April 7, 2025 • 16 mins
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!
Enrolments for The Classroom Management Lab are now OPEN... but not for long! Join the 2025 cohort before doors close on May 11th.
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
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:01):
Oh, hi there teachers , welcome to the Unteachables
podcast.
I'm your host, claire English,and I am just a fellow teacher,
a toddler mama and a big oldbehavior nerd on a mission to
demystify and simplify thatlittle thing called classroom
management.
The way we've all been taughtto manage behavior and classroom
manage has left us playingcrowd control, which is not
(00:22):
something I subscribe to,because we're not bouncers,
we're teachers.
So listen in as I walk youthrough the game, changing
strategies and I mean the thingsthat we can actually do and
action in our classrooms thatwill allow you to lean into your
beautiful values as acompassionate educator and feel
empowered to run your room witha little more calm and, dare I
(00:43):
say it, a lot less chaos.
I will see you in the episode.
Hello, hello, welcome back tothe Unteachables podcast, or
welcome for the first time, ifyou're new here.
I am Claire English, I am thehost of this podcast and you
know I'm all things theUnteachables.
(01:04):
So it's lovely to have you here.
It's lovely to be able tosupport you in any way that I
can.
I wasn't around last week so Iapologize if you're waiting for
a new podcast episode to drop.
The reason being is I was sick,which isn't too surprising.
I feel like as a toddler mum, Ican say that almost every
single day of my life now, butlast week I was particularly bad
(01:26):
with my throat and I knew thatif I was to record any podcast,
I would completely lose my voice, so I just decided to take care
of myself, which is something Idon't do very often.
I don't do as much as I preachabout, that's for sure.
And also one other thing isthat I was doing the um, the
quick win episode, so I wasactually doing two episodes of
(01:48):
the podcast a week.
However, that was becoming alot for me to be able to manage,
and what was happening is Ifelt like I was rushing the main
episode of the week and then Ifelt like I was going too deep
into the quick win episodes.
They were like the same lengthof episodes, so I was really
(02:09):
struggling with that.
I really struggled to keep anepisode to like three minute
short, sharp things.
So what ended up happening wasI was just, instead of doing one
full episode a week, I feltlike I was accidentally planning
for two full episodes a week,which was it was taking a lot of
time, a lot of energy and otherthings in the unteachables.
Land was then going downhillbecause I wasn't able to use
(02:33):
that time for other things.
So I am going to go back todoing one episode a week.
So I hope that's okay with you.
I hope you're not going to missthe second episode too much,
but I promise the first episodeof the week, the one episode I
do, will be better than it wasbefore, because I've got the
time to do it and the energy todo it.
So enough of that.
Today's episode is all about whyyou might be finding behavior
(02:58):
really tough.
So the number one reason whyyou're finding behavior tough at
the moment Because I havegotten a lot of emails recently.
There's been a lot of thingspopping up in my behavior club
community.
There's just a lot of peoplecoming to me lately going.
I just don't feel like I'm cutout for this job.
I don't feel like I'm cut outfor this work.
(03:18):
I need you to know that.
The number one reason you'refinding behavior tough is not
because you're innately terribleat behavior management, because
you're terrible at classroommanagement.
There's none of that.
It's not because you're tooquiet of a person and it's not
coming naturally to you.
It's not because you're notexactly like that teacher down
the hall who just seems to be sobeloved by every student.
(03:42):
And I get that feeling, thatcomparison that we can go to,
because when I first startedteaching, of course I was a
little bit less confident, ofcourse I didn't have my teacher
voice, of course I hadn'testablished myself, but one of
my best teacher friends, Kiara,she had established herself and
she was just bigger than life.
She just had all of thestudents hanging off her every
(04:05):
word and she was so energeticand so incredible and the
relationship she had with the,with the young people, were
incredible.
So I would always comparemyself to her and go oh well,
that's not the personality thatI bring in and I am maybe a
little bit less you know outthere, and so it's easy to start
comparing ourselves.
But none of those things arethe reason why you're finding
(04:26):
behavior tough.
It's not because you'reterrible at it, it's not because
you're too quiet, it's notbecause it's not coming
naturally, it's not becauseyou're not exactly like Kiara
down the hall.
And of course there are plentyof reasons why you might be
finding behavior tough right now.
There are a lot of pieces tothis puzzle, but I need you to
know the number one reason thatyou are finding behavior tough
(04:49):
is ready for it.
It's because you weren'tactually taught how to do it.
