Naylor's Natter

The explanation is finished—but are pupils genuinely ready to work independently?

In this episode of Naylor’s Natter, Phil turns his attention to the often-overlooked middle of the lesson: the We Do. It should be the bridge between teacher explanation and independent practice, but what does effective guided practice actually look like? And how do we avoid helping pupils so much that we end up doing the thinking for them?

Drawing on classroom experience, explicit instruction and what he has changed his mind about, Phil explores modelling, questioning, checking for understanding and the gradual removal of support. The key question is simple: when does helpful guidance become a crutch?

Practical, honest and rooted in the reality of the classroom.

Naylor’s Natter—just talking to teachers.

September is coming: new classes, new routines and that familiar pressure to get everything right from lesson one. Naylor’s Natter is back to help you make a strong start.

In this episode, Phil moves from the Do Now into the I Do—the point where the teacher takes centre stage and makes expert thinking visible.

But what does effective explanation actually sound like? Is an I Do simply the teacher talking while pupils listen? How much should we explain, what should pupils be doing while we model, and how do we avoid either rushing through it or talking for far too long?

Drawing on 25 years in the classroom, Phil explores modelling, worked examples, narrating the thinking process and breaking complex ideas into manageable steps. He also reflects honestly on what he has changed his mind about—and why clear, explicit teaching doesn’t have to mean passive pupils or personality-free lessons.

Whether you’re preparing your first lesson as an ECT or returning for another September with hundreds behind you, this is a practical reflection on one of the most important parts of teaching:

I Do—show them how, don’t just tell them what.

Naylor’s Natter: just talking to teachers.

Should pupils complete their Do Now in their exercise books—or is there a better way?

In this episode, Phil questions one of the routines many schools take for granted. He explains why he no longer asks pupils to write every Do Now into their books, and explores whether booklets, mini-whiteboards or other approaches can make the opening minutes of a lesson quicker, sharper and more purposeful.

Along the way, Phil considers retrieval practice, settling routines, participation, checking for understanding, teacher workload and the danger of creating written work that nobody ever meaningfully checks. This isn’t an argument against Do Nows—or against high standards in pupils’ books—but an honest reflection on what the routine is actually meant to achieve.

Do Nows—not in books. Am I wrong?

A practical and reflective episode rooted in classroom experience, with an open invitation to disagree.

Naylor’s Natter—just talking to teachers.

The Do Now: Not in Books… Am I Wrong?

The Do Now: Not in Books… Am I Wrong?

Should pupils complete their Do Now in their exercise books—or is there a better way?

In this episode, Phil questions one of the routines many schools take for granted. He explains why he no longer asks pupils to write every Do Now into their books, and explores whether booklets, mini-whiteboards or other approaches can make the opening minutes of a lesson quicker, sharper and more purposeful.

Along the way, Phil considers retrieval practice, settling routines, participation, checking for understanding, teacher workload and the danger of creating written work that nobody ever meaningfully checks. This isn’t an argument against Do Nows—or against high standards in pupils’ books—but an honest reflection on what the routine is actually meant to achieve.

Do Nows—not in books. Am I wrong?

A practical and reflective episode rooted in classroom experience, with an open invitation to disagree.

Naylor’s Natter—just talking to teachers.

Episode 1 – The First Five Minutes

What happens in the first five minutes of a lesson often determines what happens in the next fifty. After returning to the classroom full-time, Phil Naylor reflects on how his thinking has changed and why those opening moments now matter more than ever.

Drawing on research from Doug Lemov, Harry Wong, Tom Bennett and Rosenshine, alongside over 25 years of classroom and leadership experience, this episode explores routines, expectations, attention and why a calm, purposeful start creates the conditions for learning.

Whether you’re an ECT or an experienced teacher, you’ll leave with practical ideas you can use on Monday morning.

