New Teacher Talk

New Teacher Talk welcomes back Dion Copeland, National Board-Certified Teacher and Assistant Principal, for a conversation that reframes what it means to teach in a Title I school. Dr. Beth Wilkins and Dr. Anna Quinzio-Zafran set the stage around a deliberate choice: leading with an asset-based view of students and communities rather than a deficit narrative. Dion starts by clarifying what Title I actually is, a federal funding designation tied to economic need, not a measure of student ability. From there he calls for a mindset shift, away from language like broken and at-risk and toward activating the potential already in the room. He lays out the professional profile that helps new teachers thrive: equity-driven practice, data literacy, adaptability, cultural competence, and instructional skill. At the center is his dual engine of student achievement, the idea that instructional rigor and relational trust have to run together. As he puts it, you cannot love students into poverty, but you can hold high expectations while supporting them through every mistake along the way. Dion also reframes data as a flashlight, not a hammer, something that reveals who is being served and who is being missed, and he offers the PDSA cycle as a practical rhythm for reflection across the year. He closes by connecting Title I teaching to long-term career growth, drawing clear lines between classroom skills and organizational leadership. What you will take away: Why Title I signals economic need and resource allocation, not ability The five competencies that make up a complete professional profile How instructional rigor and relational trust work as one system Using data as a flashlight to surface equity gaps, with the PDSA cycle as your guide How the skills you build in Title I classrooms translate into leadership Three questions Dion leaves you with: Which transferable skill are you developing fastest? How does your current data use support equity? And where is your biggest opportunity to shift from a deficit to an asset-based mindset? Connect with Dion on LinkedIn, and follow New Teacher Talk on Apple Podcasts, Spotify, Instagram, and Bluesky. #NewTeacherTalk #TitleI #AssetBasedTeaching #EquityInEducation #NationalBoardCertified #DataDrivenInstruction #TeacherLeadership #NewTeacherSupport #InstructionalRigor #RelationalTrust

New Teacher Talk welcomes Abigail Jarrett, an educator who specializes in managing extreme student behavior, for a candid conversation about what to do when a situation escalates past anything your training prepared you for. Dr. Beth Wilkins opens by naming something every new teacher needs to hear: when behavior reaches this level, it is usually not a reflection of your skill or your effort. Abigail describes the scenarios that can feel like a new teacher's worst nightmare, a student throwing chairs, screaming, hitting classmates, or bolting from the room, and reframes them as communication. Behavior like this usually signals a student who is overwhelmed, dysregulated, or out of coping skills in the moment. Understanding that matters, but as Abigail is clear to say, safety always comes first. Drawing on a firsthand account from her own first-grade classroom, she offers five concrete strategies you can hold onto when things escalate, along with the prevention and repair work that happens before and after the hard moments. What you will take away: Why extreme behavior is communication, and why safety still comes first How to stay calm and steady even when you are not feeling calm The difference between misbehavior and crisis behavior, and how to tell quickly Why relationships built before a crisis are your strongest prevention How to debrief afterward in a way that builds skills instead of shame Resources mentioned: The Explosive Child by Ross Greene, the Collaborative and Proactive Solutions model, and the behavior specialists, counselors, and special education teams already in your building. If this episode gave you something to hold onto, or there is a topic you want us to cover next, leave us a review. We read every one, and your feedback shapes future episodes. #NewTeacherTalk #ClassroomManagement #BehaviorSupport #CrisisResponse #NewTeacherSupport #StudentBehavior #TraumaInformedTeaching #CollaborativeProactiveSolutions #TeacherWellbeing #K12Education

New Teacher Talk kicks off a special Science of Learning series with Dr. Ken King of Aurora University. In this first episode, Dr. King makes a case that may feel counterintuitive: the practice that feels easiest is often the practice that teaches the least. The focus is interleaved practice, the strategy of mixing different problem types and topics together rather than drilling them one block at a time. Dr. King explains why blocked practice, like twenty fraction problems in a row or fifty free throws before layups, creates quick, visible improvement that can fool us. It looks like learning, but it often fades. Interleaving feels harder, students make more mistakes, and they frequently believe they are learning less, yet it produces stronger retention and deeper understanding over time. Along the way, Dr. King unpacks the research behind why it works: how interleaving reduces discrimination errors by forcing students to compare similar concepts, how it builds storage strength by pulling information from long-term memory, and why these "desirable difficulties" lead to deeper processing. He closes with practical ways to bring it into your classroom at any grade level. What you will take away: Why strong performance during practice does not equal lasting learning The difference between blocked and interleaved practice, and when each has its place How mixing problem types forces students to decide what they are looking at before deciding how to respond Grade-level examples for elementary math, middle school science, and high school English A book recommendation to go deeper, Powerful Teaching by Agarwal and Bain If this episode gave you something to try, or there is a learning-science topic you want us to cover next, leave us a review. We read every one, and your feedback shapes the series #NewTeacherTalk #ScienceOfLearning #InterleavedPractice #EvidenceBasedTeaching #TeacherPD #InstructionalStrategies #CognitiveScience #NewTeacherSupport #PowerfulTeaching #TeachingStrategies

Finding Your People in a New Building Guest: Samantha "Sammi" Katschke In this episode, Dr. Beth and Dr. Anna present Samantha "Sammi" Katschke, district band director and music teacher at Chadwick-Milledgeville, about a challenge new teachers rarely get warned about: loneliness. You can know your content cold and still walk into a building unsure of who to turn to when a lesson falls apart or a day feels like too much. Sammi lays out where that support actually comes from, and how to build it on purpose. In this episode: Why new teachers can feel isolated even surrounded by colleagues, and why nobody hands you a map for who to ask Staying connected to your undergraduate cohort, and why those relationships often become your first call when a lesson fails What formal mentorship programs are actually for: gradebooks, technology systems, and the daily operational questions nobody else has time to answer Why proximity matters: building relationships with the teacher next door or the colleague who shares your prep period The case for face-to-face connection over purely online ones, and why some conversations need someone across a table Building a network beyond your building: connecting with teachers in the same role across other schools and districts for repertoire, ideas, and perspective The friendships from outside education that Sammi undervalued in college and now counts on Staying in touch with former cooperating teachers and practicum mentors, and how those relationships can grow into long-term mentorship Why this whole network isn't a nice extra, it's protection against burnout and a direct benefit to your students Key takeaway Finding your people in a new building doesn't happen by accident. It takes deliberate effort across several circles at once: your cohort, your mentor, your neighbors, your role-alike network, your non-education friends, and your former mentors, and building that support system is part of the job, not separate from it. #FindingYourPeople #NewTeacherTalk #TeacherSupport #NewTeachers #TeacherPD #TeacherWellbeing #TeacherLeadership #K12Education

Staying Calm and Staying Firm   Hosts: Dr. Beth Wilkins and Dr. Anna Quinzio-Zafran In this episode, Dr. Beth and Dr. Anna tackle the moment every new teacher dreads, the one where a student pushes and the whole room waits to see what you'll do. They reframe that test as a question rather than an attack, and show how the same core skills play out differently at every stage from pre-K through senior year. In this episode:     Why a student testing you is rarely personal, and what they're actually asking: are you safe, are you steady, and do you mean what you say     Pre-K and kindergarten: the “you're not the boss” carpet standoff, and why a small choice beats a command with a flooded four year old     First and second grade: the warm broken record for the student who argues every direction like a tiny courtroom lawyer     Third through fifth grade: naming the eye roll or under-the-breath comment privately instead of publicly to protect a student's dignity and the relationship     Middle school: why defiance is almost always a performance for an audience, and why you should never hand a student a public stage to lose on     Deferring the power struggle instead of fighting on the student's schedule     High school: reading the quieter test, the head on the desk, the phone, the flat refusal, and why force backfires with older students     Getting curious, not controlling, and leading with respect to bring the wall down     The five-part through line that works at every grade: regulate yourself first, take the audience out of it, offer a way to save face, stay boringly consistent, and repair when you slip     Why an off ramp isn't letting students off the hook, it's the only kind of compliance that lasts     Why apologizing after you lose your cool builds authority rather than costing it Key takeaway Staying calm and staying firm isn't about never being tested, every good teacher is. It's about being the steady, predictable presence in the room when it happens, so students learn they can trust both your warmth and your limits. #StayingCalmStayingFirm #NewTeacherTalk #ClassroomManagement #NewTeachers #TeacherPD #ClassroomCulture #TeacherLeadership #K12Education

Two Teachers, One Classroom Guests: Leana Malinowsky and Paul Garcia In this episode, Dr. Beth and Dr. Anna introduce a conversation between Leana Malinowsky and Paul Garcia, two experienced co-teachers, about what it actually takes to make a shared classroom work. Leana, a teacher since 2008 and a structured literacy dyslexia specialist, and Paul, a 32-year special education veteran, built their partnership over five years of trial, error, and a dragon puppet named Furny. They break down the practical framework behind it: roles, routines, and respect. In this episode: How Leana and Paul's partnership began: a transfer to second grade, a full day co-teacher, and an adjustment neither had made before The mindset shift that makes co-teaching work: "not your kids and my kids, but our kids" Why Paul wasn't there just to serve special education students, and how that changed the way the classroom ran The pandemic pivot: how a disengaged Zoom class led to Furny the dragon, and how that improvisation grew into a full classroom theme The six co-teaching models from Marilyn Friend and Wendy Murawski: one teach one observe, one teach one assist, station teaching, parallel teaching, team teaching, and alternative teaching Why "one teach, one assist" is often the default and why it quietly wastes a co-teacher's expertise How alternative and station teaching let Leana and Paul group students by need instead of by IEP status Paul's honest take on parallel teaching, including the real logistics of managing his own distractibility in a shared space Why clear routines for transitions, materials, and cleanup make or break a co-teaching model What general education teachers can do to welcome a co-teacher as a true partner, not an extra pair of hands Why building a strong co-teaching partnership takes time, patience, and forgiveness, and why five years in, Leana and Paul are still refining theirs Key takeaway Co-teaching isn't about dividing a classroom in half. It's about two teachers sharing every student, building routines that make collaboration visible, and respecting what each partner brings, so students get more than either teacher could offer alone. #TwoTeachersOneClassroom #NewTeacherTalk #CoTeaching #NewTeachers #TeacherPD #SpecialEducation #TeacherLeadership #K12Education

