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On Wednesday night I found myself in the local emergency department. My son had jumped off a slide and the call I received from his after school care made it clear that it wasn’t one of those “walk it off” injuries. He was in real pain, and he needed medical care straight away. At the hospital, the triage nurse greeted us warmly, reassured my son, and got straight to work. She asked a series of questions that were clearly part of a structured script. It was calm, efficient, and comforting. That script didn’t make her robotic; it made her effective. She still smiled, cracked a joke or two, and treated us like people, not a checklist. This experience reminded me just how valuable good systems can be: especially when things are complex, high-stakes, and time-pressured. It’s the same with teaching. Lately, there’s been some debate about so-called “teacher-proof” maths lessons. A recent blog post claimed that these lessons won’t work, and that teachers should be creating everything from scratch so they can better respond to students’ needs. But that’s a false dichotomy. Let’s be clear: using a script or pre-designed lesson doesn’t mean teaching without thought or care. It means having a well-researched, carefully constructed recipe to follow: one that saves us from having to reinvent the wheel every day. And like any good recipe, we adjust the ingredients. You don’t force-feed egg to someone with an allergy. Similarly, you don’t deliver a lesson exactly as written when it’s not quite right for the learners in front of you. Many of these lessons have been created by highly experienced teachers; colleagues who have spent hours refining them so others don’t have to start from scratch. In fact, I’ve helped put some of them together myself. Are they perfect? Of course not. But they are strong, structured, and well-sequenced. I had the time to really fine-tune these lessons, bringing them to a higher standard than I normally could. Carefully pre-designed lessons give teachers a solid base to build from, not a cage to be trapped in. The criticism that scripted lessons remove professional judgement misunderstands how most of us actually use these resources. No one’s handing over their classroom autonomy. We’re using these tools to free up time and cognitive space so we can focus on the things that matter most: our students’ learning, questions, and needs. Take daily reviews, for example. The suggestion that every teacher should be crafting their own daily review slides, every single day, sounds great in theory, but it doesn’t align with the real demands of the classroom. It takes hours. And that time has to come from somewhere; usually planning, marking, sleep, or time with family. We need high-quality teaching resources not because we’re lazy or disengaged, but because we’re smart and committed. When we can rely on good materials, we have more capacity to focus on formative assessment, to provide feedback, to build relationships, and to actually teach. Teaching is too important to be left to chance. A good script won’t make you a great teacher; but it’ll help you become one faster, with fewer barriers in your way. Just like that triage nurse, we can follow the plan and connect with the humans in front of us. Let’s stop pretending it has to be one or the other. 
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Recent findings from the Grattan Institute’s The Maths Guarantee report have once again brought attention to a challenge many of us see every day: too many students are slipping through the cracks in maths. The good news? The report doesn’t just highlight the problem: it offers a clear, research-backed way forward through structured teaching, targeted support, and professional growth. As teachers and leaders, we care deeply; but we’re also busy. That’s why I’ve curated a practical set of resources aligned to the report’s key recommendations. Think of it as a toolkit to help move from ideas to action, so we can make a real difference, without reinventing the wheel. Books to build understanding
Screener for early identification
Curriculum
Recorded webinars
The Grattan report isn’t just another document to add to the pile. It’s a practical blueprint backed by decades of research. But its real power lies in what we do next. Let’s use the tools at our fingertips to ensure every student builds the strong mathematical foundation they deserve.  There’s a pattern we see far too often. A new report is released. Headlines follow:
If you’ve ever felt that sting, you’re not alone. Many teachers feel it; and rightly so. We care deeply about what we do. So when someone says the system isn’t working, it’s hard not to take that personally. But here’s a gentle reminder: Criticism of the system isn’t the same as criticism of teachers. In fact, the two are often worlds apart. Teachers Are Doing the Work; But the System Isn’t When people raise concerns about student outcomes or what’s happening in schools, they’re often responding to what the research is telling us: that many children are not being set up to succeed, especially in reading and maths. That doesn’t mean teachers aren’t trying. It doesn’t mean you’re not doing your absolute best. It means we’ve been working in a system that hasn’t always given teachers what they need:
Why It Feels Personal Teaching is human work. We invest more than just time and energy: we put in heart. That’s why criticism hits hard. We see our own names between the lines of those headlines, even when they’re not there. But we can’t afford to confuse critique of a structure with an attack on the people inside it. It’s like blaming the firefighter for the faulty smoke alarm. You’re in the building, doing your job, but the warning system should’ve been working long before you got there. What If We Reframed It? Instead of hearing, “teachers are failing,” what if we heard this: “Our system has failed to equip teachers with the clarity, consistency, and tools they need; and we can do better.” Because that’s the truth. You’re already doing more than enough. But the system? It hasn’t caught up with what we know works. And naming that isn’t about blaming teachers. It’s about backing them. So What Now? Here’s what we can do as educators, leaders, and learners:
and maybe that’s okay. Because with the right mindset, critique isn’t a threat. It’s an opportunity. A sign that people care. That they want better: for students, and for you. So the next time the headlines come rolling in, remind yourself: They’re not talking about you. They’re talking about what you deserve. A system that works with you, not against you. Let’s build that system. Together.  Photo by Luis Cortés on Unsplash In every classroom, there’s a balancing act between giving all students a voice and maintaining the flow of a lesson. One powerful strategy for ensuring widespread engagement is cold calling, where the teacher selects students to respond without relying on volunteers. But despite its effectiveness, the term can feel, well, cold. That’s why it’s crucial to explore how cold calling can be used with warmth, intention, and careful attention to student needs. What is Cold Calling? Cold calling is a technique where teachers select students to answer questions or contribute to discussions without asking for volunteers. That’s right: it removes the need for students to raise their hands. This breaks the pattern of relying on the same few students and makes participation a shared responsibility. The key purpose? To keep all students thinking, listening, and ready to contribute because any one of them might be called on. But if not used thoughtfully, cold calling can cause anxiety or disengagement. That’s why implementation matters just as much as the idea itself. Cold Calling with Warmth Here’s how to take the “cold” out of cold calling: 1. Teach first One of the most effective ways to take the “cold” out of cold calling is to teach first. When we ensure that students have had clear instruction, time to process, and maybe even a chance to rehearse their thinking with a partner, cold calling no longer feels like being put on the spot; it feels like being invited to contribute. We’re not asking students to guess or take a wild stab in the dark; we’re asking them to share something they’ve already started building understanding around. When we teach first, cold calling becomes a natural extension of learning, not a pop quiz in disguise. 2. Normalise Participation From the first week of school, I let students know that I’ll be inviting and expecting everyone to contribute: not to catch them out, but because I care about them and their thinking matters. I am always careful to emphasise that making mistakes is a part of learning. When a student says, “But I didn’t have my hand up!” I gently respond, “That’s okay, I still care about what you think.” It’s a small moment, but a powerful reminder that their voice matters, even when they weren’t expecting to share. 3. Use Warm Language and Tone Cold calling is not about catching students off guard or making them feel exposed—it’s about showing that their thinking matters. I avoid abrupt or evaluative language and instead frame my questions with curiosity and encouragement: “I’d love to hear your take on this, Bec.” “Hmm, Jackson, what do you reckon?” “Let’s go to Tahlia—how are you thinking about this one?” The tone we use communicates intent. When we ask with warmth and genuine interest, students are more likely to feel safe, valued, and willing to take risks. The way we ask matters just as much as who we ask. Seem Random, Be Intentional It’s tempting to make cold calling appear random by using popsicle sticks, name wheels, or digital randomisers. This can be useful early on, but the most effective teachers use strategic selection disguised as spontaneity. Why? Because not all questions are created equal.
Intentional cold calling means using our knowledge of our students to select in ways that support learning, inclusion, and confidence. Keep Everyone Thinking The real power of cold calling is that it raises the thinking stakes for everyone. Our students can’t check out because they might be asked to contribute at any time. To maximise this, I:
Final Thoughts: Warm Routines Build Brave Learners Cold calling is not about putting kids on the spot. It’s about building a culture where everyone’s thinking is valued, where participation is the norm, and where learning is a team effort. When used with warmth, care, and intention, cold calling becomes a practice of inclusion, not pressure. My #1 Tip for Teachers: Start by cold calling during low-stakes questions and combine it with routines like whiteboards or think-pair-shares. Over time, it’ll feel natural, expected, and safe. Want to explore more ways to check for understanding or build equitable participation? Reach out! I love helping teachers build classrooms where everyone’s voice is part of the learning.  Image created with AI |
I'm JamesI have been teaching for over a decade in Australia. I have worked as a classroom teacher, lead teacher, learning specialist, and principal. Archives
April 2025
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