold back when I ask her what's quietly killing curiosity in schools right now, and her answer about systems measuring answers instead of valuing thinking is going to make you rethink a few things about your own classroom.

We also get really practical. What does a curious classroom actually look like? What is the teacher doing, and what are the students doing? Carmel breaks down why curious teachers create curious kids, why modelling "I don't know, let's find out together" matters more than we think, and why something as simple as not rushing to fill silence can completely change how your students engage.

And because I couldn't let her go without asking the big stuff, we dig into Carmel's brilliant question: are we measuring what we value, or valuing what we measure? If you've ever felt like the things that matter most in your classroom don't fit neatly into a spreadsheet, you are going to feel so seen by this conversation.


What you'll learn:

  • Why curiosity isn't an inherent trait, and how it can be deliberately nurtured or accidentally shut down in the classroom
  • What's quietly killing curiosity in schools right now, according to Carmel
  • Why curious teachers create curious kids, and how modelling "I don't know, let's find out together" shifts classroom culture
  • The danger of measuring what's easy to count instead of valuing what actually matters, like curiosity, belonging, and engagement
  • Why wait time is one of the most underused, free tools available to every teacher
  • Practical, explicit strategies to get more students contributing, including the "sticky note slam" and extended think-pair-share
  • Why less than 5% of questions in most classrooms come from students themselves, and how to change that
  • How Carmel approaches modelling a curious relationship with AI in the classroom, rather than ignoring it or banning it outright
  • The one tiny shift Carmel would want every teacher to make tomorrow to bring curiosity front and centre

Have a question, comment, or just want to say hello? Drop us a text!

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#173: Finally answering the biggest questions you've sent in. Can you be too nice? How to get on top of the chattiness? The number one hill I'll die on with classroom management? + MORE!22 juin 202600:32:13

Okay, so this one's a little different. I'm not the one asking the questions today.

I'm coming to you live from EduTech 2026, booth 1216, and before I put a single educator, leader or keynote speaker in the hot seat, my best friend and fellow teacher Jess decided it was only fair I sit in it myself first.

Jess grabbed all the questions you've been sending me on Instagram and in my inbox — the big ones, the spicy ones, the ones you've been dying to ask — and she fired them at me with zero warning. No prep. No notes. Just me, a microphone, and a best friend who knows exactly which buttons to push.

We cover everything from the biggest classroom management mistake teachers make, to whether you can be "too nice," to the one strategy that doesn't get nearly enough credit (hint: it's not what you think). And then — because Jess clearly wanted to see me sweat — we close it out with a rapid-fire game of Bin or Win, where I had to give my gut reaction to seating plans, phone bans, reward systems, homework, restorative conversations, AI in schools, and more. No hedging allowed. Well — mostly.

If you've followed the Unteachables for years, this is the closest thing to a "getting to know me" episode you're going to get. And if you've just stumbled across us here at EduTech, well — welcome. Buckle up.


What you'll learn:

  • The biggest mistake teachers make when trying to manage behaviour (and why it's not actually about the behaviour at all)
  • Why "too nice" usually isn't the real problem — and what's happening instead
  • The one strategy Claire believes is the absolute heartbeat of every lesson, but rarely gets talked about
  • Where to start if you want to overhaul your routines but don't know which one to fix first
  • The biggest myth about low-level disruption — and why responding to it is the wrong move
  • Why a lack of control as a teacher is really a nervous system problem, not a discipline problem
  • Claire's instant gut reactions in a rapid-fire Bin or Win: seating plans, phone bans, reward systems, group work, homework, icebreakers, whole-class consequences, open plan classrooms, teacher content on social media, restorative conversations, and AI in schools
  • The one hill Claire will die on as an educator (and it's a big one)

Have a question, comment, or just want to say hello? Drop us a text!

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#172: Starters CAN be your classroom management superpower (here's how to do them right)25 mai 202600:21:04

If you can grab them in the first five minutes, everything feels easier. That's the magic of a great starter activity — and this episode is Claire's full Q&A on how to do them well.

Starter tasks are one of Claire's absolute favourite things (her words). Done right, they communicate your expectations before you've said a single word, shift whatever energy students are walking in with, and create the kind of consistency and predictability that makes your classroom feel safe — for your students and for you.

In this episode, Claire covers:

  • Why starter activities are classroom management magic — not just a nice-to-have
  • The guard dog analogy — why routines are "friends for the amygdala" and what that means for your most dysregulated students
  • The most frequently asked questions about starter tasks: 
    • Do they have to relate to the lesson? Claire's honest answer
    • What if students don't take them seriously? How to get buy-in by explaining the why
    • What actually makes a quality starter? Claire's criteria — achievable for every student, no extra input from you, pen to paper, three to five minutes, no prior knowledge required
  • Five starter activities you can try this week: 

Resources mentioned:

  • 📦 [Routines Bundle]— entry routines, transitions, exits, early finishes, starters, and more — every routine your classroom needs in one place

Have a question, comment, or just want to say hello? Drop us a text!

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#171: If you want students to take REAL accountability for their behaviours, here's the 4 things you need to do.18 mai 202600:22:57

Teachers are constantly being told to move away from punitive approaches — but rarely given the actual, practical skills to replace them with. And that gap? It's leaving teachers feeling disempowered, lost, and like restorative practice just doesn't work.

This episode is Claire's answer to that.

She's breaking down her exact framework for helping students build real accountability after big behaviour moments — in a way that's realistic, respectful, and actually works in a real classroom.

In this episode, Claire covers:

  • Why restorative conversations alone aren't enough — and what's actually missing
  • What real accountability looks like (hint: it's not a forced apology or a lunchtime detention)
  • Her four-step framework: Regulate, Reflect, Repair, Record
    • Regulate — why you can't skip this step, and how to support a student's nervous system before any conversation happens
    • Reflect — getting students to genuinely understand what happened and why, using scaffolds that don't feel like an interrogation
    • Repair — letting students choose their own pathway forward so there's real buy-in and ownership
    • Record — why documentation isn't punitive, it's protective — for you and for them
  • Why students shut down in behaviour conversations — and how this framework changes that
  • The difference between compliance and genuine change over time

Resources mentioned:

  • 🛠️ [Reflect & Repair Toolkit] — think sheets, regulation tools, reflection scaffolds, repair notes, and Claire's Classroom Management Digital Hub, all in one place

Have a question, comment, or just want to say hello? Drop us a text!

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#170: 5 classroom management moves I am obsessed with (and you can use immediately)11 mai 202600:19:43

Classroom management can feel like this big, intangible, confusing beast that no one can seem to nail down. Claire gets it — and this episode is her antidote to that.

Five non-negotiable moves. Five things she'd hand you immediately if you came to her tomorrow and said "I'm struggling, what do I do?" No fluff, no theory — just the actual things that are within your control and that you can take into your classroom today.

Because here's the thing: you can't control your students' behaviour. You can't control what they're dealing with at home, or how they're showing up. But there is so much you can control — and that's exactly where this episode lives.

In this episode, Claire covers:

  • Why classroom management feels so overwhelming — and the one reframe that changes everything
  • The five non-negotiable moves Claire comes back to again and again: 
    • Ready-to-go scripts — one-liners that keep you regulated when a student pushes every button you have
    • Routines — not just toilet passes, but the actual bones and heartbeat of your lesson
    • Buy-in first — why engagement and connection have to come before everything else
    • Community building — dripping in little moments of felt safety and belonging every single lesson
    • Crystal clear expectations — and knowing exactly how you'll respond when behaviour happens
  • Why leadership telling you to "get your class under control" is the wrong ask entirely — and how to feel proud of what you are doing

Resources mentioned:

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#169: 4 whole-class recall games that will have students begging to learn right up until the summer break06 mai 202600:17:11

Mentioned Resource: The Engagement Bundle

Engagement slumping? You're not alone. Whether you're in the final push to summer or just hitting that mid-year wall where motivation has quietly packed its bags, this episode is for you.

Claire shares four no-prep (or low-prep) whole class games that gamify your lessons, bring back buy-in, and make the last stretch of the year actually fun, for you and your students.

And yes, she's also addressing that "hard pass, kids don't need more dopamine" comment she got on Instagram. Spoiler: these aren't video games.

In this episode, Claire covers:

  • Why engagement gets so hard towards the end of the year (and why it's not your fault)
  • Why gamification is a great way to boost engagement 
  • Why neurodivergent students thrive with novelty — and why what works for them works for everyone
  • Four whole class games you can use today, no prep required: 

Have a question, comment, or just want to say hello? Drop us a text!

