TAKE BACK CONTROL OF YOUR CLASSROOM Are you new to teaching? Do you teach classes that are uncontrollable? Do you have students that make your job a living hell? Do you feel like your students manage you rather than the other way around? If so, you need to teach like an Action Hero. In this practical guide, former NEETs Coordinator and SEMH teacher, Karl C. Pupé shares his wealth of knowledge gained by working with some of London’s most challenging students. In his straightforward and conversational style, Karl will teach you: • The four types of students that are in every class and how to manage them • How to set rules your students will actually follow • The three most common teaching styles that will turn your class against you and how to avoid them • How to get respect and influence your students, quickly and easily • How to talk to your angriest learners, without freaking out And much more. It's not another dusty research paper that will take a month to read and a year to understand. This book is like your friend in the staffroom, ready with a warm cup of coffee and some wise words to share. The Action Hero Teacher will give you a no-nonsense roadmap that will make you less stressed and more confident going into your classroom. https://www.amazon.co.uk/Action-Hero-Teacher-Classroom-Management-ebook/dp/B07PFK6JYX/ref=sr_1_1?dchild=1&keywords=Karl+c+Pupe&qid=1625170896&sr=8-1

One of the most intractable problems in modern education is how to close the widening gap in attainment between the haves and the have-nots. Unfortunately, successive governments both in the UK and abroad have gone about solving it the wrong way. Independent Thinking founder Ian Gilbert's increasing frustration with educational policies that favour no excuses and compliance , and that ignore the broader issues of poverty and inequality, is shared by many others across the sphere of education and this widespread disaffection has led to the assembly of a diverse cast of teachers, school leaders, academics and poets who unite in this book to challenge the status quo. Their thought-provoking commentary, ideas and impassioned anecdotal insights are presented in the form of essays, think pieces and poems that draw together a wealth of research on the issue and probe and discredit the current view on what is best for children from poorer socio-economic backgrounds. Exploring themes such as inclusion, aspiration, pedagogy and opportunity, the contributions collectively lift the veil of feigned equality of opportunity for all to reveal the bigger picture of poverty and to articulate the hidden truth that there is always another way. This book is not about giving you all the answers, however. The contributors are not telling teachers or school leaders how to run their schools, their classroom or their relationships the field is too massive, too complex, too open to debate and to discussion to propose off-the-shelf solutions. Furthermore, the research referred to in this book is not presented in order to tell educators what to think, but rather to inform their own thinking and to challenge some of the dominant narratives about educating the feckless poor. This book is about helping educators to ask the right questions, and its starting question is quite simple: how can we approach the education of young people from disadvantaged backgrounds in a way that actually makes a difference for all concerned? Written for policy makers and activists as well as school leaders and educators, 'The Working Class' is both a timely survey of the impact of current policies and an invaluable source of practical advice on what can be done to better support disadvantaged children in the school system. Edited by Ian Gilbert with contributions from Nina Jackson, Tim Taylor, Dr Steven Watson, Rhythmical Mike, Dr Ceri Brown, Dr Brian Male, Julia Hancock, Paul Dix, Chris Kilkenny, Daryn Egan-Simon, Paul Bateson, Sarah Pavey, Dr Matthew McFall, Jamie Thrasivoulou, Hywel Roberts, Dr Kevin Ming, Leah Stewart, (Real) David Cameron, Sir Al Aynsley-Green, Shona Crichton, Floyd Woodrow, Jonathan Lear, Dr Debra Kidd, Will Ryan, Andrew Morrish, Phil Beadle, Jaz Ampaw-Farr, Darren Chetty, Sameena Choudry, Tait Coles, Professor Terry Wrigley, Brian Walton, Dave Whitaker, Gill Kelly, Roy Leighton, Jane Hewitt, Jarlath O Brien, Crista Hazell, Louise Riley, Mark Creasy, Martin Illingworth, Ian Loynd, David Rogers, Professor Mick Waters and Professor Paul Clarke. Here is the Spotify link I mentioned. Some crackers on there. This is the ITPress link to the book if it helps. This resource might be useful too from the ITL site.

