Psychology in the Classroom

The Power of Professional Dialogue: Turning Lesson Observations into Meaningful Conversations for Growth

...with Angela Myers In this episode, Angela, an educator with 60 years of experience spanning primary, secondary, further and community education shares her thoughts on classroom observations. Having held roles from classroom teacher through to Deputy Principal at Solihull College, Angela brings a remarkable depth of knowledge to one of the most talked-about — and often dreaded — aspects of teaching: the lesson observation. Whether you're a classroom teacher who feels a knot in your stomach every time someone walks through your door with a clipboard, a middle leader tasked with observing your colleagues for the first time, or a senior leader trying to build a culture where professional learning is genuinely valued, this episode has something for you. What we cover: * The history of lesson observations: Angela takes us back to the introduction of the first national inspection framework in 1992, explaining how grading and observation became intertwined from the very beginning — and why that legacy still shapes how many teachers feel about being observed today. * From quality assurance to coaching: We explore how the purpose of lesson observations has shifted dramatically over the decades, moving away from a model of judgement and towards one rooted in professional dialogue, reflection and genuine improvement. * What to look for when observing a lesson: Angela shares the five key areas she identified through visits to over 100 colleges, offering practical guidance for anyone stepping into an observation role for the first time. This includes why talking to students during a lesson can be one of the most revealing things an observer can do. **Observing lessons for your own development** Not all observations are about giving feedback. Angela discusses how to approach watching a colleague's lesson when your aim is to improve your own practice — including a fascinating example of the "narrative approach" as an alternative to traditional lesson objectives. * How to give effective feedback: From the outstanding lesson where you're not sure what to say, to the lesson where learning has broken down entirely, Angela offers a clear framework for feedback that prioritises partnership, teacher agency and sustainable change. * Professional dialogue explained: Angela unpacks the model of professional dialogue she helped develop — drawing on learning conversations and the work of Chris Argyris — and walks us through a detailed, real-world example of how it works in practice. * Building a culture where observations are welcomed: Perhaps most importantly, Angela makes a compelling case for what schools and colleges look like when observation becomes an organic, ongoing part of the way everyone talks about learning — rather than an annual event to be endured.

Gender Identity Decoded: How Biology and Society Shape Who We Are

...with Dr Diana Sorrentino In this episode, Dr. D, an expert on gender diversity and transgender identities with over 40 years of experience, explores gender identity's neurobiological foundations, social influences, and evolving terminology. Dr. D shares her personal journey, explains foetal development and intersex variations, and discusses support strategies for transgender youth. She highlights the critical role of family acceptance, outlines age-appropriate medical guidelines, and emphasises that gender diversity is a natural, biological phenomenon. The episode encourages educators to examine their biases and seek reliable resources to better support gender-diverse individuals. Paradoxes of Gender Podcast can be found here: https://paradoxesofgender.com/podcasts-1 [https://paradoxesofgender.com/podcasts-1] or on whichever platform you get your podcasts. Dr D's Books are available via her website: https://paradoxesofgender.com/books [https://paradoxesofgender.com/books] WPATH website is: https://wpath.org/ Episode in bullet points: * Understanding gender identity and its complexities * Neurobiological foundations of gender identity * Evolution of gender-related terminology and language * The impact of socialization and culture on gender roles * Experiences and challenges faced by transgender and gender-diverse individuals * The spectrum of biological sex characteristics and intersex variations * The role of family and community support for transgender youth * Current medical guidelines for gender-affirming care in youth * The significance of non-binary identities and fluid gender expression * The importance of education and awareness in supporting gender diversity

Changing the Narrative Around Neurodivergence in Schools

With Prof Edmund Sonuga Barke and Dr. Susie Chandler. This episode marks the end of the series of podcasts on the RE-STAR project. In this final episode we discuss the four-and-a-half-year research initiative supporting neurodivergent adolescents with ADHD and autism. The discussion covers how the project shifted focus from internal emotion dysregulation to the school environment's role in mental health, introducing the concept of "emotional burden." Key findings include the importance of teacher understanding, consistent accommodations, and moving away from deficit-based language. The episode concludes with an introduction to their intervention, Place Positive, designed to foster inclusive school cultures and reduce emotional burden for neurodivergent students. More information about the RE-STAR project and Place Positive can be found here: https://www.kcl.ac.uk/research/re-star [https://www.kcl.ac.uk/research/re-star] You can listen to the 8 other episodes in the RE-STAR series here: https://changingstatesofmind.com/re-star-project [https://changingstatesofmind.com/re-star-project] The episode in bullet points: * Overview of the RE-STAR Project and its focus on neurodivergent adolescents, particularly those with ADHD and autism. * Discussion of the increased risk of mental health issues, such as depression and anxiety, among neurodivergent youth. * Shift in research focus from intrinsic emotion dysregulation to environmental factors, particularly the school environment. * Introduction of the concept of "emotional burden" and its implications for understanding neurodivergent experiences. * Importance of interdisciplinary collaboration and community involvement in research. * Insights on the needs of neurodivergent students in educational settings, including the need for understanding and consistency from teachers. * Challenges faced by neurodivergent students in schools, including reliance on formal diagnoses for support. * Development of the Place Positive intervention aimed at creating inclusive school environments. * Discussion on the impact of language and terminology used in relation to ADHD and autism. * Long-term goals for the RE-STAR Project and its potential influence on UK schools.

How Do Habits Shape Students' Use of Effective Learning Strategies?

...with Ann-Kathrin Krause In this episode, Ann-Katrin Krause, a PhD student in educational psychology at the Leibniz Institute for Research and Information in Education in Frankfurt, discusses her research on the role of habits in students' learning strategy use, exploring why students often default to ineffective strategies like rereading despite knowing better alternatives exist. The conversation covers how environmental cues trigger habitual behaviours, the distinction between automaticity and effectiveness, and practical strategies like habit stacking and if-then planning. Ann-Katrin also highlights how teachers can foster effective study habits by embedding strategies into classroom routines. Ann-Kathrin Research can be found here: https://link.springer.com/article/10.1007/s10648-025-10087-3 [https://link.springer.com/article/10.1007/s10648-025-10087-3] Futher reading is available here: Gardner, B., & Rebar, A. L. (2019). Habit formation and behavior change. Oxford Research Encyclopedia of Psychology. Oxford University Press. https://doi.org/10.1093/acrefore/9780190236557.013.129 [https://doi.org/10.1093/acrefore/9780190236557.013.129] Gardner, B., Rebar, A. L., De Wit, S., & Lally, P. (2024). What is habit and how can it be used to change real-world behaviour? Narrowing the theory–reality gap. Social and Personality Psychology Compass, 18(6), 1–17. https://doi.org/10.1111/spc3.12975 [https://doi.org/10.1111/spc3.12975] Podcast bullet points: * Research on students' self-regulated learning skills * The role of habits in learning and strategy use * The gap between knowledge of effective strategies and actual behavior * Environmental cues and their influence on habit formation * The distinction between automaticity and effectiveness in study habits * The impact of motivation and self-discipline on study behaviors * The importance of teacher support in developing effective study habits * Strategies for habit formation, including "habit stacking" and implementation intentions * The role of rewards in reinforcing study habits * The need for self-awareness and reflection in changing study behaviours

How Can Positive Psychology Transform Wellbeing in Secondary Schools?

...with Hannah Brownhill To kick off the summer term, Hannah Brownhill, a positive psychology practitioner and former secondary teacher shares her insights into embedding wellbeing in to schools through positive psychology. Following her Churchill Fellowship research in Australia, Hannah shares how schools can move beyond "wellbeing as an add-on" to create a culture of genuine flourishing. This episode explores the PERMA framework, the power of character strengths, and the systemic shifts needed in UK education. Hannah also offers practical, classroom-ready strategies for teachers, alongside honest reflections on the systemic challenges facing UK schools and encouragement to start small, prioritising your own wellbeing first. Key Discussion Points * The Australian Model: Insights from schools successfully embedding positive education into their DNA. * The PERMA Framework: Breaking down the five pillars of wellbeing: Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment. * Strengths-Based Teaching: How shifting our language from deficits to strengths transforms classroom dynamics. * Staff First: Why teacher wellbeing is the essential foundation for student flourishing. Resources * The PERMA Framework: https://ppc.sas.upenn.edu/learn-more/perma-theory-well-being-and-perma-workshops [https://ppc.sas.upenn.edu/learn-more/perma-theory-well-being-and-perma-workshops] * Character Strengths Guide: https://www.viacharacter.org/character-strengths-and-virtues [https://www.viacharacter.org/character-strengths-and-virtues] * Churchill Fellowship Research: https://www.churchillfellowship.org/ideas-experts/fellows-directory/hannah-brownhill/ [https://www.churchillfellowship.org/ideas-experts/fellows-directory/hannah-brownhill/] * Hannah Brownhill Linkedin: https://www.linkedin.com/in/hannah-brownhill-53a78919a/ [https://www.linkedin.com/in/hannah-brownhill-53a78919a/] Bullet point summary: * Transition from secondary school teaching to positive psychology practice * Definition and principles of positive psychology * Application of positive psychology in education through positive education * Overview of the PERMA framework (Positive Emotion, Engagement, Relationships, Meaning, Accomplishment) * Importance of embedding wellbeing into the school culture rather than as an add-on * Challenges and strategies for implementing positive education in secondary schools * The concept of wellbeing literacy and its role in creating coherence among staff * Use of character strengths in the classroom and their impact on student interactions * Quick wins for teachers to incorporate positive education in their practice * Measuring the impact of positive education initiatives and the complexities involved in assessing wellbeing