{"version":"1.0.0","segments":[{"speaker":"Simon Currigan","startTime":97.03,"endTime":104.63,"body":"Are you working with a class that just won't stop talking and it's unproductive, off-task chatter that slows the pace of your lesson?"},{"speaker":"Simon Currigan","startTime":104.86999999999999,"endTime":111.35,"body":"So teaching feels like wading through treacle? I get it and it's frustrating. I feel your pain. I've been there."},{"speaker":"Simon Currigan","startTime":111.50999999999999,"endTime":114.57,"body":"My name's Simon Currigan and in over 18 years I've helped hundreds of schools improve SEMH and behaviour and today I'm going"},{"speaker":"Simon Currigan","startTime":117.99,"endTime":129.34,"body":"to give you my T3 for managing and directing the energy of exuberant classes so pupils stay engaged and lessons move forward without crushing your students' natural enthusiasm."},{"speaker":"Simon Currigan","startTime":133.89999999999998,"endTime":136.81,"body":"Hi there my name is Simon Curriganan and welcome to School Behaviour Secrets and I'm the kind of man who wonders where all"},{"speaker":"Simon Currigan","startTime":136.81,"endTime":137.64999999999998,"body":"the Sunday people go on a Tuesday."},{"speaker":"Simon Currigan","startTime":142.45999999999998,"endTime":145.66,"body":"I'm not even going to explain what that means if you know you know."},{"speaker":"Simon Currigan","startTime":146.14,"endTime":153.49,"body":"Now today we're tackling a really common classroom issue the talkative class the group where the talking just never ends."},{"speaker":"Simon Currigan","startTime":153.57,"endTime":157.41,"body":"You get them quiet and then the chatter creeps back in."},{"speaker":"Simon Currigan","startTime":157.64999999999998,"endTime":163.73,"body":"You pause to make a dramatic point, they pause and then the whispering returns before you've even turned round."},{"speaker":"Simon Currigan","startTime":163.97,"endTime":170.61,"body":"You tell them I'll just wait until you're ready and it's your time you're wasting and then 20 minutes later you realise it"},{"speaker":"Simon Currigan","startTime":170.69,"endTime":172.45,"body":"was your time being wasted after all."},{"speaker":"Simon Currigan","startTime":172.69,"endTime":180.37,"body":"It's exhausting, it's boring and the thing is if we don't manage talk well with these classes it can derail our lesson."},{"speaker":"Simon Currigan","startTime":180.61,"endTime":185.32,"body":"It pushes up everyone's stress and leaves everyone everyone feeling drained and annoyed."},{"speaker":"Simon Currigan","startTime":185.48,"endTime":192.6,"body":"But here's the key idea for today's podcast. The problem isn't the talk itself. The problem is unstructured talk."},{"speaker":"Simon Currigan","startTime":193.07999999999998,"endTime":202.12,"body":"And when we learn how to structure that talk, focus it in a positive direction, we stop fighting our class and start harnessing the energy that's already there."},{"speaker":"Simon Currigan","startTime":202.36,"endTime":205.88,"body":"So we're working with that energy rather than against it."},{"speaker":"Simon Currigan","startTime":206.04,"endTime":208.6,"body":"And that's what my T3 framework is all about."},{"speaker":"Simon Currigan","startTime":208.92,"endTime":216.43,"body":"Before we jump in, if you haven't already, remember to subscribe to the School Behaviour Secrets podcast in your app so you never miss another episode."},{"speaker":"Simon Currigan","startTime":216.67,"endTime":223.15,"body":"And while you're doing that, if you could leave a quick rating or review within your podcast app, that really helps us reach"},{"speaker":"Simon Currigan","startTime":223.23,"endTime":226.59,"body":"other teachers and school leaders who need this kind of support."},{"speaker":"Simon Currigan","startTime":227.23,"endTime":233.71,"body":"Okay, real talk, honesty time from your Uncle Simon who's been there and made all of the mistakes already."},{"speaker":"Simon Currigan","startTime":234.35,"endTime":241.79,"body":"When we hear that a class is talkative, there's often an underlying judgement that goes with that, that something about the"},{"speaker":"Simon Currigan","startTime":241.79,"endTime":249.14,"body":"class is wrong, that they're disrespectful or deliberately ignoring boundaries or being deliberately difficult for us."