Holding the Line on High Expectations Guest: Dr. Carla Braun, Assistant Superintendent for Teaching and Learning in Westmont Community Unit School District 201 In this episode, Dr. Beth and Dr. Anna invite Carla Braun to dig into a belief every new teacher holds and every new teacher gets tested on: that all students can succeed. Carla draws on years of classroom observations across districts nationwide to show how good intentions quietly slide into lowered expectations, and what to do instead. In this episode: Why believing every student can succeed is easy to say and hard to hold onto in a difficult teaching moment The tension Carla sees again and again: teachers trying to support students end up limiting them without realizing it What "meet students where they're at" gets right, and how taking it too literally can stall progress instead of protecting it A pattern Carla has observed in struggling schools: classrooms quietly teaching below grade level, like a third grade class working through second grade content Why tier one instruction should always stay at grade level or above, and why it should make up the bulk of the instructional block Breaking down the three tiers: tier one as grade-level learning for everyone, tier two as extra support built around grade-level content, tier three as targeted support to fill specific gaps The Charlotte's Web example: why the answer to a struggling reader is scaffolding up, not swapping in an easier book Concrete scaffolding techniques, including chunking text, highlighting key phrases, pre-teaching vocabulary, discussion pauses, and read-alouds or audiobooks Treating scaffolds as temporary, built to be removed as students grow, not permanent accommodations The roughly 1% of students for whom adjusted goals genuinely apply, and why that number is much smaller than most teachers assume Why for the other 99%, lowering the bar is a limitation dressed up as kindness Key takeaway Students rise to the level of expectation set for them. Holding the line on grade-level instruction, and scaffolding up instead of differentiating down, is what turns high expectations from a slogan into daily practice. #HoldingTheLineOnHighExpectations #NewTeacherTalk #HighExpectations #NewTeachers #TeacherPD #ScaffoldingNotSimplifying #TeacherLeadership #K12Education

What Your Union Card Actually Means Guests: Dr. Amy Howerton, English Teacher and Department Chair, Oswego High School and Katie Popp, President of the Indian Prairie Education Association In this episode, Dr. Beth and Dr. Anna invite Amy and Katie to unpack what union membership actually does for a new teacher. Katie brings 23 years in education and seven as union president to the conversation, and together they move past the dues line item to show what's really behind it: contract protection, legal cover, mentoring, and a voice in decisions that shape a career. In this episode: What a union actually is: a collective voice working to improve conditions, benefits, and wages for its members Contract enforcement and how unions work with administration to interpret language and resolve issues before they become problems Legal and professional protection, including access to educational attorneys for situations like DCFS investigations, at no cost beyond dues Mentoring and professional development, from virtual discipline-specific coaches to building mentors who help new teachers learn the culture of a school Legislative advocacy at the state and national level, including the fight over Tier 2 retirement requirements and pension-Social Security protections What changed and what didn't after Janus: no more fair share fees, but Illinois unions kept exclusive bargaining agent status A concrete win: negotiating earlier paycheck distribution so new teachers aren't waiting until September 15 for their first check Why nearly 99% of teachers in Katie's district are union members, and what pushes the rest to join Building-level representation, professional learning communities, and cross-district networking as membership benefits new teachers often don't expect Key takeaway A union card isn't just a line on a pay stub. It's legal protection, a mentor, a voice in your contract, and a seat at the table, all working in the background before a new teacher ever needs to ask for help. #WhatYourUnionCardMeans #NewTeacherTalk #TeacherUnions #NewTeachers #TeacherPD #EducationAdvocacy #TeacherLeadership #K12Education

Structure, High Expectations, and Real Connection Guest: Chloe Lillie, first-year general music teacher In this episode, Chloe Lillie challenges the idea that student behavior is a puzzle to be solved, arguing instead that authentic, human connection is at the center of good classroom management. She shares hard-won lessons from her first year in the classroom. In this episode: Why interacting with students shouldn't feel artificial or like problem-solving The case for starting strict, and why clarity brings students comfort rather than stress Why structure matters for students still developing organizational skills How high expectations reduce students' fear of trying and failing Chloe's strategy of intentionally modeling mistakes to normalize the learning process A holiday classroom story: navigating a kindergartner's question about race and representation Chloe's framework: treat younger students like they're older, and older students like they're still kids Teaching first graders solfège and sheet music notation, with surprising results Why she gave middle schoolers holiday stuffed animals, and how they responded Why authentic, confident connection matters more than being a "perfect" teacher Key takeaway: Strong behavior management isn't about solving a puzzle, it's about building real, human connection while holding clear, consistent expectations. #ClassroomManagement #NewTeacherSupport #FirstYearTeacher #TeachingPodcast #StudentBehavior #ClearExpectations #ClassroomStructure #HighExpectations #LearningFromMistakes #SensitiveConversations #AgeAppropriateTeaching #TreatYoungerStudentsAsCapable #LetOlderStudentsBeKids #HumanCenteredTeaching #NewTeacherTalk

The Warm Demander Secret to Starting Your Year Strong Guest: Melissa Dudic, Director of Curriculum and Instruction, large suburban high school district In this episode, Melissa Dudic explains how three fundamental elements, present in every classroom whether teachers realize it or not, shape the culture for learning: time, routines, and relationships. She draws on resources including Creating Cultures of Thinking by Ron Ritchhart and The 12 Touchstones of Good Teaching by Brian Goodwin and Elizabeth Ross Hubbell. In this episode: Why how teachers use class time communicates their priorities and values Specific feedback language that builds perseverance, resourcefulness, and independence The importance of wait time after posing a question Building in explicit closure and reflection time, even just 60 seconds Why classroom routines matter most for new teachers The "C3B4 me" routine for group work and student agency Why routines require modeling, practice, feedback, and reinforcement Relationships as the foundation of instruction The "warm demander" concept Practical ways to connect with every student daily, including quieter students Key takeaway: Intentional use of time, clear routines, and genuine relationships create classrooms where students see themselves as active participants in their own learning. #ClassroomCulture #NewTeacherSupport #TeachingPodcast #InstructionalLeadership #TimeRoutinesRelationships #ClassroomRoutines #WarmDemander #MeaningfulFeedback #StudentBelonging #C3B4Me #IntentionalTeaching #TeachWithConfidence #HighExpectationsWarmSupport #NewTeacherTalk #NewTeachers #FirstYearTeacher

Classroom Management Part Two, Structure, Strictness, and Redirection Guest: Abby Bartle, fourth-year English teacher, Oswego High School, Oswego, Illinois In part two, Abby Bartle moves from big-picture classroom management into the daily habits and in-the-moment techniques that keep a classroom calm and focused. She emphasizes that classroom management is personal and that what works for one teacher may not work for another. In this episode: Why classroom management style is personal and varies teacher to teacher Starting each period with clear materials routines Setting realistic attention span benchmarks (10-15 minutes) based on knowing your students Using movement breaks and brain breaks to refocus a class Creating a positive classroom environment through tone, personality, and decor Why misbehavior happens even with strong management, and why strictness early matters The "sacrifice a lamb" concept for establishing authority as a new teacher A redirection progression: praise, direct redirection, and non-verbal cues Why addressing behavior privately avoids power struggles and public escalation The difference between handling off-task behavior and students talking over instruction When to involve counselors, colleagues, or parents Key takeaway: Consistent routines and calm, private redirection do more to manage behavior than volume or punishment ever will. #ClassroomManagement #NewTeacherSupport #TeachingPodcast #LessonPlanning #BehaviorManagement #StudentAttentionSpan #ClassroomProcedures #NonVerbalRedirection #TeacherExpectations #PositiveClassroomCulture #ProactiveTeaching #TeachWithConfidence #CalmClassroomStrategies #NewTeacherTalk

Classroom Management Starts on Day One, Not Later Guest: Abby Bartle, fourth-year English teacher, Oswego High School, Oswego, Illinois In this episode, Abby Bartle explains why classroom management can't be postponed while you settle into curriculum and school logistics. She makes the case for prevention over punishment and lays out a practical, proactive framework for the first weeks of school. In this episode: Why classroom management must start on day one, not once things "settle down" Establishing routines and procedures before the school year begins Where to find inspiration: online teachers, school colleagues, student teaching experience, and your own education Why the second week of school often brings boundary testing Learning student names quickly through attendance, pronunciation practice, and icebreakers Building relationships without becoming "too friendly," and why that boundary matters The concept of being a "warm demander" Strategic desk placement and seating arrangements, including pods, pairs, and rows A step-by-step approach to building seating charts, from accommodations to friendships Why students shouldn't choose their own seats early in the year Key takeaway: Structure now creates freedom later. Prioritizing routines and procedures at the start of the year makes it possible to build in flexibility and relationship warmth as the year goes on. #ClassroomManagement #NewTeacherSupport #TeachingPodcast #BackToSchoolPrep #WarmDemander #TeacherTips #ClassroomRoutines #BehaviorManagement #TeacherLife #PositiveClassroomCulture #TeacherProfessionalDevelopment #RelationshipBuilding #SeatingChartStrategy #TeachWithConfidence #NewTeacherTalk #TeacherPodcast

