The Unteachables Podcast Mon, 25 May 2026 16:05:12 -0400 http://Www.the-unteachables.com en-au © 2026 The Unteachables Podcast yes 56a5ee05-ef9d-5940-8c1d-45d0f0a8dc71 Claire.theunteachables@gmail.com Claire English episodic false Welcome to 'The Unteachables Podcast', your go-to resource for practical classroom management strategies and teacher support. I’m your host, Claire English, a passionate secondary teacher and leader turned teacher mentor and author of 'It's Never Just About the Behaviour: A Holistic Approach to Classroom Behaviour Management.' I'm on a mission to help educators like you transform your classrooms, build confidence, and feel empowered.

Why am I here? Not too long ago, I was overwhelmed by low-level classroom disruptions and challenging behaviors. After thousands of hours honing my skills in real classrooms and navigating ups and downs, I’ve become a confident, capable teacher ready to reach every student—even those with the most challenging behaviors. My journey inspired me to support teachers like you in mastering effective classroom strategies that promote compassion, confidence, and calm.

On The Unteachables Podcast, we’ll dive into simple, actionable strategies that you can use to handle classroom disruptions, boost student engagement, and create a positive learning environment.

You'll hear from renowned experts such as:

Bobby Morgan of the Liberation Lab
Marie Gentles, behavior expert behind BBC's 'Don't Exclude Me' and author of 'Gentles Guidance'
Robyn Gobbel, author of 'Raising Kids with Big Baffling Behaviours'
Dr. Lori Desautels, assistant professor and published author
And many more behaviour experts and mentors.
Angela Watson from the Truth for Teachers Podcast.

Whether you’re an early career teacher, a seasoned educator, or a teaching assistant navigating classroom challenges, this podcast is here to help you feel happier, empowered, and ready to make an impact with every student.

Be sure to subscribe so you don’t miss an episode packed with classroom tips and inspiring conversations that make a real difference!

]]> Buzzsprout (https://www.buzzsprout.com) Teaching, behaviour management, classroom, teacher, support, beginning teacher, new teacher, teaching tips, teacher training, high school, secondary, primary Claire English Claire.theunteachables@gmail.com https://storage.buzzsprout.com/qkdmsw5fz5ivnpqo1dt2wfux41ng?.jpg The Unteachables Podcast http://Www.the-unteachables.com Claire English #172: Starters CAN be your classroom management superpower (here's how to do them right) #172: Starters CAN be your classroom management superpower (here's how to do them right) 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-19125621 Tue, 26 May 2026 06:00:00 +1000 1321 8 172 full false #171: If you want students to take REAL accountability for their behaviours, here's the 4 things you need to do. #171: If you want students to take REAL accountability for their behaviours, here's the 4 things you need to do. 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-19125527 Tue, 19 May 2026 06:00:00 +1000 1434 8 171 full false #170: 5 classroom management moves I am obsessed with (and you can use immediately) #170: 5 classroom management moves I am obsessed with (and you can use immediately) 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-19125156 Tue, 12 May 2026 06:00:00 +1000 1240 8 170 full false #169: 4 whole-class recall games that will have students begging to learn right up until the summer break #169: 4 whole-class recall games that will have students begging to learn right up until the summer break 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-19124832 Wed, 06 May 2026 11:00:00 +1000 1088 8 169 full false #168: What schools get profoundly wrong — with Andy Hargreaves #168: What schools get profoundly wrong — with Andy Hargreaves 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18972324 Tue, 28 Apr 2026 06:00:00 +1000 3380 8 168 full false #167: The ‘boring’ differentiation strategy you need to be using in 2026 to improve low-level behaviours | The Differentiation Series: Part 3 #167: The ‘boring’ differentiation strategy you need to be using in 2026 to improve low-level behaviours | The Differentiation Series: Part 3 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18858900 Tue, 21 Apr 2026 06:00:00 +1000 940 8 167 full false #166: Why telling teachers to ‘just differentiate’ is helping nobody (and what we need to do instead) | The Differentiation Series: Part 2 #166: Why telling teachers to ‘just differentiate’ is helping nobody (and what we need to do instead) | The Differentiation Series: Part 2 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18858818 Tue, 14 Apr 2026 06:00:00 +1000 1128 8 166 full false #165: The "brain builder" mindset shift every teacher needs. Jessica Sinarski on dysregulation, teacher burnout, and the neuroscience behind behaviour #165: The "brain builder" mindset shift every teacher needs. Jessica Sinarski on dysregulation, teacher burnout, and the neuroscience behind behaviour 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18936589 Tue, 07 Apr 2026 06:00:00 +1000 2643 8 165 full false #164: Why your students won't do the work (even when it's really doable) | The Differentiation Series: Part 1 #164: Why your students won't do the work (even when it's really doable) | The Differentiation Series: Part 1 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18858709 Tue, 31 Mar 2026 06:00:00 +1100 1034 8 164 full false #163: What does real inclusion look like in the classroom? Supporting neurodivergent students | Interview with Verity Harvey #163: What does real inclusion look like in the classroom? Supporting neurodivergent students | Interview with Verity Harvey 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18873785 Tue, 24 Mar 2026 06:00:00 +1100 3137 8 163 full false #162: How to Turn Your Teaching Into a Classroom Management Machine #162: How to Turn Your Teaching Into a Classroom Management Machine 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18819401 Tue, 10 Mar 2026 10:00:00 +1100 4496 8 162 full false #161: What we get wrong about classroom management, low-level disruption, crafting a strong teaching presence + more #161: What we get wrong about classroom management, low-level disruption, crafting a strong teaching presence + more 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18696189 Tue, 03 Mar 2026 06:00:00 +1100 3570 8 161 full false #160: The 10 quick community builder activities that will become your classes favourite #160: The 10 quick community builder activities that will become your classes favourite 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

👉

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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

👉

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18696058 Tue, 24 Feb 2026 06:00:00 +1100 1151 full false #159: The 5 routines that are non-negotiable for teachers wanting to reduce low-level disruptions and create a beautiful, calm, safe classroom environment. #159: The 5 routines that are non-negotiable for teachers wanting to reduce low-level disruptions and create a beautiful, calm, safe classroom environment. 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18695887 Tue, 17 Feb 2026 10:00:00 +1100 1746 8 159 full false #158: How to build the most beautiful, positive, connected class community brick by brick (even the toughest, most disengaged of classes) #158: How to build the most beautiful, positive, connected class community brick by brick (even the toughest, most disengaged of classes) 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18645907 Tue, 10 Feb 2026 06:00:00 +1100 1672 8 158 full false #157: "What if I just realllly don’t like a student?!" How to teach a kid you find really dang triggering and unlikeable. #157: "What if I just realllly don’t like a student?!" How to teach a kid you find really dang triggering and unlikeable. 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18466143 Tue, 03 Feb 2026 06:00:00 +1100 1481 8 157 full false #156: Why forced icebreakers don’t build trust or community (and what does) #156: Why forced icebreakers don’t build trust or community (and what does) 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18466136 Tue, 27 Jan 2026 06:00:00 +1100 1270 8 156 full false #155: The first-week moves that’ll save you months of behaviour work down the track #155: The first-week moves that’ll save you months of behaviour work down the track 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:


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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:


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18466058 Tue, 20 Jan 2026 06:00:00 +1100 1634 full false #154: How to build back confidence and credibility after a tough year with behaviour [+ whats coming in 2026] #154: How to build back confidence and credibility after a tough year with behaviour [+ whats coming in 2026] 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18465984 Tue, 13 Jan 2026 06:00:00 +1100 1609 8 153 full false #152: So it's December, and your students won't stop talking... Now what? #152: So it's December, and your students won't stop talking... Now what? 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18315697 Tue, 09 Dec 2025 06:00:00 +1100 1372 7 152 full false #151: What to do when your class is bringing the 'checked out, apathetic, can't be bothered' vibes at the end of the year #151: What to do when your class is bringing the 'checked out, apathetic, can't be bothered' vibes at the end of the year 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18276826 Tue, 02 Dec 2025 07:00:00 +1100 1413 7 151 full false #150: Students pushing your buttons? These 6 one-liners will save you! #150: Students pushing your buttons? These 6 one-liners will save you! 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18159685 Tue, 25 Nov 2025 06:00:00 +1100 1558 7 150 full false #149: 3 Thanksgiving activities to beat the November behaviour wobbles #149: 3 Thanksgiving activities to beat the November behaviour wobbles 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18159683 Tue, 18 Nov 2025 06:00:00 +1100 1051 7 149 full false #148: If I had a totally unmanageable class, I'd do these 4 things immediately. #148: If I had a totally unmanageable class, I'd do these 4 things immediately. 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18159679 Tue, 11 Nov 2025 06:00:00 +1100 1690 7 148 full false #147: Why your classroom transitions are chaotic (and how to fix them) #147: Why your classroom transitions are chaotic (and how to fix them) 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18039939 Tue, 04 Nov 2025 06:00:00 +1100 1253 7 147 full false #146: Why classroom compliance isn’t the win you might think it is #146: Why classroom compliance isn’t the win you might think it is 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-18039838 Tue, 28 Oct 2025 11:00:00 +1100 1352 7 146 full false #145: The Halloween classroom management mistakes that turn your class into a horror movie (and what to do instead) #145: The Halloween classroom management mistakes that turn your class into a horror movie (and what to do instead) 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!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17999439 Tue, 21 Oct 2025 06:00:00 +1100 1167 7 145 full false #144: How to actually support students with additional needs... in a mainstream classroom... with zero support... #144: How to actually support students with additional needs... in a mainstream classroom... with zero support... 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17999310 Tue, 14 Oct 2025 06:00:00 +1100 1358 7 144 full false #143: 5 powerful (and doable) ways to support ADHD students. October is ADHD Awareness Month! #143: 5 powerful (and doable) ways to support ADHD students. October is ADHD Awareness Month! 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17948564 Tue, 07 Oct 2025 06:00:00 +1100 1269 7 143 full false #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. #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. 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17922123 Tue, 30 Sep 2025 10:00:00 +1000 1523 7 142 full true #141: Tired of blank stares and the same 5 hands up? Here's how to get whole-class engagement (WITHOUT relying on cold-calling) #141: Tired of blank stares and the same 5 hands up? Here's how to get whole-class engagement (WITHOUT relying on cold-calling) 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


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17889774 Tue, 23 Sep 2025 13:00:00 +1000 1421 7 141 full false #140: If you've ever been told (or felt) you need to "be stricter" for classroom management success - listen to this. #140: If you've ever been told (or felt) you need to "be stricter" for classroom management success - listen to this. 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17806416 Tue, 09 Sep 2025 06:00:00 +1000 1259 6 140 full false #139: The exit routine your class [and you] desperately needs #139: The exit routine your class [and you] desperately needs 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17650765 Tue, 02 Sep 2025 05:00:00 +1000 983 full false #138: Brain breaks that secretly boost behaviour (and help us reclaim a bit of teaching joy in the classroom) #138: Brain breaks that secretly boost behaviour (and help us reclaim a bit of teaching joy in the classroom) 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17650764 Tue, 26 Aug 2025 05:00:00 +1000 1424 6 138 full false #137: Feel like you need to split into 30 trying to support the whole room? This tool changes everything. #137: Feel like you need to split into 30 trying to support the whole room? This tool changes everything. 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17650393 Tue, 19 Aug 2025 09:00:00 +1000 1251 6 137 full false #136: The entry routine that is magic for low-level disruption! The power of learning maps #136: The entry routine that is magic for low-level disruption! The power of learning maps 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17650392 Tue, 12 Aug 2025 15:00:00 +1000 1170 6 136 full false #135: Is your teaching presence undermining your classroom management? #135: Is your teaching presence undermining your classroom management? 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17615858 Tue, 05 Aug 2025 12:00:00 +1000 1328 6 135 full false #134: Bullying in the classroom?! 😖 How to talk to your students about it in a way that gets them listening, empathising, and creating change! #134: Bullying in the classroom?! 😖 How to talk to your students about it in a way that gets them listening, empathising, and creating change! 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17536495 Tue, 29 Jul 2025 09:00:00 +1000 1161 6 134 full false #133: Flipping your lid! The concept that changed everything about the way I responded to students in the middle of a meltdown. #133: Flipping your lid! The concept that changed everything about the way I responded to students in the middle of a meltdown. 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17536493 Tue, 22 Jul 2025 13:00:00 +1000 1125 6 133 full false #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. #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. 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)

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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)

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17499907 Tue, 15 Jul 2025 15:00:00 +1000 1571 6 132 full false #131: 4 sobering statistics that prove that teaching is the hardest, and most important job in the world. #131: 4 sobering statistics that prove that teaching is the hardest, and most important job in the world. 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17458224 Tue, 08 Jul 2025 05:00:00 +1000 1649 6 131 full false #130: Dealing with defiance? You don't need to say a word - you just need these 3 game-changing non-verbal strategies! #130: Dealing with defiance? You don't need to say a word - you just need these 3 game-changing non-verbal strategies! 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17270863 Tue, 01 Jul 2025 19:00:00 +1000 942 6 130 full false #129: The exact one-liners I use in the classroom when responding to defiant or challenging behaviour (and why every teacher needs these!) #129: The exact one-liners I use in the classroom when responding to defiant or challenging behaviour (and why every teacher needs these!) 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17270862 Tue, 24 Jun 2025 08:00:00 +1000 1157 6 129 full false #128: 4 ways imposter syndrome shows up for teachers in the classroom (and what you needed to know YESTERDAY to overcome it) #128: 4 ways imposter syndrome shows up for teachers in the classroom (and what you needed to know YESTERDAY to overcome it) 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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:

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17270860 Tue, 17 Jun 2025 19:00:00 +1000 1269 6 129 full false #127: I met the King, and he asked me a question about the work I do with classroom management I was NOT expecting #127: I met the King, and he asked me a question about the work I do with classroom management I was NOT expecting Wait, did I just explain classroom management to the King?!
Yep. That happened. In this episode, I’m giving you a front seat to one of the most bizarre, surreal, and pinch-me experiences of my life — being invited to Buckingham Palace and getting to literally talk to King Charles about what we do as educators.

But more importantly, I want to unpack why it was so powerful. Not because it was fancy or royal or Insta-worthy (though…yes, yes it was). But because what I shared with him? It wasn’t shiny. It wasn’t new. It wasn’t revolutionary.

It was real.

The simple, human-first, practical work we do in our classrooms every day — the stuff that doesn’t come with buzzwords or fancy acronyms — THAT is what got me standing in front of the actual King. And I want to tell you why that matters. Because this episode is for you.

If you’ve ever doubted whether your small routines make a difference…
 If you’ve ever wondered whether this values-led way of teaching is actually working…
 If you’ve ever felt like what you’re doing is “just good teaching” and not enough to be noticed…

Let me tell you: It’s radical. It’s rare. And it’s working.

So, shall we roll the tape?

What You’ll Learn:

  • The wild story of how I got invited to Buckingham Palace 🏰
  • What I said to King Charles (and the curveball question he asked)
  • Why actionable classroom practice IS innovative (even if it doesn’t feel like it)
  • How teaching with clarity, consistency, and compassion is changing lives — literally
  • The empowering reminder that things like your entry routine are literally changing lives
  • Why “just good teaching” is more than enough

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Wait, did I just explain classroom management to the King?!
Yep. That happened. In this episode, I’m giving you a front seat to one of the most bizarre, surreal, and pinch-me experiences of my life — being invited to Buckingham Palace and getting to literally talk to King Charles about what we do as educators.

But more importantly, I want to unpack why it was so powerful. Not because it was fancy or royal or Insta-worthy (though…yes, yes it was). But because what I shared with him? It wasn’t shiny. It wasn’t new. It wasn’t revolutionary.

It was real.

The simple, human-first, practical work we do in our classrooms every day — the stuff that doesn’t come with buzzwords or fancy acronyms — THAT is what got me standing in front of the actual King. And I want to tell you why that matters. Because this episode is for you.

If you’ve ever doubted whether your small routines make a difference…
 If you’ve ever wondered whether this values-led way of teaching is actually working…
 If you’ve ever felt like what you’re doing is “just good teaching” and not enough to be noticed…

Let me tell you: It’s radical. It’s rare. And it’s working.

So, shall we roll the tape?

What You’ll Learn:

  • The wild story of how I got invited to Buckingham Palace 🏰
  • What I said to King Charles (and the curveball question he asked)
  • Why actionable classroom practice IS innovative (even if it doesn’t feel like it)
  • How teaching with clarity, consistency, and compassion is changing lives — literally
  • The empowering reminder that things like your entry routine are literally changing lives
  • Why “just good teaching” is more than enough

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-17270859 Tue, 10 Jun 2025 19:00:00 +1000 1098 6 127 full true #126: How to support staff mindset shifts around behaviour approaches #126: How to support staff mindset shifts around behaviour approaches This episode is in response to a great question: How do you support staff through mindset shifts?

Whether you’re leading a team or just quietly modelling a new way of doing things, this episode is for you. 

IN THIS EPISODE, I DISCUSS:

  • Why change feels so threatening – and what’s really underneath the resistance
  • How to lead culture change without lecturing or pushing
  • Why the most resistant staff are often just burnt out
  • What actually helps shift mindsets: stories, modelling, and showing what’s possible

This work doesn’t start with policy. It starts with presence.

You don’t need to change everyone’s mind overnight. You just need to hold your ground, model what’s possible, and lead with calm consistency. That quiet modelling? That’s what creates the ripple effect.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> This episode is in response to a great question: How do you support staff through mindset shifts?

Whether you’re leading a team or just quietly modelling a new way of doing things, this episode is for you. 

IN THIS EPISODE, I DISCUSS:

  • Why change feels so threatening – and what’s really underneath the resistance
  • How to lead culture change without lecturing or pushing
  • Why the most resistant staff are often just burnt out
  • What actually helps shift mindsets: stories, modelling, and showing what’s possible

This work doesn’t start with policy. It starts with presence.

You don’t need to change everyone’s mind overnight. You just need to hold your ground, model what’s possible, and lead with calm consistency. That quiet modelling? That’s what creates the ripple effect.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16928826 Mon, 02 Jun 2025 20:00:00 +1000 1033 6 126 full false #125: Q&A: Dealing with the class clown, when students gang up on you, and motivating unmotivated learners. #125: Q&A: Dealing with the class clown, when students gang up on you, and motivating unmotivated learners. This week I’m doing something a little different – answering your questions! I asked over on Instagram what you needed support with when it comes to behaviour, and wow… you delivered.

In this episode, I’m giving practical advice for three of the big ones:

  •   What to do when students gang up on you
  •   How to motivate learners who refuse to try
  •   How to manage the class clown without losing the room

These aren’t fluffy hypotheticals – they’re the actual struggles you’re navigating day to day, and I’m so excited to support you through them. And don’t worry, these are just the beginning – if you love this format, I’ll keep them coming!

Drop any questions to claire@the-unteachables.com or over on Instagram!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> This week I’m doing something a little different – answering your questions! I asked over on Instagram what you needed support with when it comes to behaviour, and wow… you delivered.

In this episode, I’m giving practical advice for three of the big ones:

  •   What to do when students gang up on you
  •   How to motivate learners who refuse to try
  •   How to manage the class clown without losing the room

These aren’t fluffy hypotheticals – they’re the actual struggles you’re navigating day to day, and I’m so excited to support you through them. And don’t worry, these are just the beginning – if you love this format, I’ll keep them coming!

Drop any questions to claire@the-unteachables.com or over on Instagram!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16928825 Mon, 26 May 2025 20:00:00 +1000 1292 6 125 full false #124: What to do when you’ve tried it all (and behaviour is STILL a battle). #124: What to do when you’ve tried it all (and behaviour is STILL a battle).  You’ve followed the advice. You’ve implemented the strategies. You’ve worked your heart out – and still, that one student just isn’t responding. It feels hopeless. Like nothing’s shifting. Like all your effort is for nothing. If you’ve ever found yourself saying, “I’ve tried everything, and it’s not working,” this episode is for you.

IN THIS EPISODE, I DISCUSS:

  • Why your strategies are working, even when it doesn’t feel like it
  • The importance of patience when working with our most vulnerable students
  • Why “keep going” is sometimes the most powerful advice
  • What we can control – and what we have to let go of

So if you’re in that place right now – doing all the right things and still feeling stuck – I hope this episode gives you a bit of clarity and reassurance. You are making an impact, even if you can’t see it yet. Keep showing up, keep connecting, and be kind to yourself along the way. 

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]>  You’ve followed the advice. You’ve implemented the strategies. You’ve worked your heart out – and still, that one student just isn’t responding. It feels hopeless. Like nothing’s shifting. Like all your effort is for nothing. If you’ve ever found yourself saying, “I’ve tried everything, and it’s not working,” this episode is for you.

IN THIS EPISODE, I DISCUSS:

  • Why your strategies are working, even when it doesn’t feel like it
  • The importance of patience when working with our most vulnerable students
  • Why “keep going” is sometimes the most powerful advice
  • What we can control – and what we have to let go of

So if you’re in that place right now – doing all the right things and still feeling stuck – I hope this episode gives you a bit of clarity and reassurance. You are making an impact, even if you can’t see it yet. Keep showing up, keep connecting, and be kind to yourself along the way. 

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16928824 Mon, 19 May 2025 20:00:00 +1000 739 6 124 full false #123: How to stand tall and confident in front of your class (even in the midst of some tough as heck behaviours) #123: How to stand tall and confident in front of your class (even in the midst of some tough as heck behaviours) One thing nobody tells you before you step into a classroom is just how much behaviour will challenge you. Not just your strategies. You. Your nervous system. Your confidence. Your sense of self.

In this episode, I’m talking about what it really feels like to manage behaviour in the moment – especially when you’re young, new, or not naturally loud or assertive. And I’ll walk you through some of the exact strategies I used to build confidence in my classroom management without changing who I am.

IN THIS EPISODE, I DISCUSS:

  • Why behaviour hits us so hard (and what nobody prepares us for)
  • How to feel confident even if you’re quiet, calm, or brand new
  • The 3 non-verbal strategies that completely shift your presence
  • How to “embody the credible” and model calm, consistent leadership


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> One thing nobody tells you before you step into a classroom is just how much behaviour will challenge you. Not just your strategies. You. Your nervous system. Your confidence. Your sense of self.

In this episode, I’m talking about what it really feels like to manage behaviour in the moment – especially when you’re young, new, or not naturally loud or assertive. And I’ll walk you through some of the exact strategies I used to build confidence in my classroom management without changing who I am.

IN THIS EPISODE, I DISCUSS:

  • Why behaviour hits us so hard (and what nobody prepares us for)
  • How to feel confident even if you’re quiet, calm, or brand new
  • The 3 non-verbal strategies that completely shift your presence
  • How to “embody the credible” and model calm, consistent leadership


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16928822 Mon, 12 May 2025 20:00:00 +1000 1038 6 123 full false #122: “Miss, that deserves a detention!!” When students tell you how to do your job. #122: “Miss, that deserves a detention!!” When students tell you how to do your job. Students telling you who deserves a detention or questioning why you didn’t sanction someone?  It’s frustrating, undermining – and it adds to the noise when you’re already handling behaviour. If this culture is creeping into your classroom, this episode will guide you on what to do next!

IN THIS EPISODE, I DISCUSS:

  • Why this dynamic is so frustrating – and so common
  • How to break the cycle with a calm, clear class reset
  • What to say when students start calling out behaviour decisions
  • Why standing firm isn’t unkind – it’s part of compassionate, credible teaching

This is a perfect example of the approach I teach.

Yes, we lead with compassion. Yes, we value connection. But that doesn’t mean we don’t stand firm, hold boundaries, and have strong expectations. In fact, doing both is exactly what builds credibility and buy-in with our students.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Students telling you who deserves a detention or questioning why you didn’t sanction someone?  It’s frustrating, undermining – and it adds to the noise when you’re already handling behaviour. If this culture is creeping into your classroom, this episode will guide you on what to do next!

IN THIS EPISODE, I DISCUSS:

  • Why this dynamic is so frustrating – and so common
  • How to break the cycle with a calm, clear class reset
  • What to say when students start calling out behaviour decisions
  • Why standing firm isn’t unkind – it’s part of compassionate, credible teaching

This is a perfect example of the approach I teach.

Yes, we lead with compassion. Yes, we value connection. But that doesn’t mean we don’t stand firm, hold boundaries, and have strong expectations. In fact, doing both is exactly what builds credibility and buy-in with our students.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16928821 Mon, 05 May 2025 20:00:00 +1000 864 6 122 full false #121: 4 steps to building confidence in your classroom management #121: 4 steps to building confidence in your classroom management If you’re drowning in behaviour…
If you’re thinking, “I actually can’t keep doing this”…
If you’re exhausted from trying everything and nothing’s sticking…
You are not alone. And you are not the problem.

Confidence in classroom management can come with time and experience. But often, it doesn’t. That’s why I created a clear path forward.

In this episode, I’m walking you through the four steps of my Classroom Compass Approach – a simple structure I designed to help teachers move from overwhelmed to in control. It’s the exact approach I’ve used to help over 1,000 educators take back the reins in their classroom.

IN THIS EPISODE, I DISCUSS:

  • Why classroom confidence doesn’t always come with time – and what actually helps
  • The four steps of my Classroom Compass Approach
  • What to focus on before behaviour even happens
  • How to respond and resolve without escalating
  • Why this is the stuff that truly transforms your practice

Here’s the beauty of this whole approach: it puts you back in the driver’s seat.
We can’t control behaviour. But we can control how we show up, how we plan, how we respond, and how we connect.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> If you’re drowning in behaviour…
If you’re thinking, “I actually can’t keep doing this”…
If you’re exhausted from trying everything and nothing’s sticking…
You are not alone. And you are not the problem.

Confidence in classroom management can come with time and experience. But often, it doesn’t. That’s why I created a clear path forward.

In this episode, I’m walking you through the four steps of my Classroom Compass Approach – a simple structure I designed to help teachers move from overwhelmed to in control. It’s the exact approach I’ve used to help over 1,000 educators take back the reins in their classroom.

IN THIS EPISODE, I DISCUSS:

  • Why classroom confidence doesn’t always come with time – and what actually helps
  • The four steps of my Classroom Compass Approach
  • What to focus on before behaviour even happens
  • How to respond and resolve without escalating
  • Why this is the stuff that truly transforms your practice

Here’s the beauty of this whole approach: it puts you back in the driver’s seat.
We can’t control behaviour. But we can control how we show up, how we plan, how we respond, and how we connect.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16928820 Mon, 28 Apr 2025 20:00:00 +1000 1232 6 121 full false #120: Your teaching IS your classroom management. Here are 3 ways to make it work for you #120: Your teaching IS your classroom management. Here are 3 ways to make it work for you You’re trying to support every student – but the second you lean in to help one, the rest of the class starts to drift. The volume rises. The off-task behaviour begins. And you feel pulled in every direction.
It’s overwhelming. It’s exhausting. And it’s not sustainable.

