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#77: 3 common pieces of behaviour advice teachers get that do more harm than good27 Aug 202400:18:07

In this episode, I’m diving into three common pieces of behaviour and classroom management advice that teachers are often given and why we need to stop offering them—at least in the way they’re typically presented.

These bits of advice are frequently thrown around without any meaningful support or practical steps, making them more harmful than helpful. I’ve heard them time and again from colleagues, experts, and social media, but the reality is that they’re often oversimplified and lacking real substance.

IN THIS EPISODE, I DISCUSS:

  • Why “make your lesson more engaging” can set teachers up to fail without the right strategies
  • The complexities of building student relationships and why it’s more than just “getting to know them”
  • The challenges of “not taking it personally” and how to actually protect your peace in tough situations
  • What advice we should be giving instead and how to better support teachers

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#76: What to ACTUALLY say to calm students down. 4 steps to resolving bubbling behaviours quickly, so you can get back to teaching.20 Aug 202400:18:04

In this episode, I dive into one of the toughest challenges we face as teachers—how to manage a classroom full of students when dysregulated behaviours start bubbling up and escalating. I talk about the key things to remember when students are dysregulated and can’t reason with us, and share my CARE Framework—a practical approach for responding to these situations. The goal? For you to be equipped with actionable classroom management strategies that are aligned with your values of compassion and kindness.

What I discuss in this episode:

  • The challenges of managing escalated student behaviour, especially when juggling other expectations placed upon us as teachers.
  • Why reasoning or punishing doesn’t work when students are in fight, flight, or freeze mode.
  • The importance of depersonalizing student behaviour by understanding it as a search for safety.
  • The CARE Framework for responding to escalating behaviours:
    • C: Communicate the emotion you see in the student.
    • A: Affirm and attend to the student’s feelings.
    • R: Reassure and support the student to reduce fear and anxiety.
    • E: Empower the student with choices while setting clear limits.

Resources mentioned in this episode (all accessible from within The Behaviour Club:

  • The CARE Framework for de-escalating student behaviour.
  • Masterclass on de-escalating big behaviours
  • SEL lesson on understanding the brain
  • Regulation toolbox for students
  • Phone conversation prompts for tough discussions with parents and carers.
  • PEACE process for when behaviours bubble over.

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#67: So you want to move away from punitive discipline? Here’s where to start.18 Jun 202400:25:13

Welcome to today's episode where I dive deep into Pillar 3 of my upcoming book, "It's Never Just About the Behaviour." 

This pillar focuses on the importance of compassion in classroom management, but not in the way you might expect.

I will explore actionable, compassionate pedagogy that moves beyond traditional exclusionary practices.

In this episode, I cover:

  • How my challenging school experience shaped my teaching philosophy and the struggle of becoming the teacher I didn’t want to be and how I overcame it.
  • Differentiating discipline from punishment and consequences.
  • Steps to engage in meaningful conversations with students, and the importance of suitable consequences that follow Jane Nelson's three Rs of logical consequences: related, respectful, and reasonable.
  • Why being  compassionate in classroom management means more than just being kind; it's about equipping ourselves with effective, value-driven strategies.

Links and resources mentioned in the episode:

Download the free guide: 71 Behaviour Response Prompts
Join the waitlist for The Behaviour Club
Preorder my book, "It's Never Just About the Behaviour"  


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#66: Are you caught in the vicious cycle of reactive classroom management?11 Jun 202400:13:49

Welcome to this week’s episode! If you missed last week, head back and catch up, because this is week 2 of digging into pillars from my new book, It’s Never Just About the Behaviour, which is available for pre-order and will be released at the end of June/start of July. 

In this episode, I'll be focusing on Pillar 2: Be Calm. One of the most impactful tools in our classroom management arsenal is maintaining a sense of stillness and calm, even in a chaotic environment. A strong teaching presence is built on the foundation of regulation—what we want from our students, we need to model ourselves.

I'll be discussing:

  • Strategies to stay regulated in a dysregulated environment.
  • How to craft a strong, calm teaching persona.
  • A 5-step non-verbal roadmap to respond to low-level behaviours.

I'll also delve into the importance of awareness in avoiding the vicious cycle of reactive classroom management. Drawing from my early career experiences, I’ll share how frantic and heated responses only led to more chaos and how many teachers, lacking proper training, fall into this reactive cycle.

Breaking this cycle starts with us. We need to be the calm conductors in our classrooms. I’ll provide insights into how to recognise signs of dysregulation in ourselves and techniques to regain control, such as pausing, deep breathing, and relaxing our shoulders. Additionally, I’ll highlight the value of mentorship in identifying and addressing these signs.

Tune in to learn how to mitigate challenging behaviours through self-regulation and establishing a calm, effective classroom environment.

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#65: Redefining a strong approach to classroom management: It's about so much more than just the behaviour.04 Jun 202400:15:40

Welp… it’s happening.

The past 670 days have led to me being able to say this next sentence….

NEXT MONTH MY BOOK, 'IT’S NEVER JUST ABOUT THE BEHAVIOUR’, IS FINALLY HITTING THE SHELVES!!

It feels like a lifetime ago since I signed the contract above the title ‘author’. The imposter syndrome was real. Author? Me? How the hell am I going to pull this off? Especially because the person who signed on that line was a very pregnant Claire about to head into the chaotic unknown of parenthood for the first time.

So I guess it was a lifetime ago. I was a different person in my pre-mother, pre-author life. But the best news? The imposter syndrome is well and truly gone. It’s Never Just About the Behaviour is everything I wanted it to be and more.

When writing it, I kept coming back to these main goals.

To empower you to take the action you can take when you walk into your classroom.

To feel supported, confident and equipped to turn your own space into an island of safety and support for each one of your students.
 
To know that, when challenging behaviours inevitably pop up, you’ll be able to respond to them effectively and calmly.

Allowing you to do the job that you got into the profession to do, and do it damn well.

To teach.

To celebrate the release, over the next 7 weeks, there will be a weekly Podcast episode based around each of the pillars of the book - think about it as a VIP sneak peek to dip your toes on (or even make sure it is for you before you take the plunge and purchase… but I have a feeling it is for you if you are on this list). 

This first episode right here is based on the first pillar, Get Curious! 

In this episode I…

  • Introduce the overarching approach to classroom management I take in INJATB
  • Explain why being curious about our students' behaviour is essential for understanding and addressing it effectively.
  • Give you a quick overview of something from the behaviour backpack: William Glasser’s five basic needs—love and belonging, fun, power and mastery, freedom, and survival—and how they drive behaviour.
  • What this looks like in the classroom: I discuss how unmet needs can manifest in student behaviour and what you can do about it, and share practical strategies to help you stay curious and empathetic, even in challenging situations.


