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!
#178: What good support from senior leadership actually looks like when a teacher says I'm drowning, with Aaron Johnston
This is the final one. My last episode live here at EduTech 2026, and I cannot think of a better way to wrap it up. Joining me is my teachergram turned real life friend Aaron Johnston, who popped his head into the booth yesterday and got roped into coming back for an interview. If you don't already know Aaron, you should. He is a deputy principal at Talara Public School, now in his 18th year of teaching, and he is well known across the teacher podcast space for leading the way on Aboriginal education, so much so that in 2024 he was recognised as Primary Educator of the Year at the Koori Curriculum Awards. Many of you will also know Aaron through Mr J's Learning Space and the Teacher Takeaway podcast, where he interviews leading educational experts, including me, not that long ago. We get into classroom management from a leadership lens, including the biggest mistakes schools make when supporting teachers through behaviour challenges, why rescuing a struggling teacher too quickly can actually disempower them, and why "what's your approach to behaviour" needs to start long before the first warning is ever given. Aaron also opens up about the loneliness of school leadership, the unseen burden leaders carry every single day, and why he genuinely loves it when a teacher cries in his office, because it means they feel safe enough to be honest with him. We close out with a brilliant rapid fire win or bin round covering open door policies, whole school behaviour systems, reward systems, observations, unscheduled learning walks, staff meetings, and yes, the dreaded staff morning tea as a wellbeing strategy. What you'll learn: Why time, not more resources, is the thing teachers need most from school leaders right now The "pruning principle" and why letting go of something is often more powerful than adding something new Why rescuing a struggling teacher too quickly can actually disempower them and damage student relationships What good quality support from senior leadership actually looks like when a teacher says "I am drowning" Why compliance built on fear isn't the same as respect, and why it makes long-term classroom management harder The loneliness of school leadership, and why Aaron genuinely wants teachers to feel safe enough to cry in his office What teachers often misunderstand about the pressures and competing demands placed on school leaders Aaron's honest win or bin verdicts on open door policies, whole school behaviour systems, reward systems, observations, learning walks, staff meetings, and staff morning teas The most underrated leadership quality, and the one thing every teacher wishes their leader understood Have a question, comment, or just want to say hello? Drop us a text! RESOURCES AND MORE SUPPORT: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#177: Educating the 'whole child' beyond the academic buzzword. Andrea Vandenbohl on building a school culture where every child feels seen
I am still here at EduTech 2026, and today's conversation has completely lit me up. I'm sitting across from the wonderful Andrea Vandenbohl, deputy principal at Northam Grammar School, where she has spent the last five years leading initiatives that weave wellbeing science and character education into every part of school life. Andrea's work is built on the belief that educating young people is about so much more than academic achievement. Through her leadership of student leadership programs, character education, and curriculum innovation, she has helped shape a school culture where wellbeing, character, and growth aren't side programs, they're essential. Outside of school, Andrea shares honest reflections on leadership through her blog, The Heeled Deputy. We start with Andrea's own journey into teaching as a second career after years as a professional musical theatre performer, and why that experience gave her a kind of grounded, lived-in teaching presence you can't get from a textbook. From there we dig straight into a phrase we hear constantly but rarely unpack properly, educating the whole child, and what it actually means to stop teaching "from the neck up." Andrea opens up about being one of those unseen kids at school herself, and how that experience shapes everything she now believes about belonging, safety, and character in education. We talk about why culture, not curriculum, is what really shapes who a child becomes, and Andrea shares the five character traits she believes are non-negotiable for every student. Then we get into something I think every school is quietly struggling with, how do you actually measure character, leadership, and wellbeing the way we measure academic data? Andrea shares the exact system her school uses, plus her honest take on why student voice is so often confused with student expression, and why handing kids a microphone without ever teaching them what to say into it is setting them up to fail. We finish with one of my favourite lines from the entire conversation, the idea of asking "who is the student becoming" instead of "how is the student performing," and Andrea closes things out with a beautiful explanation of her blog, born out of a six-day solo walk through Italy, several wild horses, and a whole lot of thinking about leadership. What you'll learn: What educating the whole child actually means, beyond the buzzword, and why teaching can't stop "from the neck up" Why culture, not curriculum, is what truly shapes who a child becomes, and why staff have to live their values rather than just speak them The five character traits Andrea believes are non-negotiable in schools: courage, perseverance, empathy, humility, and responsibility How Andrea's school actually tracks and measures character and wellbeing using a simple, visible system Why student voice is so often confused with student expression, and what genuine, non-tokenistic student agency actually looks like Practical ways to co-construct success criteria and classroom norms with students instead of just for them Why compliance in the classroom can actually be corrosive to character development The one mindset shift Andrea wants every teacher to make tomorrow: stop asking "how is this student performing" and start asking "who is this student becoming" The story behind Andrea's leadership blog, The Heeled Deputy, and the wild horses that helped inspire it Resources mentioned: The Heeled Deputy (Andrea's leadership blog) Have a question, comment, or just want to say hello? Drop us a text! RESOURCES AND MORE SUPPORT: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#176: Kate Stockman on student voice, empathy, and why so many students stay silent.