In this episode, we break down why this keeps happening – and what to do instead.

IN THIS EPISODE, I DISCUSS:

  • Why teaching and behaviour management can’t be separated
  • The number one trap teachers fall into when trying to support everyone
  • What true differentiation looks like (and why it should remove you, not rely on you)
  • Easy scaffolds and strategies that keep the whole class on track – without burning you out

If this scenario hit home, you’ll love my free training Turn Your Teaching into a Classroom Management Machine. I’ll break down exactly how teaching and learning can actively reduce behaviour challenges – and how to build a classroom where every student knows what to do without needing you constantly.

Head to the-unteachables.com/learn to enrol!


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> You’re trying to support every student – but the second you lean in to help one, the rest of the class starts to drift. The volume rises. The off-task behaviour begins. And you feel pulled in every direction.
It’s overwhelming. It’s exhausting. And it’s not sustainable.

In this episode, we break down why this keeps happening – and what to do instead.

IN THIS EPISODE, I DISCUSS:

  • Why teaching and behaviour management can’t be separated
  • The number one trap teachers fall into when trying to support everyone
  • What true differentiation looks like (and why it should remove you, not rely on you)
  • Easy scaffolds and strategies that keep the whole class on track – without burning you out

If this scenario hit home, you’ll love my free training Turn Your Teaching into a Classroom Management Machine. I’ll break down exactly how teaching and learning can actively reduce behaviour challenges – and how to build a classroom where every student knows what to do without needing you constantly.

Head to the-unteachables.com/learn to enrol!


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16928819 Wed, 23 Apr 2025 09:00:00 +1000 1100 6 120 full false #119: Are calm corners worth having in secondary classrooms? #119: Are calm corners worth having in secondary classrooms? Calm corners look great online – but in reality? Students can ignore them, misuse them, or turn them into a hangout spot. You’re left wondering if they’re even worth it in a busy secondary classroom where time, space, and structure are limited. You want to support emotional regulation, but not at the expense of learning.

I’ll take you through how I create calm spaces that actually support self-regulation – without turning your classroom into a free-for-all – and how I embed emotional literacy and co-regulation into my behaviour approach.

IN THIS EPISODE, I DISCUSS:

  • Why calm corners often fail in secondary classrooms
  • What needs to happen before you set one up
  • My “pocket calm corner” and the tools students actually use
  • How to embed regulation without disrupting the flow of your lesson

So, are calm corners worth the rage in secondary? Yes – but only if they’re adapted to work in our world. That means ditching the distractions and zeroing in on strategies that are teachable, transferable, and actually usable for our students.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Calm corners look great online – but in reality? Students can ignore them, misuse them, or turn them into a hangout spot. You’re left wondering if they’re even worth it in a busy secondary classroom where time, space, and structure are limited. You want to support emotional regulation, but not at the expense of learning.

I’ll take you through how I create calm spaces that actually support self-regulation – without turning your classroom into a free-for-all – and how I embed emotional literacy and co-regulation into my behaviour approach.

IN THIS EPISODE, I DISCUSS:

  • Why calm corners often fail in secondary classrooms
  • What needs to happen before you set one up
  • My “pocket calm corner” and the tools students actually use
  • How to embed regulation without disrupting the flow of your lesson

So, are calm corners worth the rage in secondary? Yes – but only if they’re adapted to work in our world. That means ditching the distractions and zeroing in on strategies that are teachable, transferable, and actually usable for our students.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16928818 Mon, 14 Apr 2025 19:00:00 +1000 1518 6 119 full false #118: The number one reason you’re finding behaviour tough right now #118: The number one reason you’re finding behaviour tough right now You’re not failing at behaviour because you’re “just not cut out for it.” And no, it’s not because you don’t have that magic voice or commanding presence either. The truth? Most of us simply weren’t taught how to manage behaviour effectively. And it shows – not because we’re not trying hard enough, but because no one gave us the tools to begin with.

In this episode, I’m taking you right back to where it all began for me: the whopping 20 minutes of behaviour training I received across two degrees, and how it left me wildly unprepared for what came next. From sinking in my first classroom to swimming thanks to exceptional mentors, I’m sharing what made the biggest difference – and how you can find the same transformation.

IN THIS EPISODE, I DISCUSS:

  • Why your struggles with behaviour are absolutely not your fault
  • A behind-the-scenes story from my first chaotic solo lesson (yes, there were flying keyboards)
  • How real, effective classroom management support turned things around for me
  • What “The Confident Classroom Pathway” is – and how it can help you feel calm, in control, and confident

Classroom management doesn’t have to feel like constant firefighting. The right support – practical, actionable, evidence-based – can change everything. That’s why I created The Confident Classroom Pathway, a free training based on all the gold I’ve learnt over the years from some of the best mentors and trainings around.

If you’ve been on the fence about learning with me, this is the perfect place to start. Head to the-unteachables.com/learn to sign up for one of the two sessions – they’re free, fun, and packed with stuff people told me they would’ve paid for. I would love to see you there.

And remember – if behaviour feels tough… it’s because it is.
 But it doesn’t have to stay that way. You’ve got this. 💛

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> You’re not failing at behaviour because you’re “just not cut out for it.” And no, it’s not because you don’t have that magic voice or commanding presence either. The truth? Most of us simply weren’t taught how to manage behaviour effectively. And it shows – not because we’re not trying hard enough, but because no one gave us the tools to begin with.

In this episode, I’m taking you right back to where it all began for me: the whopping 20 minutes of behaviour training I received across two degrees, and how it left me wildly unprepared for what came next. From sinking in my first classroom to swimming thanks to exceptional mentors, I’m sharing what made the biggest difference – and how you can find the same transformation.

IN THIS EPISODE, I DISCUSS:

  • Why your struggles with behaviour are absolutely not your fault
  • A behind-the-scenes story from my first chaotic solo lesson (yes, there were flying keyboards)
  • How real, effective classroom management support turned things around for me
  • What “The Confident Classroom Pathway” is – and how it can help you feel calm, in control, and confident

Classroom management doesn’t have to feel like constant firefighting. The right support – practical, actionable, evidence-based – can change everything. That’s why I created The Confident Classroom Pathway, a free training based on all the gold I’ve learnt over the years from some of the best mentors and trainings around.

If you’ve been on the fence about learning with me, this is the perfect place to start. Head to the-unteachables.com/learn to sign up for one of the two sessions – they’re free, fun, and packed with stuff people told me they would’ve paid for. I would love to see you there.

And remember – if behaviour feels tough… it’s because it is.
 But it doesn’t have to stay that way. You’ve got this. 💛

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16928813 Mon, 07 Apr 2025 16:00:00 +1000 975 6 118 full false #117: What to prioritise when big behaviours bubble up in the lesson. #117: What to prioritise when big behaviours bubble up in the lesson. You're in the middle of a lesson, focused on delivering content, when a student walks in displaying behaviours that signal things are about to escalate. Maybe they look angry, and you know they have the potential to become physical. Maybe they’re swearing, laughing, and trying to draw in the rest of the class. Maybe they walk in and tip over a chair.

Your brain immediately goes into survival mode. You feel the pressure to fix the situation, regain control, and keep the lesson on track. It’s completely understandable—you’re being observed, you have content to cover, and you want a calm classroom.

But here’s the thing: your goal in that moment is not to fix the behaviour, but to de-escalate it.

In this episode, I break down the difference between pushing students further up the escalation cycle (Door #1) and creating pathways down (Door #2). I’ll share practical strategies for staying calm, using non-threatening language, and guiding students toward a place where they can self-regulate—so that meaningful behaviour conversations can happen later, when they’re actually ready.

Listen in as I discuss:

  • Why fixing behaviour in the moment is not the goal. Understanding the brain’s stress response.
  • The two doors we open during de-escalation. One escalates behaviour, the other creates a pathway down.
  • Practical strategies for de-escalating big behaviours. Non-verbal cues, connection-based responses, and avoiding common mistakes.

MASTERCLASS: REAL CONSEQUENCES, REAL CHANGE

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

RESOURCES AND MORE SUPPORT:

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]]> You're in the middle of a lesson, focused on delivering content, when a student walks in displaying behaviours that signal things are about to escalate. Maybe they look angry, and you know they have the potential to become physical. Maybe they’re swearing, laughing, and trying to draw in the rest of the class. Maybe they walk in and tip over a chair.

Your brain immediately goes into survival mode. You feel the pressure to fix the situation, regain control, and keep the lesson on track. It’s completely understandable—you’re being observed, you have content to cover, and you want a calm classroom.

But here’s the thing: your goal in that moment is not to fix the behaviour, but to de-escalate it.

In this episode, I break down the difference between pushing students further up the escalation cycle (Door #1) and creating pathways down (Door #2). I’ll share practical strategies for staying calm, using non-threatening language, and guiding students toward a place where they can self-regulate—so that meaningful behaviour conversations can happen later, when they’re actually ready.

Listen in as I discuss:

  • Why fixing behaviour in the moment is not the goal. Understanding the brain’s stress response.
  • The two doors we open during de-escalation. One escalates behaviour, the other creates a pathway down.
  • Practical strategies for de-escalating big behaviours. Non-verbal cues, connection-based responses, and avoiding common mistakes.

MASTERCLASS: REAL CONSEQUENCES, REAL CHANGE

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16729332 Tue, 25 Mar 2025 21:00:00 +1100 568 6 117 full false #116: Quick Win Challenge! 5 brilliant behaviour reflection strategies you can start using immediately #116: Quick Win Challenge! 5 brilliant behaviour reflection strategies you can start using immediately When I engage with students about their behaviour, it’s often just a conversation between us. But sometimes, having a structured reflection task can make a huge difference.

Reflection is a skill that needs to be taught, modelled, and practised. These tasks help students problem-solve, build self-awareness, and develop emotional regulation. In this episode, I’m sharing five different reflection strategies that can guide students through conflict, help them process their behaviour, and encourage meaningful change.

Listen in as I discuss:

  • Why reflection is an essential skill in behaviour conversations. Helping students take ownership of their actions.
  • Five practical reflection tasks to use in your classroom. Simple but powerful tools to support student growth.
  • How to embed these strategies into everyday behaviour chats. Encouraging accountability and problem-solving.

Mentioned resources:

MASTERCLASS: REAL CONSEQUENCES, REAL CHANGE

BEHAVIOUR REFLECTION BUNDLE

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> When I engage with students about their behaviour, it’s often just a conversation between us. But sometimes, having a structured reflection task can make a huge difference.

Reflection is a skill that needs to be taught, modelled, and practised. These tasks help students problem-solve, build self-awareness, and develop emotional regulation. In this episode, I’m sharing five different reflection strategies that can guide students through conflict, help them process their behaviour, and encourage meaningful change.

Listen in as I discuss:

  • Why reflection is an essential skill in behaviour conversations. Helping students take ownership of their actions.
  • Five practical reflection tasks to use in your classroom. Simple but powerful tools to support student growth.
  • How to embed these strategies into everyday behaviour chats. Encouraging accountability and problem-solving.

Mentioned resources:

MASTERCLASS: REAL CONSEQUENCES, REAL CHANGE

BEHAVIOUR REFLECTION BUNDLE

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16729331 Thu, 20 Mar 2025 21:00:00 +1100 560 6 116 full false #115: Brain breaks are my secret sauce for student engagement. Here are my 3 I can't live without! #115: Brain breaks are my secret sauce for student engagement. Here are my 3 I can't live without! Check out my Brain Break Bundle!

As a secondary English teacher, I used to struggle with the idea of brain breaks. The pressure to get through content and prepare students for exams felt too overwhelming to justify stopping for “games.”

But my classroom culture was suffering. Students were stressed, disengaged, and burnt out—especially during heavy writing sessions leading up to exams. So I decided to try something different.

When I started embedding brain breaks into my lessons, I immediately saw positive shifts.

  • Students focused better and produced stronger writing.
  • Transitions became smoother because I could use movement-based games instead of battling student resistance.
  • Apathy decreased, and energy in the room improved.
  • Rapport and community strengthened as brain breaks became a consistent, positive routine.

The result? Better engagement, improved learning, and a classroom that felt lighter, happier, and more productive.

Listen in as I discuss:

  • Why brain breaks matter in secondary classrooms. Overcoming the pressure to “just keep going.”
  • Three types of brain breaks you can use today. Upregulation, downregulation, and movement-based games.
  • How brain breaks improve engagement, learning, and classroom culture. Small shifts that make a big impact.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Check out my Brain Break Bundle!

As a secondary English teacher, I used to struggle with the idea of brain breaks. The pressure to get through content and prepare students for exams felt too overwhelming to justify stopping for “games.”

But my classroom culture was suffering. Students were stressed, disengaged, and burnt out—especially during heavy writing sessions leading up to exams. So I decided to try something different.

When I started embedding brain breaks into my lessons, I immediately saw positive shifts.

  • Students focused better and produced stronger writing.
  • Transitions became smoother because I could use movement-based games instead of battling student resistance.
  • Apathy decreased, and energy in the room improved.
  • Rapport and community strengthened as brain breaks became a consistent, positive routine.

The result? Better engagement, improved learning, and a classroom that felt lighter, happier, and more productive.

Listen in as I discuss:

  • Why brain breaks matter in secondary classrooms. Overcoming the pressure to “just keep going.”
  • Three types of brain breaks you can use today. Upregulation, downregulation, and movement-based games.
  • How brain breaks improve engagement, learning, and classroom culture. Small shifts that make a big impact.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16729327 Tue, 18 Mar 2025 21:00:00 +1100 866 6 115 full false #114: Quick Win Challenge! Use this technique for smooth, stress-free, and energy-saving transitions. #114: Quick Win Challenge! Use this technique for smooth, stress-free, and energy-saving transitions. In today’s episode, I’m sharing a simple yet powerful transition technique that can help you regain student attention without raising your voice or using unnecessary energy.

Transitions can be one of the trickiest parts of classroom management. Picture this: students are engaged in a group task, there’s movement, chatter, and productive chaos, but now you need to bring them back to whole-class instruction. Rather than calling for attention repeatedly, try this:

  1. Play transition music—a predetermined song that signals to students it’s time to shift back.
  2. Project your laptop screen onto the board and type your instructions in big, bold font for students to follow.

This method is non-verbal, calm, direct, and engaging. It saves your voice, adds a bit of novelty, and helps students smoothly transition without unnecessary disruption. Listen in for tips on making this work effectively in your classroom.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> In today’s episode, I’m sharing a simple yet powerful transition technique that can help you regain student attention without raising your voice or using unnecessary energy.

Transitions can be one of the trickiest parts of classroom management. Picture this: students are engaged in a group task, there’s movement, chatter, and productive chaos, but now you need to bring them back to whole-class instruction. Rather than calling for attention repeatedly, try this:

  1. Play transition music—a predetermined song that signals to students it’s time to shift back.
  2. Project your laptop screen onto the board and type your instructions in big, bold font for students to follow.

This method is non-verbal, calm, direct, and engaging. It saves your voice, adds a bit of novelty, and helps students smoothly transition without unnecessary disruption. Listen in for tips on making this work effectively in your classroom.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16729326 Thu, 13 Mar 2025 21:00:00 +1100 251 6 114 full false #113: 1 powerful shift to make in your behaviour chats to create more change #113: 1 powerful shift to make in your behaviour chats to create more change One of the most powerful shifts we can make when addressing student behaviour is to stop lecturing and start leading. Instead of telling students what they did wrong, we need to ask the right questions to guide them toward reflection, accountability, and change.

Lecturing rarely leads to buy-in. It is one of William Glasser’s seven disconnecting habits, and without realising it, we often fall into this trap—especially in the heat of the moment. The result? Students tune out, nod along without truly listening, or push back entirely.

In this episode, I explore how shifting from lecture mode to guide mode creates a more productive and effective approach to behaviour chats. I provide real-world examples of common classroom scenarios and show you exactly how to replace lecturing with guiding questions that encourage self-reflection and responsibility.

Listen in as I discuss:

  • Why lecturing does not create real behaviour change. The importance of student buy-in.
  • How to shift from telling to questioning. Using questions to encourage reflection and accountability.
  • Practical examples of guiding language. What to say instead of lecturing in common behaviour situations.

Mentioned resources:

MASTERCLASS: REAL CONSEQUENCES, REAL CHANGE

BEHAVIOUR REFLECTION BUNDLE

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> One of the most powerful shifts we can make when addressing student behaviour is to stop lecturing and start leading. Instead of telling students what they did wrong, we need to ask the right questions to guide them toward reflection, accountability, and change.

Lecturing rarely leads to buy-in. It is one of William Glasser’s seven disconnecting habits, and without realising it, we often fall into this trap—especially in the heat of the moment. The result? Students tune out, nod along without truly listening, or push back entirely.

In this episode, I explore how shifting from lecture mode to guide mode creates a more productive and effective approach to behaviour chats. I provide real-world examples of common classroom scenarios and show you exactly how to replace lecturing with guiding questions that encourage self-reflection and responsibility.

Listen in as I discuss:

  • Why lecturing does not create real behaviour change. The importance of student buy-in.
  • How to shift from telling to questioning. Using questions to encourage reflection and accountability.
  • Practical examples of guiding language. What to say instead of lecturing in common behaviour situations.

Mentioned resources:

MASTERCLASS: REAL CONSEQUENCES, REAL CHANGE

BEHAVIOUR REFLECTION BUNDLE

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16729325 Tue, 11 Mar 2025 21:00:00 +1100 758 6 113 full false #112: Quick Win Challenge! How to get students to care about the consequence (and why their buy-in definitely matters) #112: Quick Win Challenge! How to get students to care about the consequence (and why their buy-in definitely matters) There are strong opinions when it comes to consequences in schools. Some believe in strict enforcement—"do the crime, do the time"—while others advocate for restorative conversations and plans. Regardless of approach, one thing remains essential: we need student buy-in for consequences to be effective.

Without buy-in, consequences lose their impact. The students who struggle the most are often already expecting punishments like detention or suspension. They wear a mask that says, "I don’t care." But the truth is, punitive measures rarely lead to real behaviour change.

In this episode, I discuss how to create meaningful consequences that students actually care about. I break down three key considerations to ensure students understand the impact of their actions, feel supported in making better choices, and see consequences as fair and relevant.

Listen in as I discuss:

  • Why student buy-in is crucial for real behaviour change. Without it, consequences are ineffective.
  • Three key factors to consider when addressing behaviour. Reflection, relevance, and skill-building.
  • How to create fair and meaningful consequences. Ensuring students understand and engage with the process.

Mentioned resources:

MASTERCLASS: REAL CONSEQUENCES, REAL CHANGE

BEHAVIOUR REFLECTION BUNDLE

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> There are strong opinions when it comes to consequences in schools. Some believe in strict enforcement—"do the crime, do the time"—while others advocate for restorative conversations and plans. Regardless of approach, one thing remains essential: we need student buy-in for consequences to be effective.

Without buy-in, consequences lose their impact. The students who struggle the most are often already expecting punishments like detention or suspension. They wear a mask that says, "I don’t care." But the truth is, punitive measures rarely lead to real behaviour change.

In this episode, I discuss how to create meaningful consequences that students actually care about. I break down three key considerations to ensure students understand the impact of their actions, feel supported in making better choices, and see consequences as fair and relevant.

Listen in as I discuss:

  • Why student buy-in is crucial for real behaviour change. Without it, consequences are ineffective.
  • Three key factors to consider when addressing behaviour. Reflection, relevance, and skill-building.
  • How to create fair and meaningful consequences. Ensuring students understand and engage with the process.

Mentioned resources:

MASTERCLASS: REAL CONSEQUENCES, REAL CHANGE

BEHAVIOUR REFLECTION BUNDLE

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16729323 Thu, 06 Mar 2025 22:00:00 +1100 488 6 112 full false #111: What moving countries with a toddler reinforced about classroom management and behaviour. #111: What moving countries with a toddler reinforced about classroom management and behaviour. In this episode, I reflect on my recent move from New Zealand to Australia and the unexpected lessons it reinforced about classroom management. Moving is always challenging, but relocating with a toddler highlighted the profound impact of predictability and structure on behaviour. 

This experience reaffirmed a key classroom management principle: predictability is the brain’s best friend. I explore how structured routines, such as entry and exit procedures, transition cues, and scaffolding techniques, can help regulate behaviour and create a sense of safety in the classroom. Tune in for insights on how to proactively support students and foster a more predictable learning environment.

Listen in as I discuss:

  • The Impact of Predictability on Behaviour. How my toddler’s reaction to moving reinforced the need for structure in managing emotions and behaviour.
  • Classroom Routines as a Proactive Behaviour Strategy. Entry and exit routines, transition cues, and structured scaffolds that help mitigate dysregulation.
  • Practical Classroom Applications. How small changes, like consistency in expectations, can positively influence student behaviour and engagement.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> In this episode, I reflect on my recent move from New Zealand to Australia and the unexpected lessons it reinforced about classroom management. Moving is always challenging, but relocating with a toddler highlighted the profound impact of predictability and structure on behaviour. 

This experience reaffirmed a key classroom management principle: predictability is the brain’s best friend. I explore how structured routines, such as entry and exit procedures, transition cues, and scaffolding techniques, can help regulate behaviour and create a sense of safety in the classroom. Tune in for insights on how to proactively support students and foster a more predictable learning environment.

Listen in as I discuss:

  • The Impact of Predictability on Behaviour. How my toddler’s reaction to moving reinforced the need for structure in managing emotions and behaviour.
  • Classroom Routines as a Proactive Behaviour Strategy. Entry and exit routines, transition cues, and structured scaffolds that help mitigate dysregulation.
  • Practical Classroom Applications. How small changes, like consistency in expectations, can positively influence student behaviour and engagement.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16729321 Tue, 04 Mar 2025 13:00:00 +1100 939 6 111 full false #110: Is a 40-hour work week achievable for teachers? Today's guest Angela Watson says YES! #110: Is a 40-hour work week achievable for teachers? Today's guest Angela Watson says YES! Feeling overwhelmed by endless lesson planning and grading?
Struggling to maintain work-life balance?
Unsure how AI can help lighten your workload?

In this episode, I chat with the incredible Angela Watson, veteran educator, instructional coach, and creator of the Truth for Teachers podcast. Angela has spent years helping teachers streamline their workload and reclaim their time.

We discuss her 40-Hour Teacher Workweek program, the power of AI for productivity, and practical strategies to work smarter, not harder.

IN THIS EPISODE, WE DISCUSS:

👉 The truth about achieving a realistic 40-hour workweek as a teacher
👉 How AI can help teachers reduce admin work without replacing them
👉 What we need to consider when it comes to students using AI
👉 Shifting from ‘just in case’ to ‘just in time’ learning to avoid burnout

Teaching is a marathon, not a sprint. Angela’s insights remind us that working smarter is possible by focusing on intentionality, systems, and self-compassion.

How to work with Angela:

🔗 All of Angela's goodies: https://courses.truthforteachers.com/?ref=97eb5e
🔗 Join the 40-Hour Teacher Workweek: https://courses.truthforteachers.com/courses/40-hour-full-year-2024?ref=97eb5e
🔗 The 40 Hour AI Membership: https://courses.truthforteachers.com/bundles/40-hour-AI?ref=97eb5e

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Feeling overwhelmed by endless lesson planning and grading?
Struggling to maintain work-life balance?
Unsure how AI can help lighten your workload?

In this episode, I chat with the incredible Angela Watson, veteran educator, instructional coach, and creator of the Truth for Teachers podcast. Angela has spent years helping teachers streamline their workload and reclaim their time.

We discuss her 40-Hour Teacher Workweek program, the power of AI for productivity, and practical strategies to work smarter, not harder.

IN THIS EPISODE, WE DISCUSS:

👉 The truth about achieving a realistic 40-hour workweek as a teacher
👉 How AI can help teachers reduce admin work without replacing them
👉 What we need to consider when it comes to students using AI
👉 Shifting from ‘just in case’ to ‘just in time’ learning to avoid burnout

Teaching is a marathon, not a sprint. Angela’s insights remind us that working smarter is possible by focusing on intentionality, systems, and self-compassion.

How to work with Angela:

🔗 All of Angela's goodies: https://courses.truthforteachers.com/?ref=97eb5e
🔗 Join the 40-Hour Teacher Workweek: https://courses.truthforteachers.com/courses/40-hour-full-year-2024?ref=97eb5e
🔗 The 40 Hour AI Membership: https://courses.truthforteachers.com/bundles/40-hour-AI?ref=97eb5e

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16528249 Mon, 24 Feb 2025 21:00:00 +1100 2351 6 110 full false #109: Quick Win Challenge! When behaviour happens, stop and ask this one question. #109: Quick Win Challenge! When behaviour happens, stop and ask this one question. In today’s episode, I’m sharing a personal story that shaped how I approach behaviour and relationships in the classroom, and how a single moment of connection can shift everything.

IN THIS EPISODE, I DISCUSS:

  • A deeply personal story from my school days: How one teacher’s unexpected response broke down my tough exterior.
  • Why connection is key: The profound impact of showing care and curiosity over control.
  • Practical ways to connect with your students: Simple phrases to use when addressing challenging behaviour.
  • A powerful reminder: Why “connection is never the wrong answer” and how it can guide your approach.

This Week’s Quick Win: Start with connection.
Take a moment to pause and ask: Are you okay? or What’s going on?
 
Building connection in those tough moments may not always lead to immediate change, but it will always give you the best shot at creating buy-in and trust.

Remember:

Behaviour is nuanced and complicated, but connection simplifies the approach. Write it down somewhere you’ll see it: Connection is never the wrong answer.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> In today’s episode, I’m sharing a personal story that shaped how I approach behaviour and relationships in the classroom, and how a single moment of connection can shift everything.

IN THIS EPISODE, I DISCUSS:

  • A deeply personal story from my school days: How one teacher’s unexpected response broke down my tough exterior.
  • Why connection is key: The profound impact of showing care and curiosity over control.
  • Practical ways to connect with your students: Simple phrases to use when addressing challenging behaviour.
  • A powerful reminder: Why “connection is never the wrong answer” and how it can guide your approach.

This Week’s Quick Win: Start with connection.
Take a moment to pause and ask: Are you okay? or What’s going on?
 
Building connection in those tough moments may not always lead to immediate change, but it will always give you the best shot at creating buy-in and trust.

Remember:

Behaviour is nuanced and complicated, but connection simplifies the approach. Write it down somewhere you’ll see it: Connection is never the wrong answer.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16444988 Thu, 20 Feb 2025 21:00:00 +1100 403 6 109 full true #108: "Shut up miss, you're a sh!t teacher, your lessons suck!" How to respond when behaviours get really personal. #108: "Shut up miss, you're a sh!t teacher, your lessons suck!" How to respond when behaviours get really personal. WARNING: This episode has a lot of swearing in it!!

Dealing with the challenging behaviours are never easy, especially when they feel personal.