},{"speaker":"Simon Currigan","startTime":249.54,"endTime":255.94,"body":"In our heads it's easy to jump to saying that talkativeness that it represents kind of like an identity flaw."},{"speaker":"Simon Currigan","startTime":256.18,"endTime":261.46000000000004,"body":"And what's worse is we then paint every child in that same class with the same brush."},{"speaker":"Simon Currigan","startTime":261.62,"endTime":267.22,"body":"We say they all talk too much, no one's focused on their work and we start to stereotype them."},{"speaker":"Simon Currigan","startTime":267.38,"endTime":271.14,"body":"But in reality, talking is rarely about disrespect."},{"speaker":"Simon Currigan","startTime":271.62,"endTime":276.34000000000003,"body":"Talking is usually about need and most often it's not every child in the room."},{"speaker":"Simon Currigan","startTime":276.74,"endTime":279.53,"body":"So how we frame that talking, those behaviours we're seeing in class, in our minds, as the teacher is super important."},{"speaker":"Simon Currigan","startTime":284.40999999999997,"endTime":288.09000000000003,"body":"So here are some kind of examples and counter examples of the things we might think."},{"speaker":"Simon Currigan","startTime":288.57,"endTime":294.81,"body":"Some classes are talkative actually because the kids in them have strong relationships with each other."},{"speaker":"Simon Currigan","startTime":295.21000000000004,"endTime":304.49,"body":"Well, those strong relationships are a resource that we can use and direct. Some kids process information verbally. For them, talking is thinking."},{"speaker":"Simon Currigan","startTime":304.81,"endTime":309.45,"body":"And that is a learning style that we can use and direct, not just fight."},{"speaker":"Simon Currigan","startTime":309.98,"endTime":315.74,"body":"Some kids regulate their emotions through social talking and connection with others."},{"speaker":"Simon Currigan","startTime":316.06,"endTime":321.1,"body":"For them, that's a coping strategy and that's something we can work with and refine."},{"speaker":"Simon Currigan","startTime":321.26,"endTime":325.65999999999997,"body":"And actually, if we take that away from them, then we see more explosive emotions in the classroom."},{"speaker":"Simon Currigan","startTime":325.9,"endTime":330.78,"body":"Sometimes we've just set up a classroom environment where kids actually feel safe enough to speak."},{"speaker":"Simon Currigan","startTime":331.1,"endTime":335.98,"body":"So that's a partial success, but we need, of course, to course correct."},{"speaker":"Simon Currigan","startTime":336.33,"endTime":339.69,"body":"So the room is both safe but also a productive learning environment."},{"speaker":"Simon Currigan","startTime":340.16999999999996,"endTime":354.80999999999995,"body":"Or it might just be this bunch of children are super excited and really engaged and then that spills over into too much excitable chatter. Not enough work. Well, okay, well they're motivated. Let's work with that motivation."},{"speaker":"Simon Currigan","startTime":355.21000000000004,"endTime":363.21000000000004,"body":"So talking can actually indicate something positive in the group culture. Connection and safety and enthusiasm."},{"speaker":"Simon Currigan","startTime":363.37,"endTime":371.91999999999996,"body":"And we need to be careful as teachers not to squash that because when students when we're working against their energy, then"},{"speaker":"Simon Currigan","startTime":372.0,"endTime":378.15999999999997,"body":"learning actually gets harder, not easier, and our teaching actually gets harder and not easier."},{"speaker":"Simon Currigan","startTime":378.4,"endTime":385.03999999999996,"body":"So let's compare that mindset, which is kind of like a positive needs-led one, to the myth of the silent classroom."},{"speaker":"Simon Currigan","startTime":385.20000000000005,"endTime":393.76,"body":"And that myth is a silent classroom is a good classroom, a productive classroom where lots of work is getting done."