Jul 10, 2026 · 58 min · 11 segments
Question time is back, and this week Adam and Amy tackle toilet passes, behaviour policies, lateness, micromanagement, exam feedback and more.
Adam BoxerHostAmy ForresterHost
so yeah we have some catching up to do and don't let that um what's worth dissuade you from sending your questions in please do send them because because we've booked off more time next year to make sure we can get through them and also we're going to try and do some like news stories and stuff but for the minute it is questions yeah exactly so question one dear amy and adam look at that
did it the right way around thank you for the thoughtful insights you share each week i really enjoy the show
man i have a question about micromanagement the level of detail required to achieve the high quality teaching you advocate can sometimes be perceived as micromanagement this is something i've personally been accused of by colleagues when i try to offer supportive guidance how do you respond to that criticism and is there a right way to approach training and development so that provides clarity and support without being labeled as micromanagement thanks anonymous
I'm going to start by saying that personally, I am prone to the odd bit of micromanagement, but not because I am a micromanager per se.
because, and it's probably the nature, because I'm not curriculum, right? I'm not trying to micromanage lessons.
I'm trying to micromanage a behavior system, right? And support and making sure that everything gets done.
And it's taken me a few years with the best staff that I've ever worked with to be able to step back and not be so micromanaging.
Like if you're sending an email, just put me in it because I want to know what's happening.
Like it's just my, like I have a compulsion to know that everything is happening as it should.
And the team that work around me know that and they do that for me so that I know everything is fine.
Even though if I didn't know, it probably still would be fine, right? It's more about me than it is about them.
I think when I have, because obviously we deal with behaviour incidents in a whole school, my worst case scenario is that we miss something and something doesn't get dealt with promptly.
And that's what causes probably my persuasion for micromanagement, because I'd just like to know that we've not dropped a bollock somewhere.
Also, that always happens in a serious instance, isn't it? That someone just didn't notice something.
Or like an email's been missed or we've missed a bit in a line in a statement that was actually really important.
So I think some of my style is micromanaging, but not because I need to micromanage the staff.
so yeah we have some catching up to do and don't let that um what's worth dissuade you from sending your questions in please do send them because because we've booked off more time next year to make sure we can get through them and also we're going to try and do some like news stories and stuff but for the minute it is questions yeah exactly so question one dear amy and adam look at that
did it the right way around thank you for the thoughtful insights you share each week i really enjoy the show
man i have a question about micromanagement the level of detail required to achieve the high quality teaching you advocate can sometimes be perceived as micromanagement this is something i've personally been accused of by colleagues when i try to offer supportive guidance how do you respond to that criticism and is there a right way to approach training and development so that provides clarity and support without being labeled as micromanagement thanks anonymous
I'm going to start by saying that personally, I am prone to the odd bit of micromanagement, but not because I am a micromanager per se.
because, and it's probably the nature, because I'm not curriculum, right? I'm not trying to micromanage lessons.
I'm trying to micromanage a behavior system, right? And support and making sure that everything gets done.
And it's taken me a few years with the best staff that I've ever worked with to be able to step back and not be so micromanaging.
Like if you're sending an email, just put me in it because I want to know what's happening.
Like it's just my, like I have a compulsion to know that everything is happening as it should.
And the team that work around me know that and they do that for me so that I know everything is fine.
Even though if I didn't know, it probably still would be fine, right? It's more about me than it is about them.
I think when I have, because obviously we deal with behaviour incidents in a whole school, my worst case scenario is that we miss something and something doesn't get dealt with promptly.
And that's what causes probably my persuasion for micromanagement, because I'd just like to know that we've not dropped a bollock somewhere.
Also, that always happens in a serious instance, isn't it? That someone just didn't notice something.
Or like an email's been missed or we've missed a bit in a line in a statement that was actually really important.
So I think some of my style is micromanaging, but not because I need to micromanage the staff.
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