The Unteachables Podcast

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

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

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

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 learnWhy 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

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 learnWhy “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

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 classFill five minutes of dangerous dead-air timeReconnect when you’re feeling resentfulHelp students feel safe enough to shareInvest 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:Transformer Triangles – Turn a simple triangle into something creative in 2 minutes. Gallery walk optional. Laughter guaranteed.The Stare Down – Face off, no touching, no breaking eye contact. First to laugh loses. (Use your professional judgment with this one!)Teacher Portrait – Students draw you. Risky? Yes. Hilarious? Also yes. (PS: Only if you’re not sensitive about your ears like I was.)Class Debate – Throw out a juicy “Would You Rather” or controversial question and let them argue it out.Racing Rhymes – Fast-paced rhyming battle in a circle. If you can’t rhyme, you’re out. Chaos in the best way.Coin Toss Battle – Heads or tails showdown. Whole-class energy. No gambling involved, promise.Sticky Slam – Interview your partner for 1 minute, then write down everything you remember. Fact-check. Compete. Connect.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.What’s Changed? – One student leaves, something in the room changes, they guess what it is.Apple Pie – Guess who said the mystery word in a disguised voice. Year 11s LOVE this one.RESOURCES MENTIONED👉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

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 wordWhat 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 upHow to fix the messy middle with visual transition slidesWhy exit tasks are more than reflection, they’re behaviour goldHow “turn-it-in trays” help you triage learning without drowning in markingThe 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 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

What if the class everyone labels “unteachable”… becomes your favourite group of the year?In this episode, I’m giving you a front seat to one of the most formative stories of my teaching career—back when I was fresh out of uni, wildly underqualified, and somehow ended up turning the “low class” into the class that changed everything for me.This episode is a big one. It gets to the heart of how community is actually built in classrooms (and how it’s usually not).I’m taking you back to my first couple of years in the classroom, when I had absolutely no idea what I was doing, but somehow stumbled into building a connected, joyful, motivated classroom culture… completely by accident. And then had crushing imposter syndrome because I didn’t know how or why it worked.We’re unpacking:Why community isn’t built through one-off icebreakers or belonging programsHow tiny, everyday moments quietly create belongingAnd what I was actually doing in that Year 7 class that transformed everythingIf you’ve ever thought:“I care so much, but this class just isn’t clicking”“I want calm and connection, but I don’t want to be fake or cringe”“Surely community shouldn’t feel this hard…”…this episode is for you.Let’s go back to the Wayback Machine and unpack what really builds classroom community.What you’ll hear in this episode:Why community isn’t built in one big moment, but in micro-momentsThe foundation every classroom needs before community can growHow predictable routines create felt safety (even when you’re new)The accidental strategies that changed my toughest classWhy in-jokes, rituals, and shared experiences matter more than programsHow to build belonging without losing authorityWhat to try this week with a class you’re struggling withResources & Things Mentioned:The Behaviour ClubThe Invisible Backpack LessonCup Fillers: 20 whole class activitiesAll community resourcesYour Next Steps:Reflect on what makes you feel like you belongPick one small thing from this episode to try this weekIf you’re a Behaviour Club member, head to this month’s resource dropIf not, join us hereHave 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

Here’s a spicy but honest truth: sometimes, we don’t like every student we teach.And while we’re trauma-informed, values-driven, compassionate educators — we’re also human. And navigating complex behaviour, bullying, defiance, or students who constantly derail your lessons? It takes a toll.In this episode, I’m opening up the very real conversation about what to do when you find a student… unlikable. (Gasp!) I’m giving you the validation, language, and mindset shifts to acknowledge that feeling without acting from it. You’ll learn how to stay professional, regulated, and credible — while still honouring your experience.Because let’s be clear: you can not like a student and still be a bloody great teacher to them.In this episode, you’ll learn:Why it’s normal (and not shameful) to feel disconnected from certain studentsHow your personal triggers affect classroom dynamicsWhat to do when you lose objectivity or patience with “that” studentThe quiet ways your feelings show up — and what to do about themMindset shifts to stay regulated, empathetic, and in controlStrategies to slowly build bridges (even when it feels impossible)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

In this episode, I’m giving you a front-row seat to how I break the ice with my classes without forcing kids (or me!) into anything awkward, loud, or fake.Whether you’ve got a class full of students with complex needs, or just want something low-stakes and actually useful — this is the episode for you. I’m walking you through the exact back-to-school icebreakers I’ve used for years with huge success. These are tried-and-tested with mainstream AND complex classrooms — and they do more than just "get to know you." They start building classroom culture from day one.In this episode, you’ll learn:Why traditional icebreakers often flop, and what to do insteadHow to balance fun, structure, and behaviour foundations from lesson oneMy 3 go-to first-day activities (that double as classroom management tools)What I do instead of “stand up and introduce yourself” 😬How to make a class playlist that builds community (and teaches expectations!)The icebreaker games I use with students who are not here for your card sortResources mentioned:The Back to School Bootcamp: https://www.the-unteachables.com/backtoschoolbootcampJoin the Behaviour Club: https://www.the-unteachables.com/tbcThe Back to School Mega Bundle: https://www.the-unteachables.com/offers/WC32PseW/checkoutHave 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