That's why in today's episode, I wanted to talk through one of my own experiences, how I dealt with it, and the lessons we can take away.

SOME KEY TAKEAWAYS FROM THIS EPISODE:

  1. Connection First: Even when behaviour feels personal or triggering, prioritise connection as it de-escalates and opens the door to change.
  2. Context Matters: There is no one-size-fits-all response. Tailor your approach to the student and situation.
  3. Do Not Make It About You: Refuse to internalize disrespect. Staying focused on the bigger picture helps you avoid power struggles.

If ever in doubt, you can ask yourself, "Will my response bring us closer together or drive us further apart?" 

And my personal favourite: Connection is NEVER the wrong answer.

Please don't forget to take care of yourselves as a priority, wonderful Unteachables community!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> WARNING: This episode has a lot of swearing in it!!

Dealing with the challenging behaviours are never easy, especially when they feel personal.

That's why in today's episode, I wanted to talk through one of my own experiences, how I dealt with it, and the lessons we can take away.

SOME KEY TAKEAWAYS FROM THIS EPISODE:

  1. Connection First: Even when behaviour feels personal or triggering, prioritise connection as it de-escalates and opens the door to change.
  2. Context Matters: There is no one-size-fits-all response. Tailor your approach to the student and situation.
  3. Do Not Make It About You: Refuse to internalize disrespect. Staying focused on the bigger picture helps you avoid power struggles.

If ever in doubt, you can ask yourself, "Will my response bring us closer together or drive us further apart?" 

And my personal favourite: Connection is NEVER the wrong answer.

Please don't forget to take care of yourselves as a priority, wonderful Unteachables community!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16444939 Mon, 17 Feb 2025 21:00:00 +1100 1370 6 108 full true #107: Quick Win Challenge! Put it on a Post-it. #107: Quick Win Challenge! Put it on a Post-it. Do you feel stuck in a constant cycle of addressing challenging behaviour in the classroom?
What if there was a small, intentional act that could shift the focus, rebuild trust, and nurture the emotional wellbeing of your most challenging students?

In this episode of Quick Wins, we explore a simple yet powerful strategy called Positive Post-Its. This small action has the potential to create profound changes for both you and your students.

IN THIS EPISODE, I DISCUSS:

  • Why students with challenging behaviour often miss out on positive interactions and how this impacts them.
  • The power of small, intentional gestures to change the narrative in your classroom.
  • My personal experiment with Positive Post-Its and the incredible impact it had on my students.
  • How you can start using this simple strategy immediately to build connection and trust.

Positive Post-Its are a small but impactful way to show students they are noticed, valued, and capable of change. By intentionally focusing on the positives, even on difficult days, you can strengthen relationships and create an environment where growth becomes possible.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Do you feel stuck in a constant cycle of addressing challenging behaviour in the classroom?
What if there was a small, intentional act that could shift the focus, rebuild trust, and nurture the emotional wellbeing of your most challenging students?

In this episode of Quick Wins, we explore a simple yet powerful strategy called Positive Post-Its. This small action has the potential to create profound changes for both you and your students.

IN THIS EPISODE, I DISCUSS:

  • Why students with challenging behaviour often miss out on positive interactions and how this impacts them.
  • The power of small, intentional gestures to change the narrative in your classroom.
  • My personal experiment with Positive Post-Its and the incredible impact it had on my students.
  • How you can start using this simple strategy immediately to build connection and trust.

Positive Post-Its are a small but impactful way to show students they are noticed, valued, and capable of change. By intentionally focusing on the positives, even on difficult days, you can strengthen relationships and create an environment where growth becomes possible.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16444484 Thu, 13 Feb 2025 21:00:00 +1100 373 6 107 full false #106: Steal these 10 exit tasks for better engagement, behaviour, and calm end to the lesson. #106: Steal these 10 exit tasks for better engagement, behaviour, and calm end to the lesson. Exit tasks
Exit slips
Plenaries
Whatever you want to call them...
...they are SO much more than just a tool to consolidate learning or tick off reflection and self-assessment boxes.

When used effectively, they:
👉 Reinforce engagement and behaviour expectations.
👉 Encourage work completion by becoming part of your routine.
👉 Show students you care if they engage or finish their work!!

However, in reality...
Students can quickly become bored of them because the language is the same.
It can feel a little forced, especially as an exit routine if you’re trying to think of plenaries every day.
It adds extra work to our plates coming up with these exit tasks and then checking them!

That's where this episode comes in. I'm sharing 10 of my no-prep exit questions you can use immediately. These ideas are fun, flexible, and designed to help you feel calm and in control, while keeping your students engaged.

THE EXIT TASKS:

Here are my 10 exit tasks that you can copy and write up on the board at a moments notice. And of course if you like these, you can grab my teacher favourite 'Exit Doors' presentation with a bunch of other exit routine goodies inside of The Behaviour Club, or at the-unteachables.com/exit

1. Teach a Teenie - Imagine you had to explain what you learned in today’s lesson to somebody much younger than you. How might you explain it in the simplest way possible so that they would understand?

2. Hi-5 facts - Draw an outline of your hand. On the palm, write down what you think the main idea or main takeaway from the lesson has been. On each finger, write down one small fact that you learned

3. $3 Summary - Imagine each word that you write is worth 10c. Write a $3 summary of what you learned in today’s lesson. For example, this sentence is worth $1.30 because it is 13 words long! (Change the currency to whatever your local currency is)

4. Catch-up Notes - Imagine one of your friends was absent from class today. Write a list of 5 main things they would need to know from today’s lesson to be all caught up.

5. Beat the Teacher - Based on what you learnt today, come up with a quiz question that you think can stump the teacher! Write it down and be ready to test it out.

6. One Word - If you had to sum up everything you learned in today’s lesson in just one word, what would it be? Then, explain why you chose that word.

7. Rock, Paper, Scissors - Write down:

YOUR ROCK: The toughest thing from the lesson

YOUR PAPER: The three most important things to make a note of

YOUR SCISSORS: Something least important you’d cut out.

8. The Shoutout - What is one big thing you learned this lesson? Write it on a post it note. Hashtag your name (eg. #Claire). Pop it up

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Exit tasks
Exit slips
Plenaries
Whatever you want to call them...
...they are SO much more than just a tool to consolidate learning or tick off reflection and self-assessment boxes.

When used effectively, they:
👉 Reinforce engagement and behaviour expectations.
👉 Encourage work completion by becoming part of your routine.
👉 Show students you care if they engage or finish their work!!

However, in reality...
Students can quickly become bored of them because the language is the same.
It can feel a little forced, especially as an exit routine if you’re trying to think of plenaries every day.
It adds extra work to our plates coming up with these exit tasks and then checking them!

That's where this episode comes in. I'm sharing 10 of my no-prep exit questions you can use immediately. These ideas are fun, flexible, and designed to help you feel calm and in control, while keeping your students engaged.

THE EXIT TASKS:

Here are my 10 exit tasks that you can copy and write up on the board at a moments notice. And of course if you like these, you can grab my teacher favourite 'Exit Doors' presentation with a bunch of other exit routine goodies inside of The Behaviour Club, or at the-unteachables.com/exit

1. Teach a Teenie - Imagine you had to explain what you learned in today’s lesson to somebody much younger than you. How might you explain it in the simplest way possible so that they would understand?

2. Hi-5 facts - Draw an outline of your hand. On the palm, write down what you think the main idea or main takeaway from the lesson has been. On each finger, write down one small fact that you learned

3. $3 Summary - Imagine each word that you write is worth 10c. Write a $3 summary of what you learned in today’s lesson. For example, this sentence is worth $1.30 because it is 13 words long! (Change the currency to whatever your local currency is)

4. Catch-up Notes - Imagine one of your friends was absent from class today. Write a list of 5 main things they would need to know from today’s lesson to be all caught up.

5. Beat the Teacher - Based on what you learnt today, come up with a quiz question that you think can stump the teacher! Write it down and be ready to test it out.

6. One Word - If you had to sum up everything you learned in today’s lesson in just one word, what would it be? Then, explain why you chose that word.

7. Rock, Paper, Scissors - Write down:

YOUR ROCK: The toughest thing from the lesson

YOUR PAPER: The three most important things to make a note of

YOUR SCISSORS: Something least important you’d cut out.

8. The Shoutout - What is one big thing you learned this lesson? Write it on a post it note. Hashtag your name (eg. #Claire). Pop it up

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16444454 Mon, 10 Feb 2025 21:00:00 +1100 794 full false #105: Quick Win Challenge! Pick up the phone. #105: Quick Win Challenge! Pick up the phone. In this episode, I explore one of the simplest yet most powerful tools in your emotional piggybank investment toolkit: positive phone calls home. These small acts of connection can have a monumental impact!

IN THIS EPISODE, I DISCUSS:

  • Why positive phone calls are a game-changer, including how they build trust and transform relationships with students and their families.
  • The impact on students who display challenging behaviours, explaining why these children often miss out on positive recognition and how this small step can change their narrative.
  • A simple action plan for making a positive call, with step-by-step guidance and a script to help you get started.
  • The ripple effect of connection, describing how a single phone call can spark long-term behaviour change and stronger communication.

Your quick-win challenge this week:

Commit to just one positive call home. It doesn’t need to be elaborate or lengthy, just heartfelt. Use the script provided in this episode to introduce yourself, share specific positives, and open the door for future communication.

Connection is the cornerstone of teaching. Behaviour change will not happen overnight, but every small step matters. Start with one moment of connection, one positive call, and one narrative shift. You’ve got this, wonderful teacher!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> In this episode, I explore one of the simplest yet most powerful tools in your emotional piggybank investment toolkit: positive phone calls home. These small acts of connection can have a monumental impact!

IN THIS EPISODE, I DISCUSS:

  • Why positive phone calls are a game-changer, including how they build trust and transform relationships with students and their families.
  • The impact on students who display challenging behaviours, explaining why these children often miss out on positive recognition and how this small step can change their narrative.
  • A simple action plan for making a positive call, with step-by-step guidance and a script to help you get started.
  • The ripple effect of connection, describing how a single phone call can spark long-term behaviour change and stronger communication.

Your quick-win challenge this week:

Commit to just one positive call home. It doesn’t need to be elaborate or lengthy, just heartfelt. Use the script provided in this episode to introduce yourself, share specific positives, and open the door for future communication.

Connection is the cornerstone of teaching. Behaviour change will not happen overnight, but every small step matters. Start with one moment of connection, one positive call, and one narrative shift. You’ve got this, wonderful teacher!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16444451 Thu, 06 Feb 2025 21:00:00 +1100 312 6 105 full false #104: My 3 non-negotiable exit routines to make the final 15 minutes feel less like crowd control #104: My 3 non-negotiable exit routines to make the final 15 minutes feel less like crowd control Does this sound familiar? The final moments of your lesson feel chaotic... unfinished, rushed work, students hovering by the door, mess everywhere, disruption, noise, and disorganisation leaving you feeling overwhelmed and frustrated?

If this sounds all too familiar, you are not alone. The good news is that with consistent, simple exit routines, you can transition out of your lesson calmly and purposefully without feeling like a bouncer at the door.

IN THIS EPISODE, I DISCUSS:

1.  Why exit routines are essential:
Small, consistent steps at the end of a lesson do more than tidy up; they reinforce engagement, help wrap up the learning, and make classroom transitions less stressful.

2. My 3 non-negotiable exit routines:

  • Self-reflection for early finishers – Teach students to ask, "Am I really done?" with an anchor chart that encourages independence and self-checking.
  • Plenaries that stick – Wrap up the learning in a way that reinforces key concepts and expectations without falling into the trap of "death by plenary."
  • The ‘row by row you go’ method – Use a clear, calm system for exiting the classroom that ensures it stays tidy and ready for the next group.

3. Practical tools to streamline your routines:
From self-reflection prompts to ready-to-go plenary resources, learn how to save time while keeping students engaged and ensuring smooth transitions.


When you embed these three routines into every lesson, you can:

✅ Reinforce behaviour and work expectations consistently
✅ Avoid the chaos that often accompanies lesson endings
✅ Create a calm, controlled environment that allows for smooth transitions

Ready to take the stress out of your lesson endings? Grab the resources mentioned in this episode inside The Behaviour Club or check out:

The Exit Routine Bundle: the-unteachables.com/exit

The Early Finishers Bundle: the-unteachables.com/earlyfinishers

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Does this sound familiar? The final moments of your lesson feel chaotic... unfinished, rushed work, students hovering by the door, mess everywhere, disruption, noise, and disorganisation leaving you feeling overwhelmed and frustrated?

If this sounds all too familiar, you are not alone. The good news is that with consistent, simple exit routines, you can transition out of your lesson calmly and purposefully without feeling like a bouncer at the door.

IN THIS EPISODE, I DISCUSS:

1.  Why exit routines are essential:
Small, consistent steps at the end of a lesson do more than tidy up; they reinforce engagement, help wrap up the learning, and make classroom transitions less stressful.

2. My 3 non-negotiable exit routines:

  • Self-reflection for early finishers – Teach students to ask, "Am I really done?" with an anchor chart that encourages independence and self-checking.
  • Plenaries that stick – Wrap up the learning in a way that reinforces key concepts and expectations without falling into the trap of "death by plenary."
  • The ‘row by row you go’ method – Use a clear, calm system for exiting the classroom that ensures it stays tidy and ready for the next group.

3. Practical tools to streamline your routines:
From self-reflection prompts to ready-to-go plenary resources, learn how to save time while keeping students engaged and ensuring smooth transitions.


When you embed these three routines into every lesson, you can:

✅ Reinforce behaviour and work expectations consistently
✅ Avoid the chaos that often accompanies lesson endings
✅ Create a calm, controlled environment that allows for smooth transitions

Ready to take the stress out of your lesson endings? Grab the resources mentioned in this episode inside The Behaviour Club or check out:

The Exit Routine Bundle: the-unteachables.com/exit

The Early Finishers Bundle: the-unteachables.com/earlyfinishers

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16444450 Mon, 03 Feb 2025 21:00:00 +1100 1085 6 104 full false #103: Quick Win Challenge! The power of hello. #103: Quick Win Challenge! The power of hello. This week’s challenge is all about warm welcomes. While it sounds simple, doing it with intention and consistency can completely transform the culture and community in your classroom.

IN THIS EPISODE, I DISCUSS:

  • Why warm welcomes matter, and how greeting each student contributes to their emotional piggy bank, boosts buy-in, and improves behaviour.
  • The power of routines, and why predictability helps students come to class more regulated and ready to learn.
  • Breaking negative cycles, and how a consistent, personal greeting can help reach even the toughest students.
  • Practical tips, including easy ways to make warm welcomes fun, personal, and consistent even on chaotic days.

QUICK WIN CHALLENGE:

This week, stand at the door and warmly welcome each student as they enter.

  • Keep it simple by using a smile, eye contact, and their name.
  • Add novelty by letting students choose their own greetings, such as a wave, fist bump, or handshake.
  • Use visual prompts like a greetings poster on the wall, which can make the routine fun and help you stay consistent on busy days.

This is not about being fancy. It is about being intentional and consistent, showing each student that they are seen and valued as part of your classroom community.

Head here to grab my ready-made warm welcomes posters!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> This week’s challenge is all about warm welcomes. While it sounds simple, doing it with intention and consistency can completely transform the culture and community in your classroom.

IN THIS EPISODE, I DISCUSS:

  • Why warm welcomes matter, and how greeting each student contributes to their emotional piggy bank, boosts buy-in, and improves behaviour.
  • The power of routines, and why predictability helps students come to class more regulated and ready to learn.
  • Breaking negative cycles, and how a consistent, personal greeting can help reach even the toughest students.
  • Practical tips, including easy ways to make warm welcomes fun, personal, and consistent even on chaotic days.

QUICK WIN CHALLENGE:

This week, stand at the door and warmly welcome each student as they enter.

  • Keep it simple by using a smile, eye contact, and their name.
  • Add novelty by letting students choose their own greetings, such as a wave, fist bump, or handshake.
  • Use visual prompts like a greetings poster on the wall, which can make the routine fun and help you stay consistent on busy days.

This is not about being fancy. It is about being intentional and consistent, showing each student that they are seen and valued as part of your classroom community.

Head here to grab my ready-made warm welcomes posters!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16444447 Thu, 30 Jan 2025 21:00:00 +1100 487 6 103 full false #102: How to make this year more positive for ‘that’ student (and of course, for you) #102: How to make this year more positive for ‘that’ student (and of course, for you) Do you have a student who feels impossible to reach? You're not alone. As the summer holidays wind down, you might find yourself thinking about that student. They’re the one you’ve struggled with before, or the one whose reputation precedes them. It’s tough, and it’s okay to admit that. The good news is that you have the power to press the reset button and make this year better for them and for you.

In this episode, I’m sharing practical strategies to help you break the cycle of negativity and start fresh. Whether you’re reflecting on last year or preparing for what’s ahead, this episode focuses on shifting your mindset, building bridges, and creating a plan for success.

If you’re part of The Behaviour Club, be sure to check out this month’s training, Pressing Reset. It takes a deeper dive into this topic and provides a step-by-step plan to transform your approach.

IN THIS EPISODE, I DISCUSS:

  • Reframing your mindset: How separating the child from their behaviours can shift your perspective and open the door to connection.
  • The power of a reset chat: Why starting the year with an open and collaborative conversation can plant the seeds for change.
  • Building trust through small actions: How investing in their emotional piggy bank and catching the positive can transform your relationship over time.
  • Practical strategies you can implement today to prepare for a better year with that tough-to-teach student.

Behaviour change takes time, but every small step you take creates a ripple effect. Focus on what you can control, and you’ll be amazed at what’s possible!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Do you have a student who feels impossible to reach? You're not alone. As the summer holidays wind down, you might find yourself thinking about that student. They’re the one you’ve struggled with before, or the one whose reputation precedes them. It’s tough, and it’s okay to admit that. The good news is that you have the power to press the reset button and make this year better for them and for you.

In this episode, I’m sharing practical strategies to help you break the cycle of negativity and start fresh. Whether you’re reflecting on last year or preparing for what’s ahead, this episode focuses on shifting your mindset, building bridges, and creating a plan for success.

If you’re part of The Behaviour Club, be sure to check out this month’s training, Pressing Reset. It takes a deeper dive into this topic and provides a step-by-step plan to transform your approach.

IN THIS EPISODE, I DISCUSS:

  • Reframing your mindset: How separating the child from their behaviours can shift your perspective and open the door to connection.
  • The power of a reset chat: Why starting the year with an open and collaborative conversation can plant the seeds for change.
  • Building trust through small actions: How investing in their emotional piggy bank and catching the positive can transform your relationship over time.
  • Practical strategies you can implement today to prepare for a better year with that tough-to-teach student.

Behaviour change takes time, but every small step you take creates a ripple effect. Focus on what you can control, and you’ll be amazed at what’s possible!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16444359 Mon, 27 Jan 2025 21:00:00 +1100 999 6 102 full false #101: My 3 non-negotiables for the first week back at school. How to set strong expectations students follow AND still smile before Easter! #101: My 3 non-negotiables for the first week back at school. How to set strong expectations students follow AND still smile before Easter! Are you heading back to school and wondering how to set expectations that your students will actually follow, all while building a positive classroom culture?

You’re not alone, my friend! This is the top question I’ve been asked by teachers! In today’s episode, I’m tackling how to balance expectation-setting and relationship-building right from the start of the school year. Spoiler alert: yes, you can smile before Easter and still set boundaries that your students respect.

Whether you’re feeling the back-to-school panic or you’re already knee-deep in planning, this episode is full of actionable tips to make the transition smooth, enjoyable, and effective.

IN THIS EPISODE, I DISCUSS:

  • The real goal for your first day back: It’s not just rules and routines. It’s buy-in! Learn why this is the cornerstone of everything you want to achieve.
  • Why “Don’t smile until Easter” is bad advice: Discover how strategic use of your non-verbal cues can build credibility and connection at the same time.
  • Three non-negotiables for the first week: From learning names to icebreakers and collaborative expectation-setting, I share how to establish a classroom culture that’s safe, seen, and heard.
  • How to make expectations a living, breathing framework: Move beyond “stick-it-on-the-wall” rules and create a year-long dialogue around shared values and consequences.

Take the Stress Out of Back-to-School Planning!

  • Behaviour Club Members: Access my full library of icebreakers, expectations lessons, and more!
  • Not a member yet? Grab my Back to School Bundle for instant access to everything you need to hit the ground running. 

Let’s make 2025 the year classroom management feels more human and less like crowd control.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Are you heading back to school and wondering how to set expectations that your students will actually follow, all while building a positive classroom culture?

You’re not alone, my friend! This is the top question I’ve been asked by teachers! In today’s episode, I’m tackling how to balance expectation-setting and relationship-building right from the start of the school year. Spoiler alert: yes, you can smile before Easter and still set boundaries that your students respect.

Whether you’re feeling the back-to-school panic or you’re already knee-deep in planning, this episode is full of actionable tips to make the transition smooth, enjoyable, and effective.

IN THIS EPISODE, I DISCUSS:

  • The real goal for your first day back: It’s not just rules and routines. It’s buy-in! Learn why this is the cornerstone of everything you want to achieve.
  • Why “Don’t smile until Easter” is bad advice: Discover how strategic use of your non-verbal cues can build credibility and connection at the same time.
  • Three non-negotiables for the first week: From learning names to icebreakers and collaborative expectation-setting, I share how to establish a classroom culture that’s safe, seen, and heard.
  • How to make expectations a living, breathing framework: Move beyond “stick-it-on-the-wall” rules and create a year-long dialogue around shared values and consequences.

Take the Stress Out of Back-to-School Planning!

  • Behaviour Club Members: Access my full library of icebreakers, expectations lessons, and more!
  • Not a member yet? Grab my Back to School Bundle for instant access to everything you need to hit the ground running. 

Let’s make 2025 the year classroom management feels more human and less like crowd control.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16444325 Mon, 20 Jan 2025 20:00:00 +1100 1475 6 101 full false #100: Goodbye, 2024!! Reflections on rest, filling our cups, and how to return to school in 2025 feeling like "you" again. #100: Goodbye, 2024!! Reflections on rest, filling our cups, and how to return to school in 2025 feeling like "you" again. Episode 100!!! (AND the last episode of 2024) is both a reflection and a reminder—a moment to pause and think about what truly fills your cup during the holidays. Teaching can be all-consuming, and it’s vital to find ways to not just rest but to feel rejuvenated and reconnected with yourself.

IN THIS EPISODE, I DISCUSS:

  • Why resting isn’t always enough – the difference between rest and rejuvenation.
  • The 5 basic needs cups from choice theory – love and belonging, fun, survival, mastery and power, and freedom.
  • Identifying how you're truly feeling – and how to intentionally fill your cups in ways that align with your unique needs.
  • The importance of prioritising your wellbeing – because the work we do as teachers depends on it.

As this year comes to an end, take a moment to reflect on how you feel and what you need. Whether it’s spending time with loved ones, reigniting a hobby, or simply taking time to rest, be intentional about filling the cups that leave you feeling whole.

If you’ve enjoyed the podcast this year, I’d be so grateful if you could leave a review—it would mean the world to me. Thank you for letting me support you throughout 2024. I can’t wait to bring you fresh episodes, new ideas, and plenty of support in the new year.

Sending all my love, and as my little one says, “bye bye, ta ta, see you later!” 💛

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Episode 100!!! (AND the last episode of 2024) is both a reflection and a reminder—a moment to pause and think about what truly fills your cup during the holidays. Teaching can be all-consuming, and it’s vital to find ways to not just rest but to feel rejuvenated and reconnected with yourself.

IN THIS EPISODE, I DISCUSS:

  • Why resting isn’t always enough – the difference between rest and rejuvenation.
  • The 5 basic needs cups from choice theory – love and belonging, fun, survival, mastery and power, and freedom.
  • Identifying how you're truly feeling – and how to intentionally fill your cups in ways that align with your unique needs.
  • The importance of prioritising your wellbeing – because the work we do as teachers depends on it.

As this year comes to an end, take a moment to reflect on how you feel and what you need. Whether it’s spending time with loved ones, reigniting a hobby, or simply taking time to rest, be intentional about filling the cups that leave you feeling whole.

If you’ve enjoyed the podcast this year, I’d be so grateful if you could leave a review—it would mean the world to me. Thank you for letting me support you throughout 2024. I can’t wait to bring you fresh episodes, new ideas, and plenty of support in the new year.

Sending all my love, and as my little one says, “bye bye, ta ta, see you later!” 💛

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16223682 Tue, 17 Dec 2024 21:00:00 +1100 941 5 100 full false #99: The holidays aren't fun for everyone, which is why those behaviours might be on the rise! #99: The holidays aren't fun for everyone, which is why those behaviours might be on the rise! The festive season can be a fun time for us as teachers, and our students—but not for everyone. While many of us are busy planning celebrations and gifts, some of our students face unique challenges. For them, the holiday season might bring stress, instability, or hardship. In this episode, I offer a compassionate reminder about the reality some of our students face and how we, as educators, can make a difference in their experience.

IN THIS EPISODE, I DISCUSS:

  • The reality of the holiday season for some students – why it’s not a joyful time for everyone.
  • The impact of the holidays on student behaviour – understanding increased reactivity, withdrawal, and emotional dysregulation.
  • Practical steps to support students during this season – strategies for consistency, connection, and fostering felt-safety in your classroom.

The holidays can highlight the disparity in experiences among students, and for some, your classroom might be the only consistent, safe space they know. By recognising this and doubling down on your routines, expectations, and community-building, you can offer them much-needed stability. 

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> The festive season can be a fun time for us as teachers, and our students—but not for everyone. While many of us are busy planning celebrations and gifts, some of our students face unique challenges. For them, the holiday season might bring stress, instability, or hardship. In this episode, I offer a compassionate reminder about the reality some of our students face and how we, as educators, can make a difference in their experience.

IN THIS EPISODE, I DISCUSS:

  • The reality of the holiday season for some students – why it’s not a joyful time for everyone.
  • The impact of the holidays on student behaviour – understanding increased reactivity, withdrawal, and emotional dysregulation.
  • Practical steps to support students during this season – strategies for consistency, connection, and fostering felt-safety in your classroom.

The holidays can highlight the disparity in experiences among students, and for some, your classroom might be the only consistent, safe space they know. By recognising this and doubling down on your routines, expectations, and community-building, you can offer them much-needed stability. 

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16223681 Thu, 12 Dec 2024 21:00:00 +1100 419 5 99 full false #98: 5 questions to ask your students today to foster an attitude of gratitude! #98: 5 questions to ask your students today to foster an attitude of gratitude! As we near the end of the term, the classroom energy can get... let's say, a little extra. Sound familiar? 😉 That’s why this week, I want to share 5 powerful  questions you can ask your students to foster an attitude of gratitude while bringing focus and positivity into the room.