Shocking right, it doesn't feelthat groundbreaking, but I need
you to know this.
So this episode is more about alittle bit, just a bit of
validation for you, just for youto walk away and go okay, like
that's why.
And I have the power now and Ifeel empowered and I feel hope
(05:13):
that things can change.
So that's the purpose of thisepisode really to give you a bit
of hope, to empower you, tomake you realize that it's not
you.
And I'm going to start with myexperience with classroom
management and I am going totake you back to 2010, 15 years
ago now.
It was my final year of myMasters of Secondary Teaching
(05:34):
and finally a tutor was about toteach me about classroom
management.
I knew it was on the schedulethat this lesson was going to be
about classroom management andI was excited.
And I tell this story in theintroduction of my book.
It's never just about thebehavior.
So I am going to read that toyou now rather than just talk
through it, because I feel likeit's easier to do that.
(05:56):
And, by the way, this is justfrom the manuscript draft, so a
few sentences and words might bea little bit different than the
actual book.
I just want to say that, justin case.
Okay, so I'm going to read youthe introductory part of my book
.
Ahem, 20 minutes, that is thetotal amount of time I was
(06:18):
explicitly taught aboutclassroom management over two
degrees and five years.
When students aren't listeningor doing what you've asked,
you've got a few options, mytutor proclaimed.
He stood front and center,pulled his glasses halfway down
his nose and dramatically shotus his sternest teacher look
before breaking out of characterand into a chortle.
(06:39):
Then, if they aren't followinginstructions, he comically raced
to where we were sitting, stoodin front of us, looked down
staunchly at the boy next to me,paused for a moment and
delivered a dozen rapid taps tothe open book of his page this
will get them back on trackbefore he walked around the room
demonstrating the how-tos ofsquashing disruptive and
(07:01):
undesirable behavior.
A finger point here and anoxious, attention-grabbing
throat clear there.
As studious, few wrote notes,others awkwardly commented
amongst themselves and some weretrying their darndest to avoid
eye contact.
I was dismayed.
I was yet to step into aclassroom and although I did not
know what was awaiting me onthe other side, I knew I needed
(07:23):
far more help than that.
I just didn't know how muchmore.
So why am I telling you this?
That was the end of that.
By the way, I'm telling youthis because, naturally, when I
did walk into my first teachingplacement at a very tough school
, I absolutely sank.
And here is the next part ofthat introductory chapter in my
(07:46):
book.
Surprise, surprise, the 20minutes did not suffice.
That first day, flying solo anabsolute baptism of fire I was
plonked in a cramped computerroom located in one of the less
trodden and very isolatedcorners of the school.
A post-it note of scribbledinstructions sat on the hefty
pile of comprehension worksheetsand it said year eight, tech
(08:09):
period.
Two students are to completeworksheets collect at the end of
the lesson with their names onthem.
Worksheets collect at the endof the lesson with their names
on them, seating plans laminatedup the front.
And it's a computer-free lesson.
That's it.
So, with the class roll, theworksheets and the seating plan
in front of me, I anxiouslyawaited the ringing of the bell.
Then my career was off with amonumental and quite literal
(08:33):
bang.
Those names on a roll.
Well, they were just thatfaceless names.
It was 30 on 1, and with no wayof knowing who they were or who
.
To report back on.
The seating plan was as uselessand as powerless as I was.
I was busy in my attempts tosettle a large group that
amassed in the corner,headphones hanging out of ears,
raucously chatting, shoving eachother and laughing.
(08:54):
When one student in the classjumped up on the surrounding
computer tables he was kickingkeyboards into the class one by
one.
I raced over, I screamed at himto get down and he looked me
dead in the eye and sent amonitor crashing to the ground.
Naively, one of my biggest fearsgoing into that first lesson
was that they wouldn't completethe set work for me.
(09:14):
The reality was far worse.
I felt like I couldn't keepthem safe.
It was abundantly clear thenthat nothing prepared me for the
true challenges of teaching.
It seemed.
If I was going to stay thecourse in the profession, I had
one option cut my teeth, get onwith it, sink or swim.
I needed to learn how to swim,and fast.
(09:35):
Okay, that's the end of thatchapter.
So that was the introduction,and the reason I chose that as
my introduction to the book it'snever just about the behavior
was because I needed everybodyto know that I'm not talking
from a place of.
Oh my God, I walked into aclassroom and that was pure
magic and I am just theauthority on classroom
management because I'm just this, this guru at class.