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#168: What schools get profoundly wrong — with Andy Hargreaves27 avr. 202600:55:23

What does it actually mean to be a professional in teaching? Not just "treated like one" — but what does professional knowledge, professional growth, and professional community actually look like in practice?

I got to sit down with one of the most cited education scholars alive — the incredible Andy Hargreaves — and honestly, I could have talked to him for hours. Andy is an author or editor of 40 books, an education advisor to governments across multiple countries, and the co-creator of the concept of Professional Capital — a framework that has genuinely changed the way educators and systems think about what it means to invest in teachers.

This is one of those episodes that I think is going to hit differently depending on where you are in your career. Whether you're in your first few years wondering if it's all worth it, or you're a seasoned teacher who's lost a bit of your spark, or you're a school leader trying to figure out why your staff keep burning out — Andy has something for you.

Here's a taste of what we got into:

In this episode, you'll learn:

  • What professional capital actually is — and the three types every teacher already has (and needs to grow)
  • Why staying in teaching longer than three years isn't just "getting expensive" — it's where the real expertise is built
  • The chess metaphor that will completely reframe how you see your early career (and honestly, any career stage)
  • What Andy believes schools are profoundly getting wrong about teacher wellbeing right now
  • Why "wellbeing add-ons" like yoga and meditation won't fix what's actually causing teacher ill-being
  • The three biggest causes of ill-being in schools — including one that hits way too close to home for Australian teachers
  • What collective autonomy means and why individual autonomy alone isn't the answer
  • Why the most powerful thing you can do as a teacher might be to fight for your autonomy together, not alone
  • What Andy will be sharing at EduTech Sydney — including his fascinating "teaching as repair work" framework

Have a question, comment, or just want to say hello? Drop us a text!

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#167: The ‘boring’ differentiation strategy you need to be using in 2026 to improve low-level behaviours | The Differentiation Series: Part 320 avr. 202600:14:43

Okay, I'm going to say something that might surprise you.

The most powerful differentiation strategy I know is also the most boring one.

No fancy tech. No elaborate lesson design. No creating multiple versions of anything. Just one simple, evidence-backed approach that, when you actually use it, has the power to dramatically reduce the low-level disruptions, work refusal, and off-task behaviour that's making your days harder.

Welcome to Part 3 of the differentiation series, and today I'm giving you a front seat to scaffolding, what it actually is, when to use it, and the dead-simple framework I use to implement it in any lesson, in any subject, with any group of students.

Let's roll the tape on the I-We-You model, because once you get this, you're not going to be able to unsee it.

If you haven't listened to Parts 1 and 2 yet, I'd really encourage you to start there, this episode builds on both of them and will make a lot more sense with that context in place.

In this episode, you'll learn:

  • Why scaffolding is the "boring" strategy that's actually classroom management magic
  • What scaffolding actually is, and the stepping stones analogy that makes it click
  • When to use scaffolds and what they can look like across different subjects and tasks
  • The I-We-You model: the three-phase teaching framework that builds student skills and confidence before they ever work independently
  • Why assumptions about what students "should" be able to do are quietly making your classroom harder to manage
  • How the I-We-You model reduces the constant stream of "what do I do?" questions during independent work time
  • Why this isn't extra work, it's just really good teaching
  • How to access Claire's full Differentiation Toolbox and 50+ Canva scaffold templates inside the Behaviour Club

Resources mentioned:

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#166: Why telling teachers to ‘just differentiate’ is helping nobody (and what we need to do instead) | The Differentiation Series: Part 213 avr. 202600:17:51

Let me be real with you for a second, the word "differentiation" has a bit of a reputation problem.

For most teachers, hearing it conjures up images of three separate lesson versions, colour-coded ability groups, and a to-do list that never ends. No wonder it sends a shudder up your spine.

But here's the thing: that version of differentiation? It's not what I'm talking about. And it's not what's actually going to help your students, or you.

This is Part 2 of my differentiation series, and today I'm giving you a front seat to what differentiation actually looks like when it's done in a way that's realistic, sustainable, and genuinely effective. We're busting the biggest myths, reframing the whole concept, and I'm walking you through my Differentiation Toolbox, the strategies I actually use to embed adaptive learning into lessons, not on top of them.

If you haven't listened to Part 1 yet, I'd recommend starting there, because it sets up the whole behaviour-learning link that makes this episode make sense.

But if you're ready to stop feeling guilty about differentiation and start actually doing it? You're in exactly the right place.

In this episode, you'll learn:

  • Why the way we've been taught to differentiate is setting us up to fail — and what to do instead
  • The biggest misconceptions teachers have about differentiation (and why they're holding us back)
  • What "true differentiation" — or adaptive teaching — actually looks like in practice
  • Why differentiation needs to be hardwired into your lesson design, not added on afterwards
  • The ladder analogy that reframes scaffolding in the most practical way possible
  • The tools inside Claire's Differentiation Toolbox: scaffolding, success criteria, learning maps, starter activities, visible learning, and more
  • How one lesson can meet every student at their level — without creating multiple versions of anything
  • What's coming up in Part 3 of the series (spoiler: it's all about scaffolding and modelling in detail)

Resources mentioned:

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#165: The "brain builder" mindset shift every teacher needs. Jessica Sinarski on dysregulation, teacher burnout, and the neuroscience behind behaviour06 avr. 202600:43:06

Every teacher has been there. The class that makes you want to crawl under your desk. The student who seems hell-bent on dismantling every lesson you've planned. And the horrible, shameful moment when you realise you've snapped, yelled, or just completely lost the plot… and it didn't help at all.

Here's the thing: it's not because you're a bad teacher. It's because you're a human with a brain, and that brain is doing exactly what it's designed to do under stress.

This week, I'm joined by the incredible Jessica Sinarski, award-winning author, innovative educator, and founder of Brave Brains, who has spent more than 20 years translating complex neuroscience into practical, I can actually do this strategies for educators and child welfare organisations around the world. Jess is one of those rare humans who can take the most brain-melting research and make it feel completely accessible. And honestly? This conversation gave me goosebumps more than once.

We get into why chaotic classrooms aren't a discipline problem (and what they actually are), the surprising sensory input that could completely change your most challenging class, and the mindset shift that will help you stop taking student behaviour personally, even when it feels very personal.

This one is a must-listen, friends.

What you'll learn in this episode:

  • Why YOUR brain goes on autopilot when students kick off, and why that's completely normal (not a character flaw)
  • What's actually going on neurologically in a class that feels constantly dysregulated and chaotic
  • The "pack leader" concept and why calm authority is your most powerful classroom tool
  • How to shift your internal narrative from "this kid is out to get me" to something that actually helps you respond well
  • The anchor phrases that will help you stay regulated when students push every button you have
  • What proprioception is, why it's the hidden classroom management tool you didn't know you needed, and how to use it today
  • A super simple movement break that works even with secondary students (yes, really)
  • Why connection between students, not just between you and your students, changes classroom behaviour
  • The "brain builder" mindset shift that will transform how you see your most challenging students

Where to find more from Jess:

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#164: Why your students won't do the work (even when it's really doable) | The Differentiation Series: Part 130 mars 202600:16:17

When a student pushes a piece of work off their desk, puts their head down, pulls out their phone, or starts cracking jokes, it can feel personal. Like, really personal. Especially when you've poured your heart into that lesson.

But here's the thing: none of that behaviour is random. And it's definitely not about you.

In this episode, I'm giving you a front seat to something I wish I'd known back in my second year of teaching, when I planned what I thought was an epic observation lesson, complete with immersion stations, bells, whistles, the lot… and watched it completely fall apart in real time (yes, a kid literally jumped out the window).

This episode kicks off a three-part series on differentiation, and before you click away because that word makes you want to lie down on the floor,  stick with me. Because this is not the differentiation that has you creating 180 individual lesson plans. This is the real, doable kind.

But first, we need to talk about what's actually going on in your students' brains when they see a piece of work and decide nope. Because once you understand the link between the learning you're designing and the behaviour you're seeing, everything starts to shift.

In this episode, you'll learn:

  • Why "work refusal" behaviours (avoidance, disruption, withdrawal, escalation) are almost always a stress response — not defiance
  • What actually happened in my chaotic observation lesson and why it was always going to go that way
  • The four ways students' stress responses show up when they feel set up to fail
  • Why you cannot separate classroom management from teaching and learning, and why that's actually good news
  • Why differentiation has such bad PR (and why that's making things harder for all of us)
  • What's coming up in parts 2 and 3 of this series (spoiler: it's practical, it's doable, and it's going to save you time)

Have a question, comment, or just want to say hello? Drop us a text!