Other episodes of the podcast I reference throughout:

Episode 31: The Why That Drives Our Behaviour - The Good, Bad, and Ugly
Dive deeper into Glass’s Five Basic Needs and understand how they influence behaviour.
[Listen to Episode 31]

Episode 63: Blame My Brain - What's Behind Those Big, Bad, Bold, and Downright Baffling Behaviors?
Explore the connection between stre

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#64: Conquering the colossal to do-list, embracing imperfection, and being "more like Kerrie". Swimming, surviving, and thriving, with Ashley from Rainbow Sky Creations28 May 202400:44:02

In this episode of The Unteachables Podcast, I sit down with Ashley, a seasoned teacher with 18 years of experience and half of the wonderful Rainbow Sky Creation crew, to discuss practical strategies for managing the demands of teaching. Ashley shares invaluable tips that every teacher, especially those in their early years, can benefit from. From finding mentors and effective time management to self-care and flexibility in the classroom, Ashley's insights are designed to inspire and support educators at every stage of their careers.

In this episode, we cover:

  • Finding a Mentor: How to identify and learn from efficient colleagues to work smarter, not harder.
  • Peer Learning: The benefits of observing and engaging with fellow teachers for professional development.
  • Managing Overwhelm: Techniques for organizing tasks and reducing stress.
  • Reframing Your To-Do List: Viewing your list as a wish list to change your mindset and reduce pressure.
  • Prioritising Self-Care: The importance of hobbies and activities outside of work to prevent burnout, as well as taking sick days when needed.
  • Flexibility in Teaching: Giving yourself and your students grace and knowing when to change plans.
  • Authenticity and Relationship Building: The impact of being genuine and building strong relationships with students, as well as establishing crucial connections with your teaching community

Plus a bunch more!

If you want to learn more from Ashley, you can find her any place she hangs out:
Instagram @rainbowskycreations https://www.instagram.com/rainbowskycreations/
TikTok https://www.tiktok.com/@rainbowskycreations?lang=en
Podcast: Rainbow Skies for New Teachers https://podcasts.apple.com/au/podcast/rainbow-skies-for-new-teachers/id1713486550



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#63: Blame my brain! What's behind those big, bad, bold, and downright bloody baffling behaviours.21 May 202400:19:05

In today's episode, we're diving deep into understanding behaviours driven by the stress response. This foundational knowledge is crucial for any teacher looking to transform their classroom into an island of safety for their students which nurtures connection, reduces anxiety, and promotes growth.

In this episode, I discuss:

1/ The stress response and behaviours: Gain insights into how the amygdala processes information and triggers fight, flight, freeze, or fawn responses. Understanding this biological process is key to addressing student behaviours effectively.

2/ How to create a sense of felt safety in the classroom: Learn how to establish consistent boundaries, routines, and expectations to reduce anxiety and create a secure environment for your students.

3/ Responding appropriately (and effectively) to dysregulated behaviours:  Classroom management strategies to handle stress-driven behaviours with empathy and support, avoiding punitive measures that can escalate the situation.

4/ Practical classroom management support: Explore practical ways to reduce the unknowns in the classroom by using visual aids, clear communication, and structured lesson plans to help students feel more in control and less anxious.

Referenced episodes of The Unteachables Podcast:

  • Episode #32: "Teaching Kids with Big Baffling Behaviours: The Science of Opposition" with Robyn Gobble
  • Episode #62. 'Apathetic' teenagers, post-pandemic classrooms, and finding all the glimmers with Dr Lori Desautels

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#62. 'Apathetic' teenagers, post-pandemic classrooms, and finding all the glimmers with Dr Lori Desautels14 May 202400:51:08

On today's episode I speak to the brilliant Dr Lori Desautels to answer one of the big behaviour questions I am often asked...

What's going on with apathetic teenage behaviour?!

As well as this, we speak about:

  • Neuroplasticity and why it is crucial for teachers to have an understanding around.
  • How we can transform the experiences and education of our students in the smallest of moments, in the day to day 'touch points'. 
  • How you can foster a classroom environment where students feel a sense of trust and emotional safety.
  • The impact of the pandemic on the emotional wellbeing of our students and how this manifests in challenging classroom behaviours 
  • Plus so much more

I am so excited to bring you this episode. Dr Lori Desautels is an absolute wealth of knowledge and experience, and is a true leader in education. 

Instagram @lori.desautels 


Dr Lori Desautels has been an Assistant Professor at Butler University since 2016 where she teaches both undergraduate and graduate programs in the College of Education.  Lori was also an Assistant Professor at Marian University in Indianapolis for 8 years where she founded the Educational Neuroscience Symposium that has now reached thousands of educators and is in its 10th year.  Lori’s passion is engaging her students through the social and relational neurosciences as it applies to education by integrating the Applied Educational Neuroscience framework, and its learning principles and practices into her coursework at Butler.  The Applied Educational Neuroscience Certification, created by Lori in 2016, is specifically designed to meet the needs of educators, counselors, clinicians and administrators who work beside children and adolescents who have, and are, experiencing adversity and trauma. The certification is now global and has reached hundreds of educators.  

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#61. “Make me a sandwich”. How we can address the alarming misogyny present in our classrooms.07 May 202400:23:53

Download the guide: Addressing misogyny in the classroom

In the wake of recent events sparking renewed conversations about gender-based violence, the imperative for educators to address misogyny in the classroom has never been more pressing. Samantha Schulz's article, "Make me a sandwich," sheds light on a disturbing reality: the behaviors and language male students exhibit that perpetuate sexist and abusive attitudes towards their female teachers.

In planning for this podcast and the guide that you can access above, I reached out to educators (from Australia) and what they shared about their own experiences reinforced the concerns in Schultz’s research. From dismissive attitudes towards female teachers to alarming comments about gender roles and sexuality, the spectrum of issues, ranging from subtle yet insidious remarks to overtly misogynistic comments, demands our attention and action.

Yet, our response must be as nuanced as the issue at hand itself. We cannot resort to shaming or isolating our students; instead, we must seize each interaction as an opportunity for buy-in and education. This episode, and the attached guide, aims to equip teachers with strategies to do just that; to address misogyny effectively and strategically. 

By taking these steps, we not only create safer spaces for our students but also do our part to contribute to a broader cultural shift. None of us can do this alone, and we can all play a small part.

In this episode I provide you with a 4 step roadmap to feeling more confident and empowered addressing misogynistic and other problematic comments in the classroom.

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#60. Students not taking accountability for their behaviours? Here's what to do.30 Apr 202400:16:56

Click here to download all 71 behaviour response prompts!

