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!

JOIN MY FREE LIVE TRAINING: TURN YOUR TEACHING INTO A CLASSROOM MANAGEMENT MACHINE

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

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!

JOIN MY FREE LIVE TRAINING: TURN YOUR TEACHING INTO A CLASSROOM MANAGEMENT MACHINE

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

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!

JOIN MY FREE LIVE TRAINING: TURN YOUR TEACHING INTO A CLASSROOM MANAGEMENT MACHINE

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

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!

JOIN MY FREE LIVE TRAINING: TURN YOUR TEACHING INTO A CLASSROOM MANAGEMENT MACHINE

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

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!

JOIN MY FREE LIVE TRAINING: TURN YOUR TEACHING INTO A CLASSROOM MANAGEMENT MACHINE

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

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!

JOIN MY FREE LIVE TRAINING: TURN YOUR TEACHING INTO A CLASSROOM MANAGEMENT MACHINE

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

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!

JOIN MY FREE LIVE TRAINING: TURN YOUR TEACHING INTO A CLASSROOM MANAGEMENT MACHINE

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

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!

JOIN MY FREE LIVE TRAINING: TURN YOUR TEACHING INTO A CLASSROOM MANAGEMENT MACHINE

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

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!

JOIN MY FREE LIVE TRAINING: TURN YOUR TEACHING INTO A CLASSROOM MANAGEMENT MACHINE

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

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!

JOIN MY FREE LIVE TRAINING: TURN YOUR TEACHING INTO A CLASSROOM MANAGEMENT MACHINE

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