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#163: What does real inclusion look like in the classroom? Supporting neurodivergent students | Interview with Verity Harvey23 mars 202600:51:20

What if the biggest shift you could make for your most complex students had nothing to do with behaviour charts, consequences, or reward systems — and everything to do with the way you see them?

In this episode, I'm sitting down with the incredible Verity Harvey — an educator with over 20 years of experience in inclusion and disability, a passionate advocate for neurodiversity, and one of the keynote speakers I'll be joining at EduTech 2026 here in Sydney (more on that soon!). Verity brings a wealth of experience from early childhood through to complex disability settings, and she is now working in mainstream schools to help educators do inclusion really well.

Verity's whole philosophy is built around the idea that behaviour is a message — and that if we can shift from a "behaviour management" lens to a "problem-solving" lens, everything changes. She's deeply influenced by the work of Dr. Ross Greene and his Collaborative Proactive Solutions model, as well as Dr. Bruce Perry's neurosequential framework, and she brings all of that together in a way that is warm, practical, and genuinely actionable.

We talk about what Universal Design actually looks like in a busy classroom, why regulation has to come before reasoning (every single time), and why the iceberg analogy isn't just a metaphor — it's the key to depersonalising behaviour and showing up calm for your students.

Verity also shares a deeply personal story about her son — a moment at swimming lessons that perfectly illustrates how systems still have a long way to go in understanding and accommodating neurodivergent kids. You're going to want to hear it.

In this episode, you'll learn:

  • What Universal Design for Learning actually looks like in a real classroom — not the theory, the tangible stuff
  • The three R's from Dr. Bruce Perry: Regulate → Relate → Reason (and why skipping steps doesn't work)
  • What's really under the surface of big, concerning behaviours — and how understanding it helps you depersonalise and stay regulated yourself
  • How the iceberg analogy applies to kids AND teachers — and what to do with that
  • The one mindset shift that will change how you walk into your classroom tomorrow
  • How school leaders can build systems that actually support teachers to support their most complex students
  • Why "just be kind" isn't quite enough — and what gets in the way of that for even the most compassionate teachers

Come and join us at Edutech Sydney 2026! Use code UNTEACH26 for a discount on your event pass.

Have a question, comment, or just want to say hello? Drop us a text!

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#162: How to Turn Your Teaching Into a Classroom Management Machine09 mars 202601:14:56

What if the reason classroom management feels so bloody hard… is because you were never actually taught how to do it in a way that works and aligns with your values?

In this episode, I’m giving you a front seat to a live training I recently ran called Turn Your Teaching into a Classroom Management Machine — and honestly, it was too good not to bring onto the podcast.

If classroom management has ever left you feeling reactive, frazzled, hopeless, or like you’re stuck playing whack-a-mole with behaviours all lesson long… this one is for you. I’m walking you through the exact framework I use to help teachers stop focusing on what they can’t control and start leading with calm, clarity, and confidence around what they can.

I also share a really personal story from my first years in the classroom — including the student who completely changed the trajectory of my teaching life and became one of the biggest catalysts for the work I do today.

Inside this episode, we dig into what doesn’t work when it comes to behaviour, why punitive approaches leave us disconnected and disempowered, and what to do instead. I break down my Confident Classroom Pathway and give you practical, tiny-but-mighty shifts you can start using straight away.

So if you’ve ever thought:

  • Why does this still feel so hard?
  • How do I manage behaviour without turning into someone I’m not?
  • What do I actually do in the moment when behaviour shows up?

…then let’s roll the tape.

What you’ll learn

  • Why punitive, inherited classroom management keeps teachers stuck in reactive mode
  • The real goal of classroom management (hint: it’s not controlling behaviour)
  • How to focus on what you can control to reduce, de-escalate, and resolve behaviour
  • The 4-part Confident Classroom Pathway: Ready, Reduce, Respond, Resolve
  • Why understanding behaviour is empowering — even when it doesn’t excuse it
  • The role your teaching presence plays in either calming or escalating a room
  • How nonverbal mixed messages might be undermining your classroom management
  • One simple question to ask yourself mid-lesson: Am I modelling what I want from my students?
  • The difference between being the palm and being the fist when responding to behaviour
  • A more effective way to address behaviour privately without locking horns
  • Why restorative practice only works when it fits into a bigger classroom management machine
  • How to stop lecturing students in behaviour conversations and start leading them instead
  • The tiny language shifts that help students reflect, take accountability, and repair harm

Have a question, comment, or just want to say hello? Drop us a text!

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#161: What we get wrong about classroom management, low-level disruption, crafting a strong teaching presence + more02 mars 202600:59:30

A few weeks ago I had the absolute pleasure of jumping on the Teacher Takeaway podcast for a proper behaviour-nerd chat… and the second we wrapped, I knew I wanted you to hear it too.

Because if you’ve ever walked into a lesson feeling like you’re doing crowd control (and then gone home thinking, “Why am I like this?!”)… this one is for you.

In this conversation, Aaron and I unpack the biggest misconceptions teachers have about “behaviour management” (spoiler: it’s rarely about the behaviour), why so many of us feel wildly unprepared for the classroom management side of the job, and what actually makes the biggest difference when you’re dealing with that constant drip-drip-drip of low-level disruption.

We also get really practical, teaching presence, routines, attention signals, resetting a class mid-year (YES, you can), and why your nervous system is basically the hidden curriculum in your classroom.

Let’s roll the tape. 🎙️

What you’ll learn

  • Why “behaviour management” isn’t actually about behaviour (and how that misunderstanding keeps teachers stuck in whack-a-mole mode)
  • The proactive stuff that matters most before anything goes pear-shaped
  • How to build a strong teaching presence without being “strict”, cold, or shouty
  • The credible vs approachable sweet spot (and why frantic energy accidentally invites chaos)
  • What to do when the “grace period” ends in Week 5 😅
  • How to reset a class at any point in the year (even if you feel like you’ve missed the window)
  • Why low-level disruption is the real big behaviour — and how to reduce it at the mitigation stage
  • Practical attention-getting moves: attention spot, stillness, consistent cues, and not teaching over the noise
  • Why some off-task behaviour is actually a learning need (hello, task anxiety + chronic failure)
  • The reminder you might need today: it’s not your fault… and you’re not stuck

Have a question, comment, or just want to say hello? Drop us a text!

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#160: The 10 quick community builder activities that will become your classes favourite23 févr. 202600:19:11

What if I told you that you could build connection, boost buy-in, reset the vibe, AND reduce low-level behaviour… in five minutes flat?

No prep. Just you, your class, and a little bit of magic. ✨

In this episode, I’m giving you a front seat to 10 of my favourite grab-and-go community builders, the ones that get students laughing, talking, connecting, and (without even realising it) building the kind of classroom culture that makes behaviour easier.

A couple of episodes ago, we talked about the foundations of community, routines, predictability, felt safety, clarity, differentiation. All the behind-the-scenes cogs that make your classroom feel like a home.

Today?

We’re getting tangible (and fun as heck).

Because here’s the thing… Community building isn’t just a “start of the year” gimmick.

It’s how you:

  • Reset a tense class
  • Fill five minutes of dangerous dead-air time
  • Reconnect when you’re feeling resentful
  • Help students feel safe enough to share
  • Invest in their emotional piggy bank (so you can make withdrawals later)

And yes — it also helps you fall back in love with your class when things feel a bit… blah.

So if you’ve ever thought:
 “They don’t deserve fun right now.”
 “They should just come in and learn.”
 “I don’t have time for this fluff.”

This episode might lovingly challenge that. 💛

Because connection isn’t fluffy. It’s proactive classroom management.

Inside This Episode:

Here are the 10 no-prep community builders I walk you through:

  1. Transformer Triangles – Turn a simple triangle into something creative in 2 minutes. Gallery walk optional. Laughter guaranteed.
  2. The Stare Down – Face off, no touching, no breaking eye contact. First to laugh loses. (Use your professional judgment with this one!)
  3. Teacher Portrait – Students draw you. Risky? Yes. Hilarious? Also yes. (PS: Only if you’re not sensitive about your ears like I was.)
  4. Class Debate – Throw out a juicy “Would You Rather” or controversial question and let them argue it out.
  5. Racing Rhymes – Fast-paced rhyming battle in a circle. If you can’t rhyme, you’re out. Chaos in the best way.
  6. Coin Toss Battle – Heads or tails showdown. Whole-class energy. No gambling involved, promise.
  7. Sticky Slam – Interview your partner for 1 minute, then write down everything you remember. Fact-check. Compete. Connect.
  8. Count to 20 – Whole-class challenge: count to 20, but only one person speaks at a time. Two at once? Back to one. Frustrating. Brilliant.
  9. What’s Changed? – One student leaves, something in the room changes, they guess what it is.
  10. Apple Pie – Guess who said the mystery word in a disguised voice. Year 11s LOVE this one.