This one almost didn't happen, and I am so glad it did. Today's guest literally walked past my booth at EduTech 2026 to introduce herself, and within about two minutes I knew I needed her energy on this podcast. Her name is Kate Stockman, and she is deeply passionate about helping young people find their voice and helping schools build cultures where communication actually thrives. Kate is a secondary educator, communication specialist, and founder of Communicators. Having taught drama, English, and performing arts across both the UK and Australia, Kate has spent her career helping students build confidence, develop communication skills, and engage more meaningfully in learning, drawing on dialogic teaching, oracy, and inclusive education. So let's roll the tape. We start with what oracy actually is, why it's a much bigger conversation in the UK already, and why it's starting to gain real traction here in Australia too. Kate breaks down the difference between top-down, teacher-led talk and genuine dialogic, co-constructed discussion, and why so many classrooms are still stuck firmly in the first category. We dig into the real barriers stopping students from speaking up, including a gap in empathy and self-expression that Kate is seeing more and more, and how technology is quietly reshaping the way young people connect face to face. Kate shares one of her favourite classroom strategies, the discussion chain, a deceptively simple, fully student-led technique that gets a whole class genuinely contributing without the teacher having to facilitate a thing. I make her walk me through exactly how to run it, live, so you can take it straight into your own classroom tomorrow. Then, because I couldn't resist, we run a full bin or win round covering talking sticks, drama games, rote learning, homework, cold calling, and copying off the board, and Kate doesn't hold back on any of them. We finish with her best piece of teaching advice, the one mindset shift that completely changed how she shows up in the classroom, and the single thing every teacher can do tomorrow to immediately improve the quality of classroom conversation. What you'll learn: What oracy actually means, and why dialogic teaching is becoming a much bigger conversation in education The real barriers stopping students from speaking up in class, including a growing gap in empathy and self-expression How to run a discussion chain, a fully student-led strategy that gets a whole class contributing without teacher facilitation Why practising discussion strategies early in the year matters more than just introducing them once How smartphones and digital communication may be reshaping students' confidence to connect face to face Kate's honest bin or win verdicts on talking sticks, drama games, rote learning, homework, cold calling, and copying off the board Why cold calling can work well as a revision tool, but becomes harmful when used as a "gotcha" moment The best piece of teaching advice Kate ever received, and why "being consistently good is outstanding" The one shift every teacher can make tomorrow to immediately improve classroom conversation Have a question, comment, or just want to say hello? Drop us a text! RESOURCES AND MORE SUPPORT: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#175: From fostering an unhoused teen at just 22, to leading trauma-informed practice in schools. A conversation with Avril Waite.
