The Unteachables Podcast

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!

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!

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!

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 today’s episode, I’m sharing a simple yet powerful transition technique that can help you regain student attention without raising your voice or using unnecessary energy.

Transitions can be one of the trickiest parts of classroom management. Picture this: students are engaged in a group task, there’s movement, chatter, and productive chaos, but now you need to bring them back to whole-class instruction. Rather than calling for attention repeatedly, try this:

1. Play transition music—a predetermined song that signals to students it’s time to shift back.
2. Project your laptop screen onto the board and type your instructions in big, bold font for students to follow.

This method is non-verbal, calm, direct, and engaging. It saves your voice, adds a bit of novelty, and helps students smoothly transition without unnecessary disruption. Listen in for tips on making this work effectively in your classroom.

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

One of the most powerful shifts we can make when addressing student behaviour is to stop lecturing and start leading. Instead of telling students what they did wrong, we need to ask the right questions to guide them toward reflection, accountability, and change.

Lecturing rarely leads to buy-in. It is one of William Glasser’s seven disconnecting habits, and without realising it, we often fall into this trap—especially in the heat of the moment. The result? Students tune out, nod along without truly listening, or push back entirely.

In this episode, I explore how shifting from lecture mode to guide mode creates a more productive and effective approach to behaviour chats. I provide real-world examples of common classroom scenarios and show you exactly how to replace lecturing with guiding questions that encourage self-reflection and responsibility.

Listen in as I discuss:

• Why lecturing does not create real behaviour change. The importance of student buy-in.
• How to shift from telling to questioning. Using questions to encourage reflection and accountability.
• Practical examples of guiding language. What to say instead of lecturing in common behaviour situations.

Mentioned resources:

MASTERCLASS: REAL CONSEQUENCES, REAL CHANGE

BEHAVIOUR REFLECTION BUNDLE

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

There are strong opinions when it comes to consequences in schools. Some believe in strict enforcement—"do the crime, do the time"—while others advocate for restorative conversations and plans. Regardless of approach, one thing remains essential: we need student buy-in for consequences to be effective.

Without buy-in, consequences lose their impact. The students who struggle the most are often already expecting punishments like detention or suspension. They wear a mask that says, "I don’t care." But the truth is, punitive measures rarely lead to real behaviour change.

In this episode, I discuss how to create meaningful consequences that students actually care about. I break down three key considerations to ensure students understand the impact of their actions, feel supported in making better choices, and see consequences as fair and relevant.

Listen in as I discuss:

• Why student buy-in is crucial for real behaviour change. Without it, consequences are ineffective.
• Three key factors to consider when addressing behaviour. Reflection, relevance, and skill-building.
• How to create fair and meaningful consequences. Ensuring students understand and engage with the process.

Mentioned resources:

MASTERCLASS: REAL CONSEQUENCES, REAL CHANGE

BEHAVIOUR REFLECTION BUNDLE

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 reflect on my recent move from New Zealand to Australia and the unexpected lessons it reinforced about classroom management. Moving is always challenging, but relocating with a toddler highlighted the profound impact of predictability and structure on behaviour. 

This experience reaffirmed a key classroom management principle: predictability is the brain’s best friend. I explore how structured routines, such as entry and exit procedures, transition cues, and scaffolding techniques, can help regulate behaviour and create a sense of safety in the classroom. Tune in for insights on how to proactively support students and foster a more predictable learning environment.

Listen in as I discuss:

• The Impact of Predictability on Behaviour. How my toddler’s reaction to moving reinforced the need for structure in managing emotions and behaviour.
• Classroom Routines as a Proactive Behaviour Strategy. Entry and exit routines, transition cues, and structured scaffolds that help mitigate dysregulation.
• Practical Classroom Applications. How small changes, like consistency in expectations, can positively influence student behaviour and engagement.

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

Feeling overwhelmed by endless lesson planning and grading?
Struggling to maintain work-life balance?
Unsure how AI can help lighten your workload?

In this episode, I chat with the incredible Angela Watson, veteran educator, instructional coach, and creator of the Truth for Teachers podcast. Angela has spent years helping teachers streamline their workload and reclaim their time.

We discuss her 40-Hour Teacher Workweek program, the power of AI for productivity, and practical strategies to work smarter, not harder.

IN THIS EPISODE, WE DISCUSS:

👉 The truth about achieving a realistic 40-hour workweek as a teacher
👉 How AI can help teachers reduce admin work without replacing them
👉 What we need to consider when it comes to students using AI
👉 Shifting from ‘just in case’ to ‘just in time’ learning to avoid burnout

Teaching is a marathon, not a sprint. Angela’s insights remind us that working smarter is possible by focusing on intentionality, systems, and self-compassion.

How to work with Angela:

🔗 All of Angela's goodies: https://courses.truthforteachers.com/?ref=97eb5e
🔗 Join the 40-Hour Teacher Workweek: https://courses.truthforteachers.com/courses/40-hour-full-year-2024?ref=97eb5e
🔗 The 40 Hour AI Membership: https://courses.truthforteachers.com/bundles/40-hour-AI?ref=97eb5e

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 today’s episode, I’m sharing a personal story that shaped how I approach behaviour and relationships in the classroom, and how a single moment of connection can shift everything.

IN THIS EPISODE, I DISCUSS:

• A deeply personal story from my school days: How one teacher’s unexpected response broke down my tough exterior.
• Why connection is key: The profound impact of showing care and curiosity over control.
• Practical ways to connect with your students: Simple phrases to use when addressing challenging behaviour.
• A powerful reminder: Why “connection is never the wrong answer” and how it can guide your approach.

This Week’s Quick Win: Start with connection.
Take a moment to pause and ask: Are you okay? or What’s going on?
 
Building connection in those tough moments may not always lead to immediate change, but it will always give you the best shot at creating buy-in and trust.

Remember:

Behaviour is nuanced and complicated, but connection simplifies the approach. Write it down somewhere you’ll see it: Connection is never the wrong answer.

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

WARNING: This episode has a lot of swearing in it!!

Dealing with the challenging behaviours are never easy, especially when they feel personal.

That's why in today's episode, I wanted to talk through one of my own experiences, how I dealt with it, and the lessons we can take away.

SOME KEY TAKEAWAYS FROM THIS EPISODE:

1. Connection First: Even when behaviour feels personal or triggering, prioritise connection as it de-escalates and opens the door to change.
2. Context Matters: There is no one-size-fits-all response. Tailor your approach to the student and situation.
3. Do Not Make It About You: Refuse to internalize disrespect. Staying focused on the bigger picture helps you avoid power struggles.

If ever in doubt, you can ask yourself, "Will my response bring us closer together or drive us further apart?" 

And my personal favourite: Connection is NEVER the wrong answer.

Please don't forget to take care of yourselves as a priority, wonderful Unteachables community!

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