RESOURCES MENTIONED

👉THE BRAIN BREAK MEGA BUNDLE

👉THE CUP FILLERS SLIDES (What today's activities were taken from)

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#159: The 5 routines that are non-negotiable for teachers wanting to reduce low-level disruptions and create a beautiful, calm, safe classroom environment.16 févr. 202600:29:06

In this episode, I’m giving you a front seat to the teaching assistants I’ve had in my classroom for years… except they’re not people. They’re systems. Predictable, powerful routines that quietly run the room so I can actually teach with FAR fewer low-level disruptions.

I’m walking you through the non-negotiable routines that have transformed my classroom from chaotic to calm, and how you can start implementing them immediately.

What You’ll Learn:

  • Why routines are the purest form of proactive classroom management (you'll hear me nerd out about this A LOT)
  • How a tight entry routine sets the tone before you say a word
  • What makes a starter task actually reduce low-level disruption (and how to do it right)
  • The early finisher routine that stops you from needing to be split into 10 different humans just to respond to the needs popping up
  • How to fix the messy middle with visual transition slides
  • Why exit tasks are more than reflection, they’re behaviour gold
  • How “turn-it-in trays” help you triage learning without drowning in marking
  • The exit routine that prevents the Black Friday stampede

🎉Looking for the link to my Routines Mega Bundle? You can find it here!

👂Have your ear on just ONE of the routines from today's episode? Check them out in my shop.

Have a question, comment, or just want to say hello? Drop us a text!

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#158: How to build the most beautiful, positive, connected class community brick by brick (even the toughest, most disengaged of classes)09 févr. 202600:27:52

What if the class everyone labels “unteachable”… becomes your favourite group of the year?

In this episode, I’m giving you a front seat to one of the most formative stories of my teaching career—back when I was fresh out of uni, wildly underqualified, and somehow ended up turning the “low class” into the class that changed everything for me.

This episode is a big one. It gets to the heart of how community is actually built in classrooms (and how it’s usually not).

I’m taking you back to my first couple of years in the classroom, when I had absolutely no idea what I was doing, but somehow stumbled into building a connected, joyful, motivated classroom culture… completely by accident. And then had crushing imposter syndrome because I didn’t know how or why it worked.

We’re unpacking:

  • Why community isn’t built through one-off icebreakers or belonging programs
  • How tiny, everyday moments quietly create belonging
  • And what I was actually doing in that Year 7 class that transformed everything

If you’ve ever thought:

  • “I care so much, but this class just isn’t clicking”
  • “I want calm and connection, but I don’t want to be fake or cringe”
  • “Surely community shouldn’t feel this hard…”

…this episode is for you.

Let’s go back to the Wayback Machine and unpack what really builds classroom community.

What you’ll hear in this episode:

  • Why community isn’t built in one big moment, but in micro-moments
  • The foundation every classroom needs before community can grow
  • How predictable routines create felt safety (even when you’re new)
  • The accidental strategies that changed my toughest class
  • Why in-jokes, rituals, and shared experiences matter more than programs
  • How to build belonging without losing authority
  • What to try this week with a class you’re struggling with

Resources & Things Mentioned:

Your Next Steps:

  • Reflect on what makes you feel like you belong
  • Pick one small thing from this episode to try this week
  • If you’re a Behaviour Club member, head to this month’s resource drop
  • If not, join us here

Have a question, comment, or just want to say hello? Drop us a text!

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#157: "What if I just realllly don’t like a student?!" How to teach a kid you find really dang triggering and unlikeable.02 févr. 202600:24:41

Here’s a spicy but honest truth: sometimes, we don’t like every student we teach.

And while we’re trauma-informed, values-driven, compassionate educators — we’re also human. And navigating complex behaviour, bullying, defiance, or students who constantly derail your lessons? It takes a toll.

In this episode, I’m opening up the very real conversation about what to do when you find a student… unlikable. (Gasp!) I’m giving you the validation, language, and mindset shifts to acknowledge that feeling without acting from it. You’ll learn how to stay professional, regulated, and credible — while still honouring your experience.

Because let’s be clear: you can not like a student and still be a bloody great teacher to them.

In this episode, you’ll learn:

  • Why it’s normal (and not shameful) to feel disconnected from certain students
  • How your personal triggers affect classroom dynamics
  • What to do when you lose objectivity or patience with “that” student
  • The quiet ways your feelings show up — and what to do about them
  • Mindset shifts to stay regulated, empathetic, and in control
  • Strategies to slowly build bridges (even when it feels impossible)

Have a question, comment, or just want to say hello? Drop us a text!

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#156: Why forced icebreakers don’t build trust or community (and what does)26 janv. 202600:21:10

In this episode, I’m giving you a front-row seat to how I break the ice with my classes without forcing kids (or me!) into anything awkward, loud, or fake.

Whether you’ve got a class full of students with complex needs, or just want something low-stakes and actually useful — this is the episode for you. I’m walking you through the exact back-to-school icebreakers I’ve used for years with huge success. These are tried-and-tested with mainstream AND complex classrooms — and they do more than just "get to know you." They start building classroom culture from day one.

In this episode, you’ll learn:

  • Why traditional icebreakers often flop, and what to do instead
  • How to balance fun, structure, and behaviour foundations from lesson one
  • My 3 go-to first-day activities (that double as classroom management tools)
  • What I do instead of “stand up and introduce yourself” 😬
  • How to make a class playlist that builds community (and teaches expectations!)
  • The icebreaker games I use with students who are not here for your card sort

Resources mentioned:

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#155: The first-week moves that’ll save you months of behaviour work down the track19 janv. 202600:27:14

That quiet calm at the start of the year? Yeah, it won’t last... unless you do this.

Welcome back to The Unteachables Podcast. It’s still back-to-school season, and this episode is for every teacher who wants to avoid the classic Week 7 spiral when behaviours suddenly spike and everything feels a bit… cooked.

I’m giving you a front seat to the real reason that early-term magic fades—and what to do right now (yes, even this week) to avoid the whiplash of your “angel class” suddenly turning into chaos gremlins.

If you’ve ever thought, “What happened to my lovely class?” or found yourself pleading with the room to just start packing up already, you need this.

We’re talking about:

  • What the grace period actually is and why it ends
  • The difference between setting expectations vs reinforcing them
  • The boring-but-brilliant routines that will carry your class through the term

What you’ll learn:

  • What “grace period” behaviour is—and why it isn't lasting!
  • The routines that do the behaviour management for you
  • How to create buy-in for expectations so students actually follow them
  • What to do when (not if) kids start testing boundaries
  • How to balance warmth and structure without being “too soft” or “too strict”
  • Easy wins for your starter, transition, and exit routines

Resources mentioned:


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#154: How to build back confidence and credibility after a tough year with behaviour [+ whats coming in 2026]12 janv. 202600:26:49

Feeling like last year’s behaviour battles stole your joy? Let’s change the energy at the door. We kick off the new season with a grounded, practical roadmap to reset expectations, reclaim credibility, and build calm with routines that do the heavy lifting—even if you’re returning to the same challenging group.

In this episode, I’m giving you a front seat to:

  • What to do when you’re dreading going back to school after a chaotic year
  • Why co-disregulation is real—and how to avoid it
  • How to reset your credibility and teaching presence with students who’ve seen you struggle
  • The difference between being approachable vs credible (and why it matters)
  • Why routines do the heavy lifting for classroom management
  • How to press "reset" without shame or defensiveness—yes, even mid-year!

Resources mentioned:

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#152: So it's December, and your students won't stop talking... Now what?08 déc. 202500:22:52

In last week’s episode, we talked about what to do when student energy is flat, motivation is MIA, and you're pulling teeth just to get through a lesson. This week, we're flipping the script and tackling the other end of the spectrum, those wild, chatty, off-task end-of-year vibes that have you asking:

🫠 “Why is everyone shouting?”
🫠 “Why can’t we sit down for longer than 2 minutes?”
🫠 “Is it me? Am I the drama?”

This high-energy chaos is totally normal (and very human), but it doesn’t mean you have to just white-knuckle your way through it. In this episode, I’m walking you through exactly what to do when your students are dysregulated, off-task, and bursting with excitement as the holidays approach.

