The Unteachables Podcast

Claire English

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

3/9/2026 • 74 min

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 pod… Play episode

#161: What we get wrong about classroom management, low-level disruption, …
#160: The 10 quick community builder activities that will become your clas…
#159: The 5 routines that are non-negotiable for teachers wanting to reduc…
#158: How to build the most beautiful, positive, connected class community…
#157: "What if I just realllly don’t like a student?!" How to teach a kid …
#156: Why forced icebreakers don’t build trust or community (and what does)
#155: The first-week moves that’ll save you months of behaviour work down …
#154: How to build back confidence and credibility after a tough year with…
#152: So it's December, and your students won't stop talking... Now what?
#151: What to do when your class is bringing the 'checked out, apathetic, …
#150: Students pushing your buttons? These 6 one-liners will save you!
#149: 3 Thanksgiving activities to beat the November behaviour wobbles
#148: If I had a totally unmanageable class, I'd do these 4 things immedia…
#147: Why your classroom transitions are chaotic (and how to fix them)
#146: Why classroom compliance isn’t the win you might think it is
#145: The Halloween classroom management mistakes that turn your class int…
#144: How to actually support students with additional needs... in a mains…
#143: 5 powerful (and doable) ways to support ADHD students. October is AD…
#142: My English teacher saved my life (and she will never know it). The e…
#141: Tired of blank stares and the same 5 hands up? Here's how to get who…
#140: If you've ever been told (or felt) you need to "be stricter" for cla…
#139: The exit routine your class [and you] desperately needs
#138: Brain breaks that secretly boost behaviour (and help us reclaim a bi…
#137: Feel like you need to split into 30 trying to support the whole room…
#136: The entry routine that is magic for low-level disruption! The power …
#135: Is your teaching presence undermining your classroom management?
#134: Bullying in the classroom?! 😖 How to talk to your students about it…
#133: Flipping your lid! The concept that changed everything about the way…
#132: The No-BS Back to School Breakdown! Exactly what I do lesson-by-less…
#131: 4 sobering statistics that prove that teaching is the hardest, and m…
#130: Dealing with defiance? You don't need to say a word - you just need …
#129: The exact one-liners I use in the classroom when responding to defia…
#128: 4 ways imposter syndrome shows up for teachers in the classroom (and…
#127: I met the King, and he asked me a question about the work I do with …
#126: How to support staff mindset shifts around behaviour approaches
#125: Q&A: Dealing with the class clown, when students gang up on you, and…
#124: What to do when you’ve tried it all (and behaviour is STILL a battle…
#123: How to stand tall and confident in front of your class (even in the …
#122: “Miss, that deserves a detention!!” When students tell you how to do…
#121: 4 steps to building confidence in your classroom management
#120: Your teaching IS your classroom management. Here are 3 ways to make …
#119: Are calm corners worth having in secondary classrooms?
#118: The number one reason you’re finding behaviour tough right now
#117: What to prioritise when big behaviours bubble up in the lesson.
#116: Quick Win Challenge! 5 brilliant behaviour reflection strategies you…
#115: Brain breaks are my secret sauce for student engagement. Here are my…
#114: Quick Win Challenge! Use this technique for smooth, stress-free, and…
#113: 1 powerful shift to make in your behaviour chats to create more chan…
#112: Quick Win Challenge! How to get students to care about the consequen…

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