Evidence discussed:

• ​Doug Lemov – Teach Like a Champion
• ​Harry Wong – The First Days of School
• ​Tom Bennett – behaviour and routines
• ​Barak Rosenshine – Principles of Instruction

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quity in Education sets out a new equity-based approach in education to help teachers improve the prospects of under-resourced and working-class pupils.
The equity approach recognises that we must address our own cultural biases and barriers within the classroom, while helping to remove extra barriers to learning experienced by children outside schools. Based on thousands of research studies and years of working with expert teachers, the book sets out the principles and practical strategies for trainee teachers, teachers and teacher leaders.
Adopting an equity mindset involves four key principles:
· equity not equality - doing more to overcome the extra barriers some learners experience
· capacity not deficit thinking - recognising the talents in all pupils
· deep not shallow relationships - developing authentic individual relationships with pupils
· multiple not singular talents - acknowledging that human talents come in many forms.
Equity in Education also advocates the national policies that would enable teachers to prioritise an equitable approach and reduce divides between the education haves and have-nots.

Apologies for the Microphone issues here! I made a mistake and selected the wrong microphone . Hopefully Pete's quality shines through.

What knowledge will make you most effective as a teacher? New teachers are often bombarded with information about the concepts they should understand and the topics they should master. This indispensable bookwill help you navigate the research on curriculum, cognitive science, student data and more, providing clarity and key takeaways for those looking to grow their teaching expertise.

What Do New Teachers Need to Know? explores the fundamentals of teacher expertise and draws upon contemporary research to offer the knowledge that will be most useful, the methods to retain that knowledge, and the ways expert teachers use it to solve problems. Written by an educator with extensive experience and understanding, each chapter answers a key question about teacher knowledge, including:

• Does anyone agree on what makes great teaching?

• How should I use evidence in my planning?

• Why isn’t subject knowledge enough?

• What should I know about my students?

• How do experts make and break habits?

• How can teachers think creatively whilst automating good habits?

• What do we need to know about the curriculum?

• How should Cognitive Load Theory affect our pedagogical decisions?

Packed with case studies and interviews with new and training teachers alongside key takeaways for the classroom, this book is essential reading for early career teachers, those undertaking initial teacher training and current teachers looking to develop their expertise.

From Barry's LinkedIn

Founding Deputy of Michaela School, Wembley. The kids’ amazing French, & my unique approach to MFL teaching, created huge buzz at Michaela. Became head of Great Yarmouth Charter. 10th head in 10 years. Inadequate for a decade. 60+ % fsm coastal comp. In 5 months, Ofsted declared Charter, ‘a miraculous turnaround’. Maths & English 5+ doubled in a year. P8 from - 0.57 to + 0.14. Visitors from across UK and beyond visited & talked of ‘joy’, ‘relationships’, ‘warmth’. CST as Regional Director. Led turn around of inadequate Hackney New School working with 5th Head in 5 years.
25 years teaching. A decade as a freelance teacher trainer fighting fashionable fads 2004 to 2014. Then founded Michaela, transformed Charter & turned around Hackney.
Sept 21 to date, freelance again. MFL CPD. It’s what I became famous for. With commendations from the likes of Christine Counsell & Tom Bennett. But mostly working with headteachers. Culture, behaviour, courtesy, teaching & learning, systems.
Very practical, hands on, jargon free. Holistic take on whole school improvement working hand in hand with the head. Helping head realise their vision.
Attention to detail, coaching, systems. Rapid and radical change or incremental.
Bringing best bits of experience from 25 years in education, a decade training & coaching, setting up & leading the legendary Michaela School, turning around two inadequate comps to now, working with heads across the country.
Creating genuine mutual respect school cultures; coaching heads; developing SLT; transforming norms.
Try my podcast on Spotify, Barry Smith Education. DM me on twitter, BarryNSmith79. Happy to chat. Practical. Genuinely transformative. Jargon free.

Being a leader is a wonderful privilege but can also come with challenges we don't always feel prepared for. How often do we tie ourselves in knots wondering about the right way to deal with a difficult situation at work? Or wondering why no one ever told us how to manage some of the challenges? This book is for people who need practical ways of tackling the tricky issues in leadership to move forward courageously. From people pleasing to crucial conversations, we look at ten areas that can cause us to be 'stuck' and how we can get ourselves free. Dip into this book when you need some support to inspire, motivate, and equip you in whatever stage of leadership you're at so that you can lead more confidently and freely, and be your best more of the time.