IN THIS EPISODE, I DISCUSS:

  • Why gratitude is powerful: The benefits for both students and teachers.
  • 5 key questions to foster an attitude of gratitude: Easy, thought-provoking prompts that spark connection and reflection.
  • How to make gratitude work for all students: Ideas for engagement, even for those reluctant to participate.


HERE ARE THE QUESTIONS IN ONE PLACE:

  1. What is something that you are glad for every day?
  2. Look around the classroom and find one object you are grateful for. Why?
  3. When was the last time you belly laughed?
  4. What do you most look forward to when you wake up in the morning?
  5. What’s one thing that makes you say, ‘I’m glad to be me’?

Pro tip: Model your own answers to these questions first—it helps students think creatively and feel comfortable sharing!

If you’re in the Behaviour Club, check out this month’s Gratitude Resource Pack! It’s packed with 29 conversation cards, gratitude bingo, and task cards to help embed these ideas into your classroom.

Not in The Behaviour Club? You can grab those resources separately here!


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> As we near the end of the term, the classroom energy can get... let's say, a little extra. Sound familiar? 😉 That’s why this week, I want to share 5 powerful  questions you can ask your students to foster an attitude of gratitude while bringing focus and positivity into the room.

IN THIS EPISODE, I DISCUSS:

  • Why gratitude is powerful: The benefits for both students and teachers.
  • 5 key questions to foster an attitude of gratitude: Easy, thought-provoking prompts that spark connection and reflection.
  • How to make gratitude work for all students: Ideas for engagement, even for those reluctant to participate.


HERE ARE THE QUESTIONS IN ONE PLACE:

  1. What is something that you are glad for every day?
  2. Look around the classroom and find one object you are grateful for. Why?
  3. When was the last time you belly laughed?
  4. What do you most look forward to when you wake up in the morning?
  5. What’s one thing that makes you say, ‘I’m glad to be me’?

Pro tip: Model your own answers to these questions first—it helps students think creatively and feel comfortable sharing!

If you’re in the Behaviour Club, check out this month’s Gratitude Resource Pack! It’s packed with 29 conversation cards, gratitude bingo, and task cards to help embed these ideas into your classroom.

Not in The Behaviour Club? You can grab those resources separately here!


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16223634 Tue, 10 Dec 2024 21:00:00 +1100 810 full false #97: Do your classroom celebrations turn to CHAOS?! Here's what to do to get festive without the fear of mayhem. #97: Do your classroom celebrations turn to CHAOS?! Here's what to do to get festive without the fear of mayhem. Ever had a class party or more relaxed and unstructured activities spiral into mayhem??? That doesn't mean you shouldn't do it, it just means you need to do it right! 

In today's bite I take you through how adding structure to your festive plans can keep things fun, calm, and enjoyable for everyone (yourself included!).


IN THIS EPISODE, I DISCUSS:

  • Why end-of-year celebrations can feel overwhelming: Understanding what makes this time of year tricky.
  • How to pair fun with predictability: Simple strategies to create structure while still enjoying the moment.
  • Practical engagement tips: Ideas to keep students focused and reduce chaos during activities.

Celebrate away, but remember: Pair the party with predictability 🎄



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Ever had a class party or more relaxed and unstructured activities spiral into mayhem??? That doesn't mean you shouldn't do it, it just means you need to do it right! 

In today's bite I take you through how adding structure to your festive plans can keep things fun, calm, and enjoyable for everyone (yourself included!).


IN THIS EPISODE, I DISCUSS:

  • Why end-of-year celebrations can feel overwhelming: Understanding what makes this time of year tricky.
  • How to pair fun with predictability: Simple strategies to create structure while still enjoying the moment.
  • Practical engagement tips: Ideas to keep students focused and reduce chaos during activities.

Celebrate away, but remember: Pair the party with predictability 🎄



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16223631 Thu, 05 Dec 2024 21:00:00 +1100 413 5 97 full false #96: 3 classroom games that are fun, easy, and can be used at a pinch to channel that end-of-year energy!! #96: 3 classroom games that are fun, easy, and can be used at a pinch to channel that end-of-year energy!! Are you feeling the strain of the end-of-year chaos in the classroom?

“My students are apathetic and completely checked out!”
“Chattiness, off-task behaviours, and disruptions are at an all-time high!”
“Some behaviour has majorly escalated!”

Sound familiar? You’re not alone.

The combination of tired students, tired teachers, heightened excitement, and a lack of routine can wreak havoc on behaviour. But with a little prep (and a few no-prep strategies), you can channel that energy effectively—and get to the end of the year... dare I say, not just surviving, but thriving!!

IN THIS EPISODE, I DISCUSS:

  • Why this time of year is so challenging: Understanding the factors behind the end-of-year chaos.
  • Three go-to games you can use in a pinch to upregulate or downregulate student energy, all while keeping the classroom fun and functional.
  • How to lean into the festive energy: Tips for embracing the chaos while controlling what you can control.


Grab the brain break bundle: 6 games (600+ questions) to use each and every day to channel energy, build rapport, boost engagement, and encourage a positive, connected, class community. 


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Are you feeling the strain of the end-of-year chaos in the classroom?

“My students are apathetic and completely checked out!”
“Chattiness, off-task behaviours, and disruptions are at an all-time high!”
“Some behaviour has majorly escalated!”

Sound familiar? You’re not alone.

The combination of tired students, tired teachers, heightened excitement, and a lack of routine can wreak havoc on behaviour. But with a little prep (and a few no-prep strategies), you can channel that energy effectively—and get to the end of the year... dare I say, not just surviving, but thriving!!

IN THIS EPISODE, I DISCUSS:

  • Why this time of year is so challenging: Understanding the factors behind the end-of-year chaos.
  • Three go-to games you can use in a pinch to upregulate or downregulate student energy, all while keeping the classroom fun and functional.
  • How to lean into the festive energy: Tips for embracing the chaos while controlling what you can control.


Grab the brain break bundle: 6 games (600+ questions) to use each and every day to channel energy, build rapport, boost engagement, and encourage a positive, connected, class community. 


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]]> Claire English Buzzsprout-16217880 Wed, 04 Dec 2024 15:00:00 +1100 1314 5 96 full false #95: BEHAVIOUR BITE: When you chat to students about their behaviour, are you lecturing, or guiding? The difference it makes is HUGE! #95: BEHAVIOUR BITE: When you chat to students about their behaviour, are you lecturing, or guiding? The difference it makes is HUGE! Imagine being 12 years old and feeling lost in a classroom. School has always been a struggle, and instead of admitting your confusion, you become the class clown, distracting yourself and your friends. When the teacher calls you out, you know the drill—nod along and wait for the inevitable lecture. 

That lecture? Like water off a duck’s back!

IN THIS EPISODE, I DISCUSS:

  • The cycle of disengagement: Lecturing students about their behaviour often leads them to tune out, allowing them to avoid taking real accountability. This just perpetuates the same patterns when they return to class.
  • Shifting from lecturing to guiding: By using strategic questions, we can encourage students to reflect on their actions and understand the impact of their behaviour.
  • Empowering student reflection: When students contribute to the conversation, they become active participants in their own learning and behaviour management, rather than passive recipients of criticism.

This week, observe your language when discussing behaviour with students:

  • Are you talking more than listening?
  • Are you telling more than asking?
  • Challenge yourself to become a guide instead of a lecturer. 

Notice how this shift influences your conversations and helps students take ownership of their actions.



.

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]]> Imagine being 12 years old and feeling lost in a classroom. School has always been a struggle, and instead of admitting your confusion, you become the class clown, distracting yourself and your friends. When the teacher calls you out, you know the drill—nod along and wait for the inevitable lecture. 

That lecture? Like water off a duck’s back!

IN THIS EPISODE, I DISCUSS:

  • The cycle of disengagement: Lecturing students about their behaviour often leads them to tune out, allowing them to avoid taking real accountability. This just perpetuates the same patterns when they return to class.
  • Shifting from lecturing to guiding: By using strategic questions, we can encourage students to reflect on their actions and understand the impact of their behaviour.
  • Empowering student reflection: When students contribute to the conversation, they become active participants in their own learning and behaviour management, rather than passive recipients of criticism.

This week, observe your language when discussing behaviour with students:

  • Are you talking more than listening?
  • Are you telling more than asking?
  • Challenge yourself to become a guide instead of a lecturer. 

Notice how this shift influences your conversations and helps students take ownership of their actions.



.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16049541 Thu, 28 Nov 2024 21:00:00 +1100 365 5 95 full false #94: What to do when students are barely showing up to class? Breaking the cycle of non-attendance with compassion, not consequences. #94: What to do when students are barely showing up to class? Breaking the cycle of non-attendance with compassion, not consequences. Are your students arriving late or missing class altogether?

In this episode, we’ll explore why punitive measures often backfire and how they can alienate the very students who need connection the most.

IN THIS EPISODE, I DISCUSS:

  • The pitfalls of punishment: While it may seem like a way to enforce attendance, punishment can foster resentment and disconnect, driving students further away from the classroom.
  • Understanding the reasons behind absenteeism: Many factors influencing attendance are beyond the students’ control, including personal circumstances and mental health challenges.
  • The importance of compassionate expectations: It’s crucial to maintain high standards while approaching students with empathy and understanding.
  • 5 Practical strategies for improving attendance with understanding, compassion and reflection.

The key takeaway from this episode is clear: we cannot lecture or punish our way to better attendance. Instead, we must focus on connection, celebrating progress, and having difficult yet supportive conversations.



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]]> Are your students arriving late or missing class altogether?

In this episode, we’ll explore why punitive measures often backfire and how they can alienate the very students who need connection the most.

IN THIS EPISODE, I DISCUSS:

  • The pitfalls of punishment: While it may seem like a way to enforce attendance, punishment can foster resentment and disconnect, driving students further away from the classroom.
  • Understanding the reasons behind absenteeism: Many factors influencing attendance are beyond the students’ control, including personal circumstances and mental health challenges.
  • The importance of compassionate expectations: It’s crucial to maintain high standards while approaching students with empathy and understanding.
  • 5 Practical strategies for improving attendance with understanding, compassion and reflection.

The key takeaway from this episode is clear: we cannot lecture or punish our way to better attendance. Instead, we must focus on connection, celebrating progress, and having difficult yet supportive conversations.



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16049539 Tue, 26 Nov 2024 21:00:00 +1100 1193 5 94 full false #93: BEHAVIOUR BITE: What messages might your classroom be sending to your students, and how can you make sure it is working FOR you, not AGAINST you!? #93: BEHAVIOUR BITE: What messages might your classroom be sending to your students, and how can you make sure it is working FOR you, not AGAINST you!? When we think of classroom management, our minds often jump to techniques and strategies we implement with our students. However, the most effective management often occurs even before they enter the room. In today’s behaviour bite, I’ll discuss the crucial role of the physical classroom environment itself. It can serve as an invaluable teaching assistant or become a significant roadblock.

IN THIS EPISODE, I DISCUSS:

  • The impact of a clean and clutter-free classroom: A tidy environment sends powerful non-verbal messages to students about expectations, respect, and focus.
  • The consequences of a messy space: When students enter a chaotic room, they may internalise the belief that cleanliness and respect for the learning environment don’t matter.
  • The benefits of a well-organised classroom: A neat setup with resources ready and a clear agenda helps establish a positive tone and reinforces the importance of taking care of the space.
  • Action steps to improve your classroom environment: I challenge you to reflect on the messages your space conveys and implement one small change this week to create a more supportive learning atmosphere.

By making these intentional adjustments, you can help your students feel anchored and ready to learn. These small changes will bolster your classroom management and foster a culture where all students work together to maintain a positive learning environment.



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> When we think of classroom management, our minds often jump to techniques and strategies we implement with our students. However, the most effective management often occurs even before they enter the room. In today’s behaviour bite, I’ll discuss the crucial role of the physical classroom environment itself. It can serve as an invaluable teaching assistant or become a significant roadblock.

IN THIS EPISODE, I DISCUSS:

  • The impact of a clean and clutter-free classroom: A tidy environment sends powerful non-verbal messages to students about expectations, respect, and focus.
  • The consequences of a messy space: When students enter a chaotic room, they may internalise the belief that cleanliness and respect for the learning environment don’t matter.
  • The benefits of a well-organised classroom: A neat setup with resources ready and a clear agenda helps establish a positive tone and reinforces the importance of taking care of the space.
  • Action steps to improve your classroom environment: I challenge you to reflect on the messages your space conveys and implement one small change this week to create a more supportive learning atmosphere.

By making these intentional adjustments, you can help your students feel anchored and ready to learn. These small changes will bolster your classroom management and foster a culture where all students work together to maintain a positive learning environment.



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16049536 Thu, 21 Nov 2024 21:00:00 +1100 388 full false #92: The (seemingly) simple strategy that has the power to MAKE or BREAK the start of your lesson. #92: The (seemingly) simple strategy that has the power to MAKE or BREAK the start of your lesson. You’ve finally set the stage for a productive lesson… and then the chaos begins!

This month on the podcast, we’re honing in on those critical first five minutes—the bedrock of an engaging and settled classroom environment.

I’ll be outlining key strategies to help you create a smooth start, including how to shift students’ energy with entry routines and effective starter activities.

But what happens if you don’t engage your students right away? Something else will!

In this episode, we’ll explore the importance of starter activities and how they can either make or break your lesson’s flow.

IN THIS EPISODE, I DISCUSS:

  • The role of starter activities: These brief, independent tasks serve as the hook to draw students into the lesson. They need to be achievable, explicit, and timed perfectly to set a positive tone.
  • Common mistakes with starter activities: I highlight pitfalls to avoid, such as relying on prior knowledge, requiring too much explanation, or lacking relevance to students’ interests.
  • How consistency builds trust: Establishing a predictable routine helps students feel secure and ready to learn as they enter the classroom.
  • Effective starter activity examples: I share ideas like imaginative prompts that connect students to the lesson and concept-based tasks that allow for differentiated engagement.

GRAB MY 250+ AGENDA SLIDES WITH STARTERS HERE!




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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> You’ve finally set the stage for a productive lesson… and then the chaos begins!

This month on the podcast, we’re honing in on those critical first five minutes—the bedrock of an engaging and settled classroom environment.

I’ll be outlining key strategies to help you create a smooth start, including how to shift students’ energy with entry routines and effective starter activities.

But what happens if you don’t engage your students right away? Something else will!

In this episode, we’ll explore the importance of starter activities and how they can either make or break your lesson’s flow.

IN THIS EPISODE, I DISCUSS:

  • The role of starter activities: These brief, independent tasks serve as the hook to draw students into the lesson. They need to be achievable, explicit, and timed perfectly to set a positive tone.
  • Common mistakes with starter activities: I highlight pitfalls to avoid, such as relying on prior knowledge, requiring too much explanation, or lacking relevance to students’ interests.
  • How consistency builds trust: Establishing a predictable routine helps students feel secure and ready to learn as they enter the classroom.
  • Effective starter activity examples: I share ideas like imaginative prompts that connect students to the lesson and concept-based tasks that allow for differentiated engagement.

GRAB MY 250+ AGENDA SLIDES WITH STARTERS HERE!




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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16049532 Tue, 19 Nov 2024 21:00:00 +1100 1196 5 92 full false #91: BEHAVIOUR BITE: Let the visuals do the talking to avoid confrontation, change the tone, and increase buy-in! #91: BEHAVIOUR BITE: Let the visuals do the talking to avoid confrontation, change the tone, and increase buy-in! Do you often find yourself reminding the same students about the same expectations? It’s draining, and it can start to feel personal, leading to unnecessary confrontations.

Here’s a simple shift that can transform this dynamic:

Make it about the visual. NOT about you!

Instead of verbally repeating instructions, point to a visual cue on the wall, like a poster of class expectations or a checklist. This shifts the focus from “you vs. me” to a shared goal that everyone can see.

In this episode, we look at simple visuals—like classroom norms posters, voice level charts, and “Steps for Success” checklists—that can transform your classroom dynamic. With just a quick gesture, you’re reinforcing standards without confrontation, helping students take more responsibility and saving your energy.



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Do you often find yourself reminding the same students about the same expectations? It’s draining, and it can start to feel personal, leading to unnecessary confrontations.

Here’s a simple shift that can transform this dynamic:

Make it about the visual. NOT about you!

Instead of verbally repeating instructions, point to a visual cue on the wall, like a poster of class expectations or a checklist. This shifts the focus from “you vs. me” to a shared goal that everyone can see.

In this episode, we look at simple visuals—like classroom norms posters, voice level charts, and “Steps for Success” checklists—that can transform your classroom dynamic. With just a quick gesture, you’re reinforcing standards without confrontation, helping students take more responsibility and saving your energy.



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16049526 Thu, 14 Nov 2024 21:00:00 +1100 435 5 91 full false #90: What to do when students come to class late (whilst still keeping things cool, calm, and collected!) #90: What to do when students come to class late (whilst still keeping things cool, calm, and collected!) You’ve FINALLY gotten your students settled and started at the start of the lesson… cue… the disruptive latecomer!

This month on the podcast, I'm focusing on the first five minutes of each lesson—the foundation of a calm, connected start. However, even with a solid roadmap that guides teachers in creating a smooth start with key strategies, like shifting students’ energy through entry routines, engaging starters, and seamless transitions... there's one big wrench that can throw off this plan: when students arrive late. 

In this episode, we’ll dive into why students might be late and practical steps to get them on track without disrupting the flow.

IN THIS EPISODE, I DISCUSS:

  • The many reasons behind lateness: Beyond just "running late," chronic lateness can stem from factors like family routines, neurodivergence (e.g., ADHD or autism), and executive function challenges. We also touch on how needs-based motivation can play into students’ timing.
  • Practical steps to manage late arrivals: I share ways to welcome students in without disrupting the rest of the class. 
  • How to increase accountability and connection through private follow-ups: For repeated lateness, I discuss questions and prompts that encourage students to reflect on the reasons behind their lateness, explore if it’s in their control, and collaboratively make a plan to help them improve.
  • Low-stakes latecomer tasks and routines: My top tips for engaging students that are late, without derailing the lesson.

Late arrivals don’t always have to disrupt your lesson flow!! You just need the right tools to approach them consistently, and calmly.



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> You’ve FINALLY gotten your students settled and started at the start of the lesson… cue… the disruptive latecomer!

This month on the podcast, I'm focusing on the first five minutes of each lesson—the foundation of a calm, connected start. However, even with a solid roadmap that guides teachers in creating a smooth start with key strategies, like shifting students’ energy through entry routines, engaging starters, and seamless transitions... there's one big wrench that can throw off this plan: when students arrive late. 

In this episode, we’ll dive into why students might be late and practical steps to get them on track without disrupting the flow.

IN THIS EPISODE, I DISCUSS:

  • The many reasons behind lateness: Beyond just "running late," chronic lateness can stem from factors like family routines, neurodivergence (e.g., ADHD or autism), and executive function challenges. We also touch on how needs-based motivation can play into students’ timing.
  • Practical steps to manage late arrivals: I share ways to welcome students in without disrupting the rest of the class. 
  • How to increase accountability and connection through private follow-ups: For repeated lateness, I discuss questions and prompts that encourage students to reflect on the reasons behind their lateness, explore if it’s in their control, and collaboratively make a plan to help them improve.
  • Low-stakes latecomer tasks and routines: My top tips for engaging students that are late, without derailing the lesson.

Late arrivals don’t always have to disrupt your lesson flow!! You just need the right tools to approach them consistently, and calmly.



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16049525 Tue, 12 Nov 2024 21:00:00 +1100 1349 5 90 full false #89: BEHAVIOUR BITE: On average, teachers pause for... (🤚 Guilty) #89: BEHAVIOUR BITE: On average, teachers pause for... (🤚 Guilty) Today’s Behaviour Bite is all about a simple yet powerful practice: asking and pausing—for much longer than you (probably) already do.

IN THIS EPISODE, I DISCUSS:

  • The common tendency among teachers to rush through questions: After asking if there are any questions, many of us move on immediately, often before giving students a chance to respond. Research shows that the average pause is just 0.9 seconds—far too short for effective processing.
  • Understanding different types of thinkers: Some students process information internally, while others think out loud. Those who need time to reflect often don’t feel comfortable speaking up if we don’t allow enough pause. By waiting longer, we create space for all students to formulate their thoughts and questions.
  • The impact of extended wait times: Studies indicate that 5-15 seconds of silence can significantly enhance student engagement and response quality. For example, when giving instructions, you can say, “Okay Year 8, before we get started, what questions do you have? I’ll give you 10 seconds to think.” This approach encourages deeper reflection and more meaningful contributions.

This week, challenge yourself to extend your pauses when asking questions or giving instructions. Tune in to how much time you currently provide and consciously increase it. Observe how this impacts your students' clarity and the depth of their responses during discussions.



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Today’s Behaviour Bite is all about a simple yet powerful practice: asking and pausing—for much longer than you (probably) already do.

IN THIS EPISODE, I DISCUSS:

  • The common tendency among teachers to rush through questions: After asking if there are any questions, many of us move on immediately, often before giving students a chance to respond. Research shows that the average pause is just 0.9 seconds—far too short for effective processing.
  • Understanding different types of thinkers: Some students process information internally, while others think out loud. Those who need time to reflect often don’t feel comfortable speaking up if we don’t allow enough pause. By waiting longer, we create space for all students to formulate their thoughts and questions.
  • The impact of extended wait times: Studies indicate that 5-15 seconds of silence can significantly enhance student engagement and response quality. For example, when giving instructions, you can say, “Okay Year 8, before we get started, what questions do you have? I’ll give you 10 seconds to think.” This approach encourages deeper reflection and more meaningful contributions.

This week, challenge yourself to extend your pauses when asking questions or giving instructions. Tune in to how much time you currently provide and consciously increase it. Observe how this impacts your students' clarity and the depth of their responses during discussions.



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16049517 Thu, 07 Nov 2024 21:00:00 +1100 377 5 89 full false #88: How to nail the first 5 minutes of every lesson by controlling what you CAN control! #88: How to nail the first 5 minutes of every lesson by controlling what you CAN control! Are you struggling with having a settled start to the lesson? Battling dysregulation and high energy?

In today’s episode, we’re exploring the importance of the First 5—those critical first five minutes of each lesson. 

This time can make all the difference in shifting energy from the chaos of transitions to a calm, focused learning environment. We’ll dive into practical strategies for creating an “invisible barrier” that allows students to enter a space primed for learning, leaving the outside energy at the door.

IN THIS EPISODE, I DISCUSS:

  • Why the start of lessons can feel chaotic: From dysregulation and unpredictability to the residual energy of breaks, many factors beyond our control impact students’ readiness.
  • What we can control: We’ll go over strategies for creating routines, setting expectations, and managing the physical environment to help students transition smoothly.
  • Three essential routines for the First 5: I’ll share my personal non-negotiables that create consistency and predictability every day:
    • Same welcome spot—Greeting students outside to create a transition from the hallway energy.
    • Same seating arrangement—Reducing guesswork and enhancing predictability.
    • Same starter routine—A consistent, engaging start to every lesson that signals it’s time to focus.



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Are you struggling with having a settled start to the lesson? Battling dysregulation and high energy?

In today’s episode, we’re exploring the importance of the First 5—those critical first five minutes of each lesson. 

This time can make all the difference in shifting energy from the chaos of transitions to a calm, focused learning environment. We’ll dive into practical strategies for creating an “invisible barrier” that allows students to enter a space primed for learning, leaving the outside energy at the door.

IN THIS EPISODE, I DISCUSS:

  • Why the start of lessons can feel chaotic: From dysregulation and unpredictability to the residual energy of breaks, many factors beyond our control impact students’ readiness.
  • What we can control: We’ll go over strategies for creating routines, setting expectations, and managing the physical environment to help students transition smoothly.
  • Three essential routines for the First 5: I’ll share my personal non-negotiables that create consistency and predictability every day:
    • Same welcome spot—Greeting students outside to create a transition from the hallway energy.
    • Same seating arrangement—Reducing guesswork and enhancing predictability.
    • Same starter routine—A consistent, engaging start to every lesson that signals it’s time to focus.



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16049513 Tue, 05 Nov 2024 21:00:00 +1100 1220 5 88 full false #87: Struggling to have some students even START their work? Here’s what to know (and do) #87: Struggling to have some students even START their work? Here’s what to know (and do) In today’s episode, we’re diving into how building a growth mindset culture can be transformative in our classrooms. We’ll look at how fixed mindsets hold students back, especially when past experiences or fears of failure keep them from fully engaging in learning. 

Through this episode, Ill explore practical ways to build self-belief, helping students see challenges as chances to grow and celebrating their efforts along the way. These strategies are all about creating an environment where students feel safe, supported, and willing to try.

IN THIS EPISODE, I DISCUSS:

  • What might be going on for students who seem reluctant to engage
  • How past failures can lead to fixed mindsets and avoidance
  • Practical ways to create a growth mindset culture in the classroom
  • Ideas for embedding growth mindset language into daily discussions and activities
  • Why it’s important to celebrate effort rather than results

If you’re looking to go deeper, I’ve put together a Growth Mindset Bundle filled with resources to support you in building this culture daily. It’s all designed to help take the guesswork out of fostering a growth mindset in your classroom, with editable lesson plans, bulletin boards, and posters that reinforce these ideas. I’d love for you to have these tools on hand, ready to support your students’ growth (without spending 2 weeks putting it together like I did 😂😂

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> In today’s episode, we’re diving into how building a growth mindset culture can be transformative in our classrooms. We’ll look at how fixed mindsets hold students back, especially when past experiences or fears of failure keep them from fully engaging in learning. 

Through this episode, Ill explore practical ways to build self-belief, helping students see challenges as chances to grow and celebrating their efforts along the way. These strategies are all about creating an environment where students feel safe, supported, and willing to try.

IN THIS EPISODE, I DISCUSS:

  • What might be going on for students who seem reluctant to engage
  • How past failures can lead to fixed mindsets and avoidance
  • Practical ways to create a growth mindset culture in the classroom
  • Ideas for embedding growth mindset language into daily discussions and activities
  • Why it’s important to celebrate effort rather than results

If you’re looking to go deeper, I’ve put together a Growth Mindset Bundle filled with resources to support you in building this culture daily. It’s all designed to help take the guesswork out of fostering a growth mindset in your classroom, with editable lesson plans, bulletin boards, and posters that reinforce these ideas. I’d love for you to have these tools on hand, ready to support your students’ growth (without spending 2 weeks putting it together like I did 😂😂

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-16000893 Mon, 28 Oct 2024 20:00:00 +1100 1272 5 87 full false #86: BEHAVIOUR BITE: Avoid locking horns.... at ALL costs. Here's how. #86: BEHAVIOUR BITE: Avoid locking horns.... at ALL costs. Here's how. Welcome to the second Behaviour Bite! Every Thursday (in addition to my main-course episode on Tuesday) I’ll be delivering one quick tip that you can put into action immediately to help you crush your classroom management!