Joining me is Avril Waite, a secondary science teacher from regional New South Wales who is leading the integration of artificial intelligence across her school, while also being a strong advocate for trauma-informed practice and student wellbeing. Avril also coordinates the New Marine Pathways program, helping create university access opportunities for students pursuing marine studies across New South Wales. She does so much, and at the heart of it all is a commitment to equity, opportunity, and helping young people see what's actually possible for their futures. We start with something I had honestly never heard before, using AI as a reflective practice tool for teachers. Not for lesson planning or worksheets, but as a non-judgmental sounding board after a lesson that completely fell apart. Avril walks through the exact prompts she uses, why it's lowering cortisol levels and cognitive load for her staff, and why it's never a replacement for professional judgement, just a faster way to find your own solution. Then we go somewhere much deeper. Avril shares the story of becoming a guardian to a 14-year-old girl she met at a party, who was sleeping on benches at McDonald's, and how that experience completely shaped the way she shows up for students today. We talk about what trauma-informed practice actually looks like day to day, beyond the buzzword, including the small, consistent things her whole school does together that genuinely change outcomes for kids doing it tough. We also get into Avril's experience teaching in a fully open learning environment, the real challenges of that model, what it took to get it working well, and why she's actually come around to loving it. And we close out with something every teacher, leader, and school exec needs to hear about regional education, opportunity, and why a free conference ticket doesn't mean access when the flights alone cost thousands. What you'll learn: How teachers can use AI as a non-judgmental reflective practice tool after a tough lesson, including the actual prompts Avril uses Why reflecting with AI can lower cognitive load and cortisol levels for teachers, without replacing professional judgement The personal story behind why Avril is so passionate about student wellbeing and trauma-informed practice What trauma-informed practice really looks like in the day-to-day, beyond the buzzword, including the Berry Street model Why greeting students by name is one of the most powerful, low-cost relationship-building tools a teacher has What it's really like teaching in a fully open learning environment, including the early chaos and what fixed it Why "you can't be what you can't see" matters so much for students in regional and disadvantaged communities The hidden cost barriers that mean a "free" opportunity for low socioeconomic or regional schools often isn't free at all Have a question, comment, or just want to say hello? Drop us a text! RESOURCES AND MORE SUPPORT: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#174: Is your school quietly killing curiosity? Carmel McGee on what it looks like for curiosity to thrive (and why this matters).
Joining me is Carmel McGee, a Tasmanian educator and certified lead teacher who has spent much of her career chasing one question: how do we actually create the conditions for curiosity to thrive? Carmel works at Riverside Primary School in Launceston, where she helps build classroom cultures where kids are curious, capable, and courageous. Her thinking has been shaped by some seriously impressive influences, including Project Zero at Harvard, UC Berkeley, and inquiry learning legends Kath Murdoch and Susan Engel. If you've ever wondered how we move students beyond just complying and into genuinely wanting to learn, this episode is for you. We get into why curiosity isn't some lucky personality trait some kids are just born with, and why it's something we can either deliberately nurture or accidentally shut down without even realising it. Carmel doesn't hold back when I ask her what's quietly killing curiosity in schools right now, and her answer about systems measuring answers instead of valuing thinking is going to make you rethink a few things about your own classroom. We also get really practical. What does a curious classroom actually look like? What is the teacher doing, and what are the students doing? Carmel breaks down why curious teachers create curious kids, why modelling "I don't know, let's find out together" matters more than we think, and why something as simple as not rushing to fill silence can completely change how your students engage. And because I couldn't let her go without asking the big stuff, we dig into Carmel's brilliant question: are we measuring what we value, or valuing what we measure? If you've ever felt like the things that matter most in your classroom don't fit neatly into a spreadsheet, you are going to feel so seen by this conversation. What you'll learn: Why curiosity isn't an inherent trait, and how it can be deliberately nurtured or accidentally shut down in the classroom What's quietly killing curiosity in schools right now, according to Carmel Why curious teachers create curious kids, and how modelling "I don't know, let's find out together" shifts classroom culture The danger of measuring what's easy to count instead of valuing what actually matters, like curiosity, belonging, and engagement Why wait time is one of the most underused, free tools available to every teacher Practical, explicit strategies to get more students contributing, including the "sticky note slam" and extended think-pair-share Why less than 5% of questions in most classrooms come from students themselves, and how to change that How Carmel approaches modelling a curious relationship with AI in the classroom, rather than ignoring it or banning it outright The one tiny shift Carmel would want every teacher to make tomorrow to bring curiosity front and centre Have a question, comment, or just want to say hello? Drop us a text! RESOURCES AND MORE SUPPORT: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#173: Finally answering the biggest questions you've sent in. Can you be too nice? How to get on top of the chattiness? The number one hill I'll die on with classroom management? + MORE!
