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Articles by Adele Bates
The SecEd Podcast: Safeguarding & disclosure: A survivor’s story - SecEd
Interviewed by pastoral specialist and teacher Adele Bates, Rachel discusses the impact of the abuse, including on her education and behaviour in school. She talks about her attempts to disclose and how she was finally rescued from her abuser. She discusses spotting the signs of abuse, the barriers to disclosure, how staff should handle disclosures – how we must respond – and what to do if you suspect a child is being abused or is at risk of harm.
Adele Bates on LinkedIn: audiogram_(1)
"Post-Covid, pretty much everyone has experienced trauma - including the staff! There needs to be an awareness, there's a universality you need to find...
Putting the Quality in Quality Education
by | Aug 15, 2022 | Classroom Practice, Leadership | Human Hive are the umbrella organisation that support The Hive School I worked with in the Dominican Republic. In this episode of their podcast they explore the UN’s Sustainable Development Goal 4 – Quality Education. Seventeen Sustainable Development Goals (SDGs), and our humanity’s collective call-to-action to solve the most pressing problems facing people and the planet today.
Diversity and inclusion in the classroom
When it comes to diversity, equality and inclusion, many schools have got the basics in place, but there is more to consider – especially for teachers who must ensure the inclusion of all pupils in their classrooms. Adele Bates reflects on a recent SecEd Podcast discussion An equality curriculum drop-down day. An LGBT+ History Month assembly. A black people in sports display. Disability awareness training for staff.
Don’t do your best!
Sometimes a job only has to be done well enough. John Dabell argues that teaching is one such job and explains why it's better not to give 100% all the time. If you are ‘trying your best’ all the time it’s a one-way ticket to the GP with burn out. Perfection, or chasing perfection, is a huge time-waster and isn’t good for our mental health and wellbeing (MHWB). Not trying too hard is a skill because you still have to put plenty of effort into what you are doing but not just 100%.
Representation in teaching
Don’t do your best! Sometimes a job only has to be done well enough. John Dabell argues that teaching is one such job and explains why it's better not to give 100% all the time. If you are ‘trying your best’ all the time it’s a one-way ticket to the GP with burn out. Perfection, or chasing perfection, is a huge time-... Read more... Staff wellbeing and TNTs Tiny noticeable things, lollipop moments and filling buckets: John Dabell discusses how these things can make you a better leader.
Listening, honesty and humanity: how leaders can best support behaviour
It’s easy for school leaders to forget what’s it like to deal with challenging behaviour on a daily basis in the corridors and classrooms. Adele Bates shares top tips from Bukky Yusuf. Last month in my “We give a sh*t” Behaviour Membership I was thrilled to host the first guest speaker session with deputy head and coach Bukky Yusuf.
Behaviour: Is There A Silver Bullet?
By Adele Bates Is there a silver bullet, a magic wand, or a Mary Poppins works-well-for-all for behaviour in our schools? No matter how much we dream and hope, I think we all know the answer: Nope, there isn’t. And in fact, trying to create blanket policies, policies-for-all and zero tolerance strategies can get us all in a lot of bother.
Looked-after children: seeing beyond the behaviour
A looked-after child is twice as likely to be excluded from school due to their behaviour. Adele Bates suggests that a little understanding can go a long way. Being a looked-after child (LAC) does not resolutely mean that you will have behavioural or SEMH (social, emotional and mental health) needs.
Aftermath: What followed the Ofsted maths review
The Ofsted research review on mathematics proved controversial when it was published in 2021. Elizabeth Holmes examines some of the responses and describes the direction of the ongoing discussion. Every now and then, the relative peace of the world of education, such as it is, is shattered by a new policy, edict or report. The Ofsted research review on mathematics, published in May 2021, was just such a moment.
Self-care, self-regulation and dealing with challenging behaviour
This week I am delighted to share this conversation with Rethinking Education’s Dr James Mannion @RethinkingJames. It is the first time I have been interviewed by someone I have worked with – which meant we quickly got on to the depth and nitty gritty of the topic. Plus, in the blurb he’s described me as a ‘volcano of positivity’ – which is a first! We get thoughtful AND we get practical.
The best that we can be: why behaviour management starts with self-care
Liz Worthen speaks to Adele Bates about what inspired her book, “Miss, I don’t give a sh*t”, and what she’s learned in the process of becoming an author. Regular blogger Adele Bates has published her first book, “Miss, I don’t give a sh*t”: Engaging with Challenging Behaviour in Schools, in which she shares strategies and tips she’s gathered in her 20+ years of teaching experience. I caught up with Adele over Zoom to find out what’s involved in putting together a book about behaviour.