In this episode, Dr. Meg White explains why classroom setup is never just about aesthetics, it's a direct reflection of your educational philosophy. She walks through the difference between behaviorist and constructivist theory, teacher-centered versus student-centered classrooms, and what that means for how your room should actually be arranged. In this episode: Behaviorist theory (B.F. Skinner): learning through repetition, rewards, and consequences, "learning by training" Constructivist theory (Piaget and Vygotsky): learning through hands-on problem solving and prior experience, "learning by building" The fishing analogy: teacher-centered classrooms "give a fish," student-centered classrooms "teach to fish" White's first-year teaching story about bulletin boards, construction paper, and a principal's hard lesson in priorities The "renting versus owning" framework for information retention Practical classroom arrangement guidance: desk placement, traffic flow, sight lines, and material accessibility Four fundamental principles of classroom behavior management A three-strike system built on student choice, featuring the "Roberto" scenario Why frequent punishment is usually a sign of a management problem, not a discipline problem Key takeaway: Thoughtful classroom design isn't decoration. It's a foundational teaching decision that shapes participation, collaboration, behavior, and learning.  #BehaviorismVsConstructivism #TeacherCenteredVsStudentCentered #ClassroomArrangement #TeachingPodcast #LearningTheory #ClassroomDesign #ProximityControl #ThreeStrikeSystem #IntentionalClassroomDesign #RentingVsOwningLearning #TeachWithConfidence #StudentResponsibility #NewTeacherTalk

The First Ten Days: The Procedures that Prevent Chaos Hosts: Dr. Beth Wilkins and Dr. Anna Quinzio-Zafran In this episode, Dr. Anna and Dr. Beth make the case that classroom management isn't about rules or discipline, it's about procedures. They break down exactly how to use the first ten days of school to build the routines that prevent chaos all year long. In this episode: Why the difference between a calm and chaotic classroom often comes down to whether students know what to do the moment they walk in "Freedom through structure," why clear expectations give teachers more flexibility, not less The difference between rules (big-picture expectations like "be respectful") and procedures (the specific "how," like where to turn in homework) Why procedural gaps are an instruction problem, not a behavior problem, and can't be solved through discipline A day-by-day breakdown for the first three days of school: Day one: entry and exit routines Day two: materials distribution and collection Day three: attention signals and group work transitions Why the first 30 seconds of class sets the tone for the entire period The "explain, model, practice, give feedback" teaching method for procedures Why procedural mistakes call for reteaching, not punishment Reframing procedures as building muscle memory rather than catching students doing wrong Commonly overlooked procedures: early finishers, absence and makeup work, and emergency situations How to avoid overwhelm by prioritizing routines that happen multiple times a day, then adding more as the year goes on Why adjusting procedures for different classes or groups is normal, not a sign of failure Key takeaway: Strong classroom management starts with teaching clear, explicit procedures from day one. When students know exactly what to do, teachers spend less time managing behavior and more time teaching. #First10DaysOfSchool #ClassroomManagement #TeachProceduresNotRules #BackToSchoolPrep #TeacherSuccessStrategies #TeachWithConfidence #ClassroomSystems #EduPodcast #TeacherPodcast #EdLeadership #K12Education #TeachingCommunity #NewTeachers #FirstYearTeacher #NewTeacherTalk #TeacherPodcast

The season finale of New Teacher Talk delivers exactly what new and returning teachers crave heading into summer: a clear, confidence‑building plan that replaces overwhelm with strategy. Dr. Beth and Dr. Anna break down how to prepare for the school year with intention, from documenting your classroom space to designing management systems that actually work. Their message is simple and powerful — systems come first, content follows — and they show you how to build those systems step by step.  This episode is packed with the kind of practical wisdom teachers wish they'd had in year one: routines that run themselves, attention signals that actually land, community‑building that feels natural, and self‑care that keeps you in the profession long enough to thrive. If you want to start the year grounded instead of scrambling, this finale is your roadmap. Summer Extra Value "Classroom and Behavior Management” Episodes:  Episode 145: Building Community Through Structure, Essential Classroom Management Techniques with Kwame Sarfo-Mensa Episode 177: Mastering the Art of Behavior Redirection, Part 1 Episode 181: Mastering the Arts of Behavior Redirection, Part 2 Episode 183: Redirecting Behavior, Part 3 Episode 191: Redirecting Behavior, Part 4  HASHTAGS #TeacherSummerPrep #SystemsFirstTeaching #NewTeacherPreparation #ClassroomManagementDesign #SustainableTeachingJourney #EdChat #TeacherTips #NewTeachers #FirstYearTeacher #NewTeacherTalk #TeacherPodcast

First-year teaching is a marathon disguised as a sprint. In this episode, first-year English teacher Isabel Wilde and department chair Amy Howerton get honest about what no one tells you before you step into your own classroom: the planning is relentless, the administrative tasks are endless, and the risk of burnout is real. Together they unpack practical strategies for protecting your time and your energy, from setting email boundaries and building smarter planning routines to understanding why comparison with other teachers will quietly steal your joy. Amy also shares research-backed insight on the three-year teaching cycle and what shifts when you finally hit your stride. Whether you are weeks into your first year or already dreaming of survival, this episode is your reminder that sustainable teaching is not selfish. It is the whole point. HASHTAGS: #SustainableTeaching #WorkLifeBalance #OnePositiveEveryDay #Yet #EdChat #Newteachertips #newteachers #newteachertalk #podcast

At the heart of every new teacher's journey is a quiet question: Can I really do this? In this episode, Dr. Beth and Dr. Anna welcome Dr. Virginia Shank of Liberty University, whose research and mentoring work centers on what helps early-career educators feel capable, confident, and supported. Dr. Shank unpacks the concept of teacher self-efficacy in practical, classroom-level terms -- explaining why it is one of the strongest predictors of new teacher confidence and success. She shares what tends to chip away at a new teacher's belief in themselves, what small wins and experiences can strengthen it, and why that inner confidence is so closely tied to whether teachers stay in the profession. Whether you are a new teacher, a mentor, an instructional coach, or a school leader, this conversation offers research-grounded, experience-backed insight into what early-career educators truly need to grow and thrive. AAEE Job Search Handbook: https://www.aaee.org/job-search-handbook HASHTAGS: #TeacherSelfEfficacy #TeacherConfidence #MentorSupport #SupportNewTeachers #EarlyCareerEducators #Newteachertips #NewTeacherTalk #podcast

What if professional development felt less like an obligation and more like a conversation? In this episode, Dr. Anna is joined by her 3NBCTs colleagues Maryellen Friel and Laura Mota Newmeyer, both National Board Certified Teachers, to talk about something teachers rarely get in their professional lives: the freedom to choose. Together, the three educators walk through the self-paced individual book studies available at 3NBCTs.com, explaining why teacher-selected reading paired with deep reflection questions produces the kind of growth that mandatory PD rarely does. They discuss how the books were chosen, how the reflection questions are designed to push beyond comprehension and into genuine practice transformation, and why starting this kind of reflective work early in a teaching career pays dividends for years. Whether you're a new teacher trying to find your footing, an experienced educator craving meaningful professional learning, or someone exploring National Board Certification, this episode makes the case that becoming a scholar of your own practice is not a luxury; it's the foundation of excellent teaching. Visit 3NBCTs.com to browse available book studies and find the one that meets you where you are right now. HASHTAGS: #EarlyCareerTeachers #TeacherPD #TeacherReflection #3NBCTs #TeacherLeadership #ReflectiveTeaching #TeacherBookStudy #Newteachertips #newteachers #newteachertalk #podcast

May is a lot. You have spirit weeks, field trips, testing windows, and emotions all at once. But before you sprint to the finish line, there are five things that can help you close out the year with intention and set future-you up for success. In this episode, Anna and Beth walk you through a simple "What's Working" reflection, how to gather honest student feedback without a formal survey, what to document before summer erases your memory, how to start building the relationships that will carry you into next year, and why protecting your energy right now is not optional, it's essential. If you're a new teacher in the home stretch, this one's for you. HASHTAGS: #NewTeacherTalk #NewTeacher #TeacherPodcast #FirstYearTeacher #EndOfYear #TeacherSelfCare #NewTeacherSupport #TeachingTips #ClassroomCommunity #YouveGotThis

What does it mean to teach with cultural intention, and how do you actually do it across every subject area? In this episode of New Teacher Talk, host Dr. Meg White explores the transformative framework of Windows, Mirrors, and Sliding Glass Doors, first introduced by Emily Style in 1988 and expanded by scholar Rudine Sims Bishop in 1990. This powerful lens helps teachers evaluate whether their classroom materials reflect students' own identities, open windows into the lives of others, and invite deeper perspective-taking. Meg unpacks why the "heroes and holidays" approach falls short — and why celebrating culture only on designated days can actually reinforce the stereotypes we're trying to dismantle. Through the lens of the Cinderella story (did you know there are approximately 900 global variations?), she demonstrates how traditional curriculum choices can either limit or expand students' worldviews. You'll also hear practical, subject-specific strategies for building culturally responsive classrooms: from math word problems featuring diverse names and contexts, to STEM lessons that highlight scientists from underrepresented backgrounds, to gallery walks that invite students to engage with real-world social issues. Whether you teach in a rural, suburban, or urban school, this episode offers concrete tools to ensure every student sees their heritage, language, and lived experience reflected in your classroom. Inspired by Chimamanda Ngozi Adichie's "The Danger of a Single Story" and grounded in equity-focused pedagogy, this episode is essential listening for any educator committed to creating a learning environment where every student feels valued and empowered to succeed. HASHTAGS #TeachWithIntention #CulturallyResponsiveTeaching #WindowsMirrorsDoors #NewTeacherSupport #NewTeachers #NewTeacherTalk #TeacherPodcast #NewTeacherTalkPodcast

What if the students who struggle most in your classroom are actually among your smartest? In this episode, Dr. Beth welcomes Faye Snodgress, an elementary teacher with a powerful framework for transforming classroom culture by changing the way students, and teachers,  think about intelligence. Faye opens with a question that will immediately resonate: who gets picked first on the playground depends entirely on the game. The same is true in the classroom. When we expand our definition of smart, everyone gets to be a first pick somewhere. Drawing on Howard Gardner's theory of multiple intelligences, Faye introduces nine distinct ways of being smart: from word smart and logic smart to body smart, nature smart, and philosopher smart; and shows you exactly how to bring this framework to life with your students. You'll hear about a character creation activity that helps students discover their own strengths and recognize the strengths of their peers, plus individual reflection exercises that shift the focus from deficits to possibilities. Faye also gives you specific language to use in your classroom starting tomorrow, including how to respond when a student says they're bad at school and how to ensure every kind of smart is represented during group work. If you've ever watched a student disengage and wondered how to bring them back, this episode will give you both the tools and the perspective shift to make it happen. HASHTAGS #StrengthsBasedTeaching #ClassroomCultureShift #EveryKindOfSmart  #NewTeacherSupport #NewTeachers #NewTeacherTalk #TeacherPodcast

What does it actually take to land a teaching job while you're still student teaching? In this episode our guest is Samantha "Sammi" Katschke, a Golden Apple Scholar and current student teacher who secured a K-5 General Music and District Band Director position at Chadwick-Milledgeville before finishing her program. Sammi shares four concrete strategies that made the difference: expanding your professional network beyond job boards, preparing targeted application materials before you need them, submitting your first application earlier than you think you should, and applying even when a position isn't your perfect fit. Whether you're entering your student teaching semester or actively job hunting, Sammi's candid and practical perspective will give you real tools, not recycled advice, for navigating one of the most exciting and stressful chapters of your teaching journey. HASHTAGS: #NewTeacherTalk #TeacherJobSearch #FutureTeachers #TeacherInterviewTips #FirstYearTeacher #TeacherNetworking #EducationPodcast #Newteachertips

What if some of the behavior challenges in your classroom are being unintentionally triggered by you? Before you close this tab, this episode isn't about blame. It's about empowerment. In this candid episode of New Teacher Talk, Dr. Anna and Dr. Beth open with a personal confession: even experienced educators have moments where they don't show up as their best selves. What matters is what we learn from those moments. Together, they walk through six categories of teacher-created triggers and offer concrete, compassionate strategies for making intentional changes. Here's what you'll explore: Communication and Language Triggers: How tone, sarcasm, public correction, and absolute language like "you always" or "you never" can escalate conflict before it even starts. Relationship and Respect Triggers: Why students challenge authority when they don't feel known or valued, and how cultural responsiveness and consistency build the trust that prevents power struggles. Environmental Triggers: How visual clutter, noise, harsh lighting, and unpredictable routines can overwhelm students and look a lot like misbehavior. Instructional and Academic Triggers: Why work that's too hard or too easy leads to avoidance and acting out — and why that's a curriculum problem, not a discipline problem. Power and Authority Triggers: How refusing to negotiate or offer agency sends tweens and adolescents searching for other ways to assert their independence. Emotional Climate Triggers: Why students are exquisitely attuned to teacher emotions, and what happens when their own emotional states go dismissed or unacknowledged. Dr. Beth and Dr. Anna close with five practical strategies for moving forward. This includes keeping a brief reflection journal, inviting trusted colleague observations, and practicing the self-compassion that makes honest self-examination possible. Teachers who are willing to look inward build stronger classroom communities and spend less time managing symptoms because they're addressing root causes instead. HASHTAGS #ClassroomManagement #TeacherSelfReflection #TeacherTriggers #TeachersOfInstagram #EdChat #TeacherTips #NewTeachers #FirstYearTeacher #NewTeacherTalk #TeacherPodcast

April is here, and if you're feeling the weight of testing season, you are not alone. In this episode, Abigail Jarrett, a first-grade teacher from New York, brings warmth, wisdom, and practical strategies to help you navigate spring testing with confidence and intention. Abigail walks you through three core strategies for protecting your classroom culture when the testing environment threatens to unravel it, two morale-boosting rituals you can put in place right now, and one powerful mindset shift that will change the way you see this season entirely. You'll learn how to recognize the signs that your students are struggling with testing anxiety, why abandoning your routines is one of the biggest mistakes you can make this time of year, and how to separate your students' test performance from their identity and yours. Abigail also shares specific scripts for supporting students during testing, and how to handle the post-test moments in ways that keep community front and center. If you've been questioning everything you've done this year, this episode is your reminder: your classroom culture is your legacy, and no test score can measure what you've built. HASHTAGS: #TestingSeasonStrategies #ClassroomCulture #EdChat #NewTeacherHiring #Newteachertips #newteachers #newteachertalk #podcast

What do you do when you are the entire department? In this episode, Dr. Beth sits down with Nicole Heaver, a STEM teacher at a fifth and sixth grade intermediate school in Ottawa, Illinois, who has spent the last seven years doing exactly that — building a program from the ground up, leading a virtual reality lab, and coaching a cross country team, all while navigating the unique challenges of working completely on her own. Nicole shares her journey from nearly two decades of deeply collaborative teaching to a role where there is no team down the hall, no shared lesson planning, and no one who fully understands what you do. She gets honest about the mental demands of being your own curriculum writer, data analyst, and instructional coach all at once. But this episode is also full of hope and practical guidance. Nicole walks you through four strategies that have helped her protect her wellbeing, build her professional community, and show up confidently for the hundreds of students who depend on her expertise. You'll hear how she sets boundaries that actually stick, why your professional tribe doesn't have to be in your building, and what one powerful piece of advice from Dr. Joe Sanfelippo taught her about owning and sharing her story. Whether you're a department of one or simply feeling isolated in your role, this episode will remind you that your work matters, and you don't have to figure it all out alone. HASHTAGS: #DepartmentOfOne #TeacherOfOne #STEMEducation #TeacherLife #TeacherWellbeing #EdChat #NewTeacherHiring #Newteachertips #newteachers #newteachertalk #podcast

Landing your first teaching job takes more than a great resume. In this episode, Amy Howerton, English teacher and department chair at Oswego High School, sits down with Isabel Wilde, a first-year English teacher she recently hired, to walk you through the entire teacher interview process from the inside out. Isabel shares what actually worked for her as a recent candidate, and Amy reveals what hiring managers are really looking for at every stage. From crafting a standout cover letter and researching school mission statements, to navigating the interview room with confidence and sending the perfect thank-you email, this episode covers it all. You will also hear honest advice on handling tough questions, showing your personality, and staying graceful if an offer does not come through. Whether you are just starting your job search or heading into interview season, this one is for you. HASHTAGS: #TeacherInterviewTips #TeacherHiring #EdChat #NewTeacherHiring #Newteachertips #newteachers #newteachertalk #podcast

Every new teacher has felt it: that quiet voice whispering you're not ready, you don't belong here, everyone else has it figured out. That's imposter syndrome, and it's more common in teaching than almost any other profession. In this episode of New Teacher Talk, Dr. Alisa Ross, Interim Dean of University College and Student Success at Southern University and A&M College, offers new educators a compassionate, practical roadmap for naming, understanding, and moving through imposter syndrome. Dr. Ross explains why teaching is uniquely vulnerable to self-doubt: it's highly visible work, with minimal ramp-up time, high expectations, and a social media culture that makes everyone else's classroom look perfect. Rather than dismissing these feelings, Dr. Ross walks listeners through four common manifestations of imposter syndrome in new teachers: over-planning out of fear, comparing yourself to veteran colleagues, taking student behavior personally, and treating mistakes as failures. She offers concrete mindset shifts and strategies for each, from keeping a "wins file" of positive feedback to reframing mistakes as data rather than diagnoses. Most importantly, Dr. Ross delivers a message every new teacher needs to hear: you are not behind, you are beginning. Confidence doesn't come before experience. It comes from it. Whether you're in your first semester or supporting new teachers as a mentor or leader, this episode will leave you with tools, perspective, and a renewed sense of purpose. Books mentioned: The First Days of School by Harry & Rosemary Wong | Teach Like a Champion by Doug Lemov | Mindset by Carol Dweck HASHTAGS: #ImposterSyndrome #NewTeacherConfidence #NewTeacherMindset #Newteachertips #newteachers #newteachertalk #podcast

Dr. Ken King challenges a common classroom misconception: that motivated students will automatically learn. While motivation is essential, it must be paired with structured instructional strategies to produce meaningful learning outcomes. Ken explains that motivation directs behavior and sustains effort, but doesn't automatically result in mastery or conceptual understanding. Through a compelling case study of a well-intentioned teacher whose enthusiastic students floundered without proper scaffolding, Ken demonstrates why motivation alone falls short. Discover three essential motivational frameworks every teacher should understand: Self-Determination Theory - Learn how autonomy, competence, and relatedness create engaged learners, illustrated through a middle school science example where students choose investigation variables within structured labs. Expectancy Value Theory - Understand how students answer "Can I do this?" and "Is this worth my time?" See how high school math teachers build confidence through manageable problems before connecting to real-world applications. Social Cognitive Theory and Self-Efficacy - Explore how success experiences, peer modeling, and feedback build student confidence, demonstrated through a first-grade writing classroom's gradual release approach. Ken emphasizes three critical instructional practices that support all motivational frameworks: scaffolding and guided support, teaching cognitive and metacognitive strategies, and providing competence-focused feedback. This episode provides practical, research-based strategies to create classrooms where motivation fuels learning and learning sustains motivation—transforming student engagement into genuine achievement. HASHTAGS: #EducationMyths #MotivationMatters #MotivationTheories #LearningScience #StudentEmpowerment #GrowthMindset #LearningScience #Newteachertips #newteachers #newteachertalk #podcast #kenking

Most teachers don't think of themselves as leaders, at least not yet. But according to Bill Curtin, Policy Director for TeachPlus Illinois and former National Board-Certified English teacher, leadership isn't something you earn after decades in the classroom. It's something you're already doing. In this episode of New Teacher Talk, Bill makes a compelling case that every teacher is a leader, because effective classroom management demands the exact same skills: clear communication, conflict resolution, vision-setting, team building, and providing actionable feedback. Developing those skills intentionally doesn't just prepare you for future roles, it makes you a better teacher right now. Bill draws on TeachPlus's DICE Role report to shine a light on a serious equity problem in education: leadership opportunities are currently distributed haphazardly, often through informal "shoulder-tapping" that favors those with existing privilege and disadvantages teachers of color and first-generation college graduates. His message is direct. Don't wait for someone to tap your shoulder. Take charge of your own development. From identifying "connectors" in your school to volunteering for the right committees, seeking mentorship through strategic vulnerability, and developing niche expertise that makes you indispensable, Bill offers a concrete, practical roadmap for new teachers ready to lead, wherever that eventually takes them. He also gets refreshingly honest about what not to do, including a candid story about earning an administration degree only to realize he didn't actually want to be an administrator. To learn more about teacher leadership in Illinois, download: https://teachplus.org/resource/the-dice-roll-illinois-haphazard-teacher-leadership-system-and-how-to-fix-it/ Books mentioned: Leadership and the One-Minute Manager | It's Your Ship by D. Michael Abrashoff | Good to Great and Good to Great for the Social Sector by Jim Collins HASHTAGS #EveryTeacherIsALeader #TeacherLeadership #TeacherLeader #TeachPlus #TeacherTips #NewTeachers #FirstYearTeacher #NewTeacherTalk #TeacherPodcast 

What does it truly mean to feel heard, seen, and included in a school community? In this special episode of New Teacher Talk, Dr. Beth and Dr. Anna bring you a rich roundtable conversation recorded live at the sixth annual Building Inclusive Community Conference. Five educators, including a job coach, a special education teacher, a second-grade classroom teacher, a teacher and parent advocate, and a school board member, share their honest, sometimes challenging perspectives on what inclusion looks like and what gets in the way. The conversation covers what it means to belong in a school, the barriers that prevent both students and teachers from feeling connected, and how power dynamics and communication gaps affect everyone in a building. Panelists explore the hidden curriculum students navigate every day, the particular challenges neurodivergent learners face across different classroom cultures, and why teachers' sense of belonging is inseparable from students' sense of belonging. The episode wraps up with practical advice for new teachers on creating inclusive spaces where every student, and every adult, feels seen. This is a conversation that will stay with you long after you listen. For more information on the Building Inclusive Community Conference, contact Dr. Jennifer Rowe via email: jrowe@d204.lths.net To download the Roundtable Protocol to use in your own organization: https://tinyurl.com/waxxdv5j HASHTAGS #InclusiveEducation #TeacherVoice #RoundtableProtocol #BelongingInSchools #SchoolCulture #EdChat #NewTeachers #FirstYearTeacher #NewTeacherTalk #TeacherPodcast 

Communicating with families is one of the areas where new teachers feel least confident, but it doesn't have to be. In this episode of New Teacher Talk, Dr. Beth and Dr. Anna use a March Madness basketball theme to explore what it really means to stay steady, focused, and prepared when it comes to parent communication. Drawing from their Parent Communication Guide (available as our Tuesday Teacher Resource on Instagram and BlueSky), they walk through the full spectrum of family conversations, from positive phone calls that build trust and establish meaningful relationships, to challenging conversations about academics, behavior, attendance, and social-emotional concerns. You'll hear specific language you can use right away, practical strategies for approaching difficult conversations with curiosity rather than judgment, and tips for keeping families engaged as true partners in student success. The episode wraps up with a look at documentation tools, including parent call logs and contact attempt logs, and why consistent record-keeping matters for both teachers and students. Whether you're just starting out or looking to strengthen your communication practices, this episode gives you a game plan you can use immediately. HASHTAGS #Parent Communication #FreeParentCommunicationGuide #FamilyPartnership #FinalFourTakeaways #EdChat #TeacherTips #NewTeachers #FirstYearTeacher #NewTeacherTalk #TeacherPodcast

In this final episode of the four-part series on Redirecting and Managing Behavior, Dr. Anna wraps up with five big-picture strategies that can transform your classroom, especially on the hardest days. You'll learn why giving up is never the answer and what to do instead when a lesson falls apart, how front-loading tasks with explicit instructions prevents behavior problems before they start, and why collective punishment backfires and damages the relationships you've worked so hard to build. Dr. Anna also shares practical ways to connect with students in small moments throughout the day and explains how building a class narrative gives students a sense of shared purpose that makes everything, including behavior, better. Whether you're in your first year or your fifth, these strategies will help you move from simply managing behavior to building a classroom community where students feel safe, supported, and ready to learn. HASHTAGS #ClassroomCommunity #TeacherResilience #StudentRelationships # #TeachingMindset #NewTeacherSupport #NewTeachers #NewTeacherTalk #TeacherPodcast 

Jacqueline Sounhein, National Board Certified Teacher and director at the National Board for Professional Teaching Standards, shares transformative strategies for creating meaningful assessments that move beyond standardized testing. Discover how to engage students in authentic, community-based learning experiences by connecting classroom skills to real-world problems students care about. Jaci outlines two powerful strategies: first, engaging students in identifying problems within their school communities and combining those issues with curriculum standards to create relevant assessments. She provides practical examples, including how to leverage student passion about parking lot challenges to teach argumentation skills effectively. Second, Jaci demonstrates how to involve students in rubric development and assessment criteria, giving them ownership over their learning journey through journaling, self-assessment, and reflection. Hear an inspiring case study from Jaci's world cultures classroom, where students organized a community mental health walk/run that raised nearly $10,000 for NAMI. Learn how this comprehensive project allowed for both individual and collaborative assessment while creating lasting impact. Students still reference this experience in college applications years later. Whether you're looking to increase student engagement, create more authentic assessments, or connect learning to community needs, this episode provides actionable strategies you can implement immediately. HASHTAGS #MeaningfulLearning #StudentEmpowerment #RealWorldEducation #ProjectBasedLearning  #TeacherInnovation #Teaching Tips #NewTeachers #TeacherLearningJourney #FirstYearTeacher #NewTeacherTalk #TeacherPodcast

Stress is inevitable in teaching, but it doesn't have to run your life. In this episode, Dr. Anna and Dr. Beth welcome back Jolee Jones, Director of Organizational Development and Experiential Learning with Douglas County School District, for a follow-up to our most downloaded episode ever. Jolee brings practical, research-backed strategies to help early career educators recognize stress before it takes over and build the kind of self-awareness that makes a lasting difference. From the MEPS framework for spotting your personal stress signals to the Energy Menu concept for fitting self-care into even the busiest school day, this conversation is packed with tools you can use right away, no extra time or money required. Jolee also digs into why saying yes to everything ultimately hurts everyone, how stress ripples from leadership down through a school, and why happiness for new teachers comes down to one powerful equation: reality minus expectations. Whether you're in your first year or supporting someone who is, this episode is the reminder we all need to put on our own oxygen mask first. HASHTAGS #TeacherStress #TeacherWellness #TeacherResilience #TeamBreath #NewTeachers #NewTeacherTalk #TeacherPodcast 

In this transformative episode of the New Teacher Talk podcast, Leana Malinowsky, an elementary teacher and certified structured literacy dyslexia specialist, reveals why morphemes are the "magical" building blocks that can revolutionize literacy instruction across all grade levels, and why most teachers weren't adequately trained to teach them. Discover what morphemes actually are: the smallest units of language that carry meaning in our morphophonemic English language. Leana breaks down the critical differences between free morphemes (standalone words) and bound morphemes (prefixes and suffixes), then further explains inflectional morphemes (changing syntax like tense) versus derivational morphemes (changing word meaning). Through clear mathematical equation demonstrations like "play + er = player," she makes complex linguistic concepts accessible and immediately usable in your classroom. For teachers of younger students, Leana provides a comprehensive implementation toolkit including teacher modeling techniques, student identification activities, underlining exercises, and word sum practice. She identifies nine essential starter morphemes (S, ES, RE, PRE, IN, ED, ING, ER, EST) that appear frequently in lower grades and demonstrates their powerful cross-curricular applications, including mathematical contexts where ER and EST suffixes naturally occur. For educators working with older students, this episode explores morphology's far-reaching impact on spelling accuracy, decoding efficiency, reading fluency, vocabulary development, and reading comprehension. Leana advocates for explicit morpheme instruction across all content areas, providing specific subject-based examples: Greek bases (micro, hydro) for science vocabulary and Latin bases (tri, quad) for mathematical terminology. She shares advanced instructional strategies including sophisticated word sum activities, morpheme-based vocabulary analysis, and evidence-based resources from the Florida Center for Reading Research. Throughout the episode, Leana addresses the gap in teacher preparation programs and provides actionable professional development resources, including Deb Glasser's acclaimed books "Morpheme Magic" and "Morphemes for Little Ones," peer-reviewed academic articles on explicit morphology instruction, and Reading Rockets as an accessible resource for educators and families alike. This episode empowers teachers to begin morphology instruction immediately, even imperfectly, emphasizing that collective learning and growth benefit both educators and students. Whether you're a special educator, general education teacher, reading specialist, or classroom teacher seeking to strengthen literacy outcomes, this episode delivers the knowledge and practical strategies to make morphemes work in your classroom starting tomorrow. Perfect for: Elementary teachers, special educators, reading specialists, dyslexia specialists, literacy coaches, student teachers, and any educator committed to evidence-based structured literacy instruction. 3 Resources Mentioned in the Podcast: https://creators.spotify.com/pod/profile/tiffany-hogan/episodes/Episode-33-Morphology-and-morphological-awareness-with-Julie-Wolter-ehrcm3  https://nclii.vuspedsites.org/wp-content/uploads/2022/12/Explicit_Morphology_Instruction.pdf?fbclid=IwdGRleAPMAKNleHRuA2FlbQIxMQBzcnRjBmFwcF9pZAo2NjI4NTY4Mzc5AAEexGVboQZ4ffyVbnSYpB9QZkx7pbGIr7I2XTO3O-4xqLz_gx4s369f2Xr7BkQ_aem_pj0gvACwMW8TfJbE3bl28w  https://fcrr.org/student-center-activities/fourth-and-fifth-grade HASHTAGS: #Morphemes #MorphemeMagic #LiteracyUnlocked #WordPowerSkills #LanguageLearningTips #Teaching Tips #NewTeachers #TeacherLearningJourney #FirstYearTeacher #NewTeacherTalk #TeacherPodcast 

Series: 2 of 3 - Breaking the Myth - “Intelligence is Fixed” In this episode, former high school science teacher Dr. Ken King dismantles one of education's most damaging myths: that success in subjects like math, science, music, or physical education depends on innate talent rather than effort and learning. Drawing from his classroom experience and modern learning science, Ken explores how deeply ingrained beliefs about fixed intelligence create self-fulfilling prophecies that discourage persistence and curiosity. Students who say "I'm just not a math person" or "I can't do science" aren't recognizing their true potential—they're reflecting cultural myths about how learning works. Ken presents four evidence-based perspectives that counter these limiting beliefs: neuroplasticity, challenging fixed intelligence assumptions, thoughtful instructional design, and multimodal learning approaches. He explains how the brain literally rewires itself through experience, with neural pathways strengthening through practice and productive struggle. Mistakes aren't failures. They're essential to the neuroplastic process that builds long-term understanding. The episode offers practical strategies teachers can implement immediately, including process-focused feedback that emphasizes effort and strategy rather than innate ability, scaffolded task design using Vygotsky's Zone of Proximal Development, and authentic growth mindset modeling. Ken shares specific examples of effective feedback in science and math contexts, backed by research from Hattie and Temperly demonstrating the powerful impact of focusing on learning processes. Whether you're supporting elementary pre-service teachers who claim they "can't do science" or secondary students convinced they lack a "math brain," this episode provides the research foundation and practical tools to help learners recognize that intelligence is dynamic and grows through challenge, support, and meaningful experience. Perfect for new teachers, teacher educators, and anyone committed to helping students move beyond limiting beliefs to discover their true learning potential. HASHTAGS: #GrowthMindset #NeuroplasticityLearning #TeacherEmpowerment #LearningScience #BrainGrowth #EducationMyths #Newteachertips #newteachers #newteachertalk #podcast

In this essential episode of New Teacher Talk, elementary teacher Faye Snodgress reframes educator self-care as fundamental infrastructure for effective teaching, not an earned reward. She challenges the myth that teaching will eventually calm down, establishing that burned-out teachers cannot effectively support student success. Faye introduces the compassionate systems framework, demonstrating how teachers' well-being directly influences classroom climate, student regulation, and learning outcomes. This perspective transforms self-care from a potentially selfish act into essential maintenance benefiting the entire educational ecosystem. The episode covers emotional literacy as a critical component, treating emotions as signals rather than problems. Faye acknowledges common feelings among teachers—overwhelm, guilt, self-doubt, anxiety, exhaustion, and grief for unmet expectations—and provides practical reframing techniques to identify what emotions communicate about personal needs and context. Rather than prescribing intensive routines, Faye emphasizes small, consistent compassionate actions: deep breathing exercises, brief outdoor breaks, declining unnecessary tasks, seeking help when needed, and establishing work boundaries. She introduces a concrete framework for regular self-assessment through weekly or daily check-ins and journaling to track patterns. The episode concludes with a powerful reminder: when teachers practice emotional awareness and self-care, they model essential life skills for students, including emotional literacy, boundary setting, and regulation. Your well-being directly teaches your students through your example. Essential listening for educators feeling overwhelmed, questioning whether self-care is "worth the time," or seeking sustainable practices supporting both personal well-being and student success. HASHTAGS #TeacherSelfCare #EmotionalLiteracy #CompassionateSystems #CompassionateActions #TeacherWellBeing#NewTeachers #NewTeacherTalk #TeacherPodcast

Discover how a simple 1-3 second pause can revolutionize your classroom discourse and dramatically increase student engagement. In this research-rich episode, Dr. Monica Boehle, Associate Director of High School Curriculum in St. Charles, Illinois, and National Board Certified Social Studies teacher, breaks down the transformative power of Wait Time, the strategic pause after a student responds. Dr. Boehle presents compelling research showing that teachers typically dominate 70-80% of classroom talk time, with some students remaining silent for entire school days. Drawing on John Hattie's visible learning research and dialogic teaching principles, she makes the case for shifting this dynamic so learners engage 70% of the time while teachers listen 30%. The evidence is clear: Wait Time 2 produces higher-quality answers, increases participation from quieter students, and creates more efficient, meaningful learning experiences. This episode is packed with practical implementation strategies, including specific prompting questions, guidance on maintaining neutral body language, and techniques for building a classroom culture where students engage with each other's ideas. Dr. Boehle explains how Wait Time 2 particularly benefits multilingual learners, students with special needs, and struggling students who need additional processing time. You'll learn how to move beyond the traditional Interrogate-Respond-Evaluate model toward genuine classroom discussion that makes every student feel valued and heard. Whether you're a new teacher building your instructional toolkit or an experienced educator looking to deepen student thinking, this episode offers actionable, research-backed strategies you can implement immediately to transform your classroom discourse. Key Topics: The difference between Wait Time 1 and Wait Time 2 Research on teacher talk time vs. student engagement High-effect-size instructional methods from Hattie's research Social-emotional learning benefits of Wait Time 2 Practical implementation strategies and prompting questions Supporting multilingual learners and students with diverse needs Building classroom culture for meaningful discourse HASHTAGS #WaitTime2 #StudentListeningTime #TeacherTalkLess #ClassroomDialogue #ThinkingClassroom #StudentVoiceMatters #NewTeacherSupport #NewTeachers #NewTeacherTalk #TeacherPodcast

Feeling anxious about whether you'll be offered a contract for next year? You're not alone. In this episode, Dr. Anna and Dr. Beth address one of the most stressful aspects of being a new teacher: contract renewals and job security. The hosts share personal experiences with the nerve-wracking waiting period, explain typical district timelines for renewal notifications, and help you understand what factors are within your control versus systemic issues like budget cuts or enrollment changes. Learn when to be concerned, how to advocate for yourself through professional conversations with administrators, and practical strategies for managing the emotional toll of uncertainty. Whether you're hoping for renewal, facing non-renewal, or considering other options due to poor fit, this episode provides honest guidance for navigating this challenging time. Dr. Anna and Dr. Beth discuss what administrators actually look for in renewal decisions, how to demonstrate growth and professionalism, and actionable steps to take regardless of your situation—including strategic job searching while maintaining professionalism in your current role. If you're checking your mailbox obsessively or lying awake wondering about next year, this episode will help you focus your energy productively and remember that your worth as an educator isn't determined by a single contract decision. HASHTAGS #ContractRenewalTips #TeacherJobSearching #NewTeacherAnxiety #TeacherGrowthMindset #TeachingResilience #TeacherSelfcare #EducatorEmpowerment #Teaching Tips #NewTeachers #FirstYearTeacher #NewTeacherTalk #TeacherPodcast

In this essential episode of the New Teacher Talk podcast, Dr. Anna delivers part three of her comprehensive four-part series on classroom behavior management, focusing on five transformative strategies that address the most common challenges faced by new and early-career teachers. Discover how to establish effective routines that serve as the "invisible scaffolding" of your classroom, moving beyond simply copying what works for others to creating intentional, age-appropriate systems aligned with your specific goals. Learn the strategic four-level voice system (class voice, small group voice, partner voice, and voice level zero) that removes ambiguity and establishes clear communication expectations throughout your instructional day. Dr. Anna tackles the self-defeating habit of making excuses for challenging classes, explaining why attributing difficulties to timing or circumstances leads to lowered expectations and acceptance of inappropriate behavior. She provides practical guidance on implementing consequences with confidence, helping teachers overcome reluctance to enforce boundaries while maintaining positive relationships with students. The episode concludes with insights on bringing authentic energy and passion to your teaching, regardless of your personality type, and understanding the powerful connection between teacher enthusiasm and student engagement. Each strategy includes concrete examples and immediately implementable techniques designed specifically for educators navigating the complexities of classroom management. Whether you're struggling with transitions, inconsistent student behavior, or maintaining engagement across multiple class sections, this episode delivers the practical, evidence-based approaches you need to transform your classroom management effectiveness. Perfect for: New teachers, student teachers, teacher mentors, instructional coaches, and any educator seeking to strengthen their classroom management skills. HASHTAGS #TeacherEnergyMatters #NoClassroomExcuses #VoiceLevelStrategy #ConsistentConsequences #TeachingIntentionally #NewTeacherSupport #NewTeachers #NewTeacherTalk #TeacherPodcast

Join us for a powerful episode with Bianca Tolentino, a ninth grade English teacher from Southern California, who shares her transformative approach to addressing student behavior through love-centered accountability. Bianca presents the "Speak Up at School" framework from Learning for Justice, offering practical strategies for handling everything from behavioral redirections to serious issues like hate speech and bigotry. In this episode, Bianca breaks down the four essential components of effective callouts: interrupt, question, educate, and echo. She shares real classroom examples, including how she addresses aggressive behavior during activities and responds to harmful language while maintaining dignity for all students. Bianca emphasizes that callouts are acts of advocacy rooted in believing in students' potential to grow and learn. Whether you're navigating challenging classroom dynamics or looking to create more inclusive learning environments, this episode provides actionable guidance on holding students accountable while treating them with the care and respect they deserve as developing learners. Perfect for new and experienced teachers alike. HASHTAGS #CallOut #TeachingWithLove #Educator Empowerment #ClassroomManagement #TeacherAdocacy #NewTeacherSupport #NewTeachers #NewTeacherTalk #TeacherPodcast

This episode tackles one of the most common and frustrating challenges teachers face: maintaining the positive classroom culture you worked so hard to establish after the honeymoon period ends. The good news? This is completely normal, predictable, and fixable with the right strategies. Dr. Anna introduces three foundational commitments that will anchor your approach: keeping expectations high, maintaining sharp routines, and continuing to develop relationships with students. These aren't just philosophical ideals; they're practical guideposts that inform every interaction you have with your students throughout the year. One of the episode's most actionable strategies is the power of consistent narration using the simple phrase "In this class, we always..." Dr. Anna explains how this language reinforces that your expectations haven't changed; students' behavior has drifted, not your standards. This reframing reminds students of the established culture rather than introducing something new, making it easier for them to align their behavior with what they already know. A critical insight addresses something many teachers don't want to hear: sometimes we are the source of negativity in our own classrooms. Dr. Anna tackles this with compassion and practicality, helping teachers recognize when their tone has shifted and providing concrete strategies to maintain positivity even when addressing behavioral issues. She introduces the "stop, reset, and narrate the positive" technique for handling challenging situations while preserving student dignity and maintaining accountability. The discussion of countdown strategies will revolutionize how you use this common classroom management tool. Dr. Anna explains why rushing through "5-4-3-2-1" doesn't work and instead shows you how to narrate specific, observable actions at each number while giving students actual time to comply. This approach transforms countdowns from empty threats into effective structures that create urgency while keeping instructions positive and clear. One of the most important relationship-preserving strategies Dr. Anna shares is about timing: have important conversations about behavior or chronic work issues privately, never during class time. She explains the damage that public correction causes (embarrassing students in front of peers, disrupting learning for others, and creating resentment) and shows you how to deliver brief, dignified redirects in the moment and then schedule private conversations when you can truly address underlying issues. Perhaps the most profound concept in this episode is the practice of "letting go" after delivering consequences. Dr. Anna emphasizes that holding grudges against students damages relationships and prevents them from moving forward positively. Students need fresh starts, and teachers need to provide them, not because misbehavior doesn't matter, but precisely because accountability has already been administered. This episode is essential listening for any teacher who's wondering why their once-smooth classroom is starting to feel chaotic, or for educators who want to proactively prevent the drift before it starts. HASHTAGS #DriftingExpectations #PositiveClassroomCulture #NarrateThePositive #FreshStartsForStudents #ConsistentTeachingStrategies 

In this essential episode for new and experienced teachers alike, assistant principal and Nationally Board Certified Teacher Dion Copeland shares his transformative journey from a new teacher who didn't understand union benefits to an active union leader who has leveraged these opportunities throughout his entire career. Dion breaks down exactly why union membership matters, emphasizing that it extends far beyond paying dues or attending meetings. He reveals the comprehensive benefits available to educators, including affordable insurance options, legal assistance, financial services, travel discounts, and extensive professional learning resources through the National Education Association and state affiliates. The conversation explores four critical areas where union membership made the biggest difference in Dion's career: Representation & Advocacy: Learn how Dion served on his district's defined workday committee, advocating for protected planning time, equitable duty assignments, and duty-free lunch. Discover how unions shape education policy at state and national levels, including the Kentucky Education Association's political engagement and the NEA's successful work on the Social Security Fairness Act. Networking & Relationship Building: Hear how union connections led to Dion's strongest professional relationships and access to fully funded conferences and trainings that expanded his network and expertise nationwide. Leadership Opportunities: Explore the leadership pathways available at local, state, and national levels, from building representative to executive board positions, state assemblies, and national cohorts like the NEA's Leaders for Just Schools program. Scholarships & Financial Support: Discover how union-funded scholarships helped Dion earn his master's degree, educational specialist degree, and national board certification, plus how he distributed over $10,000 in scholarships as committee chair. Dion's advice for new teachers? Connect immediately with your building representative and ask what you should know about your union as a new educator. This episode proves that active union participation isn't just about protection—it's about accessing opportunities that can transform your entire teaching career. Whether you're a new teacher exploring union membership or an experienced educator looking to maximize your benefits, this conversation offers practical guidance and inspiration for engaging with your professional association. HASHTAGS #TeacherUnion #EducatorAdvocacy #TeacherEmpowerment #NewTeacherTips #EducationCommunity #NewTeachers #NewTeacherTalk #TeacherPodcast 

Series:  1 of 3 - Reading and Highlighting are the Best Study Methods In this game-changing episode for teachers and students, Dr. Ken King, education professor at Aurora University, dismantles common study myths and shares research-backed strategies that dramatically improve long-term learning and retention. Ken begins with a surprising revelation: highlighting and rereading, two of the most popular study methods, are actually ineffective for meaningful learning. Drawing from his own undergraduate experience, he explains three critical reasons these techniques fail: they create an illusion of understanding through mere familiarity, they're passive approaches that don't actively engage the brain, and they lack retrieval practice, which is essential for strengthening memory connections. The heart of this episode focuses on four evidence-based study practices that transform how students learn and how teachers can support that learning: Retrieval Practice (Self-Testing): Ken explains how recalling information from memory without notes strengthens neural pathways and reveals knowledge gaps. Research shows students who practice retrieval remember 80% of material a week later, compared to just 33-40% for those who only reread. Practical classroom applications include strategic exit tickets and effective flashcard use. Spaced Practice: Discover why spreading study sessions over time beats cramming every time. This approach allows the brain to consolidate information and strengthens memory when students work harder to recall material after time has passed. Ken shares implementation strategies like weekly spiral reviews and teaching students to create study calendars with multiple brief review sessions scheduled across different days. Elaborative Interrogation & Self-Explanation: Learn how asking "why" questions and explaining concepts in one's own words helps students connect new information with existing knowledge. Ken provides specific classroom applications for science and math, including having students describe their problem-solving processes and answer explanatory questions. Interleaved Practice: Understand why mixing different types of problems or topics in a single study session improves learning more than practicing one type repeatedly. This strategy helps students learn to distinguish between problem types and select appropriate strategies, with practical examples for mathematics and science classrooms. Whether you're a new teacher looking to help students develop effective study habits or an experienced educator seeking research-based instructional strategies, this episode provides actionable techniques you can implement immediately. Ken's expertise makes complex learning science accessible and practical for everyday classroom application. Perfect for teachers who want to move beyond "study harder" to "study smarter" and help students build the metacognitive skills they need for academic success. HASHTAGS #StudySmarterStrategies #LearningScienceInAction #RetrievalPracticeWorks #TeacherPDPodcast #EvidenceBasedTeaching #NewTeachers #NewTeacherTalk #KenKing

What do you do when a student tells you "I hate school and there ain't nothing you can do to change that"? For Kim Radostits, 2022 Illinois Teacher of the Year, this moment became a turning point that transformed her entire approach to teaching. In this episode of New Teacher Talk, Kim shares the ARCS Model of Motivation: a practical framework that changed her classroom practice and can revolutionize yours too. This isn't about adding more to your plate; it's about understanding the four essential components that drive student motivation: Attention, Relevance, Confidence, and Satisfaction. Discover why relevance might be your most powerful motivational tool, how to build student confidence without simply making tasks easier, and why those two-minute conversations about students' lives matter more than you think. Kim provides concrete strategies you can implement immediately, from using student interest inventories to creating early success opportunities that build momentum. Whether you're working with disengaged students in your first year or looking to deepen your practice, this episode offers research-based strategies grounded in real classroom experience. Learn how one teacher turned "I hate school" into "I don't hate it anymore"—not by changing the student, but by changing the invitation. Perfect for new teachers, veteran educators seeking fresh perspectives, and anyone who's ever wondered how to reach students who seem unmotivated. HASHTAGS #TeacherMotivation #ClassroomStrategy #NewTeacherTips #LearningMotivation #NewTeachers #NewTeacherTalk #TeacherPodcast

Every teacher faces the same critical challenge: what do you do when students get off task? In this essential episode of New Teacher Talk, Dr. Anna delivers a masterclass on effective behavior redirection strategies that will fundamentally change how you approach classroom management. Whether you're navigating your first year of teaching or looking to refine your practice, this episode provides the research-based tools you need to create a positive, productive learning environment. Dr. Anna opens with a powerful truth: how you handle those moments when students veer off course doesn't just affect that single interaction—it shapes your entire classroom culture and sets expectations for the whole year. The stakes are high, but the good news is that effective behavior redirection is a learnable skill, and Dr. Anna breaks it down into practical, actionable strategies that experienced teachers use every single day. The episode begins with a foundation that many new teachers overlook: thoroughly knowing your school's behavior policy. Dr. Anna explains why this isn't just administrative paperwork but rather your professional compass, backup system, and consistency tool all in one. When you respond to behavior in alignment with school-wide expectations, you become part of a cohesive system rather than making arbitrary decisions in isolation. This consistency creates security for students, builds confidence with parents, and provides you with clear guidelines during those challenging moments when emotions run high. One of the episode's most transformative concepts is positive framing—telling students what to do rather than what not to do. Dr. Anna provides concrete examples of how to reframe negative directives into positive ones, demonstrating how this approach reduces power struggles by providing clear direction rather than setting up confrontations. But she emphasizes a critical caveat: positive framing only works when you maintain your own emotional regulation. Your calm, controlled response while addressing issues models the exact self-control you want to see from your students. Dr. Anna then explores the often-underestimated power of teacher positioning and presence in the classroom. You'll learn why standing still at the front of the room after giving directions—before you begin circulating—communicates leadership and authority in a way that prevents many behavior issues before they start. This strategic use of physical presence shows students that you're engaged, attentive, and in charge of the learning environment. The discussion expands to cover the importance of acknowledging positive behaviors, not just as praise but as a teaching tool that shows all students what success looks like. Dr. Anna explains how this creates positive peer pressure and sets clear behavioral expectations. She balances this with the equally important need to address off-task behaviors promptly and consistently follow through with consequences. In one of the episode's most important clarifications, she emphasizes that being strict doesn't mean being mean—it means being consistent and reliable with both expectations and consequences. Throughout the episode, Dr. Anna maintains a realistic, encouraging tone that acknowledges the challenges of classroom management while providing hope and concrete strategies. She emphasizes that perfection isn't the goal—consistency is. By implementing these research-based approaches, you'll improve your classroom culture, enhance student learning, and significantly reduce your own stress levels. This episode is required listening for new teachers who want to move beyond reactive discipline to proactive behavior management, and a valuable refresher for experienced educators looking to refine their approach. Dr. Anna's practical wisdom, grounded in both research and real classroom experience, will give you the confidence and competence to handle behavior redirection with skill and grace. HASHTAGS #RedirectingBehavior #PositiveFraming #CalmAndConsistent #ClassroomPresence #ConsistencyIsKindness #NewTeachers #NewTeacherTalk #TeacherPodcast

Made it through your first semester of teaching? Congratulations! That's a huge milestone! Now it's time to shift from survival mode to intentional growth. In this episode of New Teacher Talk, Dr. Anna and Dr. Beth share three critical mindset shifts that will transform your second semester experience. Instead of starting over or trying to fix everything at once, discover how to build strategically on what you've already learned about your students and your classroom. Learn why growth matters more than perfection, how to manage your energy as a finite resource, and how to leverage the relationships you've built to create deeper learning experiences. These aren't quick tips—they're fundamental ways of thinking that will change how you approach lesson planning, classroom management, and your teaching practice. Whether you're exhausted from first semester or eager to make improvements, this episode offers the realistic, research-based guidance you need to not just survive but truly thrive in your second semester. Perfect for first-year teachers, teacher mentors, and anyone supporting new educators through their crucial first year in the classroom. HASHTAGS #SecondSemester #TeacherMotivation #Teaching Tips #NewTeachers #FirstYearTeacher #NewTeacherTalk #TeacherPodcast 

Join Dr. Beth and a community of dedicated educators on "New Teacher Talk" as they share essential strategies for making the most of your holiday break. In this timely episode, early career teachers learn how to truly recharge, set boundaries, and avoid burnout during the winter holidays. Featuring insights from over a dozen teachers across diverse educational settings, from preschool to community college, this episode offers practical, actionable advice for stepping away from the classroom with intention. Discover how to balance rest with productivity, turn off your "teacher brain," and reconnect with what brings you joy. Key Takeaways: Strategies for setting healthy boundaries during break Tips for managing teaching tasks without sacrificing rest Self-care practices that actually work for busy educators How to disconnect from school-related stress and social media Ways to reconnect with loved ones and personal interests Whether you need adventure or relaxation, this episode validates every approach to restoration. Our contributing teachers share honest, relatable advice about listening to your body, saying "no" to extra work, and prioritizing the activities that truly recharge your energy for the semester ahead. Perfect for new teachers navigating their first holiday break, early career educators seeking work-life balance, and anyone in education who needs permission to rest. Remember: taking care of yourself isn't selfish, it's essential for sustainable teaching.  #TeacherWellbeing #SelfCareForTeachers #EducatorSupport #TeacherMindset #TeachingWithBalance #NewTeachers #NewTeacherTalk #TeacherPodcast

Teacher Wellbeing Isn't Selfish—It's Essential In this powerful episode, Dr. Jameelah Wright, teacher education professor at William Paterson University, challenges the culture of teacher martyrdom and offers a transformative perspective on educator wellbeing. If you've ever felt guilty about leaving school on time, saying no to extra committees, or taking time for yourself, this conversation is for you. Dr. Wright dismantles the myth that good teachers are those who sacrifice everything, presenting compelling evidence that passion without boundaries leads directly to burnout. She explains why teachers cannot effectively prioritize students if they don't include themselves on the priority list, and shares how students can immediately sense the difference between rested, centered educators and those running on empty. In this episode, you'll discover: Why the "students first, always" mentality actually harms both teachers and students Five practical, research-backed strategies for sustaining teacher wellbeing How to set boundaries and say no without guilt or diminishing your dedication The crucial difference between rest and wasted time Ways to protect your identity and joy outside the classroom Simple mindfulness practices you can implement immediately Dr. Wright provides concrete guidance on building community to combat teacher isolation, maintaining hobbies and passions beyond teaching, and recognizing when you've done enough. Her approach reframes teacher self-care not as an indulgence but as a professional responsibility that directly impacts teaching effectiveness. Whether you're a first-year teacher struggling with work-life balance or a veteran educator feeling depleted, this episode offers permission, validation, and actionable strategies for reclaiming your wellbeing. Because you deserve support and balance not someday—but right now. Perfect for: New teachers, experienced educators, teacher mentors, instructional coaches, and anyone supporting teacher development and retention. #TeacherWellbeing #SelfCareForTeachers #EducatorSupport #TeacherMindset #TeachingWithBalance #NewTeachers #NewTeacherTalk #TeacherPodcast

December in the classroom can feel like navigating a perfect storm of holiday chaos, disrupted routines, and heightened emotions: for both students and teachers. In this essential episode of New Teacher Talk, Dr. Anna and Dr. Beth tackle the unique challenges of teaching through the holidays with practical, compassionate strategies that will help you not just survive, but actually thrive during this demanding month. Drawing on their extensive experience as educators and mentors, the hosts break down December teaching into four critical focus areas. First, they explore how to maintain classroom management when regular routines are constantly interrupted by assemblies, parties, and schedule changes. You'll learn why visual schedules become your best friend and how to respond with patience when students' behavior reflects their own holiday stress and anxiety. The conversation then turns to curriculum and instruction, where Dr. Anna and Dr. Beth give you permission to ease off the gas pedal. They explain why December isn't the time to introduce challenging new concepts and instead offer creative strategies for meaningful review and reinforcement. You'll discover how to make peace with seasonal activities and recognize their legitimate educational value without the guilt that often accompanies "fun" classroom time. Perhaps most importantly, this episode addresses teacher self-care during a season that demands so much from educators. The hosts discuss setting healthy boundaries around the endless parade of holiday obligations, leveraging your professional community for support, and prioritizing the basics of physical wellbeing that often fall by the wayside during stressful times. They remind you that taking a sick day when you need it isn't selfish, it's necessary. Finally, Dr. Anna and Dr. Beth look ahead to January with practical planning advice that will help you return from break feeling prepared rather than overwhelmed. From classroom organization tips to planning your first weeks back, they provide a roadmap for starting the new year strong. The hosts' central message resonates throughout: lower your expectations, increase your compassion for yourself and your students, and remember that December's chaos is temporary. This episode is required listening for any new teacher facing their first December in the classroom, and a valuable refresher for veterans who need permission to prioritize what truly matters during the holidays. #SurvivingDecemberInSchools #TeacherSelfCare #ClassroomResilience #SeasonalTeachingStrategies #PlanAheadForJanuary #NewTeachers #NewTeacherTalk #TeacherPodcast

In this heartfelt Thanksgiving week episode, Dr. Beth offers a much-needed moment of recognition for the countless ways teachers show up every day, even when that work goes unnoticed and unacknowledged. If you've made it through parent-teacher conferences, handled classroom disruptions with grace, or kept your cool when the copier jammed at the worst possible moment, this episode is for you. Dr. Beth honors the "quiet resilience" that defines teaching—the commitment to show up day after day, building trust with students and creating positive change even when you're exhausted. This episode explores the gratitude teachers deserve but don't always receive. Dr. Beth reminds us that appreciation doesn't always come in the form of explicit thank-yous. Instead, it shows up in the subtle moments: students who linger after class because they feel safe with you, the excitement in their eyes when you remember details about their lives, and the growing confidence they develop from watching you tackle challenges with determination. With warmth and understanding, Dr. Beth acknowledges the reality of teacher exhaustion: those moments when you accidentally call students by pet names, eat lunch in five minutes, or feel like you're running on empty. She reassures listeners that these human moments are completely normal given the extraordinary demands of teaching. The episode concludes with an affirming message: you're not just surviving, you're building relationships that matter and creating safe learning environments where students can thrive. Dr. Beth emphasizes that rest during Thanksgiving break isn't a luxury or reward, it's an essential part of being able to teach well. Whether you're heading into break feeling accomplished or depleted (or both), this episode offers validation, encouragement, and a reminder that your unseen work creates ripples of positive impact every single day. Perfect for new teachers and veterans alike, this episode is a gift of gratitude for educators everywhere. #TheGratitudeYouDontSee #TeacherResilience #RestIsTeaching #GratitudeInEducation #NewTeachers #NewTeacherTalk #TeacherPodcast