Okay, so this one's a little different. I'm not the one asking the questions today. I'm coming to you live from EduTech 2026, booth 1216, and before I put a single educator, leader or keynote speaker in the hot seat, my best friend and fellow teacher Jess decided it was only fair I sit in it myself first. Jess grabbed all the questions you've been sending me on Instagram and in my inbox — the big ones, the spicy ones, the ones you've been dying to ask — and she fired them at me with zero warning. No prep. No notes. Just me, a microphone, and a best friend who knows exactly which buttons to push. We cover everything from the biggest classroom management mistake teachers make, to whether you can be "too nice," to the one strategy that doesn't get nearly enough credit (hint: it's not what you think). And then — because Jess clearly wanted to see me sweat — we close it out with a rapid-fire game of Bin or Win, where I had to give my gut reaction to seating plans, phone bans, reward systems, homework, restorative conversations, AI in schools, and more. No hedging allowed. Well — mostly. If you've followed the Unteachables for years, this is the closest thing to a "getting to know me" episode you're going to get. And if you've just stumbled across us here at EduTech, well — welcome. Buckle up. What you'll learn: The biggest mistake teachers make when trying to manage behaviour (and why it's not actually about the behaviour at all) Why "too nice" usually isn't the real problem — and what's happening instead The one strategy Claire believes is the absolute heartbeat of every lesson, but rarely gets talked about Where to start if you want to overhaul your routines but don't know which one to fix first The biggest myth about low-level disruption — and why responding to it is the wrong move Why a lack of control as a teacher is really a nervous system problem, not a discipline problem Claire's instant gut reactions in a rapid-fire Bin or Win: seating plans, phone bans, reward systems, group work, homework, icebreakers, whole-class consequences, open plan classrooms, teacher content on social media, restorative conversations, and AI in schools The one hill Claire will die on as an educator (and it's a big one) Have a question, comment, or just want to say hello? Drop us a text! RESOURCES AND MORE SUPPORT: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#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: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#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: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#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: 📥 [Calm Scripts PDF] — 20 ready-to-go one-liners for tricky behaviour moments 📦 [Routines Bundle] — everything you need to build routines that work the room for you Have a question, comment, or just want to say hello? Drop us a text! RESOURCES AND MORE SUPPORT: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#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: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#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: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#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: The Behaviour Club — full differentiation training + 50+ Canva scaffold templates: https://www.theunteachables.com.au/tbc Have a question, comment, or just want to say hello? Drop us a text! RESOURCES AND MORE SUPPORT: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#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: The Behaviour Club — differentiation training + 50+ Canva scaffold templates: https://www.theunteachables.com.au/tbc Have a question, comment, or just want to say hello? Drop us a text! RESOURCES AND MORE SUPPORT: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#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: Free Teacher's Guide to Proprioception Light Up the Learning Brain (also available at all major online retailers) Behavior Rewired Have a question, comment, or just want to say hello? Drop us a text! RESOURCES AND MORE SUPPORT: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#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: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#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: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#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: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#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: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#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: Transformer Triangles – Turn a simple triangle into something creative in 2 minutes. Gallery walk optional. Laughter guaranteed. The Stare Down – Face off, no touching, no breaking eye contact. First to laugh loses. (Use your professional judgment with this one!) Teacher Portrait – Students draw you. Risky? Yes. Hilarious? Also yes. (PS: Only if you’re not sensitive about your ears like I was.) Class Debate – Throw out a juicy “Would You Rather” or controversial question and let them argue it out. Racing Rhymes – Fast-paced rhyming battle in a circle. If you can’t rhyme, you’re out. Chaos in the best way. Coin Toss Battle – Heads or tails showdown. Whole-class energy. No gambling involved, promise. Sticky Slam – Interview your partner for 1 minute, then write down everything you remember. Fact-check. Compete. Connect. 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. What’s Changed? – One student leaves, something in the room changes, they guess what it is. Apple Pie – Guess who said the mystery word in a disguised voice. Year 11s LOVE this one. RESOURCES MENTIONED 👉 THE BRAIN BREAK MEGA BUNDLE 👉 THE CUP FILLERS SLIDES (What today's activities were taken from) Have a question, comment, or just want to say hello? Drop us a text! RESOURCES AND MORE SUPPORT: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
#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: Shop all resources Join The Behaviour Club My book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: ' Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website
Producer's note
Steal the structure. Not the show.
Keep the useful structure, then change the audience, point of view, and voice until the idea is unmistakably yours.