We’re talking clear routines, calm teacher energy, classroom games that actually work as brain breaks, and how to keep your lesson bones strong while still leaning into festive fun. Let’s do this.

What you’ll learn:

  • Why student energy spikes in December (and why it’s not a behaviour “problem”)
  • The brain science behind high arousal and dysregulation
  • How to stay consistent and calm, even when students are bouncing off the walls
  • The exact classroom games and mindfulness activities I use to channel energy without chaos
  • The real reason some students act out before the holidays
  • How to reset your teaching presence when you’re just plain tired

Resources Mentioned:

  • 🎁 Free Game Download: 13 no-prep classroom games you can use anytime
     https://www.the-unteachables.com/freedownloadgames

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#151: What to do when your class is bringing the 'checked out, apathetic, can't be bothered' vibes at the end of the year01 déc. 202500:23:33

We’ve officially entered the end-of-year zone... You know, the part where students are either bouncing off the walls or slumping over their desks like they’ve pulled three all-nighters in a row. And let’s be honest, we’re right there with them.

In this week’s episode, I’m unpacking a common (and deeply exhausting) classroom vibe: student apathy. That “ugh, why are we even here?” energy that rolls in hard during December. Whether your students are dragging their feet into class, doing the bare minimum (if anything), or slurping down Red Bulls the size of their heads — I’ve got you.

We’ll chat about:

  • Why apathetic behaviours spike at the end of the year (spoiler: it’s not just because they’re lazy)
  • How arousal states impact student engagement
  • And most importantly? Some super practical strategies to upregulate energy in a way that doesn’t leave you more drained than they are.

What you’ll learn:

  • Why students are checked out in Term 4 (and why it’s NOT a reflection of your teaching)
  • The difference between low, optimal, and high arousal states — and how to use them
  • My favourite “shake it up” tricks for getting student energy back
  • Fun, fast ways to use novelty, movement, and talk-time to re-engage your class
  • How to maintain routines without making things boring
  • How your energy sets the tone — and what to do when you’re the one running on fumes

Resources + Mentions:

  • 🎁 Free Whole-Class Games! Grab them here
  • 🎉 Brain Break Bundle!Grab it here
  • 🧠 The Regulation Rooms Resource (exclusive to Behaviour Club members): Not for sale yet, but might be soon!

Have a question, comment, or just want to say hello? Drop us a text!

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#150: Students pushing your buttons? These 6 one-liners will save you!24 nov. 202500:25:58

This episode is a big warm hug and a practical roadmap for every teacher who’s ever thought: “How the heck am I supposed to stay calm when they’re pushing ALL my buttons?!”

I’m diving into a juicy listener Q&A all about what to do in those real-deal, fight-flight-freeze moments in the classroom. And spoiler alert: it’s not about becoming a Zen monk who never reacts. It’s about having scripts, self-awareness, and a bit of self-compassion ready to roll.

In this episode, I walk you through:

  • My own messy moments (because YES, I’m a very imperfect human too)
  • The neuroscience behind your snapping point (hello, barking guard dog 🐶)
  • What emotional regulation really looks like for teachers
  • And my top 6 behaviour one-liners that will save you from spiralling.

So whether you’re already consciously incompetent 😬 or just starting to build awareness, this episode will meet you where you’re at, with practical tools to make it all a bit easier.

What you’ll learn:

  • The difference between reacting and responding
  • 6 calm one-liners you can keep in your back pocket for the trickiest moments
  • Why having scripts matters when your thinking brain goes offline
  • How to redirect defiance without getting sucked into a power struggle
  • Language that sets boundaries without shame
  • Why saying “I’m not here to argue with you” is low-key magic

Resources & Mentions:

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#149: 3 Thanksgiving activities to beat the November behaviour wobbles 17 nov. 202500:17:31

Whether you're wrapping up the year in Australia (hi, me too!) or heading into Thanksgiving mode, this one's for the teachers out there who want to keep the vibe high, the connection strong, and the behaviour smooth as the term winds down.

In this episode, I’m giving you a front seat to the actual gratitude-based activities I use with my own students when things start taking an energetic nosedive! 

We’re talking:

🧠 sneaky SEL

💬 beautiful conversations

✍️ creative, calming brain breaks

🎨 and some genuinely lovely wall displays if you’re into that

Whether you're in it for the dopamine hit, the classroom calm, or the end-of-year buy-in, these gratitude strategies are your new best friend.


What you’ll learn:

  • Why gratitude-based tasks are GOLD for classroom management
  • 10 deeper-than-usual conversation starters to use right away
  • How to use these prompts for starters, journaling, or brain breaks
  • 6 mini-tasks that build regulation and community
  • My go-to activity when the class energy is off and I need a circuit-breaker
  • How these “fun” tasks are actually classroom structure in disguise
  • Why gratitude is secretly one of the best proactive behaviour tools you’ve got


Resources Mentioned:

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#148: If I had a totally unmanageable class, I'd do these 4 things immediately.10 nov. 202500:28:10

This episode, I’m giving you a front seat to one of the most common questions I get from Behaviour Clubbers, and honestly, it’s one we’ve ALL asked at some point: “What do I do with a class that is just... chaotic?”

We’re talking cultural chaos. The kind of class that leaves you emotionally wrung out, standing at the board yelling instructions to a sea of disengaged students while your nervous system quietly screams.

In this episode, I’m not going to throw another vague strategy at you or tell you to “build relationships” (you’re already doing that). Instead, I’m breaking down exactly what I would do if I had that class and had to make changes immediately.

This one’s especially for you if you’re:

  • Constantly waiting for quiet
  • Feeling frazzled by the end of every lesson
  • Dreading certain classes
  • Questioning whether you’re even cut out for teaching anymore


We’re stripping it all back and starting with what actually shifts classroom culture: ROUTINES.

What You’ll Learn:

  •  The first thing I’d do if I had a chaotic, chatty, unmanageable class
  •  Why teacher regulation trumps any routine or strategy
  •  The 4 core routines you NEED in place to turn the chaos around
  •  The sneaky behaviour triggers you might be missing
  •  How to get your students started before the lesson even begins
  •  My go-to early finisher system that doesn’t rely on “busy work”
  •  What to do in the last five minutes of class that’ll save your sanity


Resources Mentioned:

🎁 The $1 Behaviour Club Kickstart:
https://www.the-unteachables.com/kickstart

🧠 Early Finisher Task Bundle:
https://the-unteachables.shop/products/early-finishers-activity-bundle-choice-board-packet-worksheets-reflection?_pos=1&_sid=f45b530cb&_ss=r

🪄 Exit Doors Routine (the viral one):
https://the-unteachables.shop/products/exit-task-bundle

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#147: Why your classroom transitions are chaotic (and how to fix them)03 nov. 202500:20:53

The messy middle of a lesson can make or break your classroom calm.

You’ve nailed your entry routines. Your exits are solid. But those in-between moments, like shifting from group work to silent writing, that’s where chaos sneaks in.

If transitions have ever left you saying:

“I had them… and then I lost them.”

This one’s for you.

In this episode, I walk you through my three essential “Ps” for smooth transitions, plus five of my favourite practical tools to bring novelty, structure and just the right amount of fun into those mid-lesson wobbles.

Whether your students are bouncing off the walls or just dilly-dallying, you’ll walk away from this one with new tricks (and a taco) up your sleeve.

What you’ll learn:

  • Why group work isn’t the problem — it’s the gap between tasks
  • My 3-part “P” framework to diagnose & fix messy transitions
  • How to boost structure and student buy-in (without nagging!)
  • Easy, repeatable tools for transitions that students actually respond to
  • Fun little things like the “Tardy Taco” and “Fast Track Fajita” that build community while managing chaos

Have a question, comment, or just want to say hello? Drop us a text!

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#146: Why classroom compliance isn’t the win you might think it is28 oct. 202500:22:32

Ever found yourself sitting at your desk mid-lesson, staring at the wall while chaos erupts around you… thinking “I cannot teach like this”?

Same.

In this episode, I’m giving you a front seat to one of the most eye-opening classroom experiences I had as a baby teacher—and how it accidentally dropped me straight into something called the pedagogy of poverty.

You’ll hear the story of a student called “Nathan,” how I unintentionally leaned into compliance-based teaching just to survive, and the big, uncomfortable lightbulb moment that changed everything about how I teach now.

This episode isn’t here to guilt you, because I’ve been there. It’s here to show you what’s actually going on when students appear settled but disengaged... and how to shift out of survival-mode strategies without throwing your whole self under the bus.