Making an impact, valuing yourself and earning what you deserve
Time for something different! Eileen’s podcast; Your Money Sorted Teacher’s Podcast Hosted by Eileen Adamson @YourMoneyCoachx, teacher, certified money coach, and co-host of the BBC Clever About Cash podcast, her podcast is designed to help teachers become happier, healthier and wealthier. Learn better budgeting skills, gain confidence with money, improve money mindset, and create the financial security and freedom to leave teaching whenever you choose.
Five ways to teach RSHE with confidence
Guest blogger Lucy Marcovitch, writer, educator and series editor Discovery Education’s Health and Relationships programme shares her top five strategies for building confidence in teaching relationships, sex and health education. No matter how good a school’s RSHE provision might be, there is always challenging content that can cause anxieties, even in those teachers who have been delivering it for years.
Preparing young people for a multicultural world
Where do you come from? Dr Karamat Iqbal explores what it means to live in a multicultural world and suggests resources to support teaching and further reflection. I have lived in the Midlands for 51 years, having been born in Kashmir. But I am used to being asked: ‘Where do you come from?' Visible minorities such as me are frequently confronted with this question, especially from members of a majority white society.
How to help teaching assistants handle poor behaviour
Who manages the most challenging behaviour in your school? Alas, the task often falls to the least-paid and least-supported members of staff: teaching assistants (otherwise known as classroom assistants or pupil support assistants in Scotland). Of course, there are some TAs who take this in their stride. However, there are many in our schools who struggle with intimidating or aggressive behaviour on a daily basis.
You’re not on your own
If you've noticed a change in pupils' behaviour recently, Adele Bates has some reassuring advice - you're not the only one. Behaviour. If you don’t read another word of this article, read the next five: You’re not on your own. In my role as a behaviour and education specialist who supports primary schools, secondary schools, mainstreams, alternative provisions, PRUs and special schools, the one common thread in the last year or so has been that behaviour is ‘different’ to how it used to be.
Diversity across the school: Steps we can take
Written by: Adele Bates | Published: 21 September 2021 Taking the first steps on the road to creating a school community that truly embraces diversity can be scary and we might make mistakes, but that doesn’t mean we can ignore this vital work. Adele Bates offers some practical advice Burst bubbles, remote teaching, not enough staff – and we still need to think about diversity? In a word – yes. The last academic year has shown even more starkly the different lived experiences we all have.
How do you deal with behaviour?
Been told you shouldn’t smile until Christmas? Adele Bates explores how you can work out how to do behaviour your own way. When talking about behaviour there is often an underlining assumption that there is one way that really works. It’s the booming voice of discipline creating compliance, where silence in corridors, classrooms and across the school is perceived as golden – and often it’s the voice of a particular demographic – male, SLT and older.* And yes – for some this might work.
Checking in, self-direction and learning cycles: an alternative to school?
If you could design your dream school, what would it look like? Adele Bates finds out how Kate McAllister is making her dream a reality at The Hive School. When Optimus’ Liz suggested that I interview someone for the blog, I knew who my first choice was: Kate McAllister (@Rethinking_Kate) and her team over at The Hive Worldschool in Dominican Republic. I interviewed Kate last year for my upcoming book, in which she shared with me her expertise on regulation for pupils and self-regulation for staff.
"A must read book for all teachers"
I began teaching when I was 13 years old. I ran a drama school for primary school aged children; I put them through LAMDA exams, they gained second and first places at festivals and we put on many a show on in the town – usually involving a random item from my parents’ house as prop.
Developing an anti-racism strategy and preparing for a cultural shift
Aldaine Wynter describes the next part of his school’s anti-racism journey: creating a more relevant, inclusive curriculum, and promoting student ownership. My last blog, Beginning the conversation around race, diversity and inclusion with staff, shared my school's journey as we sought to implement anti-racism initiatives.
How are we all behaving?
Are you seeing unusual behaviour patterns emerging post lockdown? Adele Bates reflects on what she and other practitioners are witnessing, possible causes and solutions.
What you don’t know, you don’t know!
Ashmi Morjaria explores the concept of hinterland knowledge, why it matters and what it means for curriculum design. As a member of the British Indian community and a school leader, I have found the last year more emotionally taxing than any year before.
Navigating digital media: an essential part of the school curriculum?
Luke Ramsden makes the case for the explicit teaching of media and digital literacy to equip young people for a world of limitless information. If you look at the front page and mission statement of any school around the country you are likely to see that they boast that they are teaching for a ‘21st century education’ (and not a moment too soon it could be argued, having already reached 2021!). What isn’t always clear is what they are doing that’s different from teaching for the 20th century.
"Miss, I don't give a sh*t" by Adele Bates
zoom £19.99 Paperback 184 Pages / Published: 09/10/2021 Coming soon Awaiting publication Quantity This item has been added to your basket Do you want to be an inspiring teacher for everyone you teach, even the trickier cherubs in your class? Or maybe you just want to get through a lesson without a desk flying at you or a blazer being set alight?
