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During many learning walks, I have noted that a surprising number of teachers remain static, often seated behind their desks or standing solely in front of the whiteboard. During these observations, I have often wished or secretly urged the teacher to stand up and, better yet, walk around the classroom. There are three reasons I feel this mobility is important: Increased Presence: When a teacher stands, they are more visible and consequently have a stronger presence in the ro

What Learning Requires Ofsted defines learning as a change in long-term memory, drawing on Kirschner, Sweller and Clark (2006). On this basis, simply covering content is not enough. Pupils must understand it, retain it and be able to use it later. Secure learning therefore requires time, practice and regular revisiting. Immediate performance does not necessarily prove that lasting learning has taken place. A pupil may complete a task successfully today but be unable to recall

Stickers have received some criticism recently, but there is still value in giving a younger Child or Young Person (CYP) a visible reminder of a positive achievement. Much of the stigma around stickers seems to come from their association with the Behaviourist approach to behaviour management. Harry Ayers et al describe this in Perspectives on Behaviour (2000) as an adult-led method focused on observable, measurable behaviour and classical operant conditioning. In this mode

Voicing your thoughts, thinking aloud, speaking rhetorically, or using “Cross Talk” can be an effective way to manage challenging behaviour. Like declarative language, it helps reduce demands and avoid confrontation. Cross Talk works because it allows the adult to avoid addressing the child or young person (CYP) directly, which can be especially helpful when the CYP is highly anxious and more likely to react negatively. By talking across the young person, expressing conce

Persistent disruptive behaviour—such as calling out, making noises, commenting, swinging on a chair, or wandering around the classroom—can feel deeply demoralising and disempowering for teachers. So how should staff respond? Should they challenge it, ignore it, or use “protective consequences”? I believe teachers need time to reflect with colleagues on why a pupil or young person is showing these behaviours before deciding how to respond. Possible factors might include neur

When does avoidant behaviour start to have a harmful impact? Avoidant behaviour can be a natural response to a situation or emotion. I can recognise some of these tendencies in myself: I put off tasks I dislike, such as cleaning the toilet, and I may feel anxious when life’s demands build up, my to-do list grows, and I am unsure where to begin. The difference is that I can usually move past that inertia and manage those avoidant impulses. That, however, is very di