Tell me if this sounds familiar, teacher friend...

You have struggled to get through even a minute of teacher-led instruction because of one student who is cutting you off at every turn.

It has a knock on effect, causing other students to become disengaged and dysregulated. You become increasingly frustrated, you address him, and you get a very loud response...

“Why are you talking to ME?!”

“Other students are talking too!”

“Go talk to them!”

When students struggle to take accountability for the behaviours that you see happen in front of your very eyes it can be incredibly frustrating . BECAUSE it is so frustrating, it can be even harder to stay calm and regulated, which we know is crucial when it comes to addressing these behaviours effectively.

That's why in this episode you will find some steps that will guide you through the process, and some clear prompts that you can use to take all the guess work out of it.

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#59: Struggle with boundaries as a teacher? This one sentence will change absolutely everything about how you see them, and hold them.23 Apr 202400:14:55

Struggle with boundaries as a teacher?

Safe to say you're not alone on that one.

These stats are scary:
(NASUWT survey Nov 2023)

  • 87% of teachers say their workload has increased in the past year.
  • Teachers are working 54 hours a week on average (you just know some are working 40, and some are working 70!!)
  • 83% of teachers believe their job has adversely affected their mental health over the past year

So why don't we just say no more? 

Push back?

Say that we simply won't work on the weekend because we have a family, or a date with our bed and UberEats?

Well there's a bunch of complex reasons. It is cultural, it is expected, and there is a bunch of FEAR attached to it! I wish I could tell you that this fear wasn't justified, but even I have my own rotten experience of holding a boundary that was far from well-received (as you will hear in this episode).

But then I heard something that changed me.

It changed the way I saw how I was approaching boundaries.

It helped me be more discerning, critical, and reflective on what I was saying yes to.

It helped me to hold my boundaries, advocate for myself, and do the same for my staff.

THAT is what you will find in this week's episode, teacher friends.

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#58: Do your students take you seriously? How to balance being warm, friendly, and approachable, with holding crucial behaviour boundaries.16 Apr 202400:13:57

Is it possible that being too friendly is harming your classroom management efforts?

No.

Okay, maybe a little, but not in the way you think.

Does the below resonate?

You feel like you have a really great relationship with your students, but when it is time to get to the business side of things and get some serious work done, the energy is high, they aren’t really listening to you, they might be calling out and having a chit chat during instruction?

Maybe this is leaving you feeling a little disrespected and deflated? After all, you have a fab relationship with them, but they don't seem to be taking you seriously!

Maybe you are feeling that pressure to be more stern and strict but you don't know how to do that in a way that aligns with your values?

PLEASE KNOW FIRST UP... This is NOT because they don't RESPECT you!!

So what is the problem?

That is what I cover in this week's episode:

  • What is the credible and approachable teaching personas?
  • How can we craft this into the day to day?
  • What does it look like in practice? 
  • How this can be a game changer for our teaching practice and classroom management!



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#75: My top 4 classroom management tips for a strong start to the school year (and beyond!)13 Aug 202400:24:24

The start of a new school year is always a mix of excitement and nerves (the Sunday scaries multiplied times over!!). As teachers, we’re not just thinking about lesson plans and curriculum—we’re setting the stage for a whole year of learning, growth, and relationships. What will our students be like? How will they get along? What will the dynamics be? Will they respond to me? How we kick off this journey can make a huge difference in shaping the classroom environment that we want for the year to come.

Gone are the days of cringing through icebreakers and stiff introductions. This year, let’s focus on creating a welcoming space where students feel seen, heard, and ready to engage. From establishing a positive classroom culture to setting clear, collaborative expectations, and even getting ahead with parents, every action we take helps build a foundation for a successful year.

So, how can we make the first days of school truly count?

This episode covers my top 4 strategies that will leave your students—and you—feeling excited and optimistic about the year ahead.

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#57: “You'll NOT act a fool in my classroom and go unchecked!” What it really looks like to have solid classroom expectations and boundaries (HINT: It's not that)09 Apr 202400:14:48

What comes to mind when I say that as teachers we need...

STRONG expectations and FIRM, CONSISTENT boundaries.

Does it sound like:

"You as a student are not going to act a fool in my classroom and go UNCHECKED. You are not going to be rude and disrespectful UNCHECKED. And yes go tell your parent I said it! Standards and boundaries from DAY 1!"

OR does it sound like:

"Welcome, Year 8, Come on in!"

Spoiler alert: It's the latter. 

Because behind the scenes of that sentence, are all of the things that are done to non-verbally reinforce your expectations and boundaries. 

  • Your responses
  • Your routines
  • Your planning
  • Your practices
  • How you foster connection
  • Your modelling
  • Your mindset
  • Your classroom environment.

Every 👏 single 👏 thing we do is sending messages to our students about what we expect from them.

What do I mean? In this episode of The Unteachables podcast I give you ONE as an example. Your classroom environment.

Listen in as I dig into how our classroom environment could be make or break for our classroom management, how before our students even walk in, we could be mitigating (or fuelling the fire of) challenging behaviours.

Want a free resourced and ready expectations lesson? Leave me a written review, take a screenshot, send it over to me on Instagram @the.unteachables or send it to my email claire@the-unteachables.com and I will send it over as a thank you!

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#56: TEACHER PEP TALK! Feeling powerless in the classroom? Disempowered? Disrespected? Like you have no control? This is for you.02 Apr 202400:18:40

Classroom management can, oftentimes, leave teachers grappling with feelings of inadequacy, self-doubt, failure, and powerlessness. 

You might feel walked all over, that you can't do anything about behaviour, that your students simply don't care about what you're teaching. This can be an incredibly disempowering place to be in as a human being, and if this is you at all, if you have ever ever felt like this, any of these things, this teacher pep talk is definitely for you. 

Never forget:
You can not control anybody elses behaviour.
Nobody is a puppet on a string.
You can not make a human being do anything that they don’t want to. No matter how old they are.

What you CAN do, is control your practice, your responses, yourself. Once you know exactly what you CAN control, the teaching, learning, and behaviour game changes.



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#55: Q&A. Help! I get ZERO support, advice, or mentorship from my leaders around the challenging behaviours in my class. [A SNEAK PEAK INTO THE PRIVATE PODCAST]28 Mar 202400:13:19

A very special bonus episode coming to you from the That'll Teach 'Em Private Podcast!

On today's episode I answer Michelle's 'question' (well - I respond to her comment).

