The Unteachables Podcast

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

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

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

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

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

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

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

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

What if I told you that you could build connection, boost buy-in, reset the vibe, AND reduce low-level behaviour… in five minutes flat?

No prep. Just you, your class, and a little bit of magic. ✨

In this episode, I’m giving you a front seat to 10 of my favourite grab-and-go community builders, the ones that get students laughing, talking, connecting, and (without even realising it) building the kind of classroom culture that makes behaviour easier.

A couple of episodes ago, we talked about the foundations of community, routines, predictability, felt safety, clarity, differentiation. All the behind-the-scenes cogs that make your classroom feel like a home.

Today?

We’re getting tangible (and fun as heck).

Because here’s the thing… Community building isn’t just a “start of the year” gimmick.

It’s how you:

• Reset a tense class
• Fill five minutes of dangerous dead-air time
• Reconnect when you’re feeling resentful
• Help students feel safe enough to share
• Invest in their emotional piggy bank (so you can make withdrawals later)

And yes — it also helps you fall back in love with your class when things feel a bit… blah.

So if you’ve ever thought:
 “They don’t deserve fun right now.”
 “They should just come in and learn.”
 “I don’t have time for this fluff.”

This episode might lovingly challenge that. 💛

Because connection isn’t fluffy. It’s proactive classroom management.

Inside This Episode:

Here are the 10 no-prep community builders I walk you through:

1. Transformer Triangles – Turn a simple triangle into something creative in 2 minutes. Gallery walk optional. Laughter guaranteed.
2. The Stare Down – Face off, no touching, no breaking eye contact. First to laugh loses. (Use your professional judgment with this one!)
3. Teacher Portrait – Students draw you. Risky? Yes. Hilarious? Also yes. (PS: Only if you’re not sensitive about your ears like I was.)
4. Class Debate – Throw out a juicy “Would You Rather” or controversial question and let them argue it out.
5. Racing Rhymes – Fast-paced rhyming battle in a circle. If you can’t rhyme, you’re out. Chaos in the best way.
6. Coin Toss Battle – Heads or tails showdown. Whole-class energy. No gambling involved, promise.
7. Sticky Slam – Interview your partner for 1 minute, then write down everything you remember. Fact-check. Compete. Connect.
8. Count to 20 – Whole-class challenge: count to 20, but only one person speaks at a time. Two at once? Back to one. Frustrating. Brilliant.
9. What’s Changed? – One student leaves, something in the room changes, they guess what it is.
10. Apple Pie – Guess who said the mystery word in a disguised voice. Year 11s LOVE this one.

RESOURCES MENTIONED

👉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

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