What NOT To Do (But You Really Want To)

Instructions: For each scenario below, choose the one response that you should NOT do — the one that may be tempting in the moment, but is definitely not appropriate. 1. Joseph’s mum is angry again about a missing jumper. She corners you after school. What do you do?

• Point her in the direction of the lost property box.

• Tell her “Joseph can’t even remember what day it is, so it’s honestly a miracle he wears trousers.”

• Apologise and offer to help look for it tomorrow.

• Explain gently that Joseph needs help developing responsibility.

Instructions: For each scenario below, choose the one response that you should NOT do — the one that may be tempting in the moment, but is definitely not appropriate. 2. Your beautifully planned lesson gets totally derailed. No one listens. You’re exhausted. What’s your move?

• Slam the board pen down and shout “Fine! Teach YOURSELVES then!”

• Use your attention signal and wait for silence.

• Jot down what didn’t work and adjust for next time.

• Ask a trusted colleague for advice.

Instructions: For each scenario below, choose the one response that you should NOT do — the one that may be tempting in the moment, but is definitely not appropriate. 3. A parent emails to say their child isn’t progressing in phonics and “you must not be teaching them properly.” How do you respond?

• Invite them in to discuss progress and support strategies.

• Reply, “Thanks for the feedback, Karen. Maybe phonics isn’t hereditary.”

• Share specific next steps you’re using in class.

• Forward the message to your mentor and log it calmly.

Instructions: For each scenario below, choose the one response that you should NOT do — the one that may be tempting in the moment, but is definitely not appropriate. 4. You spot your TA watching Instagram stories while kids are working. What do you do?

• Raise it politely in a private moment.

• Say, “Unless you’re livestreaming guided reading, maybe put the phone away?”

• Make a note and monitor for patterns.

• Involve your mentor if it continues.

Instructions: For each scenario below, choose the one response that you should NOT do — the one that may be tempting in the moment, but is definitely not appropriate. 5. Child throws a pencil and shouts “This lesson is BORING!” mid-input. What do you do?

• Say, “Great! Go teach it then, I’ll go to Costa.”

• Remain calm and apply your behaviour policy.

• Address it privately after the input.

• Log it and inform your phase lead.

You’re running late, SLT are in the corridor, and your lesson plan is in your head. What’s your move?

• Take a deep breath, get into the room and start with calm presence.

• Use a do-now activity while you reset.

• Tell the kids, “We’re free-styling today. The plan’s up here,” and point to your head dramatically.

• Get through the lesson and reflect afterwards.

A child tells you another pupil was rude to them at break. You’re on your third cup of cold tea. What do you do?

• Listen and ask clarifying questions.

• Make a note and follow up after the lesson.

• Log it and, if needed, involve pastoral support.

• Say, “Unless they physically bit you, take it up with the playground goblins.”

Observation feedback says you “didn’t use the working wall effectively.” You worked on that wall for hours. What now?

• Say “Sorry, I was too busy actually TEACHING to do a wall performance.”

• Nod, ask for examples, and reflect on improvements.

• Ask a colleague how they use theirs well.

• Apply one key suggestion next week.

You realise you’ve taught the wrong learning objective — again. It's 2:30pm. What do you do?

• Jot it down, adjust for tomorrow.

• Explain the mix-up and clarify learning at the end.

• Shout, “Plot twist! It was a surprise history lesson all along!”

• Check how it fits into the wider sequence.

You’ve marked 90 books, it’s Friday, and someone asks how your week has been. What do you say?

• “Productive! I’m proud of the kids’ progress.”

• “It’s been full-on, but we got there.”

• “I’ve forgotten my surname and live entirely off staffroom tea.”

• “Busy but rewarding — glad it’s Friday!”