Podcasts about Better Tomorrow

Let's chat—send me a text!For years, I believed rigorous math instruction meant harder problems, longer assignments, and more work.I don't believe that anymore.In this episode, I share how my definition of rigor has changed, why cognitive demand isn't the same thing as difficulty, and how I intentionally design lessons that promote deeper mathematical thinking without overwhelming students.We'll also explore how routines like Math Wars can move beyond procedural practice by creating opportunities for students to justify, critique, compare, and defend mathematical reasoning.In this episode, you'll learn:Why rigor and difficulty aren't the same thingHow to increase thinking without increasing workloadThe difference between fluency and reasoningHow I build cognitive demand into everyday classroom routinesWhy scaffolds can increase access without reducing rigor

Let's chat—send me a text!The first week of school isn't just about procedures, seating charts, and syllabus review. It's when students begin forming beliefs about what mathematics feels like—and who they believe they are as mathematicians.In this episode, I share how my thinking about the first week has changed over the years, why students walk into our classrooms carrying mathematical identities, and how we can intentionally design experiences that foster confidence, curiosity, and belonging from day one.In this episode you'll learn:Why the first week is about more than classroom proceduresHow students' mathematical identities influence learningThe connection between classroom culture and instructional designSimple questions to help you intentionally design the first weekWhy belonging is one of the most important things we teach

In this sequel to the action classic, Ho ends up going undercover again after finding out his brother Kit had taken the assignment he initially refused.  While in New York, Ken the twin brother of Mark from the first movie, shelters Johnny, the boss of the gang that Ho is infiltrating after it is taken over by more aggressive leadership and they kill Johnny's daughter.  Ken realizes this will never end and he and Johnny travel back to Hong Kong to join forces with Ho to take the gang out once and for all.  Chow Yun Fat stars in John Woo's classic sequel, A Better Tomorrow II for Mark's birthday pick this year. We also discuss the latest news, go more in depth on Spider-Man: Brand New Day and discuss some other things we watched this week.  Next week we talk Run Silent, Run Deep on the show!  Thanks for listening!  

Let's chat—send me a text!One of my favorite classroom projects completely stopped working—and it ended up becoming one of the most important lessons of my teaching career.In this episode, I share the story of a once-successful cell phone plan project that unexpectedly fell flat and how it completely changed the way I think about designing meaningful mathematics.We'll explore why real and relevant aren't always the same thing, how I adapt lessons from Illustrative Math without reinventing the curriculum, and why sometimes the most meaningful part of a lesson isn't the context at all—it's the mathematical thinking.In this episode, you'll learn:Why authentic lessons lose relevance over timeThe difference between real-world math and relevant mathThe planning question I ask before almost every lessonHow I adapt Illustrative Math to better connect with my studentsWhy mathematical practices can be just as meaningful as real-world contextsA classroom story using Glo Germ that led to rich mathematical discussions

Let's chat—send me a text!What if math intervention didn't mean going back three grade levels and trying to fill every gap a student has before they're allowed to move forward?In this episode of The Modern Math Teacher, I'm joined by my friend and math intervention expert Juliana Tapper, author of Teaching 6–12 Math Intervention: A Practical Framework to Engage Students Who Struggle, to talk about a different approach: just-in-time intervention.And selfishly? I had questions.This year I'm teaching an Algebra 1 Pro Lab designed to help students succeed in their grade-level Algebra 1 class, so I asked Juliana to help me think through what that class could actually look like.One of my biggest takeaways was Juliana's staircase approach to intervention.Start with the grade-level skill students need—that's the top of the staircase. Then ask: What do they need to know immediately before they can do that? And what do they need before that?Keep stepping backward until you've identified the essential prerequisite skills students actually need.Instead of trying to fix every gap from the past, we can strategically build the staircase students need to reach the mathematics in front of them.We also talk about:Using the first week to learn how students actually feel about mathematics—and intentionally creating positive new math experiencesThe connection between intervention, math identity, and our recent conversation with Vanessa VakhariaUsing routines like Notice & Wonder, Same & Different, Which One Doesn't Belong, Number Talks, and Number Strings to build confidenceHow non-math contexts (including pictures from your own life!) can help teach these routines while building communityStructuring an intervention class around the content students will encounter in their core math class 1–2 weeks laterMixing kinesthetic learning, explicit instruction, and meaningful practiceHow to use IXL as a planning and differentiation tool rather than parking students in front of a computerUsing pre-assessments to determine which "stair" each student needsCombining small groups, IXL, Math Wars, and engaging whole-group activities based on student needsBuilding foundational fluency through Number Talks, Fun Fact/Fluency Fridays, Throwback Thursdays, and intentional reviewIf you teach students who have unfinished learning, this conversation is packed with practical ways to support what they need without lowering the expectations for where they're going.Connect with JulianaLearn more about Juliana, her intervention resources, and her work with secondary math teachers at CollaboratEd with Juliana.Pick up a copy of Teaching 6–12 Math Intervention: A Practical Framework to Engage Students Who Struggle and check out the free companion resources for the book.You can also find Juliana on Instagram at @collaborated.with.juliana.This podcast is a member of the Teach Better Podcast Network. Better Today. Better Tomorrow. And the Podcasts to Help You Get There.Connect with Kristen:Follow on Instagram @moorethanjustxJoin the Facebook Community: The Modern Math Teachers MovementMore About the Modern Math Teacher PodcastKristen Moore, classroom teacher and instructional coach at Moore Than Just X, empowers modern secondary math teachers to transform the student experience with the strategies and the confidence to implement project-based learning, mastery-based assessment, and student engagement strategies in their classrooms.Whether you're a math education newbie or a seasoned veteran, you'll find something new and inspiring in every episode. You're already a listener, why not join the Movement inside ✨The Modern Math Teachers Movement Facebook group. Join the community of math teachers who are not afraid to shake things up and make math class the best part of the day for our students. So tune in each Tuesday, have some fun, and let's elevate our math teaching game together!*Amazon orders may provide a small affiliate payout at no extra cost to you. These payouts help keep the podcast free for all!

In dieser Folge reisen wir zurück in die goldene Ära des Hongkong-Actionkinos – eine Zeit, in der Kugeln flogen, Fäuste saßen und Stil genauso wichtig war wie Explosionen. Mit fünf großartigen Filmen zeigenwir auf, warum das Actionkino aus Hongkong bis heute Kultstatus genießt...(00:00:22) ULTRA FORCE aka HONGKONG COP aka IN THE LINE OF DUTY (1986) [Prime](00:12:12) Cynthia Rothrock gesellt sich in ULTRA FORCE 2 zu Michelle Yeoh (1985) [Prime] (00:17:43) Hongkong-Action meets Erotik: NAKED KILLER (1992) [YouTube](00:26:13) Chow Yun-fat im Kultklassiker A BETTER TOMORROW (1986) [Prime, plex](00:34:21) Chow Yun-fat in PRISON ON FIRE (1987) von Ringo Lam [Prime, plex](00:42:29) Chow Yun-fat ist der GOD OF GAMBLERS 2 aka HARD GAME (1994) [nur US: AppleTV]Viel Vergnügen!THURSDAY NIGHTMARES: https://www.kinopolis.de/bn/events/detail/thursday-nightmares-filme-+-talk/5688Wir freuen uns über Unterstützung: Patreon - https://www.patreon.com/filmfressen Paypal - kontakt@filmfressen.de Merch - https://www.shirtee.com/de/catalogsearch/result/?q=filmfressen Feedback und Koop-Anfragen: kontakt@filmfressen.de Filmfressen auf Facebook: https://www.facebook.com/Filmfressen-904074306371921/Instagram: https://www.instagram.com/filmfressen Letterboxd: https://letterboxd.com/ManuFilmfressen Letterboxd: https://letterboxd.com/PeterFilmfresse Cineviel: https://podriders.de/podcast/cine-viel-podcast

How to Survive a Shock PodcastFIVE PRIMARY POINTS of the PODCASTGreat leaders replace uncertainty with courage, faith, and hope.Drawing on lessons from the Campbell Trophy Summit, former Intuit CEO Brad Smith argued that leadership is about helping people navigate uncertainty by choosing courage over comfort, faith over cynicism, and hope over resignation. Purpose fuels courage, leaders build confidence by believing in others before they believe in themselves, and every person's work should connect to a larger mission.Consistency beats intensity over the long run.Athletic Brewing CEO Bill Shufelt shared how he realized he was “climbing a ladder leaning against the wrong wall.” After prioritizing his health and family, he built an $800 million company without returning to burnout. His key lesson: “Consistency outruns intensity over any long horizon.” Sustainable effort produces greater success than relentless hustle.Small changes, amplified by AI, can create extraordinary results.Nuclear engineer Dr. Tom Burns described how AI agents, trained to emulate his team's best engineer, identified a seemingly insignificant design change—a 0.1-inch modification to a centrifugal contactor—that doubled processing efficiency, accelerated a five-year project to less than a year, and saved taxpayers an estimated $5 billion. The lesson: identify the single metric that matters most and use AI as a collaborative partner to pursue transformational, not incremental, improvements.Elite performers share common principles.Across years of Campbell Trophy Summit speakers, recurring themes emerged: embrace difficult challenges (William McRaven), work to become “twice as good” and view struggle as a privilege (Condoleezza Rice), pair big dreams with disciplined execution (Steve Young), take action (”Let's go”—Ronnie Lott), be fully present for others, prioritize purpose over popularity, and lose yourself in service. Curiosity, humility, and grit consistently define high performers.Approach peptides with scientific caution, not hype.The podcast concludes with a review of the FDA advisory committee's recommendation regarding compounded BPC-157. While the committee recommended allowing compounding under specific circumstances, the evidence for safety and effectiveness remains limited. Dr. Mishra concludes that, for routine wellness or minor injuries, the current evidence does not justify widespread use. Until stronger human data exist, peptides should be reserved, if considered at all, for carefully selected patients who understand the uncertainties and risks.Copyright, VyVerse LLC. All Rights Reserved. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit vitalityexplorers.substack.com/subscribe

Let's chat—send me a text!We spent the summer reading Math Therapy together—and now we're sitting down with the author herself, Vanessa Vakharia, to talk about what happens when we take these ideas off the page and into our classrooms.And, apparently, what happens when the math teacher needs a little Math Therapy of her own.In this conversation, Vanessa and I start by talking about how Math Therapy has almost become a co-creation. The book may be published, but the work keeps evolving as teachers take these ideas, adapt them, and make them their own. It's one of the reasons we both love podcasting: our thinking doesn't have to stop just because the book—or an episode—is finished.Then Vanessa turns the tables on me as I outed myself as someone who didn't think she had trauma but most definitely did. We unpack one of the experiences I've shared throughout this series: my infamous Honors Geometry polyhedron project and the impact that one experience had on my own mathematical identity.That leads us into a fascinating conversation about what it means to be "honors," why those labels carry so much weight, and why even experienced math teachers can feel anxious about teaching certain courses. (Hello, Honors Algebra 2.)But we don't stop with what happens inside school.We also dig into some of the cultural messages our students are receiving right now—from TikTok trends that make crying in math class part of the joke to shirts with messages like "I'm too pretty to do math."So what the heck are we supposed to do when our students walk into class carrying all of that with them?Vanessa shares practical ways we can provide the just-in-time Math Therapy our students need and gives us questions we can start asking immediately.In This EpisodeI'm not the best time keeper but you can expect these things to be basically rightAround 14 minutes, we dig into what it means to be an "honors" student—or teacher—and why those labels can create anxiety of their own.Around 18 minutes, we tackle the math stereotypes showing up in social media and pop culture and the messages they're sending our students, particularly girls.Around 22 minutes, Vanessa shares what we can do right now in our classrooms to combat those stereotypes and give students just-in-time Math Therapy.Around 24 minutes, she gives us questions we can use to start those conversations with students.And around 28 minutes, Vanessa shares her advice for teachers wondering, Okay, I've read the book. I've listened to the series. Now what do I actually DO?My Biggest TakeawayMath Therapy isn't something we "do" to students.It's an ongoing conversation.It's something students and teachers create together—and it will look different in every classroom because our students, experiences, and teaching styles are different.The goal isn't to perfectly implement someone else's version of Math Therapy.It's to notice the messages students are receiving about who gets to be good at math and intentionally create experiences that help them write a different story.Keep the Conversation GoingAfter you listen, I'd love to know:What message about math do you think your students most need help unlearning this year?Come share your biggest takeaway from my conversation with Vanessa inside The Modern Math Teacher community.Grab Math TherapyIf this is your first episode in our summer book study, you can absolutely go back and listen to the entire series—and grab your own copy of the book to read along:

Let's chat—send me a text!After four weeks of reading Math Therapy together, we've reached the final chapter—and it ends with a powerful reminder.You don't have to become a different teacher.You simply have to become a more intentional version of the teacher you already are.In this episode, I reflect on the biggest lessons from the book, how my own classroom plans have evolved, and why helping students build healthier relationships with mathematics is a journey we'll continue taking alongside them.In This Episode✨ Why professional learning begins with believing something can improve✨ Teaching as a journey rather than a destination✨ Why every teacher's version of Math Therapy should be unique✨ How my Geometry Proficiency Lab has evolved because of this book✨ Teaching authentically and in alignment with your beliefs✨ The connection between Math Therapy and Mel Robbins' "Let Them" philosophy✨ Why one intentional change can have a lasting impactKey TakeawayYou don't have to implement every idea.You don't have to transform your classroom overnight.Choose one meaningful change.Implement it intentionally.Then continue growing alongside your students.This Week's ReflectionAsk yourself:What's one idea from this series you're excited to try?How has your thinking changed during this book study?What mathematical identity do you hope your students develop this year?What would becoming a more intentional teacher look like for you?Community ChallengeJoin us inside the Facebook group and share:✨ The one strategy you're taking into your classroom this year.✨ One way you'll intentionally help students build a healthier relationship with mathematics.Let's celebrate the beginning of a new school year together.Read Along With Us

In the first episode of our 2026 summer series, Farmerama hears from Sam Sivapragasam and Summayah Zannath, part of the core collective at Land in Our Names, about the progress of their Land Project for Black and people of colour. Plus Julia Kirby-Smith, executive director of Better Food Traders shares how this membership network is supporting independent sustainable food retailers. Thanks to the Six Inches of Soil podcast, we're sharing Sheila Dillon talking about her long-time work in the food and farming broadcasting world and Abby Rose's reflections on Cereal Revisited. And finally we've got a couple of voice notes to share from our Cereal Revisited Digital Soundmap. Find out more about the Land Project and donate to LION. https://landinournames.community/projects/land-project Find out more about becoming a Better Food Trader. https://betterfoodtraders.org/join-us/ Find Baking a Better Tomorrow here. https://www.sustainweb.org/news/feb26-new-magazine-baking-a-better-tomorrow-grain-changers/ You can listen to the full episode of Six Inches of Soil here. https://podcasts.apple.com/gb/podcast/unite-bringing-together-podcasters-ideas-in-the-field/id1773830638?i=1000774217772 Listen to all the voicenotes on the Cereal Revisited Digital Soundmap here: https://farmerama.co/cereal-revisited/ *** If you would like to support Farmerama to keep on sharing the stories of the regenerative farming community, there are lots of different ways you can help: Sign up for our monthly newsletter here. https://facebook.us12.list-manage.com/subscribe?u=8278bad33b1ec2d4fc1203af0&id=5e20dde279 Become a community supporter on Patreon here. https://www.patreon.com/farmerama Show the world how much you love Farmerama by wearing one of our Farmerama caps – available here. https://farmerama-radio-ltd.square.site/ If you are a business who is aligned with our vision for crafting a positive ecological future rooted in the people on the land and seas, you can become a commercial supporter of the show. Read more about our mission and what we do here. https://drive.google.com/file/d/1yupfV514a-cjVDbWrBM6_8HQiL22ppb6/view?usp=sharing

Let's chat—send me a text!We often tell students:"Progress matters more than perfection."But does our assessment system communicate the same message?In this episode, we're continuing our Math Therapy summer book study with Chapter 7, where Vanessa Vakharia explores the connection between assessment, growth mindset, and mathematical identity.This chapter challenged me to reflect on my own grading practices, my experience with competency-based learning, and the conversations my department is currently having as we continue implementing our new curriculum.In This Episode✨ Why assessment communicates more than grades✨ My journey from competency-based grading to teaching within a traditional grading system✨ The difference between formative and summative assessment✨ Why reassessment should reflect new learning—not simply offer another attempt✨ Connecting "progress over perfection" to grading practices✨ SMART goals that focus on habits, confidence, and growth✨ Breaking learning into "dopamine bites"✨ A student progress tracker I'm building for Geometry Proficiency Lab✨ Helping students collect evidence of their own growthKey TakeawayAssessment isn't just about measuring what students know.It's about communicating what we believe learning looks like.When our grading practices align with our beliefs about growth, students receive a much more consistent message about what it means to learn mathematics.This Week's ReflectionAsk yourself:If students only experienced your assessment system, what would they believe about learning?Does your grading system leave room for growth?How do students measure their own progress?What evidence do students collect that shows they're becoming stronger mathematicians?Community ChallengeJoin us inside the Facebook group and share:✨ One assessment practice that helps students recognize their own progress.✨ One way you intentionally celebrate growth before the final unit assessment.Let's build a collection of ideas that help students see learning as a process rather than a single performance.Read Along With Us

Stealing the future and concealing the theft—capitalism's method, as examined by the author of the acclaimed Carbon Democracy Today, extraordinary wealth seems to arrive from nowhere. The trick of conjuring this unearned wealth is, in fact, the key to understanding capital­ism's origins and a clue to why the catastrophe of climate collapse is upon us: value is created by consuming the future. In The Alibi of Capital: How We Broke the Earth to Steal the Future on the Promise of a Better Tomorrow (Verso, 2026), Professor Timothy Michell explains how this came about through the imperial expansion of the West, en­cumbering today's generations with repayments on earlier extractions. Timothy Mitchell identifies the forms of capitalisation, credit, and coercion that turn prospective assets into present income. Rejecting the common idea that claims on the future create only financial or fictitious capital, he traces the terraforming projects – the destruction of rivers, the colonising of territory, the expan­sion of infrastructure, and the burning of carbon—through which the future has been squandered. Terms such as finance, technology, the economy, and growth function as alibis that conceal this devastating form of extraction. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Stealing the future and concealing the theft—capitalism's method, as examined by the author of the acclaimed Carbon Democracy Today, extraordinary wealth seems to arrive from nowhere. The trick of conjuring this unearned wealth is, in fact, the key to understanding capital­ism's origins and a clue to why the catastrophe of climate collapse is upon us: value is created by consuming the future. In The Alibi of Capital: How We Broke the Earth to Steal the Future on the Promise of a Better Tomorrow (Verso, 2026), Professor Timothy Michell explains how this came about through the imperial expansion of the West, en­cumbering today's generations with repayments on earlier extractions. Timothy Mitchell identifies the forms of capitalisation, credit, and coercion that turn prospective assets into present income. Rejecting the common idea that claims on the future create only financial or fictitious capital, he traces the terraforming projects – the destruction of rivers, the colonising of territory, the expan­sion of infrastructure, and the burning of carbon—through which the future has been squandered. Terms such as finance, technology, the economy, and growth function as alibis that conceal this devastating form of extraction. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/critical-theory

Stealing the future and concealing the theft—capitalism's method, as examined by the author of the acclaimed Carbon Democracy Today, extraordinary wealth seems to arrive from nowhere. The trick of conjuring this unearned wealth is, in fact, the key to understanding capital­ism's origins and a clue to why the catastrophe of climate collapse is upon us: value is created by consuming the future. In The Alibi of Capital: How We Broke the Earth to Steal the Future on the Promise of a Better Tomorrow (Verso, 2026), Professor Timothy Michell explains how this came about through the imperial expansion of the West, en­cumbering today's generations with repayments on earlier extractions. Timothy Mitchell identifies the forms of capitalisation, credit, and coercion that turn prospective assets into present income. Rejecting the common idea that claims on the future create only financial or fictitious capital, he traces the terraforming projects – the destruction of rivers, the colonising of territory, the expan­sion of infrastructure, and the burning of carbon—through which the future has been squandered. Terms such as finance, technology, the economy, and growth function as alibis that conceal this devastating form of extraction. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/environmental-studies

Stealing the future and concealing the theft—capitalism's method, as examined by the author of the acclaimed Carbon Democracy Today, extraordinary wealth seems to arrive from nowhere. The trick of conjuring this unearned wealth is, in fact, the key to understanding capital­ism's origins and a clue to why the catastrophe of climate collapse is upon us: value is created by consuming the future. In The Alibi of Capital: How We Broke the Earth to Steal the Future on the Promise of a Better Tomorrow (Verso, 2026), Professor Timothy Michell explains how this came about through the imperial expansion of the West, en­cumbering today's generations with repayments on earlier extractions. Timothy Mitchell identifies the forms of capitalisation, credit, and coercion that turn prospective assets into present income. Rejecting the common idea that claims on the future create only financial or fictitious capital, he traces the terraforming projects – the destruction of rivers, the colonising of territory, the expan­sion of infrastructure, and the burning of carbon—through which the future has been squandered. Terms such as finance, technology, the economy, and growth function as alibis that conceal this devastating form of extraction. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/intellectual-history

Let's chat—send me a text!How do students begin to see themselves differently in mathematics?In this episode, we're continuing our Math Therapy summer book study with Chapter 6: Makeover.This chapter may be the most personal one yet. It challenged me to reflect on my own math story and reminded me that students don't simply need better grades—they need opportunities to build a healthier mathematical identity.I also share one of my favorite implementation ideas from the book: helping students create a Math-o-GRAPHy, where they graph the highs and lows of their mathematical journey and later use those graphs as authentic mathematical data.In This Episode✨ What math identity really means✨ Why rewriting our math story helps rewire our brain✨ My personal math journey—from Mathlete to math teacher✨ How teachers shape students' mathematical identities✨ The influence of media on students' beliefs about math✨ Why I interpreted Mean Girls a little differently✨ The Math Story Makeover activity✨ Using Math-o-GRAPHy to connect SEL and authentic mathematics✨ Why identity—not ability—is often what changes mostKey TakeawayStudents don't become different mathematicians because we tell them they're capable.They become different mathematicians because they accumulate evidence that they are capable.Every reflection.Every productive struggle.Every meaningful success.Every encouraging conversation.Those experiences help students rewrite their story—and ultimately rewire how they see themselves.This Week's ReflectionAsk yourself:What's your own math story?Which teachers shaped your mathematical identity?What experiences made you the teacher you are today?If your students rewrote their math autobiography in May, what would you hope had changed?Community ChallengeJoin us inside the Facebook group and share:✨ One moment from your own math story that shaped the teacher you've become.✨ One classroom experience that helps students build a healthier relationship with mathematics.Let's collect ideas that help students rewrite their stories one experience at a time.Read Along With Us

Stealing the future and concealing the theft—capitalism's method, as examined by the author of the acclaimed Carbon Democracy Today, extraordinary wealth seems to arrive from nowhere. The trick of conjuring this unearned wealth is, in fact, the key to understanding capital­ism's origins and a clue to why the catastrophe of climate collapse is upon us: value is created by consuming the future. In The Alibi of Capital: How We Broke the Earth to Steal the Future on the Promise of a Better Tomorrow (Verso, 2026), Professor Timothy Michell explains how this came about through the imperial expansion of the West, en­cumbering today's generations with repayments on earlier extractions. Timothy Mitchell identifies the forms of capitalisation, credit, and coercion that turn prospective assets into present income. Rejecting the common idea that claims on the future create only financial or fictitious capital, he traces the terraforming projects – the destruction of rivers, the colonising of territory, the expan­sion of infrastructure, and the burning of carbon—through which the future has been squandered. Terms such as finance, technology, the economy, and growth function as alibis that conceal this devastating form of extraction. Learn more about your ad choices. Visit megaphone.fm/adchoices

Here's a hard boiled treat that will feel like a bullet in the head initially. It may even make you want to take your face off. But hold tight, for there will always be a better tomorrow. Yes, it's a very special interview with the legendary action director, John Woo, who invited our Chris Hewitt, a lifelong fan of Woo's movies, into his LA offices last week for an hour-long talk, principally about Woo's groundbreaking, exhilarating work in Hong Kong on the likes of Hard Boiled, The Killer, Bullet In The Head, and A Better Tomorrow and its sequel. The two of them talk about Woo's humble beginnings, his discovery of action as an outlet and Chow Yun-Fat as his alter ego/leading man, his approach to staging action, his travails on Hard Boiled's greatest action sequence, and much, much more. We hope you enjoy.

Let's chat—send me a text!What if we've been answering one of our students' most common questions the wrong way?When students ask:"When am I ever going to use this?"they're often not asking about future careers.They're asking something much deeper:"Why should I care?"In this episode, we're continuing our summer Math Therapy book study with Chapter 5: Motivate, and exploring how relevance, purpose, and meaningful feedback can transform student motivation.In This Episode✨ Why motivation begins with meaning✨ The difference between real and relevant mathematics✨ Why transferable skills matter just as much as content standards✨ Redefining mathematics as reasoning, problem solving, communication, and critical thinking✨ Redefining success and failure through a growth mindset lens✨ Lessons from Meet the Robinsons and The Magic School Bus✨ Why accountability partners aren't just for students—they're for teachers too✨ How my National Board journey reshaped the way I think about student feedback✨ Why specific feedback builds self-efficacy and motivationKey TakeawayStudents don't always need another real-world application.Sometimes they simply need to understand who they're becoming because they're learning mathematics.Purpose fuels motivation.Meaning sustains perseverance.This Week's ReflectionAsk yourself:How would your students define mathematics?Would their definition match yours?What transferable skills are your students practicing this week?The next time a student asks, "When am I ever going to use this?" how might you answer the deeper question: "Why should I care?"Community ChallengeJoin us inside the Facebook group and share:✨ One way you help students discover the purpose behind mathematics.✨ One strategy you use to build intrinsic motivation without relying on rewards, points, or grades.Let's continue learning from one another as we prepare for a new school year.Read Along With Us

Let's chat—send me a text!How do we create a classroom where students feel safe enough to struggle?In this episode, we're continuing our summer Math Therapy book study with Chapter 4: Moderate.This chapter challenged me to rethink the difference between mathematical challenge and emotional threat. Productive struggle is an essential part of learning mathematics—but unnecessary fear, embarrassment, and fixed labels can prevent students from ever engaging in that struggle.I also share some of my own math stories and how they're influencing the way I'm designing my Geometry Proficiency Lab this year.In This Episode✨ The three meanings of "moderate" in the Math Therapy framework✨ Why moderating math anxiety is both proactive and reactive✨ My own experiences with math trauma in Honors Geometry and Linear Algebra✨ Why students should revisit and rewrite their math stories✨ Wrestling with the balance between cold calling and psychological safety✨ The impact of labels like "honors" and "intervention"✨ The Believe → Behave → Become framework for changing mathematical identity✨ Why teacher language matters✨ Choosing math therapy practices that fit your authentic teaching style✨ My favorite implementation idea: a Math Therapy Classroom AgreementKey TakeawayWe don't help students by lowering expectations.We help students by intentionally creating classrooms where they feel safe enough to meet high expectations.Psychological safety isn't the opposite of rigor.It's often what makes rigor possible.This Week's ReflectionAsk yourself:What labels do your students bring into your classroom?What stories have they attached to those labels?How do your classroom routines communicate safety, belonging, and high expectations?If your students rewrote their math autobiography at the end of the semester, what would you hope had changed?Community ChallengeHead over to the Facebook group and share:✨ One classroom routine you already use that helps students feel psychologically safe.✨ One idea from Chapter 4 that you're planning to implement this school year.Let's build a collection of strategies that help students experience productive struggle without unnecessary fear.Read Along With Us

Let's chat—send me a text!What does it actually mean to be good at math?If you asked your students that question, what would they say?In this episode, we're continuing our summer book study of Math Therapy by Vanessa Vakharia and diving into Chapter 3: Mythbust.While growth mindset may not be the educational buzzword it once was, the ideas behind it remain incredibly important. Students cannot build a healthier relationship with mathematics if they continue believing unhealthy myths about themselves.This episode explores how teachers can help students challenge limiting beliefs, collect evidence of growth, and begin rewriting their mathematical identities.In This Episode✨ Why growth mindset still matters✨ The difference between telling students they can grow and helping them experience growth✨ What it really means to be good at math✨ Why productive struggle is essential for building confidence✨ How the Reticular Activating System (RAS) influences what students notice✨ The role of relevance in learning mathematics✨ Reflection, journaling, and Favorite Mistakes as tools for growth✨ Why evidence—not encouragement alone—changes beliefsKey TakeawayStudents don't develop a growth mindset because we tell them to.Students develop a growth mindset because they experience growth.Productive struggle leads to success.Success creates evidence.Evidence shapes beliefs.Beliefs influence identity.And identity drives behavior.This Week's ReflectionConsider these questions:What does it mean to be good at math?Would your students define mathematical success the same way you do?What evidence are your students collecting about themselves every day?What evidence are they noticing?Community ChallengeThis week, intentionally notice something.It could be:examples of productive strugglemoments of student growthmathematics in everyday lifeevidence of mathematical thinkingThen head into our Facebook group and share what you discovered.I'd also love to hear your answer to this question:What does it mean to be good at math?Read Along With Us

Every decision you make today is either agift to tomorrow-you or a debt she has to pay.This episode is about one of the simplest mindset shifts I've made that changed how I move through my days: Stopping thehabit of creating messes, extra work, and unnecessary friction for future-me, and starting to think about what I can do right now to make everything easier and lighter later.We cover: → Why every undone small thing is heavierthan it looks → The "under 5 minutes" filter — and why it's the only rule you need → How to become a "might as well" person and why it's one of the most underrated habits out there → What momentum looks like in a regular day → How to start thinking about your future self as someone worth taking care of right nowThis one is practical, fast, and immediately applicable. You'll finish it and want to go do something.Resources Mentioned: Not Another Diet Book: https://www.amazon.com/Not-Another-Diet-Book-learning/dp/B0B45Q4CLH/Schedule a Session: https://www.heathermaio.com/coaching-options

Let's chat—send me a text!Welcome back to our summer Math Therapy book study series!This week we're discussing Chapter 2 and exploring a question many teachers may be asking:What exactly is math therapy?One of the biggest takeaways from this chapter is that math therapy isn't about becoming a licensed therapist. Instead, it's about becoming more intentional about the human side of mathematics.As teachers, we already help students:navigate frustrationrecover from mistakesbuild confidencedevelop resiliencechallenge limiting beliefsMath therapy simply gives us a framework for doing that work more intentionally.In This EpisodeVanessa Vakharia's journey into math therapyWhy teachers already influence students' mathematical identitiesThe Five Ms framework:MythbustModerateMotivateMakeoverMeasureThe connection between Atomic Habits and mathematical identityWhy beliefs shape identity and identity shapes habitsThe importance of bringing your whole self into mathematicsCreating classroom agreements rooted in empathy and belongingRethinking the first two weeks of schoolA Powerful QuestionWhat if the first two weeks of school weren't just about procedures and review?What if they were also about helping students build a healthier relationship with mathematics?This question is shaping much of my planning for Geometry Proficiency Lab and may be one of the most impactful ideas from the chapter.This Week's ReflectionConsider these questions:What are you already doing that supports students' mathematical well-being?How do you build belonging in your classroom?What messages do your students receive about who can be successful in math?Which of the Five Ms do your students need most?Community ChallengeJoin us inside the Facebook group and share:One thing you're already doing that aligns with math therapyOne activity you plan to use during the first two weeks of schoolWhich of the Five Ms you're most excited to learn more aboutLet's learn from each other as we prepare for a new school year.Read Along With Us

Let's chat—send me a text!This week, we're kicking off our summer book study of Math Therapy by Vanessa Vakharia.Rather than providing a chapter-by-chