Don't add any frustration/anger in the way you give consequences or detentions, instead, make it very matter of fact with the minimal no of words. This way the students see it as a consequence to their actions like night follows day, instead of a punishment from you which can become a personal thing and damage your relationship with them.

Also, remember that C4's are not for the final offence (otherwise we tend to be more lenient of C3 students and therefore less consistent) but instead a C4 is for disrupting others' learning 4 times in one lesson. This way we hand out consequences more consistently, and students will understand your expectations more clearly.

Only take home the number of books you will realistically mark that evening/weekend. A full set of books can seem impossible and put you off doing any at all, taking 10 and finishing them gives you a sense of achievement, and ensures you stay on top.

When a lesson hasn't gone as you had hoped really force yourself to sit down and reflect on why- maybe even write down some ideas as you are reflecting and a resolution of how to improve or change things.

Write a weekly list of what you want to achieve this week and then assign it to each day. This means that you get the pleasure of ticking jobs of the list and working out where you have time to get things done. Don't forget to put social activities on your list as well so that you can plan tasks around things you enjoy doing.

Think about what bugs you and seek to change it.

Try to make things slick and smooth.

Look for small increases in efficiency continually, eg colour coded folders

Have students hand books in open at the page that will be marked.

80 per cent of your benefits come from 20 of your efforts.

You haven't time to be a perfectionist.

Sometimes the best thing that you can for the students is to give yourself a night off.

You aren't alone. Grow and cultivate your 'networks' - we all need them.

Get a headstart on the day and try and get in around an hour early. It makes a big difference!

Like the magpie, you need to take what is shiniest.

Whilst making your own resources from scratch can be a brilliant way to engage with and better your understanding of your topic, the wheel does not need to be reinvented. Improve what is best and make it your own.

Plan your time and most importantly give yourself a break. Decide whether you are going to work up to a certain time and then make sure you don't go beyond this. Plan time for you at the weekend, DO NOT work all weekend as well as all week, you will burnout and then be less productive.

Share resources and planning as much as possible :-)

As soon as you know what assessments/tests are due for the half term, plan your lessons around them. You want to make sure you don't have a lot of marking all at the same time/in the same week, so stagger when classes will complete their assessments/tests and map out a marking rota for each set to correspond with the deadline set by HOD. Obviously, make sure you take into consideration enough teaching time is factored in so students can complete the assessment/test to the best of their ability too.

As you are marking the assessments/tests, make a note of any common SPAG errors (regardless of subject) that could be used as a starter activity and any common misconceptions that can be addressed with the class in the SRT lesson. Also make a note of the best examples (and student names) so you can show these under a visualiser/print copies of for the SRT lesson - this should act as a support/scaffold for LA students on how to complete their SRT to a high standard before they attempt it.

Make use of learning Support for any help needed with students with SEN.

Don't put off till tomorrow, what you can get done today. Procrastination is the thief of time!