When bad behaviour threatens to derail lessons and undermine teaching, it’s easy to feel like you’ve run out of solutions. Enter: Nikki Cunningham-Smith. With her comforting sense of humour, wealth of experience and ability to see positives in even the most nightmarish of classroom scenarios, Nikki encourages early career teachers to reflect on their practice, take care of their mental health and implement behaviour management strategies that really work. Feel Free to Smile draws on anecdotes from Nikki's time as a teacher in alternative provision settings, as well as contributions from fellow professionals and current NQTs such as Ross Morrison McGill, Vivienne Porritt, Kemi Oloyede and Sarah Mullin. It provides practical strategies, tips and quick fixes for dealing with difficult behaviour and keeping your cool in testing situations. With advice on all aspects of behaviour, as well as reflective questions and space to jot down your thoughts, this book is the perfect companion if you’re feeling daunted by challenging behaviour and looking for an experienced voice to help lead the way.

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Prof Guy Claxton is Emeritus Professor at Winchester University and Visiting Professor of Education at King's College London. He has previously taught and researched at Oxford University, Bristol University and the University of London Institute of Education. An internationally renowned cognitive scientist, Guy s books include Hare Brain, Tortoise Mind; Wise Up: The Challenge of Lifelong Learning; The Wayward Mind; and Intelligence in the Flesh. Recent books in education include What's the Point of School?; Building Learning Power; and with Bill Lucas and others, New Kinds of Smart, The Learning Powered School; and Educating Ruby. Guy's Building Learning Power approach to teaching is widely used in all kinds of schools across the UK, as well as in Poland, Dubai, Indonesia, India, China, New Zealand, Australia, South Africa, Brazil and Argentina. The Naylor's Natter review: Guy Claxton speaks here with the authentic voice of a teacher and the knowledge of an esteemed academic. In this book , he presents the case for nuance and against the simple mindedness that is holding back education. As an avid reader of education books, I have noted the drift towards surface understanding and selective application of educational research. I have witnessed a cavalier attitude towards certain academic research being accepted as received wisdom ,whilst other types dismissed as folk tales produced by snake oil purveyors. The research and evidence movement risks becoming a parody of itself. Sweeping away edu myths whilst simultaneously creating its own through lethal mutations of Direct Instruction, cognitive load theory, retrieval practice and knowledge rich curriculum. Claxton presents a balanced , well-researched and up to date vision for the future of teaching . The middle ground may not be popular , nuance may well not sell out conferences but this pragmatic and accurate model of the future of education is well worth your time and money

The Kindness Principle: Making relational behaviour management work in schools advocates a behaviour management approach rooted in values, acceptance and a genuine understanding of children’s behaviour. In an education system that too often reaches for the carrot-and-stick approach to dealing with poor pupil behaviour, an approach built on kindness and compassion might just provide the cure. The Kindness Principle begins with the idea that relationships should be at the heart of behaviour management and culture, and sets out the ways in which the adoption of relational approaches can help create safer and happier schools. Schools where all staff and learners are valued and understood, where expectations and standards are high, and where kindness and acceptance matter. Dave Whitaker explores why it is so important to understand children – offering techniques and advice on how to work effectively with all children (even the most challenging and troubled ones) without resorting to zero-tolerance, no-excuses and consequence-driven practices. Dave also shares a wealth of real-life experiences from some of the most challenging schools in the country, along with research-informed insights that will help teachers understand children’s behaviour in a new light. To this end he provides a wealth of guidance to help develop effective practice and learn from people who have actually walked the walk and don’t just talk the talk. Furthermore, the topics covered in the book include: restorative approaches, unconditional positive regard, building personal resilience, structures and routines, and the ins and outs of rewards and sanctions. Suitable for teachers, school leaders and anyone working with children.

Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities, Mark Finnis shares a practical and inspiring introduction to the use of restorative practice in educational settings. For those educators who are uncomfortable with the punitive world of zero tolerance, isolation booths and school exclusions, Mark Finnis – one of the UK’s leading restorative practice experts – is here to show you that there is another way. Drawing on his many years’ experience working with schools, social services and local governments across the country, Mark shares all you need to know about what restorative practice is, how it works, where to start and the many benefits of embedding a relational approach into any educational organisation that genuinely has people at its heart. Covering coaching circles and the power of doing things with (and not to) children and young people, to moving your values off lanyards and posters and into the lived experience of every member of the school community, this book sets out how restorative practice – when done well – can transform every aspect of school life. The book shares advice on how to put behaviour right when it goes wrong in a more positive, less punitive way, and, more importantly, on how to get it right and keep it right in the first place. Furthermore, it advocates an approach that is collaborative, empowering and positive – and ultimately geared to improve motivation, engagement and independent learning in even the hardest-to-reach young people. Suitable for school leaders, educators and anyone working with young people. Independent Thinking on Restorative Practice is one of a number of books in the Independent Thinking On … series from the award-winning Independent Thinking Press.

Naylor’s Natter TDT Takeover Show Notes In this month’s TDT Takeover of Naylor’s Natter, we’re talking leadership, communication, and wellbeing with TDT CEO, David Weston @informed_edu, Barham Primary School Headteacher, Karen Giles @MsKarenGiles and MalCPD Director, Mal Krishnasamy @MalCPD We are also delighted to announce that TDT have been appointed by the Department for Education in England to be a new Lead provider for the new suite of National Professional Qualifications (NPQs) for school leadership. Find out more and sign up to get more information about delivering or participating in the new TDT National Professional Qualifications: https://bit.ly/3u3zCIn Download our working paper 'A Culture of improvement': https://tdtrust.org/coi/ Find out more about our Pedagogical Coaching Programme: https://tdtrust.org/pedagogical-coaching/ Sign up to our monthly newsletter to stay up to date with all things CPD: https://tdtrust.org/newsletter/

Andria Zafirakou, a teacher at Alperton Community School in Brent, won $1 million when she was crowned the best teacher in the world by the Varkey Foundation. Andria was born in north-west London to Greek-Cypriot parents and state-educated in Brent and Camden. She is an art and textiles teacher in Brent on the outskirts of London, one of the world’s most ethnically diverse places. She is passionate about education and changing the lives of young people and underserved communities through creativity. She has worked her entire teaching career of 14 years at Alperton Community School and was promoted to Deputy Head of Art within a year of her arrival. She is now Associate Deputy Headteacher leading on staff professional development. Using the prize money awarded by the Global Teacher prize, Andria founded a charity called Artists in Residence (AiR) with an aim to improve arts education in schools. Andria has also been named in the top ten of The Evening Standard's 1000 Londoners List, a list of the most influential people in London. She is a Culture Leader for the World Economic Forum's as well as a member of their Global Future Leaders Council. Andria sits on the Advisory board for the Cultural Leaders Alliance.

.In Building Positive Behaviour Graham Chatterley aims to get educators looking behind what is causing challenging behaviour by breaking down many of the potential causes. The book then offers a scaffold and sequence to build it all back up to meet the individual needs of all pupils. We should never be satisfied with some children falling through the cracks and with the right ethos and culture they won't. The change in this culture starts with staff. By increasing understanding of why challenging behaviour occurs it not only benefits the children but the staff also. Many staff take poor behaviour personally when in reality they had little to do with it. Children develop many survival strategies that often come in the form of a mask. This book will help staff to see behind that mask and hopefully reduce the need for it. With an empathetic approach based on validating children's feelings rather than fixing the behaviour the side effect is calmer classrooms and better learning for all.We have the blocks, let's build them! Instead of dealing with what's in front of us. with a rewards and sanctions based approach which will work for the majority. Let's use a sequential approach that works for all. The Strugglers, the Disruptors and the Disengaged alike. The 'Sequential Approach' offers another way that many educators have been looking for.In Building Positive Behaviour, Graham Chatterley challenges the reactive nature of those traditional systems in favour of a proactive response to behaviour, based on identifying and meeting the needs of the minority of pupils who find school sytems overwhelming. The book is overflowing with pupil examples of where the sequential approach has been used to positive effect , providing the reader with a scaffold, areas to prioritise, a sequence to follow and resources to help implement. This book is suitable for any educators who want a culture of prevention rather than cure.Graham is open and honest about his initial struggles trying to find his way in teaching and how that turned around, who were his inspirations and examples of people/schools who are doing it well right now.Anybody who wants to learn more about what is behind behaviour, looking for a blueprint of how to create a positive learning culture for all or anyone who is curious about their being another way, then this is the book for you.ReviewsThis is a brilliant, honest, brave, well-informed and eminently practical book. Graham has drawn from his wealth of experience in mainstream schools and alternative provision as well as his deep knowledge, to produce a really helpful guide to working with pupils who present what we sometimes call “challenging behaviour” (Graham prefers the term “dysregulated.”)Giving many examples from his own broad experience, Graham, who openly admits he didn’t always get it right himself, explains how and why a sequential approach can work to produce “calmer children, calmer classrooms, more learning.” Every now and then he interrupts himself with a “Pause for Thought” question, inviting us to reflect on our own practice.Particularly timely in 2020, as our children return from lockdown, this is a book for all seasons. I wish it had been around 30 years ago, because I too didn’t always get it right.JOHN COSGROVE, RETIRED HEADTEACHER, AUTHOR