},{"speaker":"Simon Currigan","startTime":394.08000000000004,"endTime":403.27,"body":"But I can tell you, after observing hundreds and hundreds and hundreds of lessons in hundreds of classrooms, sometimes that silence just actually reflects disengagement."},{"speaker":"Simon Currigan","startTime":403.51,"endTime":408.23,"body":"As in the student is saying to themselves, I'm not interested or engaged in this work."},{"speaker":"Simon Currigan","startTime":408.47,"endTime":415.42999999999995,"body":"I'm just showing up to this lesson and I'm going to do the minimum possible work while keeping my head down and hoping that no one notices."},{"speaker":"Simon Currigan","startTime":415.75,"endTime":420.15,"body":"I've seen it represent confusion with the work, but the child's afraid to ask for help."},{"speaker":"Simon Currigan","startTime":420.39,"endTime":423.18999999999994,"body":"So they just kind of sit there pretending to work."},{"speaker":"Simon Currigan","startTime":423.66999999999996,"endTime":427.33000000000004,"body":"Some kids might be silent because they're masking an anxiety or learning difficulty or they're overloaded and they're just kind of shutting down."},{"speaker":"Simon Currigan","startTime":431.83000000000004,"endTime":436.09000000000003,"body":"If pupils are quiet because they're anxious or overwhelmed or disengaged or lost, that silence isn't productive. It's counterproductive. And let's face facts, right-"},{"speaker":"Simon Currigan","startTime":442.78999999999996,"endTime":446.05999999999995,"body":"as an adult in the real world, where are you expected in the workplace to work in total silence? Prisons and libraries. And that's it."},{"speaker":"Simon Currigan","startTime":452.07000000000005,"endTime":454.40999999999997,"body":"Most adults work together on projects in teams and they can still learn skills as they do that."},{"speaker":"Simon Currigan","startTime":454.40999999999997,"endTime":456.21000000000004,"body":"Adult talk represents processing, collaboration, learning in motion."},{"speaker":"Simon Currigan","startTime":463.53999999999996,"endTime":470.17999999999995,"body":"We expect to see that and we don't judge it. And kids are humans too. So the aim isn't always silence."},{"speaker":"Simon Currigan","startTime":470.5,"endTime":476.26,"body":"The aim is productive sound, noise with purpose, not noise without direction."},{"speaker":"Simon Currigan","startTime":476.5,"endTime":479.05999999999995,"body":"Now, I'm not saying there's never a time to work in silence."},{"speaker":"Simon Currigan","startTime":479.38,"endTime":484.82000000000005,"body":"Spelling tests, exams, sometimes you do need quiet, focused individual work."},{"speaker":"Simon Currigan","startTime":485.14,"endTime":489.62,"body":"And you're probably thinking as you're listening to this, are there exceptions to that rule right now as well?"},{"speaker":"Simon Currigan","startTime":490.02,"endTime":494.33000000000004,"body":"Silence does have its place when we're intentional with it."},{"speaker":"Simon Currigan","startTime":494.49,"endTime":502.33000000000004,"body":"But if we're using silence as the default for a class whose needs don't match that then we're setting both them and ourselves"},{"speaker":"Simon Currigan","startTime":502.40999999999997,"endTime":505.77,"body":"up for a daily battle which no one wins."},{"speaker":"Simon Currigan","startTime":505.92999999999995,"endTime":517.45,"body":"And we have to ask then why are we as the adult day after day trying to push this square shaped class through this silent circle shaped hole? No one wins."},{"speaker":"Simon Currigan","startTime":517.6899999999999,"endTime":520.41,"body":"But obviously there are pros and cons to chatty classes."},{"speaker":"Simon Currigan","startTime":520.65,"endTime":524.25,"body":"The strengths are strong peer connections, a willingness to contribute verbally, sometimes overly willing, but I'll leave that there for a moment."},{"speaker":"Simon Currigan","startTime":528.4,"endTime":532.56,"body":"And they're obviously motivated to interact and engage in social learning."},{"speaker":"Simon Currigan","startTime":532.8,"endTime":535.12,"body":"Those are all assets, but there are challenges too."