TODAY'S BEHAVIOUR BITE:
Avoid locking horns... at all costs.

Listen in as I talk through this bite, and give you your actionable takeaway!


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Welcome to the second Behaviour Bite! Every Thursday (in addition to my main-course episode on Tuesday) I’ll be delivering one quick tip that you can put into action immediately to help you crush your classroom management!

TODAY'S BEHAVIOUR BITE:
Avoid locking horns... at all costs.

Listen in as I talk through this bite, and give you your actionable takeaway!


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15939935 Thu, 17 Oct 2024 20:00:00 +1100 395 5 86 full false #85: Teach students THIS about behaviour to help them reflect, take accountability, and feel empowered to make lasting positive change. #85: Teach students THIS about behaviour to help them reflect, take accountability, and feel empowered to make lasting positive change. You’ve probably heard the phrase, "Behaviours are students meeting a need." In this episode, I’m diving into what that actually really means for your classroom and how understanding the needs behind student behaviour can transform your management approach.

Listen in as I discuss:

  • Glasser’s 5 basic needs and how they drive behaviour (survival, love/belonging, fun, power/mastery, and freedom)
  • How unmet needs can lead to challenging behaviours in the classroom
  • Core principles of Choice Theory
  • The importance of embedding strategies into your practice that meet students' needs
  • How empowering students with an understanding of their own behaviours changes classroom dynamics

When students understand the needs driving their behaviour, it shifts everything—discussions, dynamics, accountability, and even how they view themselves. To help foster that awareness, start here:

  • Have a discussion with students (as a class or individually)
  • Make them aware they have five basic needs
  • Explain that everyone has these needs and is constantly trying to meet them
  • Acknowledge that sometimes we make poor choices while trying to meet our needs
  • Emphasize that they aren’t “bad,” and they aren’t defined by their behaviors
  • Highlight that we are all just doing the best we can
  • Encourage awareness of their needs and choices
  • Explain that with awareness, they can make positive changes

If you want to go deeper than this, I’ve done the work for you! I’ve created a fully resourced, engaging, and editable SEL lesson designed to help students not only understand their needs but also reflect on their behaviours and make positive changes. Grab it here!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> You’ve probably heard the phrase, "Behaviours are students meeting a need." In this episode, I’m diving into what that actually really means for your classroom and how understanding the needs behind student behaviour can transform your management approach.

Listen in as I discuss:

  • Glasser’s 5 basic needs and how they drive behaviour (survival, love/belonging, fun, power/mastery, and freedom)
  • How unmet needs can lead to challenging behaviours in the classroom
  • Core principles of Choice Theory
  • The importance of embedding strategies into your practice that meet students' needs
  • How empowering students with an understanding of their own behaviours changes classroom dynamics

When students understand the needs driving their behaviour, it shifts everything—discussions, dynamics, accountability, and even how they view themselves. To help foster that awareness, start here:

  • Have a discussion with students (as a class or individually)
  • Make them aware they have five basic needs
  • Explain that everyone has these needs and is constantly trying to meet them
  • Acknowledge that sometimes we make poor choices while trying to meet our needs
  • Emphasize that they aren’t “bad,” and they aren’t defined by their behaviors
  • Highlight that we are all just doing the best we can
  • Encourage awareness of their needs and choices
  • Explain that with awareness, they can make positive changes

If you want to go deeper than this, I’ve done the work for you! I’ve created a fully resourced, engaging, and editable SEL lesson designed to help students not only understand their needs but also reflect on their behaviours and make positive changes. Grab it here!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15924996 Tue, 15 Oct 2024 06:00:00 +1100 1238 5 85 full false #84: BEHAVIOUR BITE: Students will always follow our example, before they follow our instructions. #84: BEHAVIOUR BITE: Students will always follow our example, before they follow our instructions. Welcome to the inaugural episode of Behaviour Bites! Every Thursday (in addition to my main-course episode on Tuesday) I’ll be delivering one quick tip each week that you can put into action immediately to help you crush your classroom management!

TODAY'S BEHAVIOUR BITE:
Students will always follow our example, before they follow our instruction.

Listen in as I talk through this bite, and give you your actionable takeaway!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Welcome to the inaugural episode of Behaviour Bites! Every Thursday (in addition to my main-course episode on Tuesday) I’ll be delivering one quick tip each week that you can put into action immediately to help you crush your classroom management!

TODAY'S BEHAVIOUR BITE:
Students will always follow our example, before they follow our instruction.

Listen in as I talk through this bite, and give you your actionable takeaway!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15892687 Thu, 10 Oct 2024 20:00:00 +1100 291 5 84 full false #83: How to craft a strong teaching presence that transforms those constant low-level disruptions (almost like flipping a switch, no exaggeration!) #83: How to craft a strong teaching presence that transforms those constant low-level disruptions (almost like flipping a switch, no exaggeration!) In this episode, I’m diving into one of THE most transformative strategies for managing low-level disruptions—almost like flipping a switch. I'll explore how your teaching presence, especially through non-verbal communication, can significantly shift classroom behaviour. It’s not about doing one thing—it’s about everything you do.

Listen in as I discuss:

  • What even is a strong teaching presence?
  • Understanding the power of non-verbal communication in classroom management
  • The difference between "credible" and "approachable" teacher presence and when to use each
  • How small changes in body language, tone, and stillness can immediately impact behavior
  • Practical examples of adjusting your teaching style for better student engagement
  • The importance of aligning your body language with the expectations you set for students

This episode is packed with actionable strategies that can transform how you manage your classroom. If you’re tired of the constant chatter and low-level disruptions, listen in as I share the non-verbal techniques that changed everything for me—and they can for you too!

Join the Low Level Behaviour Bootcamp and get 20% off with the code PODCAST20

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> In this episode, I’m diving into one of THE most transformative strategies for managing low-level disruptions—almost like flipping a switch. I'll explore how your teaching presence, especially through non-verbal communication, can significantly shift classroom behaviour. It’s not about doing one thing—it’s about everything you do.

Listen in as I discuss:

  • What even is a strong teaching presence?
  • Understanding the power of non-verbal communication in classroom management
  • The difference between "credible" and "approachable" teacher presence and when to use each
  • How small changes in body language, tone, and stillness can immediately impact behavior
  • Practical examples of adjusting your teaching style for better student engagement
  • The importance of aligning your body language with the expectations you set for students

This episode is packed with actionable strategies that can transform how you manage your classroom. If you’re tired of the constant chatter and low-level disruptions, listen in as I share the non-verbal techniques that changed everything for me—and they can for you too!

Join the Low Level Behaviour Bootcamp and get 20% off with the code PODCAST20

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15845391 Tue, 08 Oct 2024 07:00:00 +1100 1302 5 83 full false #82: Discover your teacher type! AND find out what this means for your classroom management. #82: Discover your teacher type! AND find out what this means for your classroom management. Take the quiz! What's your teacher type?!

Ever wondered why some classroom management strategies work wonders for others but fall flat for you? In today’s episode, we’re delving deep into the heart of teaching styles and uncovering what makes you uniquely you in the classroom. 

I’ll be taking you behind the scenes of my "What is Your Teacher Type?" quiz and showing you how this simple tool can unlock powerful insights into your teaching strengths and challenges.

IN THIS EPISODE, YOU'LL DISCOVER:

  • The real story behind why I created the "What is Your Teacher Type?" quiz and how it’s already helping thousands of teachers like you understand their classroom superpowers.
  • Why the one-size-fits-all approach to classroom management simply doesn’t cut it and how understanding your unique style can change everything.
  • An exclusive breakdown of the four distinct teacher types: the Dynamic Teacher, the Quiet Teacher, the Empathetic Teacher, and the Authority Figure—along with some real-life examples to help you see where you fit.


Ready to discover your teaching type and take your classroom practice to the next level? It’s time to stop trying to fit into someone else’s mould and embrace your true self as an educator.

Take the quiz now, and feel validated and confident with who you are in the classroom! 

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Take the quiz! What's your teacher type?!

Ever wondered why some classroom management strategies work wonders for others but fall flat for you? In today’s episode, we’re delving deep into the heart of teaching styles and uncovering what makes you uniquely you in the classroom. 

I’ll be taking you behind the scenes of my "What is Your Teacher Type?" quiz and showing you how this simple tool can unlock powerful insights into your teaching strengths and challenges.

IN THIS EPISODE, YOU'LL DISCOVER:

  • The real story behind why I created the "What is Your Teacher Type?" quiz and how it’s already helping thousands of teachers like you understand their classroom superpowers.
  • Why the one-size-fits-all approach to classroom management simply doesn’t cut it and how understanding your unique style can change everything.
  • An exclusive breakdown of the four distinct teacher types: the Dynamic Teacher, the Quiet Teacher, the Empathetic Teacher, and the Authority Figure—along with some real-life examples to help you see where you fit.


Ready to discover your teaching type and take your classroom practice to the next level? It’s time to stop trying to fit into someone else’s mould and embrace your true self as an educator.

Take the quiz now, and feel validated and confident with who you are in the classroom! 

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15845191 Tue, 01 Oct 2024 09:00:00 +1000 1184 5 82 full false #81: 3 common mistakes that fuel low-level disruptions, and the immediate fixes that transform behaviour! #81: 3 common mistakes that fuel low-level disruptions, and the immediate fixes that transform behaviour! Take the quiz - What's your teacher type?! (Putting this right up top because I know that's why you came to the description)

In today's episode I’ll be walking you through three mistakes you might unknowingly be making that can fuel these low-level behaviour spotfires. Now, I say “might be,” but let’s be real—after observing hundreds of lessons, I can tell you with certainty that these sneaky habits tend to creep into even the most experienced classrooms, and yes, I’ve been guilty of them too!

But here’s the good news—once you recognize these patterns and make a few simple adjustments, you’ll start seeing real changes. And let me assure you, I’m sharing this from a place of experience, not perfection. I’ve made all these mistakes myself, and I’m still learning every day. So let’s dive in, get reflective, and find those empowering “ah-ha” moments together!

IN THIS EPISODE, I DISCUSS:

  • Why matching the volume of your students can backfire and lead to more disruption
  • How talking while expecting students to focus on independent work sends mixed signals
  • Why handing out materials during instruction can undo your efforts to get students to listen
  • The impact of non-verbal cues and mixed messaging in your classroom management
  • Practical tips to reduce low-level behaviours and increase student focus

I hope this episode gives you some clarity and maybe even a few "ah-ha" moments! Remember, every teacher—myself included—has fallen into these traps at some point. The important thing is that you’re aware, and with just a few small tweaks, you can start seeing big shifts in your classroom.

Please don’t feel like you have to be perfect! Teaching is all about growing, learning, and adjusting as we go. If any of these points hit home for you, take it as a sign of progress, not a failure. You’ve got this!

And if you’re ready to dive deeper and tackle low-level behaviours head-on, I’d love to have you join me in the Low-Level Behaviour Bootcamp. Together, we’ll work on building a calm, effective teaching presence that fits your natural style, so you can stop feeling overwhelmed and start feeling empowered. You’re already doing amazing things in the classroom, and this is just one more tool to add to your toolkit!

Thank you so much for listening today. If something resonated with you or if you’ve tried one of the strategies and seen some success, I’d love to hear from you. Drop me a message—let’s keep the conversation going!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Take the quiz - What's your teacher type?! (Putting this right up top because I know that's why you came to the description)

In today's episode I’ll be walking you through three mistakes you might unknowingly be making that can fuel these low-level behaviour spotfires. Now, I say “might be,” but let’s be real—after observing hundreds of lessons, I can tell you with certainty that these sneaky habits tend to creep into even the most experienced classrooms, and yes, I’ve been guilty of them too!

But here’s the good news—once you recognize these patterns and make a few simple adjustments, you’ll start seeing real changes. And let me assure you, I’m sharing this from a place of experience, not perfection. I’ve made all these mistakes myself, and I’m still learning every day. So let’s dive in, get reflective, and find those empowering “ah-ha” moments together!

IN THIS EPISODE, I DISCUSS:

  • Why matching the volume of your students can backfire and lead to more disruption
  • How talking while expecting students to focus on independent work sends mixed signals
  • Why handing out materials during instruction can undo your efforts to get students to listen
  • The impact of non-verbal cues and mixed messaging in your classroom management
  • Practical tips to reduce low-level behaviours and increase student focus

I hope this episode gives you some clarity and maybe even a few "ah-ha" moments! Remember, every teacher—myself included—has fallen into these traps at some point. The important thing is that you’re aware, and with just a few small tweaks, you can start seeing big shifts in your classroom.

Please don’t feel like you have to be perfect! Teaching is all about growing, learning, and adjusting as we go. If any of these points hit home for you, take it as a sign of progress, not a failure. You’ve got this!

And if you’re ready to dive deeper and tackle low-level behaviours head-on, I’d love to have you join me in the Low-Level Behaviour Bootcamp. Together, we’ll work on building a calm, effective teaching presence that fits your natural style, so you can stop feeling overwhelmed and start feeling empowered. You’re already doing amazing things in the classroom, and this is just one more tool to add to your toolkit!

Thank you so much for listening today. If something resonated with you or if you’ve tried one of the strategies and seen some success, I’d love to hear from you. Drop me a message—let’s keep the conversation going!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15764176 Tue, 24 Sep 2024 12:00:00 +1000 1240 5 81 full false #80: The low-down on low-level behaviours: Why they are so tricky and why the advice around them sucks! #80: The low-down on low-level behaviours: Why they are so tricky and why the advice around them sucks! In today’s episode, I’m diving deep into the frustration of low-level behaviours in the classroom—why they are so tricky to handle and why the advice out there often falls flat. 

This is episode 1 of a big focus on low-level behaviours this month, so be sure to follow along for the rest if this is a big challenge for you in your practice!

IN THIS EPISODE, I DISCUSS:

  • My personal experiences with low-level behaviours and why I’m so passionate about this topic - hellooooo shaking our confidence and fuelling feelings of hopelessness!
  • The flawed advice (that's putting it kindly) teachers often receive around handling low-level disruptions and why it doesn't work. After all, we can't make 30 phone calls a day, and we are TRYING to engage them!
  • What actually defines a low-level behaviour and why these behaviours fall into a “grey area.”
  • What you can do differently to break the cycle of frustration and regain control in your classroom.

By the end of this episode, you’ll have a clearer understanding of why low-level behaviors are so hard to tackle and a few actionable insights to start making a real change in your classroom.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> In today’s episode, I’m diving deep into the frustration of low-level behaviours in the classroom—why they are so tricky to handle and why the advice out there often falls flat. 

This is episode 1 of a big focus on low-level behaviours this month, so be sure to follow along for the rest if this is a big challenge for you in your practice!

IN THIS EPISODE, I DISCUSS:

  • My personal experiences with low-level behaviours and why I’m so passionate about this topic - hellooooo shaking our confidence and fuelling feelings of hopelessness!
  • The flawed advice (that's putting it kindly) teachers often receive around handling low-level disruptions and why it doesn't work. After all, we can't make 30 phone calls a day, and we are TRYING to engage them!
  • What actually defines a low-level behaviour and why these behaviours fall into a “grey area.”
  • What you can do differently to break the cycle of frustration and regain control in your classroom.

By the end of this episode, you’ll have a clearer understanding of why low-level behaviors are so hard to tackle and a few actionable insights to start making a real change in your classroom.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15763792 Tue, 17 Sep 2024 10:00:00 +1000 1193 5 80 full false #79: 1 simple tool to tackle low-level behaviours, increase engagement, and bust dysregulation. #79: 1 simple tool to tackle low-level behaviours, increase engagement, and bust dysregulation. BY POPULAR DEMAND: You can grab the task card template here!

Classroom management is more than just the behaviour, and dealing with low-level disruptive behaviours NEEDS to be more than this to be effective!

In this episode, I'll be exploring (well... more like nerding out on) a simple yet incredibly effective tool to help manage and reduce low-level behaviours in the classroom: the humble task card. I know, I know, but stay with me here.

Many factors contribute to disruptive behaviours, but by using task cards, you can provide clarity, structure, and support that helps students stay on task and reduce stress.

IN THIS EPISODE, I DISCUSS:

  • The common reasons behind low-level behaviours, such as students being in a fight, flight, or freeze state, lack of clarity, or low confidence.
  • How task cards can reduce these behaviours by providing clear expectations, breaking tasks into manageable steps, and offering scaffolding for students.
  • Key components of a well-presented task card, including success criteria, checklists, time frames, and prompts.
  • How task cards promote student autonomy and reduce teacher input while boosting engagement.
  • The benefits for both students and teachers when task cards are used effectively.
  • Resources and templates available for Behaviour Club members to easily implement task cards in their classrooms.

By the end of this episode, you'll understand how task cards can transform your classroom management and why they are such a game-changer in addressing low-level behaviours.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> BY POPULAR DEMAND: You can grab the task card template here!

Classroom management is more than just the behaviour, and dealing with low-level disruptive behaviours NEEDS to be more than this to be effective!

In this episode, I'll be exploring (well... more like nerding out on) a simple yet incredibly effective tool to help manage and reduce low-level behaviours in the classroom: the humble task card. I know, I know, but stay with me here.

Many factors contribute to disruptive behaviours, but by using task cards, you can provide clarity, structure, and support that helps students stay on task and reduce stress.

IN THIS EPISODE, I DISCUSS:

  • The common reasons behind low-level behaviours, such as students being in a fight, flight, or freeze state, lack of clarity, or low confidence.
  • How task cards can reduce these behaviours by providing clear expectations, breaking tasks into manageable steps, and offering scaffolding for students.
  • Key components of a well-presented task card, including success criteria, checklists, time frames, and prompts.
  • How task cards promote student autonomy and reduce teacher input while boosting engagement.
  • The benefits for both students and teachers when task cards are used effectively.
  • Resources and templates available for Behaviour Club members to easily implement task cards in their classrooms.

By the end of this episode, you'll understand how task cards can transform your classroom management and why they are such a game-changer in addressing low-level behaviours.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15724989 Tue, 10 Sep 2024 12:00:00 +1000 1223 5 79 full false #78: Feel like you're constantly repeating instructions? The 3 barriers to students just getting on with it (minus the off-task chatter, blank stares, and million questions) #78: Feel like you're constantly repeating instructions? The 3 barriers to students just getting on with it (minus the off-task chatter, blank stares, and million questions) Click here to access your free session on the barriers to giving a task that students get (and get on with)

In today’s episode, I’m unpacking why students might not be listening or following your task instructions. Picture this: hands shoot up, students ask, “What are we doing?” or they sit there doodling, lost in confusion. What’s going on here? I’ll explore the reasons behind this and how understanding them is key to solving the problem.

Here’s what I’ll cover:

  • The assumptions we make that lead to miscommunication.
  • How students’ unique contexts impact their understanding.
  • The importance of clarity in instructions and where we often go wrong.
  • Strategies to make learning visible and consistent in your classroom.
  • Practical tools like timers, checklists, and scaffolds that can transform how students follow instructions.

Want to know a win-win? 

Overcoming these barriers naturally addresses student disengagement, reduces low-level behaviours, and mitigates dysregulated behaviours. The magic of a holistic approach to classroom management!!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Click here to access your free session on the barriers to giving a task that students get (and get on with)

In today’s episode, I’m unpacking why students might not be listening or following your task instructions. Picture this: hands shoot up, students ask, “What are we doing?” or they sit there doodling, lost in confusion. What’s going on here? I’ll explore the reasons behind this and how understanding them is key to solving the problem.

Here’s what I’ll cover:

  • The assumptions we make that lead to miscommunication.
  • How students’ unique contexts impact their understanding.
  • The importance of clarity in instructions and where we often go wrong.
  • Strategies to make learning visible and consistent in your classroom.
  • Practical tools like timers, checklists, and scaffolds that can transform how students follow instructions.

Want to know a win-win? 

Overcoming these barriers naturally addresses student disengagement, reduces low-level behaviours, and mitigates dysregulated behaviours. The magic of a holistic approach to classroom management!!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15684184 Tue, 03 Sep 2024 12:00:00 +1000 1362 5 78 full false #77: 3 common pieces of behaviour advice teachers get that do more harm than good #77: 3 common pieces of behaviour advice teachers get that do more harm than good 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15609287 Tue, 27 Aug 2024 12:00:00 +1000 1144 5 77 full false #76: What to ACTUALLY say to calm students down. 4 steps to resolving bubbling behaviours quickly, so you can get back to teaching. #76: What to ACTUALLY say to calm students down. 4 steps to resolving bubbling behaviours quickly, so you can get back to teaching. 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.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15609160 Tue, 20 Aug 2024 13:00:00 +1000 1141 5 76 full false #75: My top 4 classroom management tips for a strong start to the school year (and beyond!) #75: My top 4 classroom management tips for a strong start to the school year (and beyond!) 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.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15572593 Tue, 13 Aug 2024 13:00:00 +1000 1521 5 75 full false #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!) #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!) 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!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15537069 Tue, 06 Aug 2024 13:00:00 +1000 1148 5 74 full false #73: No space for a calm corner in your classroom? 4 practical tips for student self-regulation on the go! #73: No space for a calm corner in your classroom? 4 practical tips for student self-regulation on the go! 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!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15498066 Tue, 30 Jul 2024 13:00:00 +1000 1091 5 73 full false #72: Let’s have a heart to heart… How are you going? Plus, big news on how The Unteachables is changing. #72: Let’s have a heart to heart… How are you going? Plus, big news on how The Unteachables is changing. 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!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15457930 Tue, 23 Jul 2024 14:00:00 +1000 1453 5 72 full false #71: Kids don’t learn off people they don’t like… but getting them to like you is sometimes easier said than done! How to reach and teach students with big behaviours. #71: Kids don’t learn off people they don’t like… but getting them to like you is sometimes easier said than done! How to reach and teach students with big behaviours. Welcome back to another episode of The Unteachables Podcast, teacher friends! Today I delve into the final chapter of my book, It's Never Just About the Behaviour. If you want to listen to this series from the start, head back to episode 65!

Yes, building relationships is important... but dang is it hard with some students! On today's episode I give you practical tips for building connections and establishing felt safety in the classroom, particularly with students who present with challenging behaviours. 

This episode highlights the crucial role that relationships play in effective classroom management and offers insights for creating a supportive and engaging learning environment.

I discuss:

  • The huge barriers that we can face when it comes to developing rapport with some students.
  • The concept of "felt safety" and its importance in building trust with students.
  • Strategies for establishing connections, including the two by ten strategy and catching the positive.
  • The importance of teacher wellbeing and creating supportive work environments for educators.

Watch Rita Pearson's TED Talk: "Every Child Needs a Champion"

Learn more about Alan Mendler's Two by Ten Strategy here.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Welcome back to another episode of The Unteachables Podcast, teacher friends! Today I delve into the final chapter of my book, It's Never Just About the Behaviour. If you want to listen to this series from the start, head back to episode 65!

Yes, building relationships is important... but dang is it hard with some students! On today's episode I give you practical tips for building connections and establishing felt safety in the classroom, particularly with students who present with challenging behaviours. 

This episode highlights the crucial role that relationships play in effective classroom management and offers insights for creating a supportive and engaging learning environment.

I discuss:

  • The huge barriers that we can face when it comes to developing rapport with some students.
  • The concept of "felt safety" and its importance in building trust with students.
  • Strategies for establishing connections, including the two by ten strategy and catching the positive.
  • The importance of teacher wellbeing and creating supportive work environments for educators.

Watch Rita Pearson's TED Talk: "Every Child Needs a Champion"

Learn more about Alan Mendler's Two by Ten Strategy here.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15345348 Tue, 16 Jul 2024 14:00:00 +1000 1011 5 71 full false #70: I truly didn't believe all of my students could succeed. Why this was diabolical for behaviour and engagement, and what I had to change. #70: I truly didn't believe all of my students could succeed. Why this was diabolical for behaviour and engagement, and what I had to change. Today, I dive into a strategy from Pillar 6 from my newly released book, 'It's Never Just About the Behaviour' which explores the essential connection between quality teaching, learning, and managing challenging classroom behaviours.

In this episode, I explore two key reasons why teaching and learning is inextricably linked with classroom management.

I dig into how the beliefs and expectations we have about our students can become self-fulfilling prophecies, shaping student behaviour and their sense of self-worth. Why we need to be raising the bar high for all of our students if we want them to succeed, and why sometimes we do the opposite. I also discuss the  strategic approach we need to take to ensure every student can achieve the high standards we set for them. After all, we don't want to set them up for failure either way!

In this episode, I discuss: 

  • The downwards spiral of low expectations: Recognising and overcoming our own biases about student behaviour and achievement.
  • How our behaviour as educators reinforces these expectations.
  • The feedback loop that affects student outcomes.
  • Why believing in a student's potential is an act of compassion.
  • The importance of providing both challenge and support for optimal learning outcomes.
  • Practical strategies for implementing this balanced approach in your classroom (it really is like Goldilocks and the three bears!)
  • The concept of scaffolding and its role in student success.
  • Practical tips like the "me, we, you" process to implement scaffolding effectively.
  • + Much more!

So, if you're looking for actionable strategies to enhance your teaching practice and proactively classroom manage, this episode is a must-listen.

Other related episodes to listen to:

Episode 28: "Are You Setting Your Students Up for Success or Failure Without Even Realizing It?"

Episode 22: "Why Your Students Might Be Rewarding or Punishing You with Their Behaviour: A Discussion on the Insidious Pedagogy of Poverty."

If you haven't yet, you can grab a copy of my book "It’s Never Just About the Behaviour" by heading to:

Amazon Australia
Amazon UK
Amazon US
OR googling the book title in your home country so the best way to purchase pops up!

If you've already read the book, leaving a positive review would mean the world to me. Email or direct message me a screenshot and receive 13 beautiful posters of the book illustrations as a thank you!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Today, I dive into a strategy from Pillar 6 from my newly released book, 'It's Never Just About the Behaviour' which explores the essential connection between quality teaching, learning, and managing challenging classroom behaviours.

In this episode, I explore two key reasons why teaching and learning is inextricably linked with classroom management.

I dig into how the beliefs and expectations we have about our students can become self-fulfilling prophecies, shaping student behaviour and their sense of self-worth. Why we need to be raising the bar high for all of our students if we want them to succeed, and why sometimes we do the opposite. I also discuss the  strategic approach we need to take to ensure every student can achieve the high standards we set for them. After all, we don't want to set them up for failure either way!

In this episode, I discuss: 

  • The downwards spiral of low expectations: Recognising and overcoming our own biases about student behaviour and achievement.
  • How our behaviour as educators reinforces these expectations.
  • The feedback loop that affects student outcomes.
  • Why believing in a student's potential is an act of compassion.
  • The importance of providing both challenge and support for optimal learning outcomes.
  • Practical strategies for implementing this balanced approach in your classroom (it really is like Goldilocks and the three bears!)
  • The concept of scaffolding and its role in student success.
  • Practical tips like the "me, we, you" process to implement scaffolding effectively.
  • + Much more!

