What can I offer?
I run a range of sessions different sessions, all of which have an impact on student achievement, student engagement and student behaviour. The sessions are suitable for primary, secondary and FE. Sessions may be for teachers or support staff or leaders or the whole staff group. They are excellent for staff INSET, but also perfect for keynotes and breakouts. My sessions are particularly suitable for Headteacher conferences. I can also offer support to schools in a bespoke way. Click on each to find out more.
The behaviour management training can be run as a 90-minute session, for 2 hours or for half a day (3 hours). The 90-minute session looks at averting misbehaviour and nipping-it-in-the-bud should it start. It’s packed with theory, evidence and lots and lots of practical approaches and strategies. The longer sessions cover the same material and, in addition, consider teacher self-control and the teacher-student relationship. The training is appropriate for both primary and secondary teachers, NQT through to SLT.
I also run all-day behaviour management training which is open to all teachers, primary and secondary. One of these training days is always held in Watford, early in the Autumn term, to support NQTs and other teachers who would benefit from a full day training. Lunch and refreshments are included in the cost. Or, a venue of your choice could be discussed if you had a number of NQTs in mind, or wanted to offer such a programme as part of your TSA offer, or similar. Contact me for further details.
This session looks at the top teaching approaches as determined by scientific research. It also looks at neuroscience, specifically how the brain learns, and examines whether what we know about the brain fits with what we know about effective teaching strategies – and the answer is, it does. It is packed with tips and techniques to help teachers get the most out of their students. It is a must session for a ‘teaching and learning’ INSET. More and more schools are asking for this session, and it makes complete sense that they do because what it covers can accelerate learning and achievement.
Learning is memory – or to put it another way, if what we teach doesn’t enter the long-term memory of our students then actually we haven’t taught them anything. So, then, how can we hack the memory process so that learning (and progress, achievement and better grades) can happen? This session will show you how. It will give you the up-to-date neuroscience (in very manageable and memorable chunks) and link that neuroscience to specific teaching approaches and strategies. Whatever you do, don’t forget to book this session. Tie a knot in your hanky if you need to, but don’t forget. This session gets to the very heart (well, the brain) of how to teach effectively. It is crucial CPD!
More than any other factor, it is the quality of the teacher-student relationship that underpins the success – or otherwise – of what happens in the classroom. It underpins student learning, student behaviour, student progress, student satisfaction … even the students likelihood of taking the subject forward into sixth form, or from sixth form into university. It connects to the quality of their relationship with the teacher. Not only that, it also links to teacher job satisfaction and teacher retention rates. It is something, then, that needs to be got right. This powerful 60-minute session will tell you how. It is based on robust science and eye-opening research.
There’s so little quality training out there for support staff, hence the need for this session. It’s crammed with material, all aimed at helping TAs/LSAs get the most out of the students they support. It looks at the importance of high expectations, that behaviour moves in the direction of the expectation – so the higher the better! It explains why it is crucial that students are stretched and that lesson difficulty is in fact desirable. It explores how to promote student stickability, impulse control and pro-learning habits. The TA/LSA is a skilled role: part teacher, part parent, part mentor – and so needs all the support that good quality CPD can provide. The session, like all our sessions, is grounded in robust research.
Being ready to be a Middle Leader isn’t the same as being an effective one. In this session/s we look at critical aspects such as creating and communicating vision and values; knowing and supporting a team; sustaining long term improvements; managing change; holding difficult conversations; the art of delegation. All this takes courage, resilience and commitment whilst juggling a high teaching load and modelling excellent teaching practices. So, no mean feat! Offered as a one-off session or as two sessions dependent on needs and time available.
I successfully coach middle and senior leaders to progress in their own professional development. In these 1-1 coaching sessions I support and facilitate the leader using my own background and expertise. As a consequence they mature as leaders – understanding how influential and important their role is in schools; they can create and communicate their plans and ideas; successfully manage others to bring about change; improving on their self-reflection and own areas for growth.
Self-evaluation is a critical part to school success. Having an independent educationalist in supports this process. I work with leaders and teams to have a critical eye on the areas under their remit. Whether this is whole school, a department or an area (e.g. Safeguarding, Pastoral, Key Stage). The time in school is agreed in advance and can include lesson observations, work scrutiny, data scrutiny, policy review, teacher/student/parent/governor voice. The review is followed up with written findings and suggested actions
With this support, a programme is set up for the day where I visit lessons of teachers who are struggling with behaviour management. I observe lessons (it helps if the lessons that I observe are the lessons where they are having most difficulty in, for obvious reasons) and then give verbal feedback on the day. I follow this up with written feedback that has suggested actions. This day is even more robust if I am shadowed by a member of staff who works with me (the school’s ‘behaviour guru’) who can then subsequently follow up with the teachers and offer further advice. Of course I can always come back into the school but having an in-school ‘behaviour guru’ offers extra support and availability.
It maybe that you read the list of offerings and want a session / day’s event created for your own needs. As an example, I could be in school for the day and deliver ‘Memory and How to Hack It’ to students in the day, to teachers as an after school INSET and to parents in the evening. Or, I could deliver ‘Better Behaviour’ training to staff as CPD and then come back into school a few weeks later to work with specific teachers who are still struggling with behaviour management as a Behaviour MOT day. Or you could discuss with me your own school needs and we could together create a programme that will bring about the improvement that you need.
Speaking to large audiences has been part of my day job for a number of years. Whilst Headteachers can be a tough audience, having regular practice at speaking to hundreds of teenagers at a time has stood be in good stead! I am also used to talking to parents and whole staff groups. The topic is discussed in advance to ensure that the message is individualised to the audience. Having been in education for over 30 years my list of expertise is extensive. Contact me to discuss what your event is and how I can support you in delivering the message that you want in an inspiring and experience-led way.
This session is for students, specifically how students can maximise their studying – both in school and at home. It complements our ‘Memory and How to Hack It’ session – and is grounded in robust research and cutting-edge science. Learning is memory – or to put it another way, if what we teach doesn’t enter the long-term memory of our students then actually we haven’t taught them anything. So, then, how can we hack the memory process so that learning (and progress, achievement and better grades) can happen? This session will show students how. It will give the up-to-date neuroscience in very manageable and memorable chunks and link that neuroscience to specific study and revision strategies. An engaging and crucial session for students in Years 10 to 13.
This session is for parents, specifically how parents can help their child get the most out of school. It’s grounded in robust research and cutting-edge science. It looks at the importance of high expectations, academic stretch and tenacity. It explores the necessity of failure to the learning process, and how to help children remove fear from that process. It also looks at the importance of praise, including its use and misuse, and along the way will give good quality strategies for helping children say no to distractions and temptations. In fact, it’s crammed to bursting with positive parenting tips, strategies and approaches. There’s a very good chance that parents will laugh out loud during this presentation, but there might also be a few tears … either way, they will hear what the science says about positive parenting and what they can do to help their child get the most out of school.