What you’ll learn:

  • The sneaky signs you’ve slipped into the pedagogy of poverty (and why it feels like it’s “working”)
  • Why busy work, copying off the board, and chalk-and-talk can be so seductive in tricky classrooms
  • How trauma, stress responses, and feelings of failure are shaping your students' behaviour
  • What true differentiation actually looks like (no colour-coded ability groups required)
  • Simple scaffolding tools you can start using this week that support learning AND behaviour

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#145: The Halloween classroom management mistakes that turn your class into a horror movie (and what to do instead)20 oct. 202500:19:27

Ah yes, spooky season. The sugar. The chaos. In this episode, I’m giving you a front seat to exactly how to lean into the festive vibes of Halloween (and any holiday season) without your classroom descending into a full-blown free-for-all.

This episode is packed with practical ways to keep your routines, keep your calm, all while adding just the right sprinkle of spooky magic to make it fun and functional.

From Halloween-themed SEL check-ins to brain breaks that actually regulate, I’m sharing the exact routines I don’t ditch (and how I just theme them instead). You’ll walk away with fresh ideas and feel-good strategies that will keep your students engaged without sacrificing your classroom management game.

So if you’ve ever asked yourself, “How do I do something fun for Halloween without losing control of my room?” - this one’s for you.

Let’s roll the tape. 👻

What you’ll learn in this episode:

  • Why festive behaviour spirals are so common (and how to avoid them)
  • The biggest mistake teachers make when planning fun holiday lessons
  • How to add novelty without losing structure
  • Exactly what to swap and what to keep during spooky season
  • Halloween-themed routines and brain breaks that work
  • How your non-verbals are sending louder messages than your instructions

Resources Mentioned:

🎃 Grab the Halloween Mega Bundle!

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#144: How to actually support students with additional needs... in a mainstream classroom... with zero support...13 oct. 202500:22:38

How do you actually manage special needs in a mainstream classroom (when you’re not getting the support you need)?

Ever looked around your classroom mid-lesson and thought:
“How the heck am I supposed to meet 30 different needs all at once?”

Yeah. Me too.

This week, I’m kicking off a new mini-series answering your most-asked questions, starting with one I get all the time:
“How do I support students with special needs in my mainstream classroom? There has to be more help out there.”

Spoiler alert: There should be more help. But in the meantime, I’m walking you through what you can actually control, without burning yourself out or playing superhero.

I’ll give you a front seat to:

  • The real talk I wish I got at uni about inclusion
  • Why “just differentiate” is the most unhelpful advice ever
  • The classroom systems and routines that actually make a difference
  • And the role your own nervous system plays in it all

This one’s not about perfection. It’s about doing what’s possible—in a way that’s human, sustainable, and actually helps kids thrive (including you).

Let’s dive in.

What You’ll Learn:

  • Why you can’t meet every need, and why that’s not failure
  • The power of systems over individualised strategies
  • What real inclusion looks and feels like
  • The two biggest game-changers: routine + regulation
  • How to support neurodiverse and neurotypical students at the same time

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#143: 5 powerful (and doable) ways to support ADHD students. October is ADHD Awareness Month!06 oct. 202500:21:09

October is officially Hectic Month™️ (Black History Month, Mental Health Day, Halloween... all of it), but nestled in the mix is something super important: ADHD Awareness Month.

And look, if you’re thinking, “Well, I don’t have any diagnosed ADHD students,” think again. Not only is it likely that you do (diagnosed or not), but what helps ADHD students thrive is actually just good teaching for everyone.

In this episode, I’m giving you a front seat to 5 simple, powerful shifts you can make today to better support your neurodivergent students.

These are the real-deal takeaways from ADHD coach and teacher Andy Hayes’ masterclass inside The Behaviour Club, and they’re already making waves in classrooms across the club.

What you’ll learn:

  • Why ADHD students hear 10,000 more negative messages than their peers, and how to change the story
  • What task initiation actually looks like (and how to scaffold it without overhauling your lesson plans)
  • Why novelty isn’t fluff, it’s fuel for the ADHD brain
  • How visual routines support executive functioning and make your classroom calmer
  • The high-impact way to celebrate strengths over struggles (no tokenism, no fluff)

Mentioned in this episode:

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#142: My English teacher saved my life (and she will never know it). The episode you need to hear if you've ever doubted your impact.30 sept. 202500:25:23

This episode is personal. Raw. Vulnerable. And honestly… one of the most important stories I’ve ever shared.

So if you’re a teacher who’s ever doubted the impact you’re having, especially with those students who seem like they couldn’t care less? This one’s for you.

Today, I’m taking you back to my own high school days. Not the shiny, well-behaved student success story, but the version of me who was skipping class, stinking like cigarettes, and seriously thinking about dropping out altogether.

And then… there was Miss Povey. My English teacher.
The one who saw me. Who actually saw me.

I’ve shared little bits of this before, but never like this.

Inside the episode, I’ll walk you through:

  • What was really going on for me during those high school years
  • The moment I nearly dropped out and the one thing she said that changed everything
  • The ripple effect of her belief in me (spoiler alert: it’s why this whole Unteachables thing even exists)

This is for every teacher who's ever wondered if that one sentence you wrote on a kid’s paper, or that 30-second conversation you had, really mattered.

I’m here to tell you, it freaking does.

What you’ll learn:

  • Why one teacher’s belief can be enough to change a life
  • The impact of seeing a student beyond their behaviour
  • How academic disengagement is often masking something deeper
  • A powerful reminder that your presence, your consistent, persistent presence, is more impactful than any program or policy

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#141: Tired of blank stares and the same 5 hands up? Here's how to get whole-class engagement (WITHOUT relying on cold-calling) 23 sept. 202500:23:41

This tiny tweak could change your whole classroom vibe.

If you’ve ever found yourself gripping onto those five students who always put their hands up while the rest of the class stares blankly out the window—or worse, starts low-key mutinies—you are NOT alone.

In this episode, I’m giving you a front seat to a game-changing shift I made in how I asked students to engage. It's a small upgrade that completely changed the energy in my classroom. And no, it's not a paddle pop stick in sight.

I’ll take you back to the chaos I experienced when cold calling backfired, why the same students always put their hands up, and what I realised was actually the goal when it comes to whole-class engagement (hint: it's not just getting more mouths moving).

You’ll hear practical ways to upgrade your questioning on the spot, why “write it on your sticky note and slap it on your forehead” can be pedagogical GOLD, and how micro tweaks like this can be low-effort but high-impact.

If your class is giving “two kids do all the work and everyone else is coasting,” this episode is your roadmap out of it.

Let’s roll the tape!

What you’ll learn:

  • Why cold calling, name pickers, and paddle pop sticks might not be helping you build engagement (and what might work better)
  • How to shift from passive invitations to explicit, all-in instructions
  • Four easy ways to upgrade classic questions like “Who can find the simile?” and “What’s the main message?”
  • Why shout-outs, whiteboards, and sticky notes beat raised hands any day of the week
  • The sneaky ways we accidentally teach students it’s OK to opt out—and how to change that
  • How to engage quiet processors and anxious students without triggering defiance or freeze responses
  • One surprising tool for building rapport while building engagement

Resources & Links:

👉 Join the $1 Kickstart: https://www.the-unteachables.com/kickstart

👉 Waitlist for The Behaviour Club: https://www.the-unteachables.com/tbc


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#140: If you've ever been told (or felt) you need to "be stricter" for classroom management success - listen to this.08 sept. 202500:20:02

We’re busting a big ol’ classroom management myth in this episode: that being kind, compassionate, and empathetic means you’re “too soft” to manage behaviour effectively.

Because I’m seeing it everywhere right now - especially from all the beautiful new teachers joining me inside The Behaviour Club - this feeling of, “Am I doing it wrong?” “Am I too nice?” “Do I need to start being strict to be taken seriously?”

Short answer? No.

Longer answer? Let’s talk about it.

This episode is a riffed, unfiltered reminder that you don’t need to ditch your warmth or change your personality to be respected in the classroom. And if you're walking into class bracing for impact, because the last thing that worked was yelling or snapping, you need to hear this one.

I’m giving you a front seat to my own story from when I started teaching (and was 3 years older than some of my students 🙃), the realisation that changed everything, and what you actually need to learn to manage behaviour without selling out who you are.