So, if you're looking for actionable strategies to enhance your teaching practice and proactively classroom manage, this episode is a must-listen.

Other related episodes to listen to:

Episode 28: "Are You Setting Your Students Up for Success or Failure Without Even Realizing It?"

Episode 22: "Why Your Students Might Be Rewarding or Punishing You with Their Behaviour: A Discussion on the Insidious Pedagogy of Poverty."

If you haven't yet, you can grab a copy of my book "It’s Never Just About the Behaviour" by heading to:

Amazon Australia
Amazon UK
Amazon US
OR googling the book title in your home country so the best way to purchase pops up!

If you've already read the book, leaving a positive review would mean the world to me. Email or direct message me a screenshot and receive 13 beautiful posters of the book illustrations as a thank you!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15344965 Tue, 09 Jul 2024 14:00:00 +1000 1416 5 70 full false #69: How to give instructions that students get (and follow!!). Avoiding classroom confusion and chaos by using the 'Get Ready, Get Set, Go!' strategy. #69: How to give instructions that students get (and follow!!). Avoiding classroom confusion and chaos by using the 'Get Ready, Get Set, Go!' strategy. This week, I dive into Pillar 5 of "It's Never Just About the Behavior." In this episode, I emphasize the importance of clarity in your holistic classroom management approach, and provide practical strategies to ensure students understand and meet expectations.

Today I discuss:

  • The Importance of Clarity in Expectations:
  • Why clear communication is crucial for student success
  • How assumptions about student knowledge can lead to misunderstandings and a whole bunch of chaos
  • Get Ready, Get Set, Go Strategy: A step-by-step guide to delivering effective instructions
  • Examples of how to implement this strategy in various classroom scenarios

Today's episode is based on Pillar 5 of my book It's Never Just About the Behaviour: A holistic approach to classroom behaviour management

Leave me a review for the book and send me a screenshot and I will send you 13 posters of the beautiful illustrations to pop up in your staffroom or office! Thank you so much, your kind reviews mean so much and help me reach more educators!


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> This week, I dive into Pillar 5 of "It's Never Just About the Behavior." In this episode, I emphasize the importance of clarity in your holistic classroom management approach, and provide practical strategies to ensure students understand and meet expectations.

Today I discuss:

  • The Importance of Clarity in Expectations:
  • Why clear communication is crucial for student success
  • How assumptions about student knowledge can lead to misunderstandings and a whole bunch of chaos
  • Get Ready, Get Set, Go Strategy: A step-by-step guide to delivering effective instructions
  • Examples of how to implement this strategy in various classroom scenarios

Today's episode is based on Pillar 5 of my book It's Never Just About the Behaviour: A holistic approach to classroom behaviour management

Leave me a review for the book and send me a screenshot and I will send you 13 posters of the beautiful illustrations to pop up in your staffroom or office! Thank you so much, your kind reviews mean so much and help me reach more educators!


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15344810 Tue, 02 Jul 2024 13:00:00 +1000 1228 5 69 full false #68: Turning your classroom into an island of safety for every single student (oh, and for yourself as the teacher, of course) #68: Turning your classroom into an island of safety for every single student (oh, and for yourself as the teacher, of course) Consistency in classroom management is more than just a routine; it’s a pathway to creating an "island of safety" for your students. From the moment students walk into the classroom to the way lessons are structured, consistency can significantly reduce anxiety and foster a supportive learning environment.

In this episode, I delve into the fourth pillar from my book, It's Never Just About the Behaviour, focusing on proactive classroom management through increased predictability and consistency.

Listen in as I discuss how teachers can create a neurologically safe learning environment for their students. I explain how predictability helps regulate students neurologically, making them feel safer and more prepared. This sense of security is crucial for mitigating challenging behaviours and creating an atmosphere conducive to learning.

To help you implement these strategies immediately, I outline how to establish a strong, predictable, and calm start to lessons. After all, if you win the start of the lesson, the rest becomes much easier.

Here are some of my favourite routines to start a lesson on a calm and positive note (and the ones I walk you through in this episode):

  • Welcoming students with predictability and consistency.
  • Using seating plans as a proactive, rather than reactive, strategy.
  • Using learning maps to enhance students' ability to anticipate upcoming activities, ultimately decreasing anxiety and the stress response.
  • Providing a consistent, quality, accessible, and concept-driven starter activity.


I discuss all of these in depth in Pillar 4 of my book, It's Never Just About the Behaviour.

The biggest takeaway? Understanding that reducing the activation of the amygdala—the part of the brain responsible for the fight, flight, or freeze response—leads to an immediate decrease in challenging behaviours. One of the best ways to achieve this as a teacher and create a calmer, more focused learning environment is by following the golden rule: "minimize the unknown."

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Consistency in classroom management is more than just a routine; it’s a pathway to creating an "island of safety" for your students. From the moment students walk into the classroom to the way lessons are structured, consistency can significantly reduce anxiety and foster a supportive learning environment.

In this episode, I delve into the fourth pillar from my book, It's Never Just About the Behaviour, focusing on proactive classroom management through increased predictability and consistency.

Listen in as I discuss how teachers can create a neurologically safe learning environment for their students. I explain how predictability helps regulate students neurologically, making them feel safer and more prepared. This sense of security is crucial for mitigating challenging behaviours and creating an atmosphere conducive to learning.

To help you implement these strategies immediately, I outline how to establish a strong, predictable, and calm start to lessons. After all, if you win the start of the lesson, the rest becomes much easier.

Here are some of my favourite routines to start a lesson on a calm and positive note (and the ones I walk you through in this episode):

  • Welcoming students with predictability and consistency.
  • Using seating plans as a proactive, rather than reactive, strategy.
  • Using learning maps to enhance students' ability to anticipate upcoming activities, ultimately decreasing anxiety and the stress response.
  • Providing a consistent, quality, accessible, and concept-driven starter activity.


I discuss all of these in depth in Pillar 4 of my book, It's Never Just About the Behaviour.

The biggest takeaway? Understanding that reducing the activation of the amygdala—the part of the brain responsible for the fight, flight, or freeze response—leads to an immediate decrease in challenging behaviours. One of the best ways to achieve this as a teacher and create a calmer, more focused learning environment is by following the golden rule: "minimize the unknown."

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15267459 Tue, 25 Jun 2024 13:00:00 +1000 1143 5 68 full false #67: So you want to move away from punitive discipline? Here’s where to start. #67: So you want to move away from punitive discipline? Here’s where to start. 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"  


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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"  


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15266556 Tue, 18 Jun 2024 10:00:00 +1000 1570 5 67 full false #66: Are you caught in the vicious cycle of reactive classroom management? #66: Are you caught in the vicious cycle of reactive classroom management? 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.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15228458 Tue, 11 Jun 2024 14:00:00 +1000 886 5 66 full false #65: Redefining a strong approach to classroom management: It's about so much more than just the behaviour. #65: Redefining a strong approach to classroom management: It's about so much more than just the behaviour. 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 stress responses and student behaviour.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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 stress responses and student behaviour.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15181121 Tue, 04 Jun 2024 14:00:00 +1000 997 5 65 full false #64: Conquering the colossal to do-list, embracing imperfection, and being "more like Kerrie". Swimming, surviving, and thriving, with Ashley from Rainbow Sky Creations #64: Conquering the colossal to do-list, embracing imperfection, and being "more like Kerrie". Swimming, surviving, and thriving, with Ashley from Rainbow Sky Creations 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



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15145500 Tue, 28 May 2024 13:00:00 +1000 2699 4 64 full false #63: Blame my brain! What's behind those big, bad, bold, and downright bloody baffling behaviours. #63: Blame my brain! What's behind those big, bad, bold, and downright bloody baffling behaviours. 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

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

RESOURCES AND MORE SUPPORT:

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]]> 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

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15104973 Tue, 21 May 2024 14:00:00 +1000 1203 4 63 full false #62. 'Apathetic' teenagers, post-pandemic classrooms, and finding all the glimmers with Dr Lori Desautels #62. 'Apathetic' teenagers, post-pandemic classrooms, and finding all the glimmers with Dr Lori Desautels 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.  

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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.  

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15062476 Tue, 14 May 2024 14:00:00 +1000 3125 4 62 full false #61. “Make me a sandwich”. How we can address the alarming misogyny present in our classrooms. #61. “Make me a sandwich”. How we can address the alarming misogyny present in our classrooms. 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.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-15020756 Tue, 07 May 2024 12:00:00 +1000 1490 4 61 full true #60. Students not taking accountability for their behaviours? Here's what to do. #60. Students not taking accountability for their behaviours? Here's what to do. 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.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-14981065 Tue, 30 Apr 2024 14:00:00 +1000 1073 4 60 full false #59: Struggle with boundaries as a teacher? This one sentence will change absolutely everything about how you see them, and hold them. #59: Struggle with boundaries as a teacher? This one sentence will change absolutely everything about how you see them, and hold them. 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.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-14888853 Tue, 23 Apr 2024 13:00:00 +1000 952 4 59 full false #58: Do your students take you seriously? How to balance being warm, friendly, and approachable, with holding crucial behaviour boundaries. #58: Do your students take you seriously? How to balance being warm, friendly, and approachable, with holding crucial behaviour boundaries. 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!



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-14887801 Tue, 16 Apr 2024 14:00:00 +1000 894 4 58 full false #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) #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) 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!

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

RESOURCES AND MORE SUPPORT:

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]]> 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!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Buzzsprout-14846565 Tue, 09 Apr 2024 14:00:00 +1000 945 4 57 full false #56: TEACHER PEP TALK! Feeling powerless in the classroom? Disempowered? Disrespected? Like you have no control? This is for you. #56: TEACHER PEP TALK! Feeling powerless in the classroom? Disempowered? Disrespected? Like you have no control? This is for you. 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.



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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.



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-14803454 Tue, 02 Apr 2024 15:00:00 +1100 1177 4 57 full false #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] #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] 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.


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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.


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-14783795 Thu, 28 Mar 2024 16:00:00 +1100 856 4 56 full false #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. #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. 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.

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

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]]> 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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]]> Claire English Buzzsprout-14708566 Tue, 19 Mar 2024 16:00:00 +1100 1324 4 54 full true #53: If your classroom management doesn't include these 3 things, it won't work. A walk through of my entire classroom management approach. #53: If your classroom management doesn't include these 3 things, it won't work. A walk through of my entire classroom management approach. 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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]]> 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. 

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

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]]> Claire English Buzzsprout-14628278 Mon, 11 Mar 2024 18:00:00 +1100 1564 4 53 full false #52: I had a strong why, but I was still a weak teacher. What it really took to develop my classroom management practice. #52: I had a strong why, but I was still a weak teacher. What it really took to develop my classroom management practice. 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.

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

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]]> 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.

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

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]]> Claire English Buzzsprout-14627806 Tue, 05 Mar 2024 13:00:00 +1100 1512 4 52 full false #51: How to become a 'Disruptive Educator', and make the move from high-control to compassion-driven classrooms with Bobby Morgan of The Liberation Lab #51: How to become a 'Disruptive Educator', and make the move from high-control to compassion-driven classrooms with Bobby Morgan of The Liberation Lab 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.


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

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]]> 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.


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

RESOURCES AND MORE SUPPORT:

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]]> Claire English Buzzsprout-14533530 Tue, 27 Feb 2024 06:00:00 +1100 3006 4 51 full false #50: Teachers with few behaviour issues have the following 5 things in common... Or do they? #50: Teachers with few behaviour issues have the following 5 things in common... Or do they? 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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]]> 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!!


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-14526769 Tue, 20 Feb 2024 06:00:00 +1100 1377 4 50 full false #49: No homework, no mandatory testing, AND shorter school days? The observations of an Australian teacher exploring Finland's world-class education system. #49: No homework, no mandatory testing, AND shorter school days? The observations of an Australian teacher exploring Finland's world-class education system. 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. 

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

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]]> 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. 

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

RESOURCES AND MORE SUPPORT:

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]]> Claire English Buzzsprout-14442910 Tue, 06 Feb 2024 16:00:00 +1100 2758 4 49 full false #48: Should we be ‘letting things slide’ as teachers? Or should we be holding students accountable for every little challenging behaviour? #48: Should we be ‘letting things slide’ as teachers? Or should we be holding students accountable for every little challenging behaviour? 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. 

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

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]]> 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. 

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-14368781 Tue, 30 Jan 2024 16:00:00 +1100 1398 4 48 full false #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 Guide #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 Guide 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_

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

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]]> 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_

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-14338813 Tue, 23 Jan 2024 16:00:00 +1100 3132 4 47 full false #46: What it really takes to change behaviour with the hardest to teach (and why it can take so damn long)! #46: What it really takes to change behaviour with the hardest to teach (and why it can take so damn long)! 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



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

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]]> 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



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

RESOURCES AND MORE SUPPORT:

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]]> Claire English Buzzsprout-14311683 Tue, 16 Jan 2024 16:00:00 +1100 1586 4 46 full false #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 moment #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 moment 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!

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

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]]> 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!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-14270442 Tue, 09 Jan 2024 16:00:00 +1100 1455 4 45 full false #44: The one thing you need to do during the holidays to improve your classroom management in 2024. #44: The one thing you need to do during the holidays to improve your classroom management in 2024.  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. 

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

RESOURCES AND MORE SUPPORT:

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]]>  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. 

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-14159896 Tue, 19 Dec 2023 15:00:00 +1100 1109 full false #43: 2023: The year I became a mother, a wife, and an author. Reflections, regrets, and lessons learnt. #43: 2023: The year I became a mother, a wife, and an author. Reflections, regrets, and lessons learnt. 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

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

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]]> 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

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

RESOURCES AND MORE SUPPORT:

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]]> Claire English Buzzsprout-14116185 Tue, 12 Dec 2023 15:00:00 +1100 1610 4 43 full false #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. #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. 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! 

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

RESOURCES AND MORE SUPPORT:

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]]> 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! 

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-14077896 Tue, 05 Dec 2023 13:00:00 +1100 1287 4 42 full false #41: What Is the Conscious Competence Ladder, and Why You Need to Know About It for Learning, Behavior, and Your Own Professional Development. #41: What Is the Conscious Competence Ladder, and Why You Need to Know About It for Learning, Behavior, and Your Own Professional Development. 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.

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

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]]> 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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]]> Claire English Buzzsprout-14033934 Sun, 26 Nov 2023 21:00:00 +1100 1122 4 41 full false #40: Want a Calm Lesson? You Need a Calm Start! The 3 Proactive Classroom Management Strategies Every Teacher Should Know! #40: Want a Calm Lesson? You Need a Calm Start! The 3 Proactive Classroom Management Strategies Every Teacher Should Know! 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!


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

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]]> 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!


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

RESOURCES AND MORE SUPPORT:

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]]> Claire English Buzzsprout-13994243 Tue, 21 Nov 2023 15:00:00 +1100 1593 4 40 full false #39: Four Steps to Better Parent-Teacher Relationships: Tackling those Tough Conversations #39: Four Steps to Better Parent-Teacher Relationships: Tackling those Tough Conversations 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.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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.

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

RESOURCES AND MORE SUPPORT:

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]]> Buzzsprout-13939779 Tue, 14 Nov 2023 14:00:00 +1100 1436 4 39 full false #38: A Candid Conversation About Returning from Maternity Leave, Mum Guilt, and the Pressure to Be 'Good Enough' at Everything. #38: A Candid Conversation About Returning from Maternity Leave, Mum Guilt, and the Pressure to Be 'Good Enough' at Everything. 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.


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

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]]> 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.


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

RESOURCES AND MORE SUPPORT:

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]]> Buzzsprout-13909376 Tue, 07 Nov 2023 14:00:00 +1100 1366 4 38 full false #37: What Good Classroom Management Can't Exist Without: A Chat with Marie Gentles on Teacher Capacity, Perception, and Felt Safety. #37: What Good Classroom Management Can't Exist Without: A Chat with Marie Gentles on Teacher Capacity, Perception, and Felt Safety. 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.


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

RESOURCES AND MORE SUPPORT:

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]]> 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.


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-13865553 Tue, 31 Oct 2023 17:00:00 +1100 3316 4 37 full false #36: Are You Confusing The Hell Out of Your Students? Strategies for Clearer Instruction, Better Engagement, and Less Challenging Behaviours #36: Are You Confusing The Hell Out of Your Students? Strategies for Clearer Instruction, Better Engagement, and Less Challenging Behaviours 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.

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

RESOURCES AND MORE SUPPORT:

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]]> 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.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-13509916 Tue, 05 Sep 2023 14:00:00 +1000 1171 3 36 full false #35: Increasing Felt Safety (and Reducing Challenging Behaviours) Through Consistency and Predictability. A Deep Dive Into the Humble Seating Plan. #35: Increasing Felt Safety (and Reducing Challenging Behaviours) Through Consistency and Predictability. A Deep Dive Into the Humble Seating Plan. 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.

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

RESOURCES AND MORE SUPPORT:

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]]> 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.

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

RESOURCES AND MORE SUPPORT:

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]]> Claire English Buzzsprout-13491632 Wed, 30 Aug 2023 02:00:00 +1000 1148 3 35 full false #34: Co-Regulation Explained: The Core of Calm and Effective Classroom Management #34: Co-Regulation Explained: The Core of Calm and Effective Classroom Management 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.

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

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]]> 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.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-13448987 Tue, 22 Aug 2023 19:00:00 +1000 1307 3 34 full false #33: Teachers, protect your peace this school year with these 5 crucial reminders #33: Teachers, protect your peace this school year with these 5 crucial reminders 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



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

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]]> 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



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Buzzsprout-13401305 Tue, 15 Aug 2023 13:00:00 +1000 831 3 33 full false #32: Teaching Kids with 'Big Baffling Behaviours': The Science of Opposition with Robyn Gobbel. #32: Teaching Kids with 'Big Baffling Behaviours': The Science of Opposition with Robyn Gobbel. 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}




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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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}




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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-13353051 Tue, 08 Aug 2023 14:00:00 +1000 3798 3 32 full false #31: The 'Why' That Drives Our Behaviour (The 'Good', the 'Bad', and the 'Ugly'): The 5 Basic Needs #31: The 'Why' That Drives Our Behaviour (The 'Good', the 'Bad', and the 'Ugly'): The 5 Basic Needs 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!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-13292124 Tue, 01 Aug 2023 14:00:00 +1000 1564 3 31 full false #30: We don't teach our subjects! We teach students, and there is one hell of a difference between the two #30: We don't teach our subjects! We teach students, and there is one hell of a difference between the two 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




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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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




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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-13108539 Tue, 18 Jul 2023 14:00:00 +1000 873 3 30 full false #29: Dropping the ball on things at work? Don't worry, that's what they were designed for! A reframe around teacher time management. #29: Dropping the ball on things at work? Don't worry, that's what they were designed for! A reframe around teacher time management. 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.

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

RESOURCES AND MORE SUPPORT:

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]]> 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.

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-13108489 Tue, 11 Jul 2023 14:00:00 +1000 1120 3 29 full false #28: Are You Setting Your Students Up for Success, or Failure (Without Even Realising It)? #28: Are You Setting Your Students Up for Success, or Failure (Without Even Realising It)? 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.


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> 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.


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-13108435 Tue, 04 Jul 2023 09:00:00 +1000 1075 3 28 full false #27: Addressing Misogyny (and Other Damaging Comments) in the Classroom: Your Step-by-Step Guide" #27: Addressing Misogyny (and Other Damaging Comments) in the Classroom: Your Step-by-Step Guide" 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.


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

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]]> 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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]]> Claire English Buzzsprout-13108366 Tue, 27 Jun 2023 14:00:00 +1000 1202 3 27 full false #26: Sorry, Not Sorry: How Apologies Can Be a 'Get Out of Jail Free Card' for Students (and What to Do Instead) #26: Sorry, Not Sorry: How Apologies Can Be a 'Get Out of Jail Free Card' for Students (and What to Do Instead) 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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]]> 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


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

RESOURCES AND MORE SUPPORT:

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]]> Buzzsprout-12924955 Tue, 20 Jun 2023 15:00:00 +1000 1466 3 26 full false #25: Rethinking discipline: Why consequences are only a small piece of the pie #25: Rethinking discipline: Why consequences are only a small piece of the pie 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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]]> 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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]]> Buzzsprout-12924673 Tue, 13 Jun 2023 14:00:00 +1000 1305 3 25 full false #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. #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. 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. 



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

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]]> 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. 



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

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]]> Buzzsprout-12924566 Tue, 06 Jun 2023 13:00:00 +1000 1392 3 24 full false #23: Mindfulness: 'Airy-fairy' or a crucial classroom management tool? With Laura from The Kindness Curriculum #23: Mindfulness: 'Airy-fairy' or a crucial classroom management tool? With Laura from The Kindness Curriculum This episode is a BIG ONE!

The incredible Laura co-founder of The Kindness Curriculum visits the podcast to talk all things mindfulness (and beyond!) 

Listen in to hear us chat about...

  • Why classroom management is all about regulation, not about just firefighting behaviours.
  • What's the big deal with mindfulness?
  • The complexities and barriers to using mindfulness in the classroom (hint... teaching is a bloody stressful job).
  • How we can bring mindfulness into our classrooms to help with behaviour and classroom management.
  • How we can make mindfulness a genuine part of the mainstream school culture.
  • Bringing mindfulness into school detention systems
  • AND MOST IMPORTANTLY.... The importance of self-compassion and kindness as teacher.

If you would like to hear more from Laura, or to check out Kind Minds, go hang out with her on Instagram @thekindnesscurriculum  


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]]> This episode is a BIG ONE!

The incredible Laura co-founder of The Kindness Curriculum visits the podcast to talk all things mindfulness (and beyond!) 

Listen in to hear us chat about...

  • Why classroom management is all about regulation, not about just firefighting behaviours.
  • What's the big deal with mindfulness?
  • The complexities and barriers to using mindfulness in the classroom (hint... teaching is a bloody stressful job).
  • How we can bring mindfulness into our classrooms to help with behaviour and classroom management.
  • How we can make mindfulness a genuine part of the mainstream school culture.
  • Bringing mindfulness into school detention systems
  • AND MOST IMPORTANTLY.... The importance of self-compassion and kindness as teacher.

If you would like to hear more from Laura, or to check out Kind Minds, go hang out with her on Instagram @thekindnesscurriculum  


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

RESOURCES AND MORE SUPPORT:

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]]> Buzzsprout-12857903 Tue, 23 May 2023 15:00:00 +1000 3648 2 23 full false #22: Why Your Students Might Be Rewarding (or Punishing) You with Their Behaviour: A Discussion on the Insidious Pedagogy of Poverty. #22: Why Your Students Might Be Rewarding (or Punishing) You with Their Behaviour: A Discussion on the Insidious Pedagogy of Poverty. "Have you ever experienced the quiet calm that sweeps over the room when you ask your students to copy the work off the board, write down definitions or do a word search?

If you teach students with social, emotional and mental health needs, I would almost
guarantee the answer to that is yes. When it comes to classroom compliance, this style of pedagogy works. Which is why it is no surprise that it is common practice in schools where there are high proportions of students who exhibit challenging behaviours.

It is called ‘The Pedagogy of Poverty’, and it is inconspicuously stealing our most vulnerable students’ opportunities for success."

This episode of the podcast explores the concept of the pedagogy of poverty, explains what it means for teaching, learning, behaviour, classroom management, and everything in between. Of course, I then give you a little insight into how to tackle it through your practice.

The above excerpt is from my article "The Hidden (Disim)power of Pedadogy" in the Everyday. Journal. If you would like to check it out,  head to www.everyday.org.nz

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]]> "Have you ever experienced the quiet calm that sweeps over the room when you ask your students to copy the work off the board, write down definitions or do a word search?

If you teach students with social, emotional and mental health needs, I would almost
guarantee the answer to that is yes. When it comes to classroom compliance, this style of pedagogy works. Which is why it is no surprise that it is common practice in schools where there are high proportions of students who exhibit challenging behaviours.

It is called ‘The Pedagogy of Poverty’, and it is inconspicuously stealing our most vulnerable students’ opportunities for success."

This episode of the podcast explores the concept of the pedagogy of poverty, explains what it means for teaching, learning, behaviour, classroom management, and everything in between. Of course, I then give you a little insight into how to tackle it through your practice.

The above excerpt is from my article "The Hidden (Disim)power of Pedadogy" in the Everyday. Journal. If you would like to check it out,  head to www.everyday.org.nz

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

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]]> Claire English Buzzsprout-12857718 Tue, 16 May 2023 18:00:00 +1000 1230 2 22 full false #21: When students say... NO! What to do, and how to avoid getting too triggered, with Danica from Little Bloom Consultancy #21: When students say... NO! What to do, and how to avoid getting too triggered, with Danica from Little Bloom Consultancy On this week’s episode I get to have a chat with the incredible Danica, an educational mentor and consultant and the woman behind Little Bloom Consultancy. Through her work, she helps educators and parents transform how they support children’s behaviour and emotional development. Her work is firmly rooted in the values around teaching and respecting the whole human being, empathy, understanding.

We discuss a wide range of things, including her series on ‘what to do when a child says no’ where she value-bombs the podcast by going through 4 practical steps to approaching challenging behaviour. 

Teachers, you just wait for the mantras that she gives us mid-way, they are absolutely transformative for our mindset and practice in the classroom!

Keep your eyes peeled on Danica’s socials @littlebloom.consultancy - soon she’ll be releasing all of the juicy details about a free masterclass where she’ll be sharing some of the ‘what and why’ behind guidance as well as three strategies you’ll be able to implement straight away. She’ll also be releasing information shortly about a mini-course that takes you step-by-step through bringing guidance to life in your space. 



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

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Connect with me:


]]> On this week’s episode I get to have a chat with the incredible Danica, an educational mentor and consultant and the woman behind Little Bloom Consultancy. Through her work, she helps educators and parents transform how they support children’s behaviour and emotional development. Her work is firmly rooted in the values around teaching and respecting the whole human being, empathy, understanding.

We discuss a wide range of things, including her series on ‘what to do when a child says no’ where she value-bombs the podcast by going through 4 practical steps to approaching challenging behaviour. 

Teachers, you just wait for the mantras that she gives us mid-way, they are absolutely transformative for our mindset and practice in the classroom!

Keep your eyes peeled on Danica’s socials @littlebloom.consultancy - soon she’ll be releasing all of the juicy details about a free masterclass where she’ll be sharing some of the ‘what and why’ behind guidance as well as three strategies you’ll be able to implement straight away. She’ll also be releasing information shortly about a mini-course that takes you step-by-step through bringing guidance to life in your space. 



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

RESOURCES AND MORE SUPPORT:

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]]> Buzzsprout-12419425 Tue, 09 May 2023 15:00:00 +1000 3743 2 21 full false #20: How to nail classroom management whilst leaving a legacy of kindness and compassion with every single student. An open house tour of That'll Teach 'Em #20: How to nail classroom management whilst leaving a legacy of kindness and compassion with every single student. An open house tour of That'll Teach 'Em Are you ready for an open house tour into That'll Teach 'Em?! 