"This can’t start quick enough - I wouldn’t even call myself a new teacher but I am drowning in behaviour and whenever I reach out for help, and I'm not shy in doing so I’m so keen to learn and improve, my head of department always umms and ahhs, makes excuses, and has never actively observed me, supported me, or really answered any questions around classroom management. I am so happy to be a part of the That'll Teach 'Em community and to finally feel like I’m not alone."

I know this is something that many of you are experiencing, or have experienced. So if this is you, this episode is definitely worth a listen.


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#54: So if punishment is OFF the table, what is ON it when it comes to behaviour? 3 tangible takeaways to implementing a non-punitive classroom management approach.19 Mar 202400:21:07

So the research shows that punishment doesn’t change behaviour? So then what do we actually do as teachers?

 What’s on the table when other things feel like they are off it?

In today's episode:

  • I give you a few ins and outs of the impact of punitive punishment
  • Why sometimes it seems to really work
  • 3 really tangible takeaways you can immediately apply in your classrooms 


Speaking of research, want to have a read? Here are some good places to start:

Jean-Richard-Dit-Bressel P, Killcross S, McNally GP. Behavioral and neurobiological mechanisms of punishment: implications for psychiatric disorders. Neuropsychopharmacology. 2018;43(8):1639-1650. doi:10.1038/s41386-018-0047-3

Lukowiak T, Bridges J. Punishment strategies: First choice or last resort. JAASEP. 2010:63-72.

A great book that will sum up a bunch of research on punishments and rewards is Alfie Kohn's book Punished by Rewards.

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#53: If your classroom management doesn't include these 3 things, it won't work. A walk through of my entire classroom management approach.11 Mar 202400:25:07

It is so easy to get lost in the noise in teaching. ‘Best practices’ are pretty dependant on who you speak to. Some will advocate for a trauma informed approach, some talk about restorative practice like it is the holy grail. Some will call it different names entirely. Some still stand by the use of extrinsic rewards and detentions, there is PBL, PBIS, tiers, intervention after intervention, a million pieces of the big old puzzle that is classroom management.

So what do we do? What is good classroom management, really?

For me, it is the holistic approach that I have adapted over the past 13 years. An approach that effectively reduces, responds to, and resolves, challenging classroom behaviours. An approach that not only supports every student, but empowers every educator. 
 
In this episode of The Unteachables Podcast, I am going through the entire thing. 

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#52: I had a strong why, but I was still a weak teacher. What it really took to develop my classroom management practice.05 Mar 202400:24:15

We are often told to go back to our 'why' as teachers when things get tough.  
My goodness is it important for us to have a strong purpose in a job like teaching, yet it certainly is no classroom management magic bullet.

Why, oh why, is a why not enough?

Because it takes FAR more to have a strong, compassionate, and calm approach to teaching. 

In this episode of The Unteachables Podcast, I take you through my own journey to demonstrate how even with the strongest why, without the proper support and strategy we can be left drowning in classroom behaviours and becoming the teacher we never envisioned being. 

I hope this episode serves as a comfort to new teachers and experienced teachers alike, and is validation that if you are finding classroom management hard, that is because it really is that hard. No matter who you are, and why you chose to be a teacher.

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#51: How to become a 'Disruptive Educator', and make the move from high-control to compassion-driven classrooms with Bobby Morgan of The Liberation Lab26 Feb 202400:49:09

On today's podcast episode I interview probably THE most quotable guest I have had on the show.

Bobby Morgan, the founder of The Liberation Lab, is a spearhead for disruptive education practices that break away from the confining norms of high-control teaching. We unravel the threads of deficit ideologies and reimagine a classroom where culturally responsive teaching and social justice aren't just concepts but are interwoven into the fabric of learning.

Right at the very heart of our discussion, we cast a spotlight on the harsh truths behind punitive discipline in schools, advocating for a seismic shift towards nurturing relationships within classroom management. We dissect the unrealistic standards we set for our students, standards that we, as adults, often fail to meet ourselves. Our exchange serves as a mirror, reflecting the essential need for educators to embody the principles they champion, fostering an environment ripe for understanding, compassion, and true behavioural change.

This episode is overflowing with value, as we touch on:

  • What is a disruptive educator (and how can we be one)?
  • A little about our own roots in education and some  mistakes we have made along the way
  • Teacher helplessness
  • The 4 types of educators you will come across at every school, and finally (but most importantly:
  • A really practical and immediate way you can bring more restorative practice into your classroom to have a positive impact on behaviour.


This is an episode that truly calls for teachers to be the catalysts of growth, nurturing every child's potential through self-awareness and continuous development. I can't wait for you to listen.


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#50: Teachers with few behaviour issues have the following 5 things in common... Or do they?19 Feb 202400:22:00

There are absolutely no absolutes when it comes to behaviour. So when somebody makes a sweeping generalisation that if you do X, Y, and Z you will have very few behavioural issues in your class, they are misleading you, big time. 

In this podcast episode I talk about a very misleading teaching post I stumbled upon on social media. It was divisive. It was shame-inducing. And it went VIRAL! Which means there were a hell of a lot of teachers who saw it, engaged with it, and may have felt like crap because of it.

Listen in as I break it down and smash it apart. 

This is a no-shame space for teachers!!


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#49: No homework, no mandatory testing, AND shorter school days? The observations of an Australian teacher exploring Finland's world-class education system. 06 Feb 202400:45:01

On today’s episode I talk to Jess Steadman who is an experienced Australian primary educator. You might know her as @thesydneyteacher on Instagram where she develops resources for teachers, but I brought her on the podcast today because she recently went on a study tour of Finland! 

Finland routinely tops rankings for education, yet what we know is that there is very little homework, mandatory testing and less time actually spent in a traditional classroom setting. But when Aussie teacher Jess heads into Finnish schools, what were her observations, what was different? And what are some of the things that teachers could bring back and implement into their own islands which could be transformative for their practice, academic outcomes, and the behaviours of the students we teaching. 

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#48: Should we be ‘letting things slide’ as teachers? Or should we be holding students accountable for every little challenging behaviour?30 Jan 202400:22:21

Classroom management is nothing if not confusing. One of the things I have been told along the way is that we need to be picking our battles with behaviour. Another thing I have ALSO been told along the way is that we shouldn't be letting things slide. I have also given both of these pieces of advice at different times in my career. 

So what do we do? Where do I stand?

Well the reality is that it is far more complicated than this. 

Are you surprised?

As I always say, classroom management is incredibly nuanced, and there’s very rarely a black and white answer. However, in today’s episode, I do aim to provide you with a bit of clarity on what it means to balance rapport with addressing challenging behaviours. 

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#74: The start of school ice breaker activities that need to get in the bin, and what to do instead to build a positive, thriving, class community (no matter what time it is!)06 Aug 202400:18:11

How can you set the tone for an amazing school year without resorting to icebreakers that have your students eyes rolling?

In this episode, you will learn how to foster genuine connections, and create a positive classroom environment that students are eager to be part of, any day of the school year. Listen in as I explore why typical icebreakers often miss the mark and reveal criteria for activities that spark natural, student-led discussions.

This episode is packed with insights on creating a classroom culture where students feel safe and excited from day one. So whether you're gearing up for a new year or need a mid-year reset, tune in for tips on building a supportive, engaging classroom community.

Want to grab the icebreakers mentioned in the episode?

Find them in The Behaviour Club, or download them separately here on TPT!

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#47: How teachers are set up to fail, what SHOULD be included in teacher training, and what a trauma-informed approach looks like in action. A discussion with Em Gentle, founder of The Grad Guide23 Jan 202400:51:15

Today I am joined on the podcast with Em Gentle, a graduate teacher mentor, fellow edu-podcaster, and founder of the grad guide where she supports new teachers adopt a trauma informed approach to teaching. 

In today’s episode we go on all the rants including:

  • What teachers should be taught in teacher preparation programs before entering the profession
  • Our 'inherited' classroom management and teacher guilt around it
  • What a trauma informed approach looks like in action
  • What we see new teachers struggle with the most (self-doubt, overwhelm, a lack of behaviour support) and
  • What things we would recommend for new teachers to know and do with their classroom management and teaching and learning.

Although new teachers are definitely the focus for this episode, it is just as valuable for all teachers.

After all, it is simply about great teaching.


Find more of Em's work on instagram: @thegradguide_

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#46: What it really takes to change behaviour with the hardest to teach (and why it can take so damn long)!16 Jan 202400:25:29

Today on the podcast we will be talking about working with the students who are the hardest to teach, and the hardest to reach. 

The students who you are told to try to build the relationship with, but they resist it and throw it back in your face. 

The students who need a hell of a lot of support, and let’s face it probably need a placement that is more therapeutic, but are still working with you in your classrooms. 

I take you through a metaphor for understanding what it truly takes to shift behaviour in these students, but why it also takes so so long. 


We discuss:

  • What a disorganised attachment is how it manifests in challenging behaviours
  • What neuroplasticity is and how it works
  • How the practices we use in our classroom change behaviour little by little
  • Why we need to show ourselves grace and compassion, and why you're having more of an impact than you think



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#45: Are you classroom managing like a fist, or a palm? A game-changing metaphor that will shape the way you approach behaviour in the heat of the moment09 Jan 202400:23:18

In today’s episode, I am going to be giving you a visual metaphor to approaching challenging classroom behaviour that can be a game changer. 

This is something that I was taught way back in my first year of teaching and it has stuck with me ever since. It is one of the things that started to really build my own classroom management approach to what it is today.

I use it in my own classroom, I discuss this over the table with my own staff,  I have presented this to different schools, I embed it in my online courses, and today, I will be sharing it with you.

As the first episode of 2024, I will also be giving you a bit of an overview of all of the exciting things happening  here at The Unteachables Academy, including the release of my first ever book!

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#44: The one thing you need to do during the holidays to improve your classroom management in 2024.19 Dec 202300:17:32

 I spent the first 5 years of my career feeling like I needed to be ‘all over’ every single facet of the lesson to contain and reduce challenging behaviours. This meant working through almost every weekend and break that I had.

Yes, it helped my classroom management! I was able to create lessons that were well-resourced, pitched right, scaffolded brilliantly so students could access them, relevant… all of the things that support us in mitigating some of the challenging behaviours that we may see.

What I didn’t release at the time was I was taking two steps forward and three steps back. I wasn’t resting, I wasn’t filling my cup, I wasn’t investing in myself, and I was BURNT OUT. Worse yet, I was on the brink of full-blown compassion fatigue after spending years absorbing the traumas of the young people I worked with. 

This meant I was missing the biggest piece of the classroom management puzzle.

Ensuring I was okay, that I was regulated, that I had the capacity to co-regulate, stay calm, and influence the energy in the room.  As cliched as it sounds, I wasn’t putting my own oxygen mask on before fitting it onto those around me.

So as we head into the holidays, this episode is a big reminder that resting is the most important thing that you can do, because the efficacy of your teacher self, is reliant on the health and wellbeing of your real life self. If this sounds like something you need a little bit of a reminder around, or you struggle to set boundaries, then this is the episode for you.

This is the last episode of The Unteachables Podcast for 2023 - I will be back Tuesday 8th January! I can’t wait to continue to support you in 2024. 

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#43: 2023: The year I became a mother, a wife, and an author. Reflections, regrets, and lessons learnt.12 Dec 202300:25:53

2023 has been one of the biggest, and most transformational times in my life. Both professionally, and personally.

It has been a year where too many dreams decided to show up at once (I understand how much of an oxymoron that is).

 So I just had to lean into the beautiful chaos of it all and MAKE it work.

I had a baby.
I wrote a book.
I ran my business.
I got married.
I was a senior leader.
And allll of the things that go along with every single one of the above.

In this episode, I reflect on the year that was and go through how I navigated all of it (and came out the other end in relatively one piece).

Thank you for listening in to The Unteachables Podcast this year, it’s been amazing to have you along for the ride!

Claire

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#42: Want to do some laid-back learning at the end of the year, and STILL maintain a calm and controlled environment? This is what you need to know.05 Dec 202300:20:30

As the year draws to a close, things start to get increasingly challenging.

You have your head teacher telling you that you need to keep learning until the last minute, even though you KNOW your students are checked out (and let’s be honest, we’re teetering on that edge too). 

Your students are becoming more and more unsettled. The energy shifts. The disruptions, and the general volume, within the class, increase. 

Yep, that countdown starts to drag, and drag, the closer we get. We feel like we should be on the wind down to the silly season but the expectations on us get higher whilst it feels like it gets lower for the students. 

This episode is all about WHY these challenges emerge at this time of year (because there are multiple culprits at play), and what we can actually DO to keep some semblance of control over our classroom spaces. 

It’s all about being able to inject some much needed fun into the end of year whilst still   maintaining a sense of calm amongst the excitement.

In this episode I discuss how to set the stage for more laid-back learning, and explore a structured start to keep your students engaged.  It’s all about thriving in the lead up to the holidays, not simply surviving! 

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#41: What Is the Conscious Competence Ladder, and Why You Need to Know About It for Learning, Behavior, and Your Own Professional Development.26 Nov 202300:17:45

One of the things that used to really grind my gears as a teacher was when I was trying to teach a new skill to students, whether it be an analytical response or a piece of creative writing, and they would say something like the following:

“I know how to do this already”
“This is baby work, I did it in Year 3”,

Or the worst one…

“Why do I have to learn English, I already speak the language!!”

Of course as a teacher I COULD spend a chunk of the lesson explaining until I am blue in the face about how there is a progression of skills, how English as a subject permeates everything we do, how the writing they did in Year 3 is not the writing I am expecting of them.

And I did. Often. 

Now? I understand that all of us, human beings in general, simply don’t know, what we don’t know!!

So what do I do instead?

I teach them about the conscious competence ladder (not necessarily using that lingo). 

Listen in to this week’s podcast as I go over what the Conscious Competence Ladder is, and why it is such a valuable theory to support us in teaching our students, and applying in our own practice.

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#40: Want a Calm Lesson? You Need a Calm Start! The 3 Proactive Classroom Management Strategies Every Teacher Should Know!21 Nov 202300:25:36

The first 5 minutes of a lesson can absolutely be make or break for behaviour.

What you do in this time and how you prepare for it can be the deciding factor between a productive, calm, controlled space where students can learn, and a lesson that very quickly continues to descend into chaos.

So how to make sure those first 5 minutes are absolutely on point with what is needed to ensure the best success for you and your students?

The 3 Es.

Listen in as I talk through what these 3 Es are and how you can use them to really get on top, and stay on top, of behaviours throughout the lesson. Best part, they work on a proactive level, mitigating challenges before they arise and saving you a hell of a lot of time on addressing low-level disruptions.

If you want to read through this or share it with your team, you can access a copy via my blog right here!


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#39: Four Steps to Better Parent-Teacher Relationships: Tackling those Tough Conversations14 Nov 202300:22:59

Ever wondered how you, as an educator, can foster and nurture a positive and productive relationship with the parents of your more challenging students? This episode guides you through the hurdle-filled journey of positively engaging with parents, even when resistance or blame are at play. 

This podcast episode dives into four actionable steps that will help shift the overall sentiment of your parent interactions. I share effective strategies for getting off on the right foot, making those difficult calls, and mastering the all-important art of balancing tough conversations with positive ones. 

By the end, you'll be equipped with the skills to handle these interactions more confidently, changing the dynamics of your communications with parents.

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#38: A Candid Conversation About Returning from Maternity Leave, Mum Guilt, and the Pressure to Be 'Good Enough' at Everything.07 Nov 202300:21:49

There are so many things that I wish somebody had told me before having a baby. 

Returning to work post-maternity and all of the waves of emotion and challenge involve is one of them.

This episode is important not just for those mums needing a bit of solidarity, but for EVERY SINGLE PERSON.

We all need to do better at supporting new Mums in the workplace, and an awareness of the struggles is a good place to start. 

So listen in as I have quite a candid conversation about the past term of work after 10 months home with my little chicken egg.


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#73: No space for a calm corner in your classroom? 4 practical tips for student self-regulation on the go!30 Jul 202400:17:14

Let’s talk calm corners.

They are all the rage, and for good reason.

When done right, they teach regulation skills and embed these as part of the classroom culture and shared language.

When students understand more about their brains, they’re more likely to be empowered to manage their behaviours and self-regulate. Yes, even in secondary! Especially in secondary! The teenage years are the biggest time for brain development, second only to when we are developing in the womb up until 2 years of age.

But a calm corner? Not always a physical and logistical possibility.

All I could have managed in my tiny first classroom (and many since then) were front-facing rows, or at a stretch a double-U configuration that I would trip over bags to squeeze behind.

Safe to say that no calm corner was being set up.

Luckily, a calm corner (ironically) doesn’t need a corner.

It doesn’t need a comfy beanbag or a box full of magical fidget spinners.

It doesn’t require teachers to fork out hundreds of their own hard-earned dollars, and it doesn’t require a fancy display.

Sure, a comfy space would be lovely, but please don’t let it deter you if that’s the furthest thing from a possibility.

Your classroom might be too small. You might not even have a classroom of your own and need to drag your things from one side of the school to the other five times a day. You might be a casual teacher who’s desperate to implement some of these strategies but doesn’t think it’s possible.

It is possible. And in this episode, I talk you through 3 steps to take in order to set up a calm CULTURE, not just a calm corner!

The resources mentioned in today's episode:

The Behaviour Club: Learn More
SEL Lesson: Flipping Your Lid
Regulation Cards: Your calm corner on the go!

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#37: What Good Classroom Management Can't Exist Without: A Chat with Marie Gentles on Teacher Capacity, Perception, and Felt Safety.31 Oct 202300:54:19

On today’s episode I have the pleasure of talking to Marie Gentles, you might know her best as the expert in BBC documentaries Don’t Exclude Me and Helping our Teens, and now as the author of the book Gentles Guidance: How to Understand, Inspire and Empower Your Kids which has been recently published in June this year. She has also developed Gentle Guidance, where she delivers her own digital Behaviour Training Programme for schools/services and families.  To say that this woman is moving mountains in this space is an understatement.

So… when this incredible woman talks about what we need to be doing in the classroom to best support our young people, we all need to be listening, and what a privilege it was to be able to talk about some really important things in the educational space. 

In this episode:

  • We discuss the importance of felt safety (and how we can provide that for our young people).
  • We debunk some of the common (but understandable) assumptions we can make about the students who display the most challenging behaviours.
  • Marie shares a crucial strategy on how teachers can care for themselves first, so they have the capacity to better support their students.
  • + a whole range of other valuable bits and bobs!

Where to go to get further support from Marie:

Website: www.gentlesguidance.com

Course: gentlesguidance.thinkific.com

Book: Gentle Guidance - How to Understand, Inspire and

Empower you Kids

TV Documentaries: BBC iPlayer: Helping our Teens, Don’t Exclude Me.


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#36: Are You Confusing The Hell Out of Your Students? Strategies for Clearer Instruction, Better Engagement, and Less Challenging Behaviours05 Sep 202300:18:34

Do you ever give instructions for a task to a class full of students, only to have a bunch of hands go up or confused faces looking back at you? Maybe you have low level behaviours buzzing and a disengaged hum the moment you send them off to do their task? Teachers, the answer to tackling these things could be in your clarity of instruction.

This episode is designed to arm you with practical strategies to enhance clarity of instruction and student engagement. I delve into the complexities and challenges of teaching in a room filled with 30 different humans with diverse needs and learning styles and uncover strategies to overcome hurdles that can impact a student’s ability to follow instructions. From demonstrating tasks to scaffolding, using real-life examples, encouraging questions, and reflecting on our practice, this episode has you covered.

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#35: Increasing Felt Safety (and Reducing Challenging Behaviours) Through Consistency and Predictability. A Deep Dive Into the Humble Seating Plan.29 Aug 202300:18:11

In this episode, I delve into the pivotal role of felt safety in classrooms. You'll learn how to craft a climate of felt safety that hushes unpredictability and amplifies familiarity, helping students to stay calm and regulated, ultimately reducing and mitigating disruptive behaviors.

One game changer when it comes to increasing this consistency, is the humble seating plan. 
 
It's more than just curbing low-level disturbances; it's about offering students a consistent, predictable space that silently communicates expectations. 

Listen along as I give you a step by step walk through of why seating plans are so beneficial, and why increasing the predictability and consistency in your classroom is golden for a calm teaching and learning environment.

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#34: Co-Regulation Explained: The Core of Calm and Effective Classroom Management 22 Aug 202300:20:50

This week's "pillar" episode of The Unteachables Podcast explains the concepts at the core of my approach to classroom management; coregulation, regulation and dysregulation. 

I uncover how our survival instincts contribute to our emotional landscape and the implications it holds for teaching, and set the stage for future episodes where I delve into actionable classroom management underpinned by the need for co-regulation. 

Listen in as I discuss the role of the amygdala and the prefrontal cortex, the crucial relationship they have, and how this is established. As well as answering the question, "why are some individuals able to better coregulate than others?" as I explore the influence of early childhood experiences, attachment, temperament, and traumatic events on our ability to manage emotions.

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#33: Teachers, protect your peace this school year with these 5 crucial reminders15 Aug 202300:12:54

Teachers, this episode I speak through the 5 mantras I use in my everyday practice to stay calm, stay connected, and ultimately, protect my peace!

I made this a quickie so you could return to this whenever you needed it as a bit of a pick me up. 

Write them down, pop them up on your wall, in your planner, on your desk, share with a teacher friend! Just have them in the forefront of your mind as you enter the school year (or the week) ahead.

Claire x



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#32: Teaching Kids with 'Big Baffling Behaviours': The Science of Opposition with Robyn Gobbel.08 Aug 202301:02:21

In this episode I speak to the incredible Robyn Gobbel, and when I say you’ll want to listen to this, you should really trust me on this one.

Robyn is a former therapist turned author, podcaster, educator, and community creator, supporting the grown-ups who care for kids with vulnerable nervous systems and big, baffling behaviors. Her work has been with children with histories of complex trauma, through which she takes a relational neuroscience approach to understanding what behaviour REALLY is. 

She draws from interpersonal neurobiology, attachment theory, the neurosequential model of therapeutics, polyvagal theory (and more).

We dive deep into two concepts that will flip the way that you see the big baffling behaviours in your classroom, as well as revealing some really fundamental problems with how we are able to work with our students with trauma: Connection or protection, and the owl, possum, and watch dog pathways of the brain.

Oh, and teachers, want some help in working with challenging parents? Robyn helps you with that too. She really is that good.

This episode is full of information that every human being needs to bring more compassion to yourself, and to others in the world. 


If you want to see more of Robyn and her work (which is a big hell yes from me), you can do so by following her over on Instagram @robin.gobbel or heading to the links below:

Host- The Baffling Behavior Show podcast

Creator- Being With {an immersion course for parenting professionals}

Creator- The Club {a virtual community for parents of kids with big, baffling behaviors}

Author- Raising Kids with Big Baffling Behaviors: Brain-Body-Sensory Strategies that Really Work (forthcoming September 21, 2023}




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#31: The 'Why' That Drives Our Behaviour (The 'Good', the 'Bad', and the 'Ugly'): The 5 Basic Needs01 Aug 202300:25:07

Today, we're diving deep into a common saying in the behavior management world: "Behavior is communication." But let's be honest, it's so broad that it often leaves us wondering, "What are they really trying to tell us?" Well, in this episode, I've got you covered!

In this episode I will be:

  • Unraveling the true meaning behind "Behavior is communication" and how it relates to our students' unmet needs.
  • Understanding the concept of Choice Theory and how our students' choices are influenced by five fundamental needs.
  • How challenging student behaviour is a result of them trying to meet their unmet needs (and how to use this to help us proactively classroom manage)

Grab a cuppa and tune in!

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#30: We don't teach our subjects! We teach students, and there is one hell of a difference between the two18 Jul 202300:13:36

Once a mentor said something to me that changed the way I viewed teaching:

We teach students, not subjects.

I am an English teacher. I love English. I wanted students to love English as much as I did, to enjoy it, to be inspired by the concepts, to read a book and discuss it as a class and be thinking wow I was just transported into a dystopian land and I can see connections between that and out current society and wow mind blown!!!

Now? This is the furthest thing from my job.

Teaching doesn't mean to stand there and teach our subject. With the existence of the internet, every bit of information we could possibly need is accessible with a simple google search. As such, teaching has changed. 

Once I came to this realization, I stopped getting so precious about my subject, and I started thinking about how English was a ‘way in’, a ‘doorway’ to these children engaging with their education, to feel successful, to learn how to think critically, to problem solve, to be creative and to find enjoyment.

In today's (very short and sharp) episode of The Unteachables Podcast, I take you through a bit of a mindset shift, and dig into why this means it's even MORE crucial for teacher training to change with the times.

Join me this episode for a mindset shift, and if you want to come and have a chat about it, don't be shy. Send me an email claire@the-unteachables.com or message me on Instagram @the.unteachables




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#29: Dropping the ball on things at work? Don't worry, that's what they were designed for! A reframe around teacher time management.11 Jul 202300:17:43

I am sure I don't need to tell you this, but as a teacher, there is SO MUCH TO FREAKING DO! This is why some of the BIG questions I get asked from teachers, particularly newer teachers, is about things like prioritising, time management,  and how we can do allllll the things that are required of us.

The answer is simple.... We can't.

At least, we can't do everything well and still have a bit of balance.


As an experienced teacher and now a senior leader I absolutely don’t do it all - I set boundaries for myself, I do the work that’s important, I accept not everything can and will be high quality, but what matters will be done right. 

However it has taken years and years to learn how to ‘be’ as a teacher/leader in a way that works for me and protects my peace. It has taken a lot of boundary setting, letting go of things that don’t matter, learning how to prioritise and letting go of the idea of perfect. And FYI: It also took working around the clock and then burning out in my 6th year of teaching and never wanting to go back. 


In this episode of The Unteachables Podcast, I give you a reframe around workload, time management, and how to master the art of dropping the balls that really don't matter all that much.

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#28: Are You Setting Your Students Up for Success, or Failure (Without Even Realising It)?03 Jul 202300:16:58

On today's episode I dive into how our beliefs and assumptions about our students have a direct correlation with either their success, OR their failure.

These are the Pygmalion and Golem effects. The self-fulfilling prophesy.

The 1968 Rosenthal and Jacobson study concluded that when a teacher expects a student to excel, that student is more likely to perform well, while students who are expected to struggle or underperform, often do so.



Listen in to hear about:

  • The things that we do as teachers that unknowingly stop students from succeeding or progressing in the way they could.
  • The challenges and barriers to actually believing in the success of all of our students (because it's not as straight forward as just saying 'I believe in you'
  • How we can use this as a powerful tool for increasing student academic success and helping even the most 'unteachable' students break barriers and succeed.


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#72: Let’s have a heart to heart… How are you going? Plus, big news on how The Unteachables is changing.23 Jul 202400:23:15

Let me ask you a question, teacher friend...

How are you, really?

I have thought long and hard about how I view teacher wellbeing, what it is, how we get it, and there are so many factors that we need to consider: 

  • How much autonomy and trust you have.
  • The support you’re getting from leadership.
  • The culture of the school.
  • How empowered you feel in your classroom .
  • How confident and masterful you feel.
  • The opportunities that are afforded to you.
  • How fulfilling you feel the work is.

But today I wanted to talk about one factor that for me has had the most impact on how I am mentally and emotionally in the day to day in my role as a teacher.

One thing that has had the biggest impact on how I have been able to develop professionally.

Our teaching village.

They say it takes a village as a teacher but what does that mean? It certainly doesn’t just mean having people around us because when I felt my lowest in teaching, I had PLENTY of teachers around me.

For me having a village as a teacher needs to be about having like-minded people around us that we can trust to be vulnerable with, ask questions to, bounce ideas off, be inspired and empowered by (and empower them in return). To be able to access support in whatever form needed. To never have your struggles minimised or shrugged off, but heard and validated.

This was so pivotal for me, that I am changing the way that I support teachers here at The Unteachables Academy. I am making The Behaviour Club, my teaching village, central to what I offer. TBC is a dynamic community where like-minded teachers can connect, share, and grow together. With masterclasses, resources, and a thriving online network, this club is designed to support educators every step of the way.

Click here to join us and become a member of The Behaviour Club!

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#27: Addressing Misogyny (and Other Damaging Comments) in the Classroom: Your Step-by-Step Guide"27 Jun 202300:19:05

If you would like a printable cheat sheet of the steps found in this episode, click here.

Have you ever had to address comments from students that were homophobic, racist, misogynistic, ablest, or problematic in any other way?  If you're a teacher, it's likely the answer to that question is yes... Annnnd it only seems to be getting tougher. With male 'role models' in the social media space such as Andrew Tate, we are seeing a rise in students expressing these damaging misogynistic views, young boys in particular. 

It can be so tough to know what to say or do as teachers, especially because these things can be so deeply personal and triggering. Oftentimes when we DO address it,  students will say "it is a joke", or, "I am entitled to my opinion". 
 
So teachers are left simply remarking, "that's inappropriate" and moving on.

However this isn't good enough. It is so crucial we address these things seriously to ensure that we are teaching our students better, and creating a safe space for everybody in that room.

But how?

This is your step by step guide.


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#26: Sorry, Not Sorry: How Apologies Can Be a 'Get Out of Jail Free Card' for Students (and What to Do Instead)20 Jun 202300:23:29

In this episode of The Unteachables Podcast, I talk apologies, and the conundrum of forcing them. It feels like a knee-jerk reaction when a student has done something harmful... "What do you say?" or "Say sorry."

It makes sense why we do this. As the teacher we want to get to a resolution. We want to make things better! However simply forcing a student to say sorry is definitely not a solution to challenging behaviour and conflict... in fact, it's a big 'out' the allows accountability to go down the drain. 

Toady I cover:

  • The missed opportunities of forced apologies: What we really need to be doing when things go wrong.
  • The role of dialogue and reflection: Explore how engaging in meaningful conversations can repair relationships and nurture vital social and emotional skills.
  • Practical quick swaps that you can make right now to foster greater reflection and accountability during these challenging conflicts
  • The key components of Transformative Talks: The crucial piece of the puzzle with authentic resolution.

 

Check out the Masterclass: Real Consequences Real Change


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#25: Rethinking discipline: Why consequences are only a small piece of the pie13 Jun 202300:20:48

Join me in this week's episode of The Unteachables Podcast as I dive into the power of an actionable approach to restorative practice. Through this ep I will help you to discover how accountability, reflection, and restoration can transform those frustrating behaviour challenges into golden teaching opportunities.

Get ready for a refreshing approach that focuses on respect, support, collaboration, and meaningful discussions. I share my top foundational consequences, tailor-made to authentically right the wrongs and foster student accountability. No more one-size-fits-all punishments—these consequences gain maximum buy-in from your students and mitigate future challenges. 

Restorative approaches are not about letting students get away with their behaviour or taking a soft approach. Quite the opposite! Discover why this method demands even greater accountability and reflection, empowering you to become a more skilled and effective teacher for all your students.

I also unravel the secrets behind Jane Nelson's 3 Rs of logical consequences, and delve into why they're essential guideposts on this transformative journey. I’ve got your back as I unpack these Rs to ensure your consequences hit the bullseye.

Most importantly, I introduce you to the heart of my restorative teaching practice—the transformative talks. I spill the tea on how these talks are your secret weapon to building connections, resolving challenges, and restoring relationships. I’ll explore the goals of these talks and when to unleash their power in your classroom.

So, download for your commute, and get ready to explore **actionable** restorative practice.

Referenced in the pod: Teachers or Taunters: The dilemma of true discipline for direct care workers with children. Lorraine Fox


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#24: A Step-by-Step Guide on How to Set Expectations, and (More Importantly) Make Them an Effective Part of Your Day-to-Day Classroom Management.06 Jun 202300:22:15

In this episode, I take you on a mini pod journey as I unravel my tips for setting expectations with students. Join me as I explore:

- The drawbacks of traditional rules and the power of expectations in fostering collaboration and connection.

- Why expectations are more effective in gaining student buy-in and creating a productive learning environment.

- Practical strategies for effectively setting expectations, including dedicating explicit lessons and encouraging student input.

- The importance of modelling accountability and creating a culture of trust and shared responsibility.

- How to keep expectations alive throughout the school year and integrate them into daily classroom routines.

- Why you, as a teacher, are a living embodiment of the expectations you set for your students.

Listen along as I provide you with the tools and inspiration to establish a classroom culture where students feel respected, valued, and motivated to meet expectations. 



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