What you’ll learn:

  • Why being kind and credible aren’t opposites (and how to be both)
  • The truth behind “don’t smile until Easter” and why it failed me
  • Why your teaching presence matters more than your personality
  • How to balance warmth with boundaries (without burning out)
  • The missing skillset that makes behaviour management sustainable

Resources mentioned:

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#139: The exit routine your class [and you] desperately needs01 sept. 202500:15:26

Let’s talk about the part of the lesson where the wheels often fall off — the final five minutes.
 You know the one. The bell's about to go, some students are packing up early, others are zoning out, and you’re standing at the door doing your best nightclub bouncer impression. 🚪🕺

In this final episode of the Kickstart series, we're talking exit routines — specifically, how to manage early finishers so the end of the lesson feels calm, purposeful, and controlled (instead of sweaty chaos).

I'll walk you through the exact routine I teach students every time they finish early — no matter the subject, age, or task. Plus, I’ll show you how to build a self-sustaining structure that keeps students engaged right up to the bell… without needing 10 clones of yourself to manage the room.

Because classroom management isn’t just about how you start — it’s also about how you finish.

What you’ll learn:

  • Why the last 5 minutes of your lesson matter more than you think
  • What’s really going wrong when early finishers cause chaos
  • The exact self-assessment routine I teach to anchor students in reflection
  • How to set up a simple “What to Do Next” system students follow on their own
  • 6 low-lift early finisher tasks that actually work (and require zero tech or prep)
  • Why this structure reduces disruptions and raises the quality of student work

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#138: Brain breaks that secretly boost behaviour (and help us reclaim a bit of teaching joy in the classroom)25 août 202500:22:47

Ever feel like your class is one brain snap away from absolute chaos… or just asleep at the wheel?

In this episode, I’m giving you a front seat to one of the most powerful — and wildly underused — classroom management tools in your toolbox: brain breaks. But not just for the sake of fun. We’re talking strategic, rapport-building, energy-resetting magic that actually boosts learning, not wastes time.

This is Day 4 of the Kickstart (catch up on previous days if you missed them!) and today is all about what we do in the meaty middle of the lesson — when things can either hum along… or totally unravel. I’ll share the sneaky strategies I used (without knowing they were even strategies back then) to build connection, shift energy, and keep my most disengaged students coming back for more.

Spoiler alert: it's not about being the "cool teacher" — it’s about being a connected, present, values-led one.

Let’s roll the tape.

What you’ll learn:

  • What brain breaks actually are (and aren’t)
  • 3 go-to brain breaks Claire used to reset student energy on the fly
  • Why these simple strategies work (backed by brain science)
  • How to use them strategically to build rapport without losing instructional time
  • The “credibility flip” every teacher needs to know when transitioning from playful to teacher-led
  • Why this is classroom management gold — not fluff or filler

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#137: Feel like you need to split into 30 trying to support the whole room? This tool changes everything.18 août 202500:19:54

The task strategy that will change your classroom (even if you’re running on fumes)

Ever feel like the second you set your students off on a task, it’s like you’ve got to split into ten different versions of yourself?

In this episode, I’m walking you through one of my favourite practical strategies of all time — the humble task card — and showing you exactly how this simple tool can reduce overwhelm, cut through the chaos, and stop the constant chorus of “Miss, what are we doing again?”

This episode is giving you a front-row seat to:

  • The most overstimulating part of teaching (and how to fix it)
  • Why instructions alone aren’t enough (and what to do instead)
  • How a tiny piece of paper can help your students self-regulate, stay on task, and stop relying on you for every single step
  • The exact elements to include on a task card that actually works (no Pinterest fluff here)

So if you're tired of repeating yourself on loop and want to feel like the calm, credible leader of your room again, this one’s for you.

What You’ll Learn:

  • The real reason students disengage once a task starts (and why it’s not always behaviour)
  • Why clear instructions are not enough
  • How task cards increase engagement, autonomy, and differentiation without extra work
  • 6 things to include on every task card to make your lesson run smoother
  • How this tiny shift can give you your energy (and sanity) back

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#136: The entry routine that is magic for low-level disruption! The power of learning maps12 août 202500:18:33

Join the Kickstart: https://www.the-unteachables.com/kickstart

If your lessons feel like a sprint uphill from the very first bell... kids trickling in, backpacks still on, everyone chatting while you’re already repeating yourself, then friend, you don’t have an entry routine problem. You have an entry routine opportunity.

This is part two of the Behaviour Club Kickstart, and today we’re talking entry routines! Specifically, the simple but mighty tool: Learning Maps.

Think of Learning Maps like Google Maps for your lesson: they show students exactly where they’re headed, how they’ll get there, and why it matters. And the magic? They’re not just a “best practice” teaching tool, they’re also low-level behaviour kryptonite.

I’ll walk you through:

  • Why a shaky start sets the tone for a chaotic lesson (and how to fix it)
  • How Learning Maps calm student anxiety and cut down disruption
  • What to include so they actually work in the real world—not just on paper
  • How to use them as part of your entry routine without adding extra work to your plate

It’s never just about the behaviour, it’s every dang thing we do in our classroom!

What you’ll learn in this episode:

  • Why entry routines are your first (and best) line of defence against disruption
  • The three superpowers of Learning Maps for behaviour and engagement
  • Exactly what to include in a Learning Map so it’s clear, consistent, and student-friendly
  • How to embed Learning Maps into every lesson, no matter your schedule or classroom setup
  • Ways to keep students returning to the Learning Map throughout the lesson to boost clarity and buy-in

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#135: Is your teaching presence undermining your classroom management? 05 août 202500:21:11

Why Your Presence Might Be Undermining Your Classroom Management (And How to Fix It)

Ever felt like you're being too nice... or not taken seriously enough in your classroom?

Like you're walking a tightrope between being warm and relatable and being respected as the leader of the room?

Whew—yeah. Been there. That’s exactly what today’s episode is all about.

We're kicking off the Behaviour Club Kickstart with Day 1: PRESENCE—because how we show up in our classrooms (literally, physically) impacts everything from student engagement to classroom climate. And trust me, the shifts we can make here are subtle but mighty.

In this episode, I’m giving you a front seat to one of the biggest lightbulb moments I ever had about classroom management—when I realised I wasn’t being taken seriously by my “easy” class… and it had everything to do with my nonverbal presence.

Here’s what we’re covering:

  • The two teacher personas you're constantly switching between (and probably don’t even realise it)
  • Why being "approachable" isn't always helping your classroom calm
  • What “credible” non-verbal communication actually looks like (without being cold, robotic, or mean)
  • How I accidentally nailed behaviour management with a “tricky” class… and totally flopped with my high flyers
  • What to tweak immediately to lead with more calm, grounded authority (yes, even if you’re still finding your feet)

If you want the visuals, templates, and reflection prompts that go with this episode, make sure you’re signed up for the Behaviour Club Kickstart. It's just $1 and includes all five sessions + a super practical kickstart booklet to help you embed the work in your day-to-day.

🎟 Join the Kickstart here: https://www.the-unteachables.com/kickstart

What You’ll Learn in This Episode:

  • The difference between credible and approachable teacher presence
  • How your body language might be unintentionally inviting misbehaviour
  • Where I went wrong with my year 10 class (and how I fixed it)
  • Practical strategies to switch from “friendly chaos” to “calm credibility”
  • The quickest way to reset your presence mid-lesson

Resources Mentioned:

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#134: Bullying in the classroom?! 😖 How to talk to your students about it in a way that gets them listening, empathising, and creating change!28 juil. 202500:18:24

Ever had a student yell "I'M BEING BULLIED!" when their friend won’t let them borrow a pencil? Meanwhile, real, insidious bullying is flying under the radar?

HEAD TO THE BLOG HERE FOR ACTIVITIES + MORE 😁

In this episode, I’m giving you a front seat to the three-part framework I use to help students identify what actually counts as bullying, how to respond safely, and how to foster real empathy in your classroom. These are simple but powerful tools that work beautifully during Bullying. No Way! Week—but honestly, they’re useful any day of the school year.

We’re talking real strategies, not posters and platitudes.

You’ll also hear the story of the time I got my hair done by the girl who used to bully me in high school (yes, really), and what it taught me about what we really need to be doing to address bullying.

What You’ll Learn:

  • How to define bullying using the 3 P’s: Power imbalance, Purpose to harm, and Pattern over time
  • The difference between conflict, meanness, and bullying (and why kids mix them up constantly)
  • The "High Five" strategy to help students respond safely when bullying happens
  • A powerful visual metaphor that makes the emotional impact of bullying stick
  • Three discussion starters that build empathy and help students step into others' shoes

Resources Mentioned:

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#133: Flipping your lid! The concept that changed everything about the way I responded to students in the middle of a meltdown.22 juil. 202500:17:48

What’s actually happening when your student flips their lid?
And more importantly… what should you be doing when it happens?