13 years ago I stepped into the classroom with no confidence and no clue.

I was plonked into a chaotic classroom with 30 ‘unmanageable’ and ‘unteachable’ students

And then another, and another, year after year, and I had no option but to learn how to swim. It started with a little doggy paddle, and now I am on a pretty smooth freestyle, but it wasn’t an easy journey.

Now, looking back from the other side, I know how desperately teachers need (and freaking deserve) quality support, training and mentorship. This sink or swim culture in teaching needs to freaking end (imagine just handing a surgeon a scalpel and telling them to cut without them seeing how it's done first?! That’s teaching)

So I took all of my training, incredible mentorship, every single lesson (good and diabolical) and observation, all of the ‘constructive feedback’, my own research, and my years spent developing teams of teachers. All 13 years of it.

Then… I broke it down into an 8 week course that gives you the roadmaps, strategies, knowledge and support to nail classroom management.

And I am officially accepting enrolments into The April intake of That’ll Teach ‘Em (but not for long)

So… if you’re a teacher (or one in the making) and you’re wanting to learn how to mitigate, address and resolve challenging behaviour in a way that leaves a legacy of kindness with every one of your students, then come and join me! 

Say goodbye to... 

✕ Feeling overwhelmed and defeated by challenging behaviours in your class

 ✕ Having no idea what to do next… you’ve tried it all and those behaviours aren’t budging

✕ Feeling that anxious gut feeling going into another tough lesson, already watching that clock wanting it to be over

✕ Feeling disempowered, at the end of your tether, and out of control with your students… 


And hello to... 

✓ Walking into your classroom feeling empowered, skilled and ready to tackle whatever the lesson throws at you

✓ Knowing how to proactively plan and prepare for lessons in ways that mitigates and reduces challenging low-level and all level behaviours

✓ Being excited and re-energised to try new strategies that will not only support students who struggle with behaviour, but foster a calm and productive learning environment for every student

✓ Having the skills to resolve challenging behaviour by bringing kid on the journey, getting buy in, and actually helping them be accountable!


I can't wait to be a mentor in your corner! Doors close on April 29th, head right here for further details and enrol (OR for information on the next cohort if you've missed the cut off).


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Are you ready for an open house tour into That'll Teach 'Em?! 

13 years ago I stepped into the classroom with no confidence and no clue.

I was plonked into a chaotic classroom with 30 ‘unmanageable’ and ‘unteachable’ students

And then another, and another, year after year, and I had no option but to learn how to swim. It started with a little doggy paddle, and now I am on a pretty smooth freestyle, but it wasn’t an easy journey.

Now, looking back from the other side, I know how desperately teachers need (and freaking deserve) quality support, training and mentorship. This sink or swim culture in teaching needs to freaking end (imagine just handing a surgeon a scalpel and telling them to cut without them seeing how it's done first?! That’s teaching)

So I took all of my training, incredible mentorship, every single lesson (good and diabolical) and observation, all of the ‘constructive feedback’, my own research, and my years spent developing teams of teachers. All 13 years of it.

Then… I broke it down into an 8 week course that gives you the roadmaps, strategies, knowledge and support to nail classroom management.

And I am officially accepting enrolments into The April intake of That’ll Teach ‘Em (but not for long)

So… if you’re a teacher (or one in the making) and you’re wanting to learn how to mitigate, address and resolve challenging behaviour in a way that leaves a legacy of kindness with every one of your students, then come and join me! 

Say goodbye to... 

✕ Feeling overwhelmed and defeated by challenging behaviours in your class

 ✕ Having no idea what to do next… you’ve tried it all and those behaviours aren’t budging

✕ Feeling that anxious gut feeling going into another tough lesson, already watching that clock wanting it to be over

✕ Feeling disempowered, at the end of your tether, and out of control with your students… 


And hello to... 

✓ Walking into your classroom feeling empowered, skilled and ready to tackle whatever the lesson throws at you

✓ Knowing how to proactively plan and prepare for lessons in ways that mitigates and reduces challenging low-level and all level behaviours

✓ Being excited and re-energised to try new strategies that will not only support students who struggle with behaviour, but foster a calm and productive learning environment for every student

✓ Having the skills to resolve challenging behaviour by bringing kid on the journey, getting buy in, and actually helping them be accountable!


I can't wait to be a mentor in your corner! Doors close on April 29th, head right here for further details and enrol (OR for information on the next cohort if you've missed the cut off).


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Buzzsprout-12704482 Tue, 25 Apr 2023 15:00:00 +1000 1197 2 20 full false #19: The behaviour management trap that is keeping teachers stuck in survival mode #19: The behaviour management trap that is keeping teachers stuck in survival mode On this week's episode I am going to be talking about the entire narrative around behaviour management that is getting teachers stuck in PURE survival mode. It is a trap!

And what is the trap?

Seeing  behaviour management is solely that. Behaviour management.  Just about responding to and addressing behaviour.

It keeps teachers in a viscous never-ending cycle. Particularly with low level behaviours that can't necessarily be resolved by doing anything about every little frustrating micromoment.

It isn't getting down into those mechanics. It's not asking the right questions because what the hell do we ask anyway. It is seeing resolving behaviour as a reactionary task.

And it is not really doing what we need to do... what we really need to do to effectively manage behaviours is weave classroom management into every single fibre of what we do pedagogically as teachers.

Because, my friends, it is so much more than just the behaviour.

This episode, I am going to be giving you 3 examples of proactively classroom management that will support you to shift some of those challenging behaviours.






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

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]]> On this week's episode I am going to be talking about the entire narrative around behaviour management that is getting teachers stuck in PURE survival mode. It is a trap!

And what is the trap?

Seeing  behaviour management is solely that. Behaviour management.  Just about responding to and addressing behaviour.

It keeps teachers in a viscous never-ending cycle. Particularly with low level behaviours that can't necessarily be resolved by doing anything about every little frustrating micromoment.

It isn't getting down into those mechanics. It's not asking the right questions because what the hell do we ask anyway. It is seeing resolving behaviour as a reactionary task.

And it is not really doing what we need to do... what we really need to do to effectively manage behaviours is weave classroom management into every single fibre of what we do pedagogically as teachers.

Because, my friends, it is so much more than just the behaviour.

This episode, I am going to be giving you 3 examples of proactively classroom management that will support you to shift some of those challenging behaviours.






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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-12659008 Tue, 18 Apr 2023 15:00:00 +1000 1004 2 19 full false #18: Miss Honey: beloved teacher role model or a misleading representation of the job of teaching? #18: Miss Honey: beloved teacher role model or a misleading representation of the job of teaching? Let’s talk about the fiction vs reality of Matilda’s MISS HONEY! 

She has inspired a generation of teachers. For so many she was actually the reason, the catalyst, the inspiration to get into the job of teaching. 

She was the saving grace to the kids she taught. She was generous, she was compassionate, she protected her students and their wellbeing from the incredibly punitive and nasty principal Ms Trunchbull, who used behaviour management strategies that were physically and psychologically abusive to the students at Crunchem Hall Primary School. 

However, her pedagogy wasn’t on point, because it takes a hell of a lot more than just a smile and taking interest to have a class that is engaged, happy and ‘well-behaved’. 

Challenging classroom behaviour is complex and nuanced, and dealing with it, addressing it, resolving it, reducing it, mitigating it, is also complex and nuanced. 

In this episode, I discuss the ‘Miss Honey Trap’ that leads teachers to believe that relationships are the only classroom management strategy needed, and go over my non-exhaustive list of things that actually go into classroom management on top of the relationships and your values around caring for each child:


  • Classroom environment 
  • Culture setting
  • Planning and preparation
  • Expectations
  • Non verbals
  • Routines
  • Strategies to de-escalate behaviour - low and high level
  • Coregulation / self regulation
  • Relationships with parents
  • Following up on behaviour
  • Understanding behaviour itself


For more information on Approachable vs Credible - Michael Grindrs ENVoY non-verbal language listen to episode 8 - Low Level Behaviours, Big Level Frustrations!



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

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]]> Let’s talk about the fiction vs reality of Matilda’s MISS HONEY! 

She has inspired a generation of teachers. For so many she was actually the reason, the catalyst, the inspiration to get into the job of teaching. 

She was the saving grace to the kids she taught. She was generous, she was compassionate, she protected her students and their wellbeing from the incredibly punitive and nasty principal Ms Trunchbull, who used behaviour management strategies that were physically and psychologically abusive to the students at Crunchem Hall Primary School. 

However, her pedagogy wasn’t on point, because it takes a hell of a lot more than just a smile and taking interest to have a class that is engaged, happy and ‘well-behaved’. 

Challenging classroom behaviour is complex and nuanced, and dealing with it, addressing it, resolving it, reducing it, mitigating it, is also complex and nuanced. 

In this episode, I discuss the ‘Miss Honey Trap’ that leads teachers to believe that relationships are the only classroom management strategy needed, and go over my non-exhaustive list of things that actually go into classroom management on top of the relationships and your values around caring for each child:


  • Classroom environment 
  • Culture setting
  • Planning and preparation
  • Expectations
  • Non verbals
  • Routines
  • Strategies to de-escalate behaviour - low and high level
  • Coregulation / self regulation
  • Relationships with parents
  • Following up on behaviour
  • Understanding behaviour itself


For more information on Approachable vs Credible - Michael Grindrs ENVoY non-verbal language listen to episode 8 - Low Level Behaviours, Big Level Frustrations!



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

RESOURCES AND MORE SUPPORT:

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]]> Buzzsprout-12561318 Tue, 11 Apr 2023 12:00:00 +1000 1053 2 17 full false #17: Are we just excusing ‘bad behaviour’? What teachers need to know about the ‘why’ behind challenging student behaviour #17: Are we just excusing ‘bad behaviour’? What teachers need to know about the ‘why’ behind challenging student behaviour In this episode, I answer the question, “aren’t we just excusing bad behaviour when we look into why it is happening?”

Why bother learning about behaviour? 

Afterall, whatever the reason behind it, it doesn’t change the fact that it IS happening and we need to address it all the same as teachers right? 

So why spend time learning about it?

Doesn’t learning about the why behind behaviour excuse the behaviour in a way? 

No, certainly not. 

In fact, learning more about the why behind the behaviour is incredibly empowering, not just for teachers who are dealing with this behaviour in front of them, but for students as well. 

Listen in as I explore many reasons why knowing the ‘why’ behind the behavior is so crucial for us as teachers and students who display challenging behaviour, including:

  • Increased accountability and buy in for students who are able to reflect more authentically on their behaviours
  • Supporting us to regulate, de-personalise, and surround ourselves with a protective behaviour bubble
  • Giving us the ability as teachers to use strategies we know will have a positive impact and be able to explain why this is the case

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> In this episode, I answer the question, “aren’t we just excusing bad behaviour when we look into why it is happening?”

Why bother learning about behaviour? 

Afterall, whatever the reason behind it, it doesn’t change the fact that it IS happening and we need to address it all the same as teachers right? 

So why spend time learning about it?

Doesn’t learning about the why behind behaviour excuse the behaviour in a way? 

No, certainly not. 

In fact, learning more about the why behind the behaviour is incredibly empowering, not just for teachers who are dealing with this behaviour in front of them, but for students as well. 

Listen in as I explore many reasons why knowing the ‘why’ behind the behavior is so crucial for us as teachers and students who display challenging behaviour, including:

  • Increased accountability and buy in for students who are able to reflect more authentically on their behaviours
  • Supporting us to regulate, de-personalise, and surround ourselves with a protective behaviour bubble
  • Giving us the ability as teachers to use strategies we know will have a positive impact and be able to explain why this is the case

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Buzzsprout-12561217 Tue, 04 Apr 2023 12:00:00 +1000 1218 2 17 full false #16: Do you feel like you’re constantly repeating yourself? How to minimise the dreaded question “what are we doing?!” #16: Do you feel like you’re constantly repeating yourself? How to minimise the dreaded question “what are we doing?!” Who relates to finishing explaining a task to students only to have a hand pop up and ask…  ”Sir/Miss, what are we doing?!”


If you had a dollar for every time you had just explained a task and you get a question that if they were really listening, they wouldn’t need to ask in the first place, or that was irrelevant, or that forced you to explain what you had just explained, how many dollars would you have?


If you asked me this in my first year of teaching, I would have had many dollars.

But that amount of money I would have has significantly decreased. Of course I’d still have a few bucks in the jar, but it would be far more empty.


This episode is about just that. What to do to minimise the questions and have a much smoother ride into tasks, get the students working from the get go, get rid of the task confusion, and just be able to crack on with things


I am going to break it up into two types of strategies:

  • Strategies before the task - so in the planning phase
  • Strategies during the task - so in the lesson


All of these things are about being clear and consistent in our practice... one of the many things that helps to mitigate challenging behaviours before they arise. This is why module 5 of my course That’ll Teach ‘Em is so impactful for your practice!



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Who relates to finishing explaining a task to students only to have a hand pop up and ask…  ”Sir/Miss, what are we doing?!”


If you had a dollar for every time you had just explained a task and you get a question that if they were really listening, they wouldn’t need to ask in the first place, or that was irrelevant, or that forced you to explain what you had just explained, how many dollars would you have?


If you asked me this in my first year of teaching, I would have had many dollars.

But that amount of money I would have has significantly decreased. Of course I’d still have a few bucks in the jar, but it would be far more empty.


This episode is about just that. What to do to minimise the questions and have a much smoother ride into tasks, get the students working from the get go, get rid of the task confusion, and just be able to crack on with things


I am going to break it up into two types of strategies:

  • Strategies before the task - so in the planning phase
  • Strategies during the task - so in the lesson


All of these things are about being clear and consistent in our practice... one of the many things that helps to mitigate challenging behaviours before they arise. This is why module 5 of my course That’ll Teach ‘Em is so impactful for your practice!



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-12492472 Tue, 28 Mar 2023 16:00:00 +1100 1342 2 16 full false #15: What does a good teacher look like anyway?? A powerful discussion around teacher guilt and wellbeing, and your permission slip to just do your best and forget the rest! #15: What does a good teacher look like anyway?? A powerful discussion around teacher guilt and wellbeing, and your permission slip to just do your best and forget the rest! DO YOUR BEST, FORGET THE REST!

If you’re looking for a permission slip to truly embrace the teacher you are, then look no further than this amazing interview with Ceri Sandford. This passionate woman behind the powerhouse Wine with teacher club and podcast goes deep with me as we discuss some of the challenges of teaching.

We discuss some commonly shared feelings amongst teachers such as:

  • Am I the only teacher who feels like im winging it all of the time?
  • Am I the only teacher who has cried in front of a class?
  • Am I the only teacher who feels hopeless not knowing how to address all of the individual needs in the classroom?
  • Am I the only teacher who feels like im doing a bad job and i don’t fit in as a teacher?
  • Am I the only teacher who feels like i am not doing a good enough job even though I leave work exhausted every day?

So if you have ever felt one of the above, this episode is sure to make you feel less alone, whilst giving you some solid strategies to help you overcome it.

If you want to know more about Ceri’s work, be sure to head over to her Instagram @ceri.sandford or listen to her amazing podcast - The Wine with Teacher Podcast (there's a cheeky episode with me there if you want to have a listen!)





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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> DO YOUR BEST, FORGET THE REST!

If you’re looking for a permission slip to truly embrace the teacher you are, then look no further than this amazing interview with Ceri Sandford. This passionate woman behind the powerhouse Wine with teacher club and podcast goes deep with me as we discuss some of the challenges of teaching.

We discuss some commonly shared feelings amongst teachers such as:

  • Am I the only teacher who feels like im winging it all of the time?
  • Am I the only teacher who has cried in front of a class?
  • Am I the only teacher who feels hopeless not knowing how to address all of the individual needs in the classroom?
  • Am I the only teacher who feels like im doing a bad job and i don’t fit in as a teacher?
  • Am I the only teacher who feels like i am not doing a good enough job even though I leave work exhausted every day?

So if you have ever felt one of the above, this episode is sure to make you feel less alone, whilst giving you some solid strategies to help you overcome it.

If you want to know more about Ceri’s work, be sure to head over to her Instagram @ceri.sandford or listen to her amazing podcast - The Wine with Teacher Podcast (there's a cheeky episode with me there if you want to have a listen!)





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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Buzzsprout-12465102 Tue, 21 Mar 2023 17:00:00 +1100 4237 2 15 full false #14: A very honest chat about my teaching journey: How burn out, a break, and skipping the country led me to my passion and purpose. #14: A very honest chat about my teaching journey: How burn out, a break, and skipping the country led me to my passion and purpose. Welcome back to season 2 of The Unteachables Podcast - Woooo freaking hoo!

And I am back with a brand new co-host, my 2 month old daughter Ava. Despite me training her up for 9 months, she didn’t contribute much, but I might just let her stick around.

This episode I go through my journey in teaching, from the rapid growth of my first few years from beginning teacher to middle leadership. To burning out, quitting, and skipping the country. To the eventual progression to senior leadership. 

This episode is perfect for anybody who…

  • Wants 3 pieces of advice for anybody who is looking to progress through their career and has any desire to move to roles beyond classroom teaching
  • The importance of your individual ‘why’ and passion in education
  • How getting comfortable with the discomfort shapes you as an educator
  • Is burnt out, wants a break, wants to leave teaching, but their heart is torn

Join the waitlist for the April intake of my classroom management course That’ll Teach ‘Em

Or if you want some more info about the course  

I can't wait to be a bit part of YOUR teaching journey!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Welcome back to season 2 of The Unteachables Podcast - Woooo freaking hoo!

And I am back with a brand new co-host, my 2 month old daughter Ava. Despite me training her up for 9 months, she didn’t contribute much, but I might just let her stick around.

This episode I go through my journey in teaching, from the rapid growth of my first few years from beginning teacher to middle leadership. To burning out, quitting, and skipping the country. To the eventual progression to senior leadership. 

This episode is perfect for anybody who…

  • Wants 3 pieces of advice for anybody who is looking to progress through their career and has any desire to move to roles beyond classroom teaching
  • The importance of your individual ‘why’ and passion in education
  • How getting comfortable with the discomfort shapes you as an educator
  • Is burnt out, wants a break, wants to leave teaching, but their heart is torn

Join the waitlist for the April intake of my classroom management course That’ll Teach ‘Em

Or if you want some more info about the course  

I can't wait to be a bit part of YOUR teaching journey!

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-12418155 Tue, 14 Mar 2023 17:00:00 +1100 1634 2 14 full false #13: 2022 all wrapped up. What you need to leave behind this year and move towards in 2023. #13: 2022 all wrapped up. What you need to leave behind this year and move towards in 2023. Wow, teachers, 2022 has been a BIG year hasn’t it?! 


But let me ask you something… how do you really feel about it?


Are you measuring yourself backwards and really appreciating how far you have come, OR have you gotten yourself in the habit of measuring yourself forwards to goalposts that are always changing? 


This concept is from the book ‘The Gap and The Gain’ by Dan Sullivan and Dr Benjamin Hardy, and is so useful in helping YOU see how you can transform your idea of success in the classroom in 2023!


Here are your FINDING THE GAINS journal prompts (as promised!)


  • In the past year, what experiences have I had that have made me a better teacher?
  • What do I know now or what can I do now that I didn’t know at the start of the year?
  • What are 3 things that past me would be so proud of if they saw how the year unfolded?
  • What have I done this week that has been a step forward in my teaching?
  • How have I taken the steps to being a stronger teacher this week?
  • What do I know about classroom management now that I didn’t know when I was still at uni?
  • What am I grateful about where I am at in my teaching journey?



Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching - https://view.flodesk.com/pages/62dc1deb87802ab6bcaf6015


Or simply come and say hello over on Instagram @the.unteachables https://www.instagram.com/the.unteachables/



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Wow, teachers, 2022 has been a BIG year hasn’t it?! 


But let me ask you something… how do you really feel about it?


Are you measuring yourself backwards and really appreciating how far you have come, OR have you gotten yourself in the habit of measuring yourself forwards to goalposts that are always changing? 


This concept is from the book ‘The Gap and The Gain’ by Dan Sullivan and Dr Benjamin Hardy, and is so useful in helping YOU see how you can transform your idea of success in the classroom in 2023!


Here are your FINDING THE GAINS journal prompts (as promised!)


  • In the past year, what experiences have I had that have made me a better teacher?
  • What do I know now or what can I do now that I didn’t know at the start of the year?
  • What are 3 things that past me would be so proud of if they saw how the year unfolded?
  • What have I done this week that has been a step forward in my teaching?
  • How have I taken the steps to being a stronger teacher this week?
  • What do I know about classroom management now that I didn’t know when I was still at uni?
  • What am I grateful about where I am at in my teaching journey?



Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching - https://view.flodesk.com/pages/62dc1deb87802ab6bcaf6015


Or simply come and say hello over on Instagram @the.unteachables https://www.instagram.com/the.unteachables/



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Buzzsprout-11855778 Tue, 13 Dec 2022 17:00:00 +1100 1505 1 13 full false #12: The things I would go back and tell my first year teacher self. Tips, encouragement, and home truths. #12: The things I would go back and tell my first year teacher self. Tips, encouragement, and home truths. If you could sit across from your first year teacher self, what would you say?


Well this episode is me exploring that very question for myself.


If you’re a teacher in the making or a teacher still early in their career, I hope my reflections over this episode help bring a little validation, support and clarity.


And if you’re an experienced teacher, this episode will be an exercise in reflection, to see just how far you’ve come, to look back and consider what you would say to your teacher self when you were still bright eyed and bushy tailed, and help you to put yourself back in that mindset of how you might be able to support newer teachers you are or will be working with.



IMPORTANT ANNOUNCEMENT!

Doors close to the current That’ll Teach ‘Em behaviour management course on Wednesday 14th December and I am having a ‘GOING OUT SALE’!

Head over now and access the course for the closing down sale! 

If you enrol now at the price of £99, you will be able to access the current course to begin immediately if you choose, BUT you will also automatically secure a space to start in the April intake and be able to access the new version of the course. 

Because it is going to be an offer that is naturally higher touch and support through live sessions and lessons, the price WILL be increasing from what it currently is. So if That’ll Teach ‘Em has been on your mind, then it might be a good time to join now!

Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching 


Or simply come and say hello over on Instagram @the.unteachables 

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> If you could sit across from your first year teacher self, what would you say?


Well this episode is me exploring that very question for myself.


If you’re a teacher in the making or a teacher still early in their career, I hope my reflections over this episode help bring a little validation, support and clarity.


And if you’re an experienced teacher, this episode will be an exercise in reflection, to see just how far you’ve come, to look back and consider what you would say to your teacher self when you were still bright eyed and bushy tailed, and help you to put yourself back in that mindset of how you might be able to support newer teachers you are or will be working with.



IMPORTANT ANNOUNCEMENT!

Doors close to the current That’ll Teach ‘Em behaviour management course on Wednesday 14th December and I am having a ‘GOING OUT SALE’!

Head over now and access the course for the closing down sale! 

If you enrol now at the price of £99, you will be able to access the current course to begin immediately if you choose, BUT you will also automatically secure a space to start in the April intake and be able to access the new version of the course. 

Because it is going to be an offer that is naturally higher touch and support through live sessions and lessons, the price WILL be increasing from what it currently is. So if That’ll Teach ‘Em has been on your mind, then it might be a good time to join now!

Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching 


Or simply come and say hello over on Instagram @the.unteachables 

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-11801882 Tue, 06 Dec 2022 17:00:00 +1100 1387 1 12 full false #11: A teachers survival guide to navigating those tough last weeks of term. #11: A teachers survival guide to navigating those tough last weeks of term. Who feels like they are crawwwwwwling to the holidays? That end of year push can feel impossibly exhausting. 


And it’s obvious why it is hard…. We are tired, we are burnt out.


Buttttt as you know, being a teacher is pretty multifaceted, there's a lot of reasons why this time of year feels really tough, after all it's not just us at a computer getting through that last bit of work. It is us, plus 30 other human beings, who are also exhausted and counting down those days.


So in this episode I'll be discussing WHY it is so tough, for us, and our students, as well as giving you some of my top classroom survival tips leading up to the break.


I’ll be talking about:

  • What makes teaching so much harder at the end of the year.
  • What could be escalating the behaviour of our students at the end of the academic year and other school terms.
  • What you can do to keep a settled and productive classroom environment to reduce the low-level behaviours in the lead up to the holidays.
  • How to just get through to the end, even if you’re in survival mode!



Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching


Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20


Or simply come and say hello over on Instagram @the.unteachables 

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Who feels like they are crawwwwwwling to the holidays? That end of year push can feel impossibly exhausting. 


And it’s obvious why it is hard…. We are tired, we are burnt out.


Buttttt as you know, being a teacher is pretty multifaceted, there's a lot of reasons why this time of year feels really tough, after all it's not just us at a computer getting through that last bit of work. It is us, plus 30 other human beings, who are also exhausted and counting down those days.


So in this episode I'll be discussing WHY it is so tough, for us, and our students, as well as giving you some of my top classroom survival tips leading up to the break.


I’ll be talking about:

  • What makes teaching so much harder at the end of the year.
  • What could be escalating the behaviour of our students at the end of the academic year and other school terms.
  • What you can do to keep a settled and productive classroom environment to reduce the low-level behaviours in the lead up to the holidays.
  • How to just get through to the end, even if you’re in survival mode!



Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching


Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20


Or simply come and say hello over on Instagram @the.unteachables 

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Buzzsprout-11781293 Wed, 30 Nov 2022 01:00:00 +1100 1324 1 11 full false #10: Cruel to be kind? Striking the balance between addressing behaviours and maintaining relationships #10: Cruel to be kind? Striking the balance between addressing behaviours and maintaining relationships I don’t need to sit here and tell you that building a positive relationship with a student is a pretty important part of the work we do. 


I am sure you also know that the students who really need that relationship the most to trust you and learn from you, are also sometimes the ones who display the most challenging behaviours!


This is why it is SUCH a double edged sword, because you will then NEED to address more of their challenging behaviours. And every time you address a challenging behaviour, it can be like one step forward and three steps back in our efforts to build that relationship!


But I say POTENTIALLY because it doesn’t have to be like that, there ARE ways that we can manage behaviours that do strike that very delicate balance, and we NEED to be able to do this to progress with our most vulnerable and challenging students. 


How??  


In this episode, I give you a run down of classroom management that connects and disconnects, and explore the concept of using a students ‘emotional piggy bank’ to be very crafty and conscious of the way we establish and reinforce boundaries and expectations with ALL students!


  • How to make investments in a relationship with even the toughest students
  • How to still hold boundaries and address challenging behaviour without being detrimental to the relationship
  • What is behaviour management that connects and disconnects and how to use it effectively


Join the masterclass - Unlocking Your Teaching Superpower: Non Verbal Classroom Management.

