The Unteachables Podcast

Claire English
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Welcome to 'The Unteachables Podcast', your go-to resource for practical classroom management strategies and teacher support. I’m your host, Claire English, a passionate secondary teacher and leader turned teacher mentor and author of 'It's Never Just About the Behaviour: A Holistic Approach to Classroom Behaviour Management.' I'm on a mission to help educators like you transform your classrooms, build confidence, and feel empowered.Why am I here? Not too long ago, I was overwhelmed by low-level classroom disruptions and challenging behaviors. After thousands of hours honing my skills in real classrooms and navigating ups and downs, I’ve become a confident, capable teacher ready to reach every student—even those with the most challenging behaviors. My journey inspired me to support teachers like you in mastering effective classroom strategies that promote compassion, confidence, and calm.On The Unteachables Podcast, we’ll dive into simple, actionable strategies that you can use to handle classroom disruptions, boost student engagement, and create a positive learning environment. You'll hear from renowned experts such as:Bobby Morgan of the Liberation LabMarie Gentles, behavior expert behind BBC's 'Don't Exclude Me' and author of 'Gentles Guidance'Robyn Gobbel, author of 'Raising Kids with Big Baffling Behaviours'Dr. Lori Desautels, assistant professor and published authorAnd many more behaviour experts and mentors.Angela Watson from the Truth for Teachers Podcast.Whether you’re an early career teacher, a seasoned educator, or a teaching assistant navigating classroom challenges, this podcast is here to help you feel happier, empowered, and ready to make an impact with every student.Be sure to subscribe so you don’t miss an episode packed with classroom tips and inspiring conversations that make a real difference!

  1. 2D AGO

    #168: What schools get profoundly wrong — with Andy Hargreaves

    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 builtThe 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 nowWhy "wellbeing add-ons" like yoga and meditation won't fix what's actually causing teacher ill-beingThe three biggest causes of ill-being in schools — including one that hits way too close to home for Australian teachersWhat collective autonomy means and why individual autonomy alone isn't the answerWhy the most powerful thing you can do as a teacher might be to fight for your autonomy together, not aloneWhat Andy will be sharing at EduTech Sydney — including his fascinating "teaching as repair work" frameworkHave a question, comment, or just want to say hello? Drop us a text! RESOURCES AND MORE SUPPORT: Shop all resourcesJoin The Behaviour ClubMy book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour BootcampFree guide: 'Chats that Create Change'Connect with me: Follow on Instagram @the.unteachablesCheck out my website

    56 min

  2. APR 20

    #167: The ‘boring’ differentiation strategy you need to be using in 2026 to improve low-level behaviours | The Differentiation Series: Part 3

    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 magicWhat scaffolding actually is, and the stepping stones analogy that makes it clickWhen to use scaffolds and what they can look like across different subjects and tasksThe I-We-You model: the three-phase teaching framework that builds student skills and confidence before they ever work independentlyWhy assumptions about what students "should" be able to do are quietly making your classroom harder to manageHow the I-We-You model reduces the constant stream of "what do I do?" questions during independent work timeWhy this isn't extra work, it's just really good teachingHow to access Claire's full Differentiation Toolbox and 50+ Canva scaffold templates inside the Behaviour ClubResources mentioned: The Behaviour Club — full differentiation training + 50+ Canva scaffold templates: https://www.theunteachables.com.au/tbcHave a question, comment, or just want to say hello? Drop us a text! RESOURCES AND MORE SUPPORT: Shop all resourcesJoin The Behaviour ClubMy book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour BootcampFree guide: 'Chats that Create Change'Connect with me: Follow on Instagram @the.unteachablesCheck out my website

    16 min

  3. APR 13

    #166: Why telling teachers to ‘just differentiate’ is helping nobody (and what we need to do instead) | The Differentiation Series: Part 2

    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 insteadThe biggest misconceptions teachers have about differentiation (and why they're holding us back)What "true differentiation" — or adaptive teaching — actually looks like in practiceWhy differentiation needs to be hardwired into your lesson design, not added on afterwardsThe ladder analogy that reframes scaffolding in the most practical way possibleThe tools inside Claire's Differentiation Toolbox: scaffolding, success criteria, learning maps, starter activities, visible learning, and moreHow one lesson can meet every student at their level — without creating multiple versions of anythingWhat'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/tbcHave a question, comment, or just want to say hello? Drop us a text! RESOURCES AND MORE SUPPORT: Shop all resourcesJoin The Behaviour ClubMy book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour BootcampFree guide: 'Chats that Create Change'Connect with me: Follow on Instagram @the.unteachablesCheck out my website

    19 min

  4. APR 6

    #165: The "brain builder" mindset shift every teacher needs. Jessica Sinarski on dysregulation, teacher burnout, and the neuroscience behind behaviour

