Advertise on podcast: Naylor's Natter Podcast 'Just talking to Teachers'

The explanation is finished—but are pupils genuinely ready to work independently? In this episode of Naylor’s Natter, Phil turns his attention to the often-overlooked middle of the lesson: the We Do. It should be the bridge between teacher explanation and independent practice, but what does effective guided practice actually look like? And how do we avoid helping pupils so much that we end up doing the thinking for them? Drawing on classroom experience, explicit instruction and what he has changed his mind about, Phil explores modelling, questioning, checking for understanding and the gradual removal of support. The key question is simple: when does helpful guidance become a crutch? Practical, honest and rooted in the reality of the classroom. Naylor’s Natter—just talking to teachers.

September is coming: new classes, new routines and that familiar pressure to get everything right from lesson one. Naylor’s Natter is back to help you make a strong start. In this episode, Phil moves from the Do Now into the I Do—the point where the teacher takes centre stage and makes expert thinking visible. But what does effective explanation actually sound like? Is an I Do simply the teacher talking while pupils listen? How much should we explain, what should pupils be doing while we model, and how do we avoid either rushing through it or talking for far too long? Drawing on 25 years in the classroom, Phil explores modelling, worked examples, narrating the thinking process and breaking complex ideas into manageable steps. He also reflects honestly on what he has changed his mind about—and why clear, explicit teaching doesn’t have to mean passive pupils or personality-free lessons. Whether you’re preparing your first lesson as an ECT or returning for another September with hundreds behind you, this is a practical reflection on one of the most important parts of teaching: I Do—show them how, don’t just tell them what. Naylor’s Natter: just talking to teachers.

Should pupils complete their Do Now in their exercise books—or is there a better way? In this episode, Phil questions one of the routines many schools take for granted. He explains why he no longer asks pupils to write every Do Now into their books, and explores whether booklets, mini-whiteboards or other approaches can make the opening minutes of a lesson quicker, sharper and more purposeful. Along the way, Phil considers retrieval practice, settling routines, participation, checking for understanding, teacher workload and the danger of creating written work that nobody ever meaningfully checks. This isn’t an argument against Do Nows—or against high standards in pupils’ books—but an honest reflection on what the routine is actually meant to achieve. Do Nows—not in books. Am I wrong? A practical and reflective episode rooted in classroom experience, with an open invitation to disagree. Naylor’s Natter—just talking to teachers. The Do Now: Not in Books… Am I Wrong?

The Do Now: Not in Books… Am I Wrong? Should pupils complete their Do Now in their exercise books—or is there a better way? In this episode, Phil questions one of the routines many schools take for granted. He explains why he no longer asks pupils to write every Do Now into their books, and explores whether booklets, mini-whiteboards or other approaches can make the opening minutes of a lesson quicker, sharper and more purposeful. Along the way, Phil considers retrieval practice, settling routines, participation, checking for understanding, teacher workload and the danger of creating written work that nobody ever meaningfully checks. This isn’t an argument against Do Nows—or against high standards in pupils’ books—but an honest reflection on what the routine is actually meant to achieve. Do Nows—not in books. Am I wrong? A practical and reflective episode rooted in classroom experience, with an open invitation to disagree. Naylor’s Natter—just talking to teachers.

Episode 1 – The First Five Minutes What happens in the first five minutes of a lesson often determines what happens in the next fifty. After returning to the classroom full-time, Phil Naylor reflects on how his thinking has changed and why those opening moments now matter more than ever. Drawing on research from Doug Lemov, Harry Wong, Tom Bennett and Rosenshine, alongside over 25 years of classroom and leadership experience, this episode explores routines, expectations, attention and why a calm, purposeful start creates the conditions for learning. Whether you’re an ECT or an experienced teacher, you’ll leave with practical ideas you can use on Monday morning. Evidence discussed: ​Doug Lemov – Teach Like a Champion​Harry Wong – The First Days of School​Tom Bennett – behaviour and routines​Barak Rosenshine – Principles of Instruction ⸻

quity in Education sets out a new equity-based approach in education to help teachers improve the prospects of under-resourced and working-class pupils.The equity approach recognises that we must address our own cultural biases and barriers within the classroom, while helping to remove extra barriers to learning experienced by children outside schools. Based on thousands of research studies and years of working with expert teachers, the book sets out the principles and practical strategies for trainee teachers, teachers and teacher leaders.Adopting an equity mindset involves four key principles:· equity not equality - doing more to overcome the extra barriers some learners experience· capacity not deficit thinking - recognising the talents in all pupils· deep not shallow relationships - developing authentic individual relationships with pupils· multiple not singular talents - acknowledging that human talents come in many forms.Equity in Education also advocates the national policies that would enable teachers to prioritise an equitable approach and reduce divides between the education haves and have-nots.