For 20% off enrolment, use the code POD20 or click here


Add both the masterclass AND my full comprehensive classroom management course ‘That’ll Teach ‘Em’ to your basket to bundle them together and receive 25% off the total price of enrolment!



Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching 


Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20


Or simply come and say hello over on Instagram @the.unteachables 

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> I don’t need to sit here and tell you that building a positive relationship with a student is a pretty important part of the work we do. 


I am sure you also know that the students who really need that relationship the most to trust you and learn from you, are also sometimes the ones who display the most challenging behaviours!


This is why it is SUCH a double edged sword, because you will then NEED to address more of their challenging behaviours. And every time you address a challenging behaviour, it can be like one step forward and three steps back in our efforts to build that relationship!


But I say POTENTIALLY because it doesn’t have to be like that, there ARE ways that we can manage behaviours that do strike that very delicate balance, and we NEED to be able to do this to progress with our most vulnerable and challenging students. 


How??  


In this episode, I give you a run down of classroom management that connects and disconnects, and explore the concept of using a students ‘emotional piggy bank’ to be very crafty and conscious of the way we establish and reinforce boundaries and expectations with ALL students!


  • How to make investments in a relationship with even the toughest students
  • How to still hold boundaries and address challenging behaviour without being detrimental to the relationship
  • What is behaviour management that connects and disconnects and how to use it effectively


Join the masterclass - Unlocking Your Teaching Superpower: Non Verbal Classroom Management.

For 20% off enrolment, use the code POD20 or click here


Add both the masterclass AND my full comprehensive classroom management course ‘That’ll Teach ‘Em’ to your basket to bundle them together and receive 25% off the total price of enrolment!



Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching 


Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20


Or simply come and say hello over on Instagram @the.unteachables 

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-11735247 Tue, 22 Nov 2022 17:00:00 +1100 1545 1 10 full false #09: The most common teaching mistakes we make with classroom management, and the very quick and easy fixes that can transform behaviour. #09: The most common teaching mistakes we make with classroom management, and the very quick and easy fixes that can transform behaviour. Mistakes, blunders, slips, errors… all of these are NOT dirty words… ESPECIALLY in teaching. 


In fact, I celebrate mistakes, I encourage mistakes, I welcome the vulnerability of teachers standing there and just doing their thing in the classroom KNOWING that mistakes are a part of the learning process.


When it comes to classroom management in particular, there are some very common patterns in the mistakes that we can make that actually FUEL low-level behaviours with our students.


The good news? These are all really easy to identify, reflect on, and then FIX! This means that if a teacher is open and willing to own up to their blunders, massive amounts of growth can happen, and happen FAST!


In this episode, I go over some of these very common and very simple mistakes you could be making in the classroom, and give you some very real and practical advice on how to quickly and easily develop. 


For anybody who came to the show notes for those reflective questions - here they are!

  • What are the structures and routines I have in place? Can I strengthen these?
  • Do my students know what to expect when they walk in the room?
  • Can I make this lesson more visual?
  • Is this lesson pitched appropriately?
  • Is there anything more ‘hands on’ I can do to get this content across?
  • How could they reach this learning objective through exploration rather than my explicit teacher talk or instruction?
  • Is this conceptually relevant to them and their lives in some way?
  • How can you harness your non-verbal classroom management to mitigate SO MANY of these behaviors from occurring?


Join the masterclass - Unlocking Your Teaching Superpower: Non Verbal Classroom Management! Check out the details and let me support you in your classroom!

Add both the masterclass AND my full comprehensive classroom management course ‘That’ll Teach ‘Em’ to your basket to bundle them together and receive 30% off the total price of enrolment!

Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching 


Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20


Or simply come and say hello over on Instagram @the.unteachables 

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Mistakes, blunders, slips, errors… all of these are NOT dirty words… ESPECIALLY in teaching. 


In fact, I celebrate mistakes, I encourage mistakes, I welcome the vulnerability of teachers standing there and just doing their thing in the classroom KNOWING that mistakes are a part of the learning process.


When it comes to classroom management in particular, there are some very common patterns in the mistakes that we can make that actually FUEL low-level behaviours with our students.


The good news? These are all really easy to identify, reflect on, and then FIX! This means that if a teacher is open and willing to own up to their blunders, massive amounts of growth can happen, and happen FAST!


In this episode, I go over some of these very common and very simple mistakes you could be making in the classroom, and give you some very real and practical advice on how to quickly and easily develop. 


For anybody who came to the show notes for those reflective questions - here they are!

  • What are the structures and routines I have in place? Can I strengthen these?
  • Do my students know what to expect when they walk in the room?
  • Can I make this lesson more visual?
  • Is this lesson pitched appropriately?
  • Is there anything more ‘hands on’ I can do to get this content across?
  • How could they reach this learning objective through exploration rather than my explicit teacher talk or instruction?
  • Is this conceptually relevant to them and their lives in some way?
  • How can you harness your non-verbal classroom management to mitigate SO MANY of these behaviors from occurring?


Join the masterclass - Unlocking Your Teaching Superpower: Non Verbal Classroom Management! Check out the details and let me support you in your classroom!

Add both the masterclass AND my full comprehensive classroom management course ‘That’ll Teach ‘Em’ to your basket to bundle them together and receive 30% off the total price of enrolment!

Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching 


Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20


Or simply come and say hello over on Instagram @the.unteachables 

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Buzzsprout-11690264 Tue, 15 Nov 2022 17:00:00 +1100 1464 1 9 full false #08: Low Level Behaviours, Big Level Frustrations! How to start to shift the low level disruptions that are stopping you from getting on with teaching. #08: Low Level Behaviours, Big Level Frustrations! How to start to shift the low level disruptions that are stopping you from getting on with teaching. When I ask teachers what their biggest classroom behaviour challenges are, MOST of the time I will hear….

 

Low. Level. Behaviours. 


*SHUDDER*

 

For SO many teachers, these behaviours sit in this difficult grey area. They are annoying enough to completely derail a lesson, but not quite severe enough to warrant a big response. They are the behaviours that stop the learning, and make you want to chuck in the towel and run screaming out of the lesson!


The calling out, the talking over, the tapping, the funny noises, the disengagement, the coming late and leaving early, the whispers, the chatter, the laugher, the throwing things across the room and talking with friends, the blatant ”no” to your requests. 


This episode takes you through my own journey of learning how to not just address, but mitigate and reduce these behaviours, and guides you to do the same through a few of my top non-verbal classroom management strategies!



Join the masterclass - Unlocking Your Teaching Superpower: Non Verbal Classroom Management! The Masterclass goes LIVE on Sunday November 27th at 9am GMT, with access to the replay for wherever you are in the world!

https://theunteachables.myshopify.com/products/2030799


Add both the masterclass AND That’ll Teach ‘Em to you basket to bundle them together and receive 30% off the total price of enrolment!!



Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching - https://view.flodesk.com/pages/62dc1deb87802ab6bcaf6015


Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20- https://the-unteachables.com/products/1794465


Or simply come and say hello over on Instagram @the.unteachables https://www.instagram.com/the.unteachables/



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> When I ask teachers what their biggest classroom behaviour challenges are, MOST of the time I will hear….

 

Low. Level. Behaviours. 


*SHUDDER*

 

For SO many teachers, these behaviours sit in this difficult grey area. They are annoying enough to completely derail a lesson, but not quite severe enough to warrant a big response. They are the behaviours that stop the learning, and make you want to chuck in the towel and run screaming out of the lesson!


The calling out, the talking over, the tapping, the funny noises, the disengagement, the coming late and leaving early, the whispers, the chatter, the laugher, the throwing things across the room and talking with friends, the blatant ”no” to your requests. 


This episode takes you through my own journey of learning how to not just address, but mitigate and reduce these behaviours, and guides you to do the same through a few of my top non-verbal classroom management strategies!



Join the masterclass - Unlocking Your Teaching Superpower: Non Verbal Classroom Management! The Masterclass goes LIVE on Sunday November 27th at 9am GMT, with access to the replay for wherever you are in the world!

https://theunteachables.myshopify.com/products/2030799


Add both the masterclass AND That’ll Teach ‘Em to you basket to bundle them together and receive 30% off the total price of enrolment!!



Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching - https://view.flodesk.com/pages/62dc1deb87802ab6bcaf6015


Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20- https://the-unteachables.com/products/1794465


Or simply come and say hello over on Instagram @the.unteachables https://www.instagram.com/the.unteachables/



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-11639419 Tue, 08 Nov 2022 17:00:00 +1100 2040 1 8 full false #07: The cover lesson survival guide: How to calm the chaos and get through the day in one piece. #07: The cover lesson survival guide: How to calm the chaos and get through the day in one piece. So many classroom management strategies rely on a foundation of not only relationships and rapport, but solid routines and a whole lot of consistency to be effective. But what if you have absolutely no opportunity to do this because you have either chosen the path of, or are currently in the role of, a casual / supply / substitute teacher (whatever you call it in your patch of the world)! 

I know how incredibly hard it can be teaching one of these lessons, you don’t even know their names! Let alone having the time to really build any kind of meaningful relationship.. That luxury of developing consistent routines? Nope not that either!! 


Now sometimes this is totally fine. Sometimes you might walk into a classroom and the students are really cool, calm and collected and are ready to just crack on with whatever cover work has been left with you. But you and me both know that that is rarely the case.


This episode is your survival guide! It will step you through how to build your skills, and your confidence walking into a classroom of students who don’t know you from a bar of soap, and get through that day in one piece (even maybe have FUN in the process!)


If you want to jump on my Masterclass 'Unlocking Your Teaching Superpower - Non Verbal Classroom Management',  now is the time to do it! Head to https://theunteachables.myshopify.com/products/2030799 for all of the details!

Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching - https://view.flodesk.com/pages/62dc1deb87802ab6bcaf6015


Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20 - https://the-unteachables.com/products/1794465


Or simply come and say hello over on Instagram @the.unteachables https://www.instagram.com/the.unteachables/



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

RESOURCES AND MORE SUPPORT:

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]]> So many classroom management strategies rely on a foundation of not only relationships and rapport, but solid routines and a whole lot of consistency to be effective. But what if you have absolutely no opportunity to do this because you have either chosen the path of, or are currently in the role of, a casual / supply / substitute teacher (whatever you call it in your patch of the world)! 

I know how incredibly hard it can be teaching one of these lessons, you don’t even know their names! Let alone having the time to really build any kind of meaningful relationship.. That luxury of developing consistent routines? Nope not that either!! 


Now sometimes this is totally fine. Sometimes you might walk into a classroom and the students are really cool, calm and collected and are ready to just crack on with whatever cover work has been left with you. But you and me both know that that is rarely the case.


This episode is your survival guide! It will step you through how to build your skills, and your confidence walking into a classroom of students who don’t know you from a bar of soap, and get through that day in one piece (even maybe have FUN in the process!)


If you want to jump on my Masterclass 'Unlocking Your Teaching Superpower - Non Verbal Classroom Management',  now is the time to do it! Head to https://theunteachables.myshopify.com/products/2030799 for all of the details!

Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching - https://view.flodesk.com/pages/62dc1deb87802ab6bcaf6015


Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20 - https://the-unteachables.com/products/1794465


Or simply come and say hello over on Instagram @the.unteachables https://www.instagram.com/the.unteachables/



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Buzzsprout-11470074 Tue, 01 Nov 2022 16:00:00 +1100 1780 1 7 full false #06: Don’t take it personally? The teaching advice that is much easier said than done. #06: Don’t take it personally? The teaching advice that is much easier said than done. I am sure you have heard this being said before, ‘don’t take it personally.. it isn’t about you’...

Well, if you’ve ever been on the receiving end of incredibly personal, harsh, nasty student comments, you know that it is something that is so much easier said than done. 

This episode will unpack the truth in the ‘don’t take it personally’ advice, but ALSO give you the much needed knowledge and support to protect your peace and manage these really difficult moments in the classroom. 


In this episode, I talk about:

  • The importance of recognising how HARD it is to not take things personally, and explain why this might be the case.
  • How to create space between the behaviour you’re seeing in front of you, and the reaction, so you are able to respond in a more well considered and impactful way.
  • Strategies to ACTUALLY de-personalise things that feel very personal indeed!
  • How to get curious about behaviour: Not just that of our students, but our own, too!


Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching - https://view.flodesk.com/pages/62dc1deb87802ab6bcaf6015


Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20 - https://the-unteachables.com/products/1794465


Or simply come and say hello over on Instagram @the.unteachables https://www.instagram.com/the.unteachables/


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> I am sure you have heard this being said before, ‘don’t take it personally.. it isn’t about you’...

Well, if you’ve ever been on the receiving end of incredibly personal, harsh, nasty student comments, you know that it is something that is so much easier said than done. 

This episode will unpack the truth in the ‘don’t take it personally’ advice, but ALSO give you the much needed knowledge and support to protect your peace and manage these really difficult moments in the classroom. 


In this episode, I talk about:

  • The importance of recognising how HARD it is to not take things personally, and explain why this might be the case.
  • How to create space between the behaviour you’re seeing in front of you, and the reaction, so you are able to respond in a more well considered and impactful way.
  • Strategies to ACTUALLY de-personalise things that feel very personal indeed!
  • How to get curious about behaviour: Not just that of our students, but our own, too!


Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching - https://view.flodesk.com/pages/62dc1deb87802ab6bcaf6015


Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20 - https://the-unteachables.com/products/1794465


Or simply come and say hello over on Instagram @the.unteachables https://www.instagram.com/the.unteachables/


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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Buzzsprout-11470058 Tue, 25 Oct 2022 15:00:00 +1100 1335 1 6 full false #05: What will it really take to have TRUE teacher wellbeing? A chat with Jodi from The Busy Teachers Club #05: What will it really take to have TRUE teacher wellbeing? A chat with Jodi from The Busy Teachers Club Teacher well-being, or the lack thereof, is absolutely no joke. Teachers are leaving the profession in droves… and teachers are usually people who don’t join the profession on a whim to begin with, I’d say we usually have a pretty solid ‘why’. 

So what is going on here? I have a special guest Jodi also known as @thebusyteachersclub on Instagram, who is in the middle of launching her teacher well-being course, Ditch Burnout and Thrive.

You can head to her Instagram for all of the details, or the following link: www.busyteachersclub.co.uk/ditchburnout

The link to just jump straight in and enrol is: https://www.busyteachersclub.co.uk/offers/HQzxwx8a

In this episode, Jodi and myself have a great chat about:

  • What is driving teachers to burnout? 
  • What does teacher wellbeing really mean? 
  • What would it take to address it in schools? 
  • And whose responsibility is it, really? Is it the schools? Leadership? The individual teacher? 


Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching - https://view.flodesk.com/pages/62dc1deb87802ab6bcaf6015


Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20 - https://the-unteachables.com/products/1794465


Or simply come and say hello over on Instagram @the.unteachables https://www.instagram.com/the.unteachables/



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Teacher well-being, or the lack thereof, is absolutely no joke. Teachers are leaving the profession in droves… and teachers are usually people who don’t join the profession on a whim to begin with, I’d say we usually have a pretty solid ‘why’. 

So what is going on here? I have a special guest Jodi also known as @thebusyteachersclub on Instagram, who is in the middle of launching her teacher well-being course, Ditch Burnout and Thrive.

You can head to her Instagram for all of the details, or the following link: www.busyteachersclub.co.uk/ditchburnout

The link to just jump straight in and enrol is: https://www.busyteachersclub.co.uk/offers/HQzxwx8a

In this episode, Jodi and myself have a great chat about:

  • What is driving teachers to burnout? 
  • What does teacher wellbeing really mean? 
  • What would it take to address it in schools? 
  • And whose responsibility is it, really? Is it the schools? Leadership? The individual teacher? 


Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching - https://view.flodesk.com/pages/62dc1deb87802ab6bcaf6015


Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20 - https://the-unteachables.com/products/1794465


Or simply come and say hello over on Instagram @the.unteachables https://www.instagram.com/the.unteachables/



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Buzzsprout-11470059 Tue, 18 Oct 2022 15:00:00 +1100 3461 1 5 full false #04: Owning your teaching personality. Yes, even as a quiet, awkward or introverted teacher! #04: Owning your teaching personality. Yes, even as a quiet, awkward or introverted teacher! Why are we always comparing ourselves? It is such a trap that we can all fall into as teachers, especially when we are simultaneously battling with imposter syndrome… If you’re a bit of an introvert, if you’re a bit awkward, if it takes you a while to warm up, if you don’t have the strongest ‘teacher voice’, that is OKAY! This episode will bust any preconceptions around what it takes to really lead a classroom, and teach you how to embrace your teacher personality no matter what type of person you are!


In this episode, I talk about:

  • Why having a quiet or introverted personality can be a super strength with classroom management.
  • My best, most awkward, introverted, lovable friend, who also happens to be the most incredible educator. How SHE transformed her classroom culture.
  • The 3 lessons you can learn from her and the strategies you can implement immediately in your classroom practice!


Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching - https://view.flodesk.com/pages/62dc1deb87802ab6bcaf6015


Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20 - https://the-unteachables.com/products/1794465


Or simply come and say hello over on Instagram @the.unteachables https://www.instagram.com/the.unteachables/



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Why are we always comparing ourselves? It is such a trap that we can all fall into as teachers, especially when we are simultaneously battling with imposter syndrome… If you’re a bit of an introvert, if you’re a bit awkward, if it takes you a while to warm up, if you don’t have the strongest ‘teacher voice’, that is OKAY! This episode will bust any preconceptions around what it takes to really lead a classroom, and teach you how to embrace your teacher personality no matter what type of person you are!


In this episode, I talk about:

  • Why having a quiet or introverted personality can be a super strength with classroom management.
  • My best, most awkward, introverted, lovable friend, who also happens to be the most incredible educator. How SHE transformed her classroom culture.
  • The 3 lessons you can learn from her and the strategies you can implement immediately in your classroom practice!


Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching - https://view.flodesk.com/pages/62dc1deb87802ab6bcaf6015


Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20 - https://the-unteachables.com/products/1794465


Or simply come and say hello over on Instagram @the.unteachables https://www.instagram.com/the.unteachables/



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Buzzsprout-11470046 Tue, 11 Oct 2022 15:00:00 +1100 1488 1 4 full false #03: Classroom carnage: How to engage even the most disengaged and challenging classes. A chat with one of my teacher besties! #03: Classroom carnage: How to engage even the most disengaged and challenging classes. A chat with one of my teacher besties! <p>Welcome to Episode 3 of the unteachables podcast! Today one of my best teacher pals Chiara and I dig into some of the top tier memories, biggest struggles, and biggest triumphs of our first years of teaching together. Through our own experiences of our shared chaotic class, we reflect on what it takes to engage the most challenging to engage classes. </p>

<p>This episode is chock full of top tier memories from our first years of teaching, as well as diving into a bunch of different topics:</p>

  • Being a young leader 
  • The debacle of running a whole school event
  • Being innovative and dynamic as a new teacher
  • The pressures of being a new (and) experienced teacher
  • Experiential and hands on learning
  • Risk taking, trying new things, and being free to make mistakes in the classroom
  • Teacher trench foot 
  • Our biggest advice for the most challenging classes

<p><a href="https://view.flodesk.com/pages/62dc1deb87802ab6bcaf6015">Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching</a></p>


<p><a href="https://the-unteachables.com/products/1794465">Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20</a></p>


<p><a href="https://www.instagram.com/the.unteachables/">Or simply come and say hello over on Instagram @the.unteachables</a></p>



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> <p>Welcome to Episode 3 of the unteachables podcast! Today one of my best teacher pals Chiara and I dig into some of the top tier memories, biggest struggles, and biggest triumphs of our first years of teaching together. Through our own experiences of our shared chaotic class, we reflect on what it takes to engage the most challenging to engage classes. </p>

<p>This episode is chock full of top tier memories from our first years of teaching, as well as diving into a bunch of different topics:</p>

  • Being a young leader 
  • The debacle of running a whole school event
  • Being innovative and dynamic as a new teacher
  • The pressures of being a new (and) experienced teacher
  • Experiential and hands on learning
  • Risk taking, trying new things, and being free to make mistakes in the classroom
  • Teacher trench foot 
  • Our biggest advice for the most challenging classes

<p><a href="https://view.flodesk.com/pages/62dc1deb87802ab6bcaf6015">Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching</a></p>


<p><a href="https://the-unteachables.com/products/1794465">Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20</a></p>


<p><a href="https://www.instagram.com/the.unteachables/">Or simply come and say hello over on Instagram @the.unteachables</a></p>



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-11379706 Thu, 06 Oct 2022 16:00:00 +1100 2916 1 3 full false #02: The Teaching Advice That Grinds My Gears (and What to Do Instead). #02: The Teaching Advice That Grinds My Gears (and What to Do Instead). Today I am going to be talking about something that reallllly grinds my gears… when you have a really challenging class, a student who is displaying some really challenging behaviours, you’re at the very bottom of your goodie bag of teaching strategies, you go and seek some support, and the only thing that you seem to get back is something about needing to foster that relationship. Well.. it certainly is the core of our behaviour management approach, BUT, it isn’t the magic bullet. This episode will break it all down and give you some quick wins for starting to break down the toughest of barriers.

  • My issue with the advice of building rapport with students who display challenging behaviour
  • The barriers to building a relationship with some students
  • Attachment theory: Organised and disorganised attachment and the impact on building relationships.
  • The importance of consistency and time - sticking with it!
  • 3 strategies for developing meaningful relationship and rapport with difficult to engage students

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Today I am going to be talking about something that reallllly grinds my gears… when you have a really challenging class, a student who is displaying some really challenging behaviours, you’re at the very bottom of your goodie bag of teaching strategies, you go and seek some support, and the only thing that you seem to get back is something about needing to foster that relationship. Well.. it certainly is the core of our behaviour management approach, BUT, it isn’t the magic bullet. This episode will break it all down and give you some quick wins for starting to break down the toughest of barriers.

  • My issue with the advice of building rapport with students who display challenging behaviour
  • The barriers to building a relationship with some students
  • Attachment theory: Organised and disorganised attachment and the impact on building relationships.
  • The importance of consistency and time - sticking with it!
  • 3 strategies for developing meaningful relationship and rapport with difficult to engage students

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-11379694 Tue, 04 Oct 2022 16:00:00 +1100 1947 1 2 full false #01: Humans first, teachers second. Navigating all of the human moments in the classroom. #01: Humans first, teachers second. Navigating all of the human moments in the classroom. We are humans… who also happen to be teachers… responsible for 30 other humans… That leaves a LOT of room for ‘human moments’ in our day to day work. In today’s inaugural episode,  I am going to dig into some very human moments of my own recently in the classroom, hear from some of you about yours, and of course, give you a few little nuggets of teaching know-how to take away. 

This episode covers:

  • A very big human announcement!
  • Our different phases and seasons of teaching and why we need to honour all of them
  • Giving ourselves grace as educators and embracing our ‘real life self’ 
  • What is the window of tolerance and why does this matter for us and our students
  • Strategies for teacher regulation 
  • Our teaching identity vs our real world identity


Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching - https://view.flodesk.com/pages/62dc1deb87802ab6bcaf6015


Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20 - https://the-unteachables.com/products/1794465


Or simply come and say hello over on Instagram @the.unteachables - https://www.instagram.com/the.unteachables/



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> We are humans… who also happen to be teachers… responsible for 30 other humans… That leaves a LOT of room for ‘human moments’ in our day to day work. In today’s inaugural episode,  I am going to dig into some very human moments of my own recently in the classroom, hear from some of you about yours, and of course, give you a few little nuggets of teaching know-how to take away. 

This episode covers:

  • A very big human announcement!
  • Our different phases and seasons of teaching and why we need to honour all of them
  • Giving ourselves grace as educators and embracing our ‘real life self’ 
  • What is the window of tolerance and why does this matter for us and our students
  • Strategies for teacher regulation 
  • Our teaching identity vs our real world identity


Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching - https://view.flodesk.com/pages/62dc1deb87802ab6bcaf6015


Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20 - https://the-unteachables.com/products/1794465


Or simply come and say hello over on Instagram @the.unteachables - https://www.instagram.com/the.unteachables/



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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Buzzsprout-11344034 Sun, 02 Oct 2022 16:00:00 +1100 1696 1 1 full false Coming Soon Teaser: The Unteachables Podcast Coming Soon Teaser: The Unteachables Podcast Coming Sunday October 2nd: The Unteachables Podcast!

Welcome to The Unteachables Podcast, where your host Claire English is NO stranger to challenging classroom behaviour. And if you’ve found your way here, it’s likely you aren’t either. Teaching the Unteachables is a podcast that is dedicated to making you feel a hell of a lot less alone in these struggles, whilst giving you the knowledge, support and strategies you need to not only survive the chaos, but truly thrive in teaching.


Each week, Claire gets real on some tough teaching topics, explores student behaviour, interviews real teachers, with real human classroom moments, and has plenty of laughs along the way. Think about it as getting a dose of relatable, actionable and enjoyable professional learning straight into your ears. 


So whether you’re in early years, primary or secondary. A beginning teacher, an early career teacher, a teacher in training, a teaching assistant, an experienced teacher, a leader in teaching, a WHATEVER teacher, plug ‘The Unteachables Podcast’ in on your commute to work and let Claire be the ‘down in the trenches’ mentor every single one of you deserve. 


Don’t forget to subscribe so you don’t miss an episode!

Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching

Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20


Or simply come and say hello over on Instagram @the.unteachables

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Coming Sunday October 2nd: The Unteachables Podcast!

Welcome to The Unteachables Podcast, where your host Claire English is NO stranger to challenging classroom behaviour. And if you’ve found your way here, it’s likely you aren’t either. Teaching the Unteachables is a podcast that is dedicated to making you feel a hell of a lot less alone in these struggles, whilst giving you the knowledge, support and strategies you need to not only survive the chaos, but truly thrive in teaching.


Each week, Claire gets real on some tough teaching topics, explores student behaviour, interviews real teachers, with real human classroom moments, and has plenty of laughs along the way. Think about it as getting a dose of relatable, actionable and enjoyable professional learning straight into your ears. 


So whether you’re in early years, primary or secondary. A beginning teacher, an early career teacher, a teacher in training, a teaching assistant, an experienced teacher, a leader in teaching, a WHATEVER teacher, plug ‘The Unteachables Podcast’ in on your commute to work and let Claire be the ‘down in the trenches’ mentor every single one of you deserve. 


Don’t forget to subscribe so you don’t miss an episode!

Download my free guide “10 Tiny (but mighty) Tips to Transform Your Teaching

Check out my full training program That’ll Teach ‘Em. Enrol for 20% off with the code PODCAST20


Or simply come and say hello over on Instagram @the.unteachables

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

RESOURCES AND MORE SUPPORT:

Connect with me:


]]> Claire English Buzzsprout-11344099 Mon, 19 Sep 2022 23:00:00 +1000 129 1 0 trailer false