    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 chaoticThe "pack leader" concept and why calm authority is your most powerful classroom toolHow to shift your internal narrative from "this kid is out to get me" to something that actually helps you respond wellThe anchor phrases that will help you stay regulated when students push every button you haveWhat proprioception is, why it's the hidden classroom management tool you didn't know you needed, and how to use it todayA 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 behaviourThe "brain builder" mindset shift that will transform how you see your most challenging studentsWhere to find more from Jess: Free Teacher's Guide to ProprioceptionLight 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 resourcesJoin The Behaviour ClubMy book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour BootcampFree guide: 'Chats that Create Change'Connect with me: Follow on Instagram @the.unteachablesCheck out my website

    44 min

  5. MAR 30

    #164: Why your students won't do the work (even when it's really doable) | The Differentiation Series: Part 1

    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 defianceWhat actually happened in my chaotic observation lesson and why it was always going to go that wayThe four ways students' stress responses show up when they feel set up to failWhy you cannot separate classroom management from teaching and learning, and why that's actually good newsWhy 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 resourcesJoin The Behaviour ClubMy book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour BootcampFree guide: 'Chats that Create Change'Connect with me: Follow on Instagram @the.unteachablesCheck out my website

    17 min

  6. MAR 23

    #163: What does real inclusion look like in the classroom? Supporting neurodivergent students | Interview with Verity Harvey

    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 stuffThe 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 yourselfHow the iceberg analogy applies to kids AND teachers — and what to do with thatThe one mindset shift that will change how you walk into your classroom tomorrowHow school leaders can build systems that actually support teachers to support their most complex studentsWhy "just be kind" isn't quite enough — and what gets in the way of that for even the most compassionate teachersCome 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 resourcesJoin The Behaviour ClubMy book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour BootcampFree guide: 'Chats that Create Change'Connect with me: Follow on Instagram @the.unteachablesCheck out my website

    52 min

  7. MAR 9

    #162: How to Turn Your Teaching Into a Classroom Management Machine

    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 modeThe 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 behaviourThe 4-part Confident Classroom Pathway: Ready, Reduce, Respond, ResolveWhy understanding behaviour is empowering — even when it doesn’t excuse itThe role your teaching presence plays in either calming or escalating a roomHow nonverbal mixed messages might be undermining your classroom managementOne 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 behaviourA more effective way to address behaviour privately without locking hornsWhy restorative practice only works when it fits into a bigger classroom management machineHow to stop lecturing students in behaviour conversations and start leading them insteadThe tiny language shifts that help students reflect, take accountability, and repair harmHave a question, comment, or just want to say hello? Drop us a text! RESOURCES AND MORE SUPPORT: Shop all resourcesJoin The Behaviour ClubMy book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour BootcampFree guide: 'Chats that Create Change'Connect with me: Follow on Instagram @the.unteachablesCheck out my website

    1h 15m

  8. MAR 2

    #161: What we get wrong about classroom management, low-level disruption, crafting a strong teaching presence + more

    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-shapedHow to build a strong teaching presence without being “strict”, cold, or shoutyThe 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 stagePractical attention-getting moves: attention spot, stillness, consistent cues, and not teaching over the noiseWhy 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 stuckHave a question, comment, or just want to say hello? Drop us a text! RESOURCES AND MORE SUPPORT: Shop all resourcesJoin The Behaviour ClubMy book! It’s Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour BootcampFree guide: 'Chats that Create Change'Connect with me: Follow on Instagram @the.unteachablesCheck out my website

    1 hr
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About

Welcome to 'The Unteachables Podcast', your go-to resource for practical classroom management strategies and teacher support. I’m your host, Claire English, a passionate secondary teacher and leader turned teacher mentor and author of 'It's Never Just About the Behaviour: A Holistic Approach to Classroom Behaviour Management.' I'm on a mission to help educators like you transform your classrooms, build confidence, and feel empowered.Why am I here? Not too long ago, I was overwhelmed by low-level classroom disruptions and challenging behaviors. After thousands of hours honing my skills in real classrooms and navigating ups and downs, I’ve become a confident, capable teacher ready to reach every student—even those with the most challenging behaviors. My journey inspired me to support teachers like you in mastering effective classroom strategies that promote compassion, confidence, and calm.On The Unteachables Podcast, we’ll dive into simple, actionable strategies that you can use to handle classroom disruptions, boost student engagement, and create a positive learning environment. You'll hear from renowned experts such as:Bobby Morgan of the Liberation LabMarie Gentles, behavior expert behind BBC's 'Don't Exclude Me' and author of 'Gentles Guidance'Robyn Gobbel, author of 'Raising Kids with Big Baffling Behaviours'Dr. Lori Desautels, assistant professor and published authorAnd many more behaviour experts and mentors.Angela Watson from the Truth for Teachers Podcast.Whether you’re an early career teacher, a seasoned educator, or a teaching assistant navigating classroom challenges, this podcast is here to help you feel happier, empowered, and ready to make an impact with every student.Be sure to subscribe so you don’t miss an episode packed with classroom tips and inspiring conversations that make a real difference!

Information

  • Creator
    Claire English
  • Years Active
    2022 - 2026
  • Episodes
    168
  • Rating
    Clean
  • Copyright
    © 2026 The Unteachables Podcast
  • Show Website
    The Unteachables Podcast

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