Pandemic permissions: let’s keep talking about mental health and wellbeing
Behaviour and YOU: #5 Behaviour and being a mature, ethnic minority teacher (with SEND children at home!) Our 5th Conversation for the Behaviour and YOU! Project, Teacher Michelle, @MAJ_teach shares her experiences and offers useful strategies on behaviour, especially when it comes to working with colleagues and parents or carers… How to help pupils regulate – 6 steps An angry, stressed or upset pupil is not one who is likely to open their minds to your new lesson on the reproductive cycle of...
Pandemic permissions: let’s keep talking about mental health and wellbeing
‘Actually, I’m not that great.’ What would change if we put conversations about mental health and wellbeing at the forefront of our work in schools? Around Christmas I got a text from someone I vaguely know: ‘sorry, I’m not able to work on that right now, I’m having trouble with my mental health’. As my empathy went out, I realised how refreshing it was.
Behaviour and bias: Where are your blind-spots?
Written by: Adele Bates | Published: 13 April 2021 When it comes to behaviour, do you treat different pupils differently? Do you look for underlying needs? What biases do you have and how do they affect your responses to poor behaviour? Adele Bates discusses and advises Who gets the most behaviour points? Who gets the most rewards? Go check. Are pupils with SEND more likely to get detentions? Are pupils of colour more likely to go straight to the second rung of behaviour warnings?
How should controversial issues be handled in the classroom?
In the second of his two-part series, Karamat Iqbal looks at how to teach pupils about controversial issues and instil confidence in staff. Read part one, What is controversial in the classroom? Teaching of some curricula and the resources and methodologies used are left to the schools’ and teachers’ discretion. From time to time, however, specific guidance is provided by the DfE and its agencies. In such cases it is imperative that such advice is followed.
Pause and prioritise the basics: lockdown, pandemic and resilience
Adele Bates talks to resilience writer David Gumbrell about the importance of connection, space, reassurance and getting outdoors. David Gumbrell is an author and speaker on resilience and wellbeing. A teacher for over 20 years, he worked his way up from NQT to headteacher, holding various positions of responsibility along the way, including NQT mentoring. Find out more about David’s work at The Resilience Project. AB: So David – how are you doing?
The vital links between staff wellbeing and pupil behaviour
Written by: Adele Bates | Published: 02 March 2021 Managing challenging behaviour on a daily basis can take its toll on staff wellbeing. Adele Bates looks at why and how we must prioritise our own wellbeing if we are to best support our most vulnerable students Pupil: Miss you’re being more snappy today, what’s up? Me: I’m fine, get on with your work. Pupil: You’re not usually this grumpy, have you had lunch? Me: No, had a club. Pupil: Eat your lunch Miss.
What's happened to that new RSHE Curriculum?
Amidst all the everything, we were scheduled to start with the new RSHE Compulsory curriculum in the UK in Sept 2020. What with one thing and another, it may have gone down a few pegs on your to-do-list. Last month, I was pleased to be a panel guest on the Sec Ed Podcast along with Director of the Sex Education Forum, Lucy Emmerson and leader of PSHE, Michelle O’Niell – I was pleased – because we didn’t pretend.
How do we learn?
Learning is about asking questions, not about being told the answers, argues 16 year old Tom Osborne. Is it time to re-think priorities for schooling? Have a think about this question: how do you think we learn? What is our motivation to learn? Most of you probably think that all our learning comes from school, and within school comes from classroom lessons. But is this really the case?
From teacher to TV presenter
Remote classes raise new challenges for leaders, educators and pupils. Adele Bates suggests some new ways of approaching learning, engagement and behaviour. This academic year I found myself spending an entire lesson with a laptop bag on my head, for teenagers with social, emotional and mental health needs (SEMH).
What is controversial in the classroom?
What makes something controversial? In the first part of a two-part series, Karamat Iqbal explores definitions of controversy and approaches to teaching it. Whether our fellow citizens can feed themselves is often in the news these days. This maybe because of Marcus Rashford’s excellent work on behalf of poor children or in discussing the work of foodbanks – why we have them, why we have so many and so on. Maybe some children in your school access foodbanks.
"Miss, I don’t give a sh*t" : Engaging with challenging behaviour in schools
Description Do you want to be an inspiring teacher for everyone you teach, even the trickier cherubs in your class? Or maybe you just want to get through a lesson without a desk flying at you or a blazer being set alight?In this down-to-earth book Adele Bates shares practical approaches, strategies and tips from the classroom on how to help pupils with behavioural needs thrive with their education.
