Dr. Sean Warren's PhD examined tension and disruption in schools, in classrooms, and in self.
He recognised classrooms as 'predictably unpredictable', groups as dynamic, and lessons as always unique.
The prospect of unravelling the complexity - invigorating; deciphering a disruptive element - all-consuming.
This was the essence of his research.
welcome
Drawing on insights from my practitioner action-research, I specialise in working alongside colleagues who are faced with the challenge of a ‘problem’ class. Typically, although these professionals have diligently sought a solution, adhering to the school’s systems and applying strategies that work with other groups, nothing much has changed. They (and those assigned to support them) are struggling to know what to do next.
Does this resonate? If so, you're in the right place.
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First and foremost, this platform is invaluable for staff who've...
stood in a colleague’s doorway, instantly quelling disruption with their very presence. Drawing on intangibles like status, reputation, and authority, wondering how best to support a struggling colleague who lacks these attributes and has tried all the conventional advice?
Methodically Building Confidence in Uncertainty
I equip staff to probe ‘That Class’
Ideally, a designated internal lead will work alongside me, Dr. Warren, to support an individual struggling with a specific group. This collaboration aims to strengthen the lead's ability to independently guide and support their colleagues.
However, given time constraints, I recognise that this level of commitment may not always be feasible.
Please consider the options below to find a pathway that aligns with your availability, capacity, and the extent to which you want to coordinate, consult, contribute, or collaborate.
... and for teachers who recognise themselves as the background figure in the scenario and want to take the initiative to engage independently of any programme - I acknowledge your agency, please scroll to the bottom of the page.
Flexible Provision
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*The Leader Coordinates Provision - s/he initiates support
Tell Me MoreThis provision is for leaders who create a FITS account on behalf of their school and invite specific staff to access a purchased Mini or Mighty Bundle (6 or 25 reflections).
- By reviewing recent classroom exchanges and interactions through a selected lens, staff can shift their perspective.
Our reflective tools serve as powerful stimuli for professional dialogue, illuminating the nuances that make a difference in daily work.
- By reviewing recent classroom exchanges and interactions through a selected lens, staff can shift their perspective.
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**The Leader Consults - s/he is more involved in the provision
Show Me This Research ToolThis package is for leaders who want their staff to engage in structured reflection using the Deconstructing Classroom Climate action-research tool. This process challenges preconceived ideas and provides the ideal backdrop for discussing and reviewing habitual practice.
- Leaders receive free access to this tool via a coupon provided after a 20-minute scoping call with Dr. Warren. To qualify, they must first purchase a Mighty-Bundle, secured in the INITIATE Phase.
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***The Leader Contributes to the Diagnostic - s/he implements the programme
This programme is designed for leaders seeking to support a specific teacher. In addition to engagement with tools, it includes:
- A 20-minute scoping call
- A 1-hour diagnostic discussion about the teacher’s needs
- A 1-hour diagnostic session where Dr. Warren gathers the teacher’s perspective
- A follow-up call where Dr. Warren shares his initial hypotheses
- Six 45-minute, 1-to-1 coaching sessions between Dr. Warren and the teacher to address unintended consequences of habitual practice
- Comprehensive notes following the call
- Regular email check-ins with the leader
- An online diary for monitoring professional learning
- A built-in summative evidence-of-impact tool
The leader’s involvement is minimal beyond the initial conversations.
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****The Leader Collaborates - s/he is Integral to the programme
This programme builds on the three foundational phases but with active leader collaboration.
- The leader works closely with Dr Warren throughout, facilitating covert support and engaging in periodic strategy calls to prepare interventions.
- Having created momentum, we can now maintain momentum.
- The process is likely to lead to a paradigm shift.
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“In my 30 years of teaching, I have never seen such a comprehensive diagnosis and analysis of issues for the staff we are supporting. This is backed up with a whole host of possible solutions which are bespoke and simple to understand… A colleague in charge of ITT for the Academy has also joined me during meetings with Sean. His summary was “I learnt more in 45 minutes with Sean than I have in 7 years training in my role as an ITT lead”.
David Chadwick, Vice Principal of a large secondary Academy (December 2024).
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Additional Provision
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+Leader Commits to the programme - s/he invests time to build own capacity
I'm interested, Show MeThis programme is for leaders who want to deepen their mentoring, leadership, and decision-making skills.
It includes:
- Bespoke reflective tools tailored to their role
- The option of 1-to-1 coaching with Dr Warren
- Exclusive insights into Dr Warren’s methodology, provided through a book and additional resources
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++The Leader is Curious - s/he extends inquires
I'm Curious, Show MeThese avenues provide breadth and depth to the leader’s awareness of what is happening beneath the surface.
They offer opportunities to gain insights into:
- staff experiences of current whole-school initiatives
- a discreet method for assessing classroom dynamics.
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+++The Leader Cares - s/he seeks to Improve Wellbeing
This Is Important, Show Me1-1 Support for Colleagues who are 'Signed off'
- There are times when teachers feel overwhelmed and are advised to take time away from their job. When appropriate, I provide additional support before they return and propose mechanisms to aid their transition back into the classroom.
- This includes examining the use of energy, habits, tendencies, and perspectives. This investment is dedicated to enhancing the wellbeing of teachers.
- There are times when teachers feel overwhelmed and are advised to take time away from their job. When appropriate, I provide additional support before they return and propose mechanisms to aid their transition back into the classroom.
A Mechanism for Teacher Agency
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The Teacher is Independent (of the Progamme/Leader) - s/he feels Concerned/Conflicted
Convince Me These Will Make A DifferenceThis option is for teachers who see themselves in the opening scenario and want to take ownership. They don't want to be dependent on the 'Doorway Dealer'. Open to sifting their experience of recently taught lessons, they will privately access individual tools to extract insights and take action.
- Is this you? Do you feel stuck?
- If so, you can click through to create your own FITS account and explore resources at your own pace.
ERT Blogs
View all-
“When is student behaviour at its worst in your...
Sean WarrenThe recent Teacher Tapp Behaviour Barometer Report (November 2024) features an intriguing graphic. After asking 10,008 teachers, “When is student behaviour at its worst in your school?” it concluded: “Behaviour is at its worst...
“When is student behaviour at its worst in your...
Sean WarrenThe recent Teacher Tapp Behaviour Barometer Report (November 2024) features an intriguing graphic. After asking 10,008 teachers, “When is student behaviour at its worst in your school?” it concluded: “Behaviour is at its worst...
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Critiquing the Behaviour Barometer Report (1)
Sean WarrenAn interesting report landed over the weekend.TeacherTapp, the school survey service, prefaced a promotion of their Behaviour Barometer by publishing the findings of their research (Fletcher-Wood, November 2024).Having grappled with...
Critiquing the Behaviour Barometer Report (1)
Sean WarrenAn interesting report landed over the weekend.TeacherTapp, the school survey service, prefaced a promotion of their Behaviour Barometer by publishing the findings of their research (Fletcher-Wood, November 2024).Having grappled with...
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Capturing something of what 'is'.
Sean WarrenTeachers understand that what works with one group may not work with another, and the atmosphere in the morning can differ greatly from the collective mood in the afternoon.
Capturing something of what 'is'.
Sean WarrenTeachers understand that what works with one group may not work with another, and the atmosphere in the morning can differ greatly from the collective mood in the afternoon.