Apologies for the Microphone issues here! I made a mistake and selected the wrong microphone . Hopefully Pete's quality shines through. What knowledge will make you most effective as a teacher? New teachers are often bombarded with information about the concepts they should understand and the topics they should master. This indispensable bookwill help you navigate the research on curriculum, cognitive science, student data and more, providing clarity and key takeaways for those looking to grow their teaching expertise. What Do New Teachers Need to Know? explores the fundamentals of teacher expertise and draws upon contemporary research to offer the knowledge that will be most useful, the methods to retain that knowledge, and the ways expert teachers use it to solve problems. Written by an educator with extensive experience and understanding, each chapter answers a key question about teacher knowledge, including: • Does anyone agree on what makes great teaching? • How should I use evidence in my planning? • Why isn’t subject knowledge enough? • What should I know about my students? • How do experts make and break habits? • How can teachers think creatively whilst automating good habits? • What do we need to know about the curriculum? • How should Cognitive Load Theory affect our pedagogical decisions? Packed with case studies and interviews with new and training teachers alongside key takeaways for the classroom, this book is essential reading for early career teachers, those undertaking initial teacher training and current teachers looking to develop their expertise.

Being a leader is a wonderful privilege but can also come with challenges we don't always feel prepared for. How often do we tie ourselves in knots wondering about the right way to deal with a difficult situation at work? Or wondering why no one ever told us how to manage some of the challenges? This book is for people who need practical ways of tackling the tricky issues in leadership to move forward courageously. From people pleasing to crucial conversations, we look at ten areas that can cause us to be 'stuck' and how we can get ourselves free. Dip into this book when you need some support to inspire, motivate, and equip you in whatever stage of leadership you're at so that you can lead more confidently and freely, and be your best more of the time.

In education, resources and time are scarce, yet the demand for performance is sky high. School leaders invest money and labour into improving their schools, navigating trade offs along the way. But what if one of the biggest improvements we could make to our schools was something we already do? What if enhancing teamwork so that school teams thrive, was actually the secret ingredient to success?The Power of Teams explores evidence from across sectors, including education, to find out what high-performing teams share, and how we can adapt the most effective teamwork strategies to the unique environment of a school. The book outlines a model of teamwork factors that contribute to truly thriving teams, with theory, research, tangible actions for school teams, and a range of expert voices who contribute their experience in case studies.Effective teamwork leads to purpose, belonging, trust, learning, and, ultimately, high performance. When we better understand the nuances of how teams can thrive, we discover the real Power of Teams.

Building Culture navigates the complex educational landscape and provides a look at school culture, highlighting key aspects of cultivating culture that leads to great pupil outcomes.Rooted in her own experience as a senior leader, Lekha Sharma knows that leaders need not only the what of curriculum, assessment and pedagogy but also the how. How can school leaders bring together the theoretical knowledge they possess and mobilise it on the ground so that they can have a positive and tangible impact on pupil outcomes? Teachers are increasingly equipped with the awareness and knowledge of cognitive psychology but what other areas of psychology could support those that lead those very teachers? And what elements of human nature can we harness to build the kind of school cultures that are conducive to improving outcomes for pupils? Building Culture provides a great start to answering all those questions.