HEAD TO THE BLOG HERE FOR VISUALS + MORE 😁

In this episode, I’m giving you a front seat to one of the most game-changing concepts I've learned about behaviour and brain science: flipping your lid. You’ll hear me break down Dr. Dan Siegel’s hand model of the brain in all its gloriously awkward podcast-visual-form, but also how this little model changed everything about the way I responded to students in the middle of a meltdown.

Spoiler: trying to reason with a flipped-lid teenager is like handing them a trig worksheet in the middle of a panic attack. Not helpful. Probably going to make things worse.

We’re talking about:

  • What actually happens in the brain when students dysregulate
  • Why calm-down demands and consequences don’t work in those moments
  • How this one model can change the way you respond (and how students see themselves)
  • How to teach this concept to your students, even if you’re not a science-y person

It’s simple, powerful, and honestly... kind of magic when it clicks. Let’s roll the tape.

What you’ll learn:

  • Why traditional responses to dysregulation often escalate the situation
  • What “flipping your lid” means, and why it explains so much about student behaviour
  • How to teach students what’s happening in their own brains (without the shame)
  • Ways to embed the hand model of the brain into your class culture
  • What it looks like to lead with emotional safety first - not compliance

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#132: The No-BS Back to School Breakdown! Exactly what I do lesson-by-lesson in Week 1 to build rapport, set expectations, and create routines that stick.15 juil. 202500:25:14

Back to school?! Whaaaaaaat?!

If your first thought seeing this episode pop up was “Claire, I am still sipping margaritas and pretending I’ve never even heard of a seating plan,” I get it. 😅

But if you are gearing up for the next school year or term, this episode’s for you.

I’m giving you a front seat to my no-BS, non-negotiables for the first week back.

Not the Pinterest fluff. Not the cheesy icebreaker where you have to use an adjective that starts with your name (I can feel the eye-rolls already). I’m talking about real, actionable, upper-primary and secondary-friendly stuff that actually builds buy-in, community, and clear expectations from the jump.

This is the stuff that’ll have your students heading home thinking:
"Okay. I know where I sit. I know where I stand. And I think this year might actually be pretty good.”

Let’s roll the tape.

What you’ll learn:

  • Why I don’t start the year with expectations (and what I do instead)
  • The underrated power of seating plans (nope, not in a controlling way!)
  • My go-to “getting to know you” activities that actually work for older students
  • The structure I follow across my first 3 lessons—exactly what I teach, when, and why
  • How I sneak SEL, regulation, and wellbeing into the mix without it feeling like another PD script
  • What makes student expectations actually stick (hint: it’s about buy-in, not behaviour charts)

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#131: 4 sobering statistics that prove that teaching is the hardest, and most important job in the world. 07 juil. 202500:26:32

TW: Mention of self-harm and suicide

Ever left school feeling completely wrung out, wondering if you’re even cut out for this job?

Same. And in this episode, I’m opening the curtain on one of the most raw, real reflections I’ve ever shared—because I know I’m not the only one who’s felt that way.

This one’s a mix of real talk, sobering stats, and a whole lotta love for you and the incredible, emotional, life-changing work you do every single day.

I’m giving you a front seat to the moment I sat in a seminar sobbing into my notebook, while simultaneously remembering why I started The Unteachables in the first place. The mental health stats? They’re scary. But they also confirmed something I’ve always known in my bones:

Teaching is the hardest job in the world.
 And it’s also the most important.

I’m also finally sharing something I’ve never opened up about publicly before: the burnout, the breakdown, the toxic school environment that almost broke me, and why I had to take stress leave even when I felt too guilty to go.

But more importantly, I’m walking you through WHY this matters for you and how the “tiny” choices you make—moment to moment—can literally change a student’s brain.

Let’s roll the tape.

What you'll hear:

  • The statistics that will stop you in your tracks—and how it impacts every classroom
  • Why 47% of Aussie teachers consider quitting within their first year (spoiler: it’s not just the workload)
  • The one thing I said to my Year 10s before taking mental health leave—and why it mattered
  • What emotional literacy and co-regulation actually look like in a regular, chaotic school day
  • How tiny moments of connection can shift brain chemistry (yes, literally)
  • Why your role is even more powerful than you think—and how to honour it without burning out

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#130: Dealing with defiance? You don't need to say a word - you just need these 3 game-changing non-verbal strategies!01 juil. 202500:14:45

When talking more makes things worse… try this.

Ever felt like the more you say, the more defiant your students become?
Yeah. Been there.

This episode is all about the subtle magic of nonverbal strategies — those tiny, calm, game-changing tools that help you shift students out of defiance and into direction without saying a word.

Whether you're dealing with low-level defiance, overwhelm, shutdowns or full-blown phone battles, this is your gentle reminder that sometimes the most powerful thing you can do is say nothing at all.

Instead, I'm walking you through 3 of my favourite nonverbal classroom tools:
 ✅ Choice Cards
 ✅ Post-it Prompts
 ✅ Movement Tasks

Each one is designed to help you preserve your calm, keep your credibility intact, and create safety — for your nervous system and theirs.

These tools are gold. They’ve saved my sanity. And I want them to do the same for you.

What You’ll Learn:

  • Why “shutting your mouth” can sometimes be the best classroom strategy
  • How to give students ownership without surrendering the boundary
  • The psychological reason these tools reduce defiance (spoiler: it’s about safety)
  • Exactly what to write on post-it notes to de-escalate without saying a word
  • How a simple movement prompt can act as a nervous system reset
  • What to do when you want to build rapport without people-pleasing

Resources Mentioned:

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#129: The exact one-liners I use in the classroom when responding to defiant or challenging behaviour (and why every teacher needs these!) 23 juin 202500:18:20

What to do when a student flat-out says NO

[Get the FREE Calm Scripts Guide: https://www.the-unteachables.com/calmscripts]

Let’s talk about the moment every teacher dreads:
You’ve asked a student to follow an instruction… and they just say “No.”
Or ignore you.
Or crank the volume on their phone.
Or knock the work off the table.

Whether it’s passive defiance or full-on “get out of my face” energy, the stress response this triggers in us? Whewww. It’s real. And it’s raw.

In today’s episode, I’m walking you through how to respond to student defiance in a way that’s calm, regulated, and actually works.
No yelling.
No power struggles.
No public meltdowns.
Just 20 plug-and-play CALM SCRIPTS that help you hit pause, protect your values, and keep your credibility in check — even in the heat of the moment.

Whether you’re dealing with low-level noncompliance or outright oppositional behaviour, these phrases will help you hold firm boundaries without escalating the situation. They are a nervous system life raft — for you AND the student.

Let’s get into it.

What You’ll Learn:

  • Why defiance hits teachers like a threat — and what your brain is doing in that moment
  • Why “just staying calm” isn’t always realistic (and what to do instead)
  • The #1 way to de-escalate student defiance without losing face
  • 20 word-for-word calm scripts you can start using tomorrow
  • How to practise these in low-stakes moments before things go off the rails
  • Why protecting the nervous system is the secret sauce to credible classroom leadership

Have a question, comment, or just want to say hello? Drop us a text!

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#128: 4 ways imposter syndrome shows up for teachers in the classroom (and what you needed to know YESTERDAY to overcome it)17 juin 202500:20:12

The imposter syndrome episode every teacher needs.
You’re in the classroom, trying your best, showing up with good intentions… but there it is. That sneaky voice that whispers:
“Maybe I’m not cut out for this.”

Sound familiar? Yeah. Me too.

In this episode, I’m walking you through four of the biggest ways imposter syndrome has crept into my teaching life — from crying over curriculum codes to having students find me on Tinder (yes, really). Because if you’ve ever felt like the only teacher in the building who doesn’t have it together, this is your reminder: you’re not alone.

More importantly, this isn’t a “rah rah you’ve got this” fluff pep talk. This is real-talk about the systems that set you up to feel like a fraud, why your self-doubt makes total sense, and how to reframe those fears into fuel.

If you’ve been feeling like a walking imposter in your own classroom — this one’s for you. Let’s roll the tape.

What You’ll Learn:

  • The four most common (and painful) ways imposter syndrome shows up in teaching
  • Why feeling confused by curriculum or acronyms doesn’t make you incompetent
  • How a group of Year 12s and Tinder nearly sent me into hiding (true story)
  • Why behaviour challenges aren’t proof that you’re failing — just that you need better tools
  • The difference between good and crap leadership when you’re struggling
  • How to stop measuring your worth by how quiet your classroom looks

Resources Mentioned:

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