},{"speaker":"Simon Currigan","startTime":535.2,"endTime":539.76,"body":"And I'm not viewing these classes through rose tinted glasses. You've got to be realistic."},{"speaker":"Simon Currigan","startTime":539.84,"endTime":542.48,"body":"Too much chat robs your lesson of pace."},{"speaker":"Simon Currigan","startTime":542.64,"endTime":547.12,"body":"You end up repeating instructions and information over and over and over."},{"speaker":"Simon Currigan","startTime":547.52,"endTime":551.68,"body":"You might feel like the control of the room is slipping away from you."},{"speaker":"Simon Currigan","startTime":551.92,"endTime":557.91,"body":"And for some kids with sensory needs or language processing needs, you might see them becoming overwhelmed or stressed."},{"speaker":"Simon Currigan","startTime":558.07,"endTime":563.11,"body":"So what we need is not necessarily less talk, it's more structured talk."},{"speaker":"Simon Currigan","startTime":563.43,"endTime":567.56,"body":"And here's the thing to think about for these classes, and by that, I don't mean all classes."},{"speaker":"Simon Currigan","startTime":568.71,"endTime":574.55,"body":"For these classes, talking helps these pupils regulate, to connect, to think and feel safe."},{"speaker":"Simon Currigan","startTime":574.79,"endTime":583.23,"body":"When we remove that, it's a bit like turning off the oxygen in the room for them. It feels wrong. It feels stifling. And they start to push back."},{"speaker":"Simon Currigan","startTime":583.55,"endTime":589.15,"body":"They start quietly talking secretly, covertly whispering like no one can hear it."},{"speaker":"Simon Currigan","startTime":589.39,"endTime":597.31,"body":"And then each time you bring them back to silence, what you find is after a short while, the noise level in the room starts to bounce back up again anyway."},{"speaker":"Simon Currigan","startTime":597.63,"endTime":606.6700000000001,"body":"So the truth is battling the talkative nature of these classes ends up fueling frustration and it still results in more chatter anyway, Groundhog Day."},{"speaker":"Simon Currigan","startTime":606.83,"endTime":614.8000000000001,"body":"So instead of trying to stop talk, what we need to do is think about designing our lessons to implement talk on purpose in"},{"speaker":"Simon Currigan","startTime":614.88,"endTime":621.6800000000001,"body":"a planned way, predictably and in a way that's signposted so that the kids know that those talk times are coming."},{"speaker":"Simon Currigan","startTime":621.76,"endTime":623.84,"body":"And that's where my T3 method comes in."},{"speaker":"Simon Currigan","startTime":624.0,"endTime":626.32,"body":"And no, it's nothing to do with a gadget magazine."},{"speaker":"Simon Currigan","startTime":626.5600000000001,"endTime":627.76,"body":"In this context, T3 stands for Task, Talk, Task."},{"speaker":"Simon Currigan","startTime":631.0400000000001,"endTime":635.44,"body":"It's a simple cycle that gives pupils a period of focused, quiet work."},{"speaker":"Simon Currigan","startTime":635.9200000000001,"endTime":642.5,"body":"Then they get a planned kind of outlet for their interaction for feedback and for verbal processing and that social connection."},{"speaker":"Simon Currigan","startTime":642.74,"endTime":645.08,"body":"And then a return to independent focused quieter work. This matches how attention naturally works."},{"speaker":"Simon Currigan","startTime":649.22,"endTime":650.1800000000001,"body":"So think of it like this, right?"},{"speaker":"Simon Currigan","startTime":650.5,"endTime":654.74,"body":"That quiet focused work builds up pressure in the classroom."},{"speaker":"Simon Currigan","startTime":654.9,"endTime":656.34,"body":"You can feel it with these classes."},{"speaker":"Simon Currigan","startTime":656.4200000000001,"endTime":662.98,"body":"So then we give them a short directed period of talk that releases that pressure a bit like a safety valve."},{"speaker":"Simon Currigan","startTime":663.0600000000001,"endTime":666.97,"body":"And that structured talk - not you've worked hard for 10 minutes, let's just have a chat for a moment."},{"speaker":"Simon Currigan","startTime":667.7,"endTime":676.41,"body":"So the class get the time to talk that they need to get that talk out of their system before we then refocus them back to another task."},{"speaker":"Simon Currigan","startTime":676.73,"endTime":685.2900000000001,"body":"For these classes, keeping them focused for long periods without those release times, it ends up with them just not sustaining their focus in the real world."},{"speaker":"Simon Currigan","startTime":685.61,"endTime":689.69,"body":"Their focus just collapses and then you're going to get off task talk anyway."},{"speaker":"Simon Currigan","startTime":690.01,"endTime":693.61,"body":"So instead of fighting it, what we do is we schedule that talk."},{"speaker":"Simon Currigan","startTime":694.09,"endTime":701.52,"body":"When pupils know that the opportunity to discuss their work is coming, they can then regulate their need for social interaction."},{"speaker":"Simon Currigan","startTime":701.84,"endTime":708.5600000000001,"body":"They know that they're not going to have to hold in that need to chat forever and they can see the finish line. And that's powerful."},{"speaker":"Simon Currigan","startTime":708.8000000000001,"endTime":712.48,"body":"So here's a step by step on how to implement my T3 approach."},{"speaker":"Simon Currigan","startTime":712.88,"endTime":716.24,"body":"Firstly, we've got to actively teach talk routines to the kids."},{"speaker":"Simon Currigan","startTime":716.5600000000001,"endTime":722.88,"body":"Do not assume that your students know what productive talk looks like, whatever their age, primary or secondary."},{"speaker":"Simon Currigan","startTime":723.0400000000001,"endTime":728.12,"body":"We need to actively teach what a reasonable volume level sounds like for this class."},{"speaker":"Simon Currigan","startTime":728.44,"endTime":734.12,"body":"So you might want to use like a one to four scale or a noisometer with an arrow on it that you move up and down on a display."},{"speaker":"Simon Currigan","startTime":734.36,"endTime":744.2,"body":"We need to teach them how to listen to others, how to take turns speaking, how to hold the floor and then hand back the floor to someone else. So talk is fair."},{"speaker":"Simon Currigan","startTime":744.44,"endTime":749.64,"body":"We need to make it clear what these actions actually look and sound like."},{"speaker":"Simon Currigan","startTime":750.2,"endTime":753.8000000000001,"body":"We need to tell them the exact words and actions people say and do."},{"speaker":"Simon Currigan","startTime":754.0400000000001,"endTime":762.4300000000001,"body":"And then you also want to cover your classroom routines for ending talk clearly when do the adult signal that talk time is"},{"speaker":"Simon Currigan","startTime":762.4300000000001,"endTime":767.47,"body":"over and we're going to come back together as a group and we're going to settle to a focused task."},{"speaker":"Simon Currigan","startTime":767.71,"endTime":777.3100000000001,"body":"And when I say teach it, don't just talk about it, model it, practise it, rehearse it, reinforce it, coach it, then reinforce it again."},{"speaker":"Simon Currigan","startTime":777.71,"endTime":784.11,"body":"And then when we're developing those skills and the children are making progress with them, we need to expect it."},{"speaker":"Simon Currigan","startTime":784.35,"endTime":786.27,"body":"We need to expect them to follow those routines."},{"speaker":"Simon Currigan","startTime":786.74,"endTime":796.58,"body":"So remind them of the expectations at the start of every single lesson. Don't assume they've remembered anything. Explain the expectations, then reinforce them."},{"speaker":"Simon Currigan","startTime":796.82,"endTime":799.5400000000001,"body":"Then you chunk your lesson into T3 rounds."},{"speaker":"Simon Currigan","startTime":799.7,"endTime":803.14,"body":"They get task time, they get talk time, they get task time."},{"speaker":"Simon Currigan","startTime":803.62,"endTime":812.02,"body":"So a T3 cycle might look like five to eight minutes working on an independent task quietly, three minutes of a mini plenary,"},{"speaker":"Simon Currigan","startTime":812.32,"endTime":816.64,"body":"where the students share their work or you ask them questions or they do some talk pair work."},{"speaker":"Simon Currigan","startTime":817.12,"endTime":825.6,"body":"This is focused directed time and from your end it should have a clear objective and support your lesson structure and your lesson objectives."},{"speaker":"Simon Currigan","startTime":825.84,"endTime":828.72,"body":"Yes, those three or four minutes are more relaxed."},{"speaker":"Simon Currigan","startTime":828.96,"endTime":833.2,"body":"Yes, it's a release valve, but that time should still be purposeful and structured."},{"speaker":"Simon Currigan","startTime":833.36,"endTime":836.5600000000001,"body":"Then it's back to the task for more focused time."},{"speaker":"Simon Currigan","startTime":837.0400000000001,"endTime":842.64,"body":"This rhythm helps prevent overload and actually regulates the people's need for social interaction."},{"speaker":"Simon Currigan","startTime":842.8000000000001,"endTime":848.63,"body":"A couple of other things to bear in mind using the T3 method, you need to use predictable signals for bringing the kids together."},{"speaker":"Simon Currigan","startTime":848.95,"endTime":851.35,"body":"So some schools use a hands up signal."},{"speaker":"Simon Currigan","startTime":851.51,"endTime":857.75,"body":"Some use signals like a call and response or musical instruments to say, bring your attention back to the centre of the room for whole class time."},{"speaker":"Simon Currigan","startTime":857.99,"endTime":863.6700000000001,"body":"All that matters is what works with the children in your school and your class."},{"speaker":"Simon Currigan","startTime":864.23,"endTime":867.83,"body":"I've never met your kids, so I'm not going to tell you what that signal should be."},{"speaker":"Simon Currigan","startTime":868.15,"endTime":873.0400000000001,"body":"You are the expert in the students that you teach. Do what works."},{"speaker":"Simon Currigan","startTime":873.28,"endTime":875.52,"body":"Next, be strategic with your seating plan."},{"speaker":"Simon Currigan","startTime":876.0,"endTime":882.72,"body":"Your job is to prevent chain reactions of off-task chatter, not separate kids like rival mafia families."},{"speaker":"Simon Currigan","startTime":882.8000000000001,"endTime":885.0400000000001,"body":"Montague's on this side of the room, Capulet's over there."},{"speaker":"Simon Currigan","startTime":885.36,"endTime":890.4,"body":"So just to be clear, right, we're not exiling anyone. We're managing pupil energy."},{"speaker":"Simon Currigan","startTime":890.5600000000001,"endTime":894.32,"body":"We're putting pupils together where their energy is going to be managed."},{"speaker":"Simon Currigan","startTime":894.48,"endTime":902.08,"body":"So pair talkative students or ones who need to, you know, talk through ideas and concepts along with calmer, lower energy peers."},{"speaker":"Simon Currigan","startTime":902.24,"endTime":910.3100000000001,"body":"This keeps the energy in the conversation lower, more productive instead of like two talkative students whipping each other up into a frenzy."},{"speaker":"Simon Currigan","startTime":910.47,"endTime":917.4300000000001,"body":"And for kids who get overwhelmed and struggle with talk time, offer them a quiet area, not as a punishment, but as a way to"},{"speaker":"Simon Currigan","startTime":917.99,"endTime":922.5500000000001,"body":"refresh and reset in a supportive way, an area where they can regulate."},{"speaker":"Simon Currigan","startTime":922.71,"endTime":926.15,"body":"And finally, obviously consider your students with SEND needs."},{"speaker":"Simon Currigan","startTime":926.39,"endTime":933.27,"body":"When I think about the pain framework we discussed in previous episodes, so pain stands for the primary areas of internal need."},{"speaker":"Simon Currigan","startTime":933.59,"endTime":936.07,"body":"We're talking here mostly about physical needs."},{"speaker":"Simon Currigan","startTime":936.23,"endTime":942.63,"body":"So that's the sensory element of talk, but also the social and pro-social needs depending on the task."},{"speaker":"Simon Currigan","startTime":942.7900000000001,"endTime":951.75,"body":"If you want a summary of that or an explanation of how the pain framework works, head back to episode 246, where I introduced the pain framework in detail."},{"speaker":"Simon Currigan","startTime":951.91,"endTime":959.59,"body":"It's a super useful, super simple way of understanding your pupils SEMH needs and putting in place adaptations for them."},{"speaker":"Simon Currigan","startTime":959.83,"endTime":964.0600000000001,"body":"So in terms of steps forward with your class, here's your your way forward."},{"speaker":"Simon Currigan","startTime":964.5400000000001,"endTime":972.7,"body":"Step one, think about why additional talk is happening in your classroom. What's actually driving it? Two, think about your lesson."},{"speaker":"Simon Currigan","startTime":972.86,"endTime":978.38,"body":"Is the format of the task that you're giving them actually responding to their needs as a group?"},{"speaker":"Simon Currigan","startTime":978.86,"endTime":984.5400000000001,"body":"Is there a need for silence in this task or could the learning continue in a slightly more social way?"},{"speaker":"Simon Currigan","startTime":984.94,"endTime":989.23,"body":"Three, start implementing the T3 method to respond to their need for regulating their social interactions but in a way that's focused and is productive. Task, Talk, Task."},{"speaker":"Simon Currigan","startTime":995.52,"endTime":1000.08,"body":"The problem isn't talking, the problem is unstructured off-task talking."},{"speaker":"Simon Currigan","startTime":1000.4,"endTime":1008.08,"body":"When you plan the talk using the T3 method you make learning smoother, calmer and more engaging for everyone and the talking"},{"speaker":"Simon Currigan","startTime":1008.16,"endTime":1017.84,"body":"stops being the problem and starts being something to exploit to create greater engagement in learning and actually improves learning outcomes in your classroom."},{"speaker":"Simon Currigan","startTime":1018.0,"endTime":1019.44,"body":"And that's what I've got for you today."},{"speaker":"Simon Currigan","startTime":1019.6,"endTime":1025.11,"body":"If today's episode is helping you think differently about behaviour or your pupils SEMH needs, then you are going to want"},{"speaker":"Simon Currigan","startTime":1025.19,"endTime":1027.99,"body":"to download our free SEND behaviour handbook."},{"speaker":"Simon Currigan","startTime":1028.1499999999999,"endTime":1034.31,"body":"It helps you link classroom behaviours to possible underlying needs and gives you practical strategies you can use in your"},{"speaker":"Simon Currigan","startTime":1034.6299999999999,"endTime":1038.71,"body":"classroom to support children with those needs today. Just go to beaconschoolsupport.co.uk/SEND-handbook. That's beaconschoolsupport.co.uk/SEND-handbook"},{"speaker":"Simon Currigan","startTime":1048.37,"endTime":1053.6499999999999,"body":"to get your copy or click on the link in the episode description in your podcast app."},{"speaker":"Simon Currigan","startTime":1053.97,"endTime":1057.1499999999999,"body":"And obviously if you found this podcast useful, don't forget to share School Behaviour Secrets with two friends or colleagues"},{"speaker":"Simon Currigan","startTime":1061.17,"endTime":1071.6499999999999,"body":"who'd find it useful or even with all your staff in school so you can start to develop a standardised whole school way of supporting chatty classes where you work."},{"speaker":"Simon Currigan","startTime":1072.05,"endTime":1078.3799999999999,"body":"And finally, make sure that you hit that subscribe button or the follow button in your podcast app so you never miss another episode."},{"speaker":"Simon Currigan","startTime":1078.54,"endTime":1083.25,"body":"Thanks for listening and I hope you picked up some useful strategies for managing chatty classes and maybe change the way you think about teaching those classes. My name's Simon Currigan."},{"speaker":"Simon Currigan","startTime":1089.1,"endTime":1094.62,"body":"It's a Wednesday as I record this so I'm off out to find out where all those Sunday people have gone. You know what I mean?"},{"speaker":"Simon Currigan","startTime":1094.86,"endTime":1101.02,"body":"Have a brilliant week and I can't wait to see you on the next episode of School Behaviour Secrets."}]}