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:

• 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

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:

• 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

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:

• Learn more about the Behaviour Club: https://the-unteachables.com/tbc
  
  
• My episode on non-verbals & credible/approachable presence: #135: Is your teaching presence undermining your classroom management?

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

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:

• 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

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:

• 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

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:

• 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

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:

• 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

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:

• The Behaviour Club Kickstart → https://www.the-unteachables.com/kickstart
• Michael Grinder’s ENVoY (Educational Non-Verbal Yardsticks

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

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:

• Blog with all the activities: https://www.the-unteachables.com/blog/classroom-bullying-activities-no-way-week

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

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:

• 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