Written by Graham Chatterley, Changing Perceptions: Deciphering the language of behaviour provides everyone working with children a better understanding of the causes of challenging behaviour and what motivates it. This timely book moves the dial on the perception of challenging behaviour in schools. De-escalation is important but it is only part of the process: if we really want to change behaviour, we have to understand it. The causes of poor behaviour are many and varied: fear, stress, anxiety and the feeling of being overwhelmed can all take their toll. Changing Perceptions examines the motives behind challenging behaviour and the consequences that come with it, detailing ways in which these situations can be managed calmly and consistently. Better understanding and empathy can make children feel safer, build their trust, develop belonging and consequently create more effective learners in the classroom. Empathy is the master key to unlocking the most challenging pupils. When we consistently respond to children with empathy and compassion, we don’t just put a sticking plaster over a problem, we change their experiences: how they feel and how they behave long term. Importantly, this approach also greatly improves staff wellbeing by increasing understanding of challenging behaviour and how it is perceived. In this book, Graham sets out why it is so important to teach behaviour and provides practical ways to deal with the most challenging situations in the classroom and stop the conflict spiral. He also covers the importance of validating feelings, building self-esteem, improving emotional resilience, raising expectations, fostering positive values and much more. Essential reading for teachers, school leaders and everyone working with challenging behaviour. Contents include: Introduction Chapter 1: Relationships Chapter 2: How we respond Chapter 3: The origins of behaviour Chapter 4: Short-term survival responses Chapter 5: What is the behaviour communicating? Chapter 6: The five responses to threat Chapter 7: Prevention is better than cure Chapter 8: Consequences Chapter 9: Long-term survival Chapter 10: Shielding from shame Chapter 11: Not school ready Chapter 12: Overwhelm Chapter 13: Lifting them up Chapter 14: Linking self-esteem and additional needs Chapter 15: My autism journey Chapter 16: Emotional resilience Chapter 11: The power of trauma Chapter 12: Behind the mask Chapter 13: Expectations and values Chapter 14: Enforcing external control versus teaching self-control Chapter 15: Less is sometimes more Conclusion

Teachers, this book is a guide for taking care of education’s most valuable resource: you. Author Jay Schroder, founder of the popular Teach from Your Best Self Institute, demonstrates why the version of ourselves that we bring to teaching matters and describes how we can rejuvenate ourselves while maximizing student learning. Part I explains why the self that a teacher brings to the classroom is important. Part II explores skills that will help us sustain a best-self state in all manner of situations. Part III delves into those moments when we’re provoked beyond our limits and our "hurtspots" come sharply into view. It offers ways to avert a reactive state or recover from it. Lastly, Part IV provides simple approaches for building a more durable, best self for the long term―a best self with deepened capacity to respond rather than react in the pressurized conditions of teaching. With fresh ideas presented throughout, you’ll learn how to prioritize your own well-being so you can continue to make a difference for your students. https://www.amazon.co.uk/Teach-Your-Best-Self-Classroom/dp/1032416874/ref=sr_1_1?crid=2XRBL87X70HXH&keywords=teach+from+your+best+self&qid=1691233277&sprefix=teach+from+your+best+self%2Caps%2C78&sr=8-1 Phil's book: https://www.amazon.co.uk/Naylors-Natter-collective-teachers-education/dp/1472992466/ref=sr_1_1?crid=1MG7NPVEZI3SJ&keywords=naylors+matter&qid=1691233966&sprefix=Naylor%2Caps%2C103&sr=8-1

This timely book examines what a meaningful school accountability system could look like in England. The book starts with a deep dive into our current inspection model, discussing some of the current pressures within the system, and comparing our inspection approach to that of other countries and sectors. It moves on to show how Ofsted and school inspections are perceived and portrayed - using first-hand accounts, academic papers, government publications, and media reports - and pulls together some of the current thinking on how the model could be improved. The author ends with her own proposals for a more meaningful and humane school accountability system. She suggests we rethink what we do, and how we do it, with a call for wide-ranging consultation leading to evidence-informed reform of the school inspection process.

Ofsted are coming. You've read the new Framework, heard the horror stories, seen some busted myths which, frankly, you don't believe, and you want to know this: How do I stop my school getting less than a 'good' judgement? How can I prepare for the inspection, so the team see my school in the best light? How can we control the inspection team, so they see what we want them to see, and understand it through our eyes? Is it possible for two teams to see the exact same lessons, teachers and students, and come to different judgements? Yes, absolutely. So, find out how to control the game, and get the judgement your school deserves.

This exciting new book from the bestselling authors of The Science of Learning takes complex ideas around teaching and learning and makes them easy to understand and apply through beautifully illustrated graphics. Each concept is covered over a double-page spread, with a full-page graphic on one page and supportive text on the other. This unique combination of accessible images and clear explanations helps teachers navigate the key principles and understand how to best implement them in the classroom. Distilling key findings and ideas for great evidence-based teaching from a broad range of contemporary studies, the book covers the research findings, ideas and applications from the most important and fundamental areas of teaching and learning including: Retrieval Practice Spacing Interleaving Cognitive Load Theory Rosenshine’s Principles Feedback Resilience Metacognition Written to support, inspire and inform teaching staff and those involved in leadership and CPD, Teaching & Learning Illuminated will transform readers' understanding of teaching and learning research.