‘But they’re fine with me’ - why this doesn’t help when managing behaviour
Adele Bates explains why this comment is unsupportive of staff and unhelpful for pupils. ‘But they’re fine with me’ is the most useless comment I received in my NQT year. I had a Year 7 class once a fortnight for their ‘library session’ during my PGCE. I made all the mistakes I shouldn’t have – thinking it wasn’t a ‘real’ lesson (supervising them to use the library and read), not establishing routines, thinking I only taught them once a fortnight so it wasn’t worth the investment.
Improving inclusion for Gypsy, Roma and Traveller pupils
Gypsy, Roma and Traveller pupils are statistically the most vulnerable of any identified group of pupils in the UK. Why is this, and what can be done in schools to challenge biases and change mindsets? Damian Le Bas’ book The Stopping Places: A journey through Gypsy Britain, which combines memoir with a story of the British traveller community, is a beautifully told and elegantly crafted work about Gypsy culture.
Behaviour | Optimus Education Blog
Playing the fool, acting up... or indicating an unmet need? Joanna Grace explains how teachers can get to the root of poor behaviour. As a teacher, you may have heard inappropriate classroom behaviour – loud noises, jokes, foot tapping – dismissed as 'just attention seeking'. But is it? 'Just'...
Introducing... Behaviour and You
Whilst I advocate for team support and passing on to colleagues in certain moments of extreme (or unsafe) behaviour it is important – and empowering! To feel that we can deal with most of the daily behavioural issues ourselves. And yet behaviour is often cited as one of the primary reasons that people leave our profession*. So surely we all need support with it? Something is not right.
Who teaches your most *challenging* pupils?
Sam is 14 years old. Unfortunately, her biological parents were unable to look after her sufficiently as they had their own Mental Health issues, as such she was neglected; underfed, not kept clean and often left alone for long periods of time. Sam has two younger siblings – when at home she became their main carer – all at the age of 6 years. Now in a temporary foster care home, Sam has been separated from her siblings and sees her parents once every 3 months.
Reassuring children in an uncertain world
What can we do in schools to help children manage anxieties that may arise with the autumn return to 'normal' schooling? Elizabeth Holmes suggests practical ways to cope. For some children who are facing the full return to school following a prolonged period at home as a result of SARS-CoV-2, whether they will be wearing a mask or not is the least of their worries.
For Flourishing’s Sake
by | Jul 4, 2020 | Books, Classroom Practice, Inclusion, International, Leadership, Wellbeing | “Positive Education is described as flourishing… Do we praise the steps they (the pupils) have taken, thereby boosting character development, or do we praise their intelligence?” This month I was thrilled to be a part of the For Flourishing’s Sake book launch.
Mental health: managing the behaviour of pupils with SEMH issues
“They’re the naughty ones.” “Mental health didn’t exist when I was younger – they need more discipline.” “I blame the parents.” These and other non-helpful thoughts can sometimes be voiced about our pupils with social, emotional and mental health (SEMH) issues. Quick read: 10 potholes on the way to better school mental health Quick listen: Why attachment-aware teaching matters for every child Want to know more?
LGBT+ in the RSE curriculum
Written by: Adele Bates | Published: 04 December 2019 Ahead of SecEd’s Delivering Statutory RSE conference in January, expert Adele Bates – who will be leading two workshops at the event – looks at how we should be including LGBT+ in the new curriculum and signposts to some useful resources LGBT+ relationships and sexual health education will now become part of the elements taught in the new compulsory relationships and sex education (RSE) in schools in England from 2020.
Getting statutory RSE right for SEND students
Written by: Adele Bates | Published: 13 November 2019 Relationships and sex education is statutory from September 2020 for all pupils, including those with SEND. Adele Bates advises schools on how to ensure this group does not miss out on these vital lessons In 2020, the government will make health education and relationships and sex education (RSE) compulsory, which makes most of the PSHE curriculum now mandatory for all pupils in all schools.
How to talk to your students about puberty
Written by: Adele Bates | Published: 06 March 2019 Public Health England has published a range of PSHE resources focused on puberty. Drawing on these and signposting other support, Adele Bates looks at how we can tackle this sensitive topic with students Teaching puberty in a school setting can fill some teachers with dread, especially knowing you may be the only adult who talks to them about it.
Have you poverty proofed your school?
Prosperity for all? Nowhere near. John Dabell looks at how poverty proofing can be achieved in the classroom. Britain has a deep social mobility problem and there are considerable inequalities in educational attainment which are linked to social disadvantage. The Institute for Fiscal Studies predicts the number of children living in poverty will soar to a record 5.2 million by 2022. A storm is brewing.
LGBT: Common questions
Equality and diversity consultant Adele Bates answers some of the questions she is commonly asked by teaching staff in primary schools Q: Why is there such a focus on LGBT issues? What’s it got to do with my teaching? LGBT people are part of our shared history, something often overlooked or forgotten. LGBT+ people have always been in human history. Always.
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