(09:57):
No, I'm not at all.
There is nothing differentbetween me and you, except the
fact that what happened next andit really was pure luck,
because I did learn how to swimand it was only because I was
blessed with the most incredibletraining, the most incredible
mentors, like in my first twoyears of teaching, I was able to
do envoy training, choicetheory training, the most
(10:20):
incredible and rich in-schooltraining, led by my mentor, cara
Cobden, who was the MVP ofteaching us routines and
structures and differentiationstrategies that actively
mitigated low-level disruptions.
I feel like so much of what Iteach now is just, you know,
something that's born from allof those things that she started
that many years ago.
So I need you to know now, ifyou're listening to this and
(10:42):
you're struggling, you are nodifferent than me.
You are just as capable as me,probably more so.
I'm going to be honest with youI'm a hot mess most of the time
.
You have just as much potentialto absolutely nail classroom
management and feel confidentand feel in control and feel
calm walking into a classroom.
The only thing different, theonly thing, is the fact that
(11:06):
I've had the experiences thathave allowed me to grow in my
practice exponentially when itcomes to behavior.
That's the only difference.
I was chucked in the deep end.
I was able to have incredibletraining, incredible mentors and
I was able to every single daypractice and hardwire the things
that have become bread andbutter in my practice.
I'm not telling you this to say, ha, I can do it and you can't.
(11:30):
It's to make sure that you knowthere is hope.
I did not walk into theclassroom on the first day
feeling all over it and knowing,yep, I'm going to leave on this
with staff one day and I'm thebloody bomb at it.
You know it took time and workand development and trial and
error and a whole lot of chaos.
It took the right support.
I really want you to take thatmessage away that you are no
(11:54):
different than me.
If you're in the first fewyears of teaching, you can be
sitting here in 10 years timeleading on this staff If you
have the right support, theright training, all of those
things.
And I've taught teachers whoare 20 years into their um, into
the profession, and the reasonthey haven't been able to get
all over it is because, yes,they've had the experience but
they haven't been able to havethe training and the support and
(12:17):
all the things that I have beenso blessed with.
So please make sure youremember that You're no
different than me.
There is hope you can do this.
And speaking of the rightsupport, this classroom
management approach that I doteach is the amalgamation of
everything that I've learnedover the years and have put
together into a neat littlepackage.
(12:37):
And I now call that package theclassroom compass method.
And the reason I call it theclassroom compass is because
it's this four step kind ofprocess that will always guide
us in the right direction.
No matter what's going on inour classroom, no matter what
behaviors we're experiencingwe're, you know, having to deal
with on a day-to-day basis theclassroom compass will always
guide us to something to do.
(12:59):
Because it's holistic, it'ssomething that we can always
kind of fall back on.
We'll know what to do.
We'll be empowered by that.
The reason I call it that,rather than like positive
behavior is because it's so muchmore than just behavior and
it's really about taking controlof what we do before the
behavior even starts.
And it's also about you feelingconfident and in control and
(13:20):
calm and all of those things.
Now, if you would like me totake you through that four step
pathway, step by step, I amrunning a free live training at
the end of this month calledTurn your Teaching into a
Classroom Management Machine.
If you have even been a littlebit interested in working with
me and learning from me buthaven't taken the leap yet, this
(13:42):
free training is going to be soincredible.
I ran it around this time lastyear and a lot of the comments I
got were I would have paid forit.
So definitely, just becauseit's free, it doesn't mean that
it's not worth your time.
It is definitely worth yourtime.
So come along.
The link is in the show notesor you can head to
the-unteachablescom forwardslash learn.
(14:06):
I have two different times.
You can enroll in if you wouldlike to come along live, but
there'll also be a replay for 10days if you would like to come
along to that as well.
So hopefully one of those suitsyou and we can have a bit of
time together.
If you can come along live,that would be brilliant.
I'm also giving away like afree gift for anybody who does
come live and spend that timewith me.
So the link again for that isthe-unteachablescom forward
(14:29):
slash learn and it would be sowonderful to be able to take you
through my classroom compassmethod.
Even just being able to seethat in action and kind of have
a little bit of an understandingaround that is going to give
you a lot of aha moments when itcomes to your teaching practice
.
Okay, that's all for now andremember, if you are finding
(14:50):
classroom management tough, itis because it is tough.
It is bloody tough, and youjust need the right support, the
right training.
But things aren't hopeless andno matter where you are in your
teaching journey right now, youcan make incredible change for
yourself and the brilliant youngpeople you teach.
That is all Bye for now and Iwill see you next week.
Oh, hi there teachers , welcome to the Unteachables
podcast.
I'm your host, claire English,and I am just a fellow teacher,
a toddler mama and a big oldbehavior nerd on a mission to
demystify and simplify thatlittle thing called classroom
management.
The way we've all been taughtto manage behavior and classroom
manage has left us playingcrowd control, which is not
(00:22):
something I subscribe to,because we're not bouncers,
we're teachers.
So listen in as I walk youthrough the game, changing
strategies and I mean the thingsthat we can actually do and
action in our classrooms thatwill allow you to lean into your
beautiful values as acompassionate educator and feel
empowered to run your room witha little more calm and, dare I
(00:43):
say it, a lot less chaos.
I will see you in the episode.
Hello, hello, welcome back tothe Unteachables podcast, or
welcome for the first time, ifyou're new here.
I am Claire English, I am thehost of this podcast and you
know I'm all things theUnteachables.
(01:04):
So it's lovely to have you here.
It's lovely to be able tosupport you in any way that I
can.
I wasn't around last week so Iapologize if you're waiting for
a new podcast episode to drop.
The reason being is I was sick,which isn't too surprising.
I feel like as a toddler mum, Ican say that almost every
single day of my life now, butlast week I was particularly bad
(01:26):
with my throat and I knew thatif I was to record any podcast,
I would completely lose my voice, so I just decided to take care
of myself, which is something Idon't do very often.
I don't do as much as I preachabout, that's for sure.
And also one other thing isthat I was doing the um, the
quick win episode, so I wasactually doing two episodes of
(01:48):
the podcast a week.
However, that was becoming alot for me to be able to manage,
and what was happening is Ifelt like I was rushing the main
episode of the week and then Ifelt like I was going too deep
into the quick win episodes.
They were like the same lengthof episodes, so I was really
(02:09):
struggling with that.
I really struggled to keep anepisode to like three minute
short, sharp things.
So what ended up happening wasI was just, instead of doing one
full episode a week, I feltlike I was accidentally planning
for two full episodes a week,which was it was taking a lot of
time, a lot of energy and otherthings in the unteachables.
Land was then going downhillbecause I wasn't able to use
(02:33):
that time for other things.
So I am going to go back todoing one episode a week.
So I hope that's okay with you.
I hope you're not going to missthe second episode too much,
but I promise the first episodeof the week, the one episode I
do, will be better than it wasbefore, because I've got the
time to do it and the energy todo it.
So enough of that.
Today's episode is all about whyyou might be finding behavior
(02:58):
really tough.
So the number one reason whyyou're finding behavior tough at
the moment Because I havegotten a lot of emails recently.
There's been a lot of thingspopping up in my behavior club
community.
There's just a lot of peoplecoming to me lately going.
I just don't feel like I'm cutout for this job.
I don't feel like I'm cut outfor this work.
(03:18):
I need you to know that.
The number one reason you'refinding behavior tough is not
because you're innately terribleat behavior management, because
you're terrible at classroommanagement.
There's none of that.
It's not because you're tooquiet of a person and it's not
coming naturally to you.
It's not because you're notexactly like that teacher down
the hall who just seems to be sobeloved by every student.
(03:42):
And I get that feeling, thatcomparison that we can go to,
because when I first startedteaching, of course I was a
little bit less confident, ofcourse I didn't have my teacher
voice, of course I hadn'testablished myself, but one of
my best teacher friends, Kiara,she had established herself and
she was just bigger than life.
She just had all of thestudents hanging off her every
(04:05):
word and she was so energeticand so incredible and the
relationship she had with the,with the young people, were
incredible.
So I would always comparemyself to her and go oh well,
that's not the personality thatI bring in and I am maybe a
little bit less you know outthere, and so it's easy to start
comparing ourselves.
But none of those things arethe reason why you're finding
(04:26):
behavior tough.
It's not because you'reterrible at it, it's not because
you're too quiet, it's notbecause it's not coming
naturally, it's not becauseyou're not exactly like Kiara
down the hall.
And of course there are plentyof reasons why you might be
finding behavior tough right now.
There are a lot of pieces tothis puzzle, but I need you to
know the number one reason thatyou are finding behavior tough
(04:49):
is ready for it.
It's because you weren'tactually taught how to do it.
Shocking right, it doesn't feelthat groundbreaking, but I need
you to know this.
So this episode is more about alittle bit, just a bit of
validation for you, just for youto walk away and go okay, like
that's why.
And I have the power now and Ifeel empowered and I feel hope
(05:13):
that things can change.
So that's the purpose of thisepisode really to give you a bit
of hope, to empower you, tomake you realize that it's not
you.
And I'm going to start with myexperience with classroom
management and I am going totake you back to 2010, 15 years
ago now.
It was my final year of myMasters of Secondary Teaching
(05:34):
and finally a tutor was about toteach me about classroom
management.
I knew it was on the schedulethat this lesson was going to be
about classroom management andI was excited.
And I tell this story in theintroduction of my book.
It's never just about thebehavior.
So I am going to read that toyou now rather than just talk
through it, because I feel likeit's easier to do that.
(05:56):
And, by the way, this is justfrom the manuscript draft, so a
few sentences and words might bea little bit different than the
actual book.
I just want to say that, justin case.
Okay, so I'm going to read youthe introductory part of my book
.
Ahem, 20 minutes, that is thetotal amount of time I was
(06:18):
explicitly taught aboutclassroom management over two
degrees and five years.
When students aren't listeningor doing what you've asked,
you've got a few options, mytutor proclaimed.
He stood front and center,pulled his glasses halfway down
his nose and dramatically shotus his sternest teacher look
before breaking out of characterand into a chortle.
(06:39):
Then, if they aren't followinginstructions, he comically raced
to where we were sitting, stoodin front of us, looked down
staunchly at the boy next to me,paused for a moment and
delivered a dozen rapid taps tothe open book of his page this
will get them back on trackbefore he walked around the room
demonstrating the how-tos ofsquashing disruptive and
(07:01):
undesirable behavior.
A finger point here and anoxious, attention-grabbing
throat clear there.
As studious, few wrote notes,others awkwardly commented
amongst themselves and some weretrying their darndest to avoid
eye contact.
I was dismayed.
I was yet to step into aclassroom and although I did not
know what was awaiting me onthe other side, I knew I needed
(07:23):
far more help than that.
I just didn't know how muchmore.
So why am I telling you this?
That was the end of that.
By the way, I'm telling youthis because, naturally, when I
did walk into my first teachingplacement at a very tough school
, I absolutely sank.
And here is the next part ofthat introductory chapter in my
(07:46):
book.
Surprise, surprise, the 20minutes did not suffice.
That first day, flying solo anabsolute baptism of fire I was
plonked in a cramped computerroom located in one of the less
trodden and very isolatedcorners of the school.
A post-it note of scribbledinstructions sat on the hefty
pile of comprehension worksheetsand it said year eight, tech
(08:09):
period.
Two students are to completeworksheets collect at the end of
the lesson with their names onthem.
Worksheets collect at the endof the lesson with their names
on them, seating plans laminatedup the front.
And it's a computer-free lesson.
That's it.
So, with the class roll, theworksheets and the seating plan
in front of me, I anxiouslyawaited the ringing of the bell.
Then my career was off with amonumental and quite literal
(08:33):
bang.
Those names on a roll.
Well, they were just thatfaceless names.
It was 30 on 1, and with no wayof knowing who they were or who
.
To report back on.
The seating plan was as uselessand as powerless as I was.
I was busy in my attempts tosettle a large group that
amassed in the corner,headphones hanging out of ears,
raucously chatting, shoving eachother and laughing.
(08:54):
When one student in the classjumped up on the surrounding
computer tables he was kickingkeyboards into the class one by
one.
I raced over, I screamed at himto get down and he looked me
dead in the eye and sent amonitor crashing to the ground.
Naively, one of my biggest fearsgoing into that first lesson
was that they wouldn't completethe set work for me.
(09:14):
The reality was far worse.
I felt like I couldn't keepthem safe.
It was abundantly clear thenthat nothing prepared me for the
true challenges of teaching.
It seemed.
If I was going to stay thecourse in the profession, I had
one option cut my teeth, get onwith it, sink or swim.
I needed to learn how to swim,and fast.
(09:35):
Okay, that's the end of thatchapter.
So that was the introduction,and the reason I chose that as
my introduction to the book it'snever just about the behavior
was because I needed everybodyto know that I'm not talking
from a place of.
Oh my God, I walked into aclassroom and that was pure
magic and I am just theauthority on classroom
management because I'm just this, this guru at class.
(09:57):
No, I'm not at all.
There is nothing differentbetween me and you, except the
fact that what happened next andit really was pure luck,
because I did learn how to swimand it was only because I was
blessed with the most incredibletraining, the most incredible
mentors, like in my first twoyears of teaching, I was able to
do envoy training, choicetheory training, the most
(10:20):
incredible and rich in-schooltraining, led by my mentor, cara
Cobden, who was the MVP ofteaching us routines and
structures and differentiationstrategies that actively
mitigated low-level disruptions.
I feel like so much of what Iteach now is just, you know,
something that's born from allof those things that she started
that many years ago.
So I need you to know now, ifyou're listening to this and
(10:42):
you're struggling, you are nodifferent than me.
You are just as capable as me,probably more so.
I'm going to be honest with youI'm a hot mess most of the time
.
You have just as much potentialto absolutely nail classroom
management and feel confidentand feel in control and feel
calm walking into a classroom.
The only thing different, theonly thing, is the fact that
(11:06):
I've had the experiences thathave allowed me to grow in my
practice exponentially when itcomes to behavior.
That's the only difference.
I was chucked in the deep end.
I was able to have incredibletraining, incredible mentors and
I was able to every single daypractice and hardwire the things
that have become bread andbutter in my practice.
I'm not telling you this to say, ha, I can do it and you can't.
(11:30):
It's to make sure that you knowthere is hope.
I did not walk into theclassroom on the first day
feeling all over it and knowing,yep, I'm going to leave on this
with staff one day and I'm thebloody bomb at it.
You know it took time and workand development and trial and
error and a whole lot of chaos.
It took the right support.
I really want you to take thatmessage away that you are no
(11:54):
different than me.
If you're in the first fewyears of teaching, you can be
sitting here in 10 years timeleading on this staff If you
have the right support, theright training, all of those
things.
And I've taught teachers whoare 20 years into their um, into
the profession, and the reasonthey haven't been able to get
all over it is because, yes,they've had the experience but
they haven't been able to havethe training and the support and
(12:17):
all the things that I have beenso blessed with.
So please make sure youremember that You're no
different than me.
There is hope you can do this.
And speaking of the rightsupport, this classroom
management approach that I doteach is the amalgamation of
everything that I've learnedover the years and have put
together into a neat littlepackage.
(12:37):
And I now call that package theclassroom compass method.
And the reason I call it theclassroom compass is because
it's this four step kind ofprocess that will always guide
us in the right direction.
No matter what's going on inour classroom, no matter what
behaviors we're experiencingwe're, you know, having to deal
with on a day-to-day basis theclassroom compass will always
guide us to something to do.
(12:59):
Because it's holistic, it'ssomething that we can always
kind of fall back on.
We'll know what to do.
We'll be empowered by that.
The reason I call it that,rather than like positive
behavior is because it's so muchmore than just behavior and
it's really about taking controlof what we do before the
behavior even starts.
And it's also about you feelingconfident and in control and
(13:20):
calm and all of those things.
Now, if you would like me totake you through that four step
pathway, step by step, I amrunning a free live training at
the end of this month calledTurn your Teaching into a
Classroom Management Machine.
If you have even been a littlebit interested in working with
me and learning from me buthaven't taken the leap yet, this
(13:42):
free training is going to be soincredible.
I ran it around this time lastyear and a lot of the comments I
got were I would have paid forit.
So definitely, just becauseit's free, it doesn't mean that
it's not worth your time.
It is definitely worth yourtime.
So come along.
The link is in the show notesor you can head to
the-unteachablescom forwardslash learn.
(14:06):
I have two different times.
You can enroll in if you wouldlike to come along live, but
there'll also be a replay for 10days if you would like to come
along to that as well.
So hopefully one of those suitsyou and we can have a bit of
time together.
If you can come along live,that would be brilliant.
I'm also giving away like afree gift for anybody who does
come live and spend that timewith me.
So the link again for that isthe-unteachablescom forward
(14:29):
slash learn and it would be sowonderful to be able to take you
through my classroom compassmethod.
Even just being able to seethat in action and kind of have
a little bit of an understandingaround that is going to give
you a lot of aha moments when itcomes to your teaching practice
.
Okay, that's all for now andremember, if you are finding
(14:50):
classroom management tough, itis because it is tough.
It is bloody tough, and youjust need the right support, the
right training.
But things aren't hopeless andno matter where you are in your
teaching journey right now, youcan make incredible change for
yourself and the brilliant youngpeople you teach.
That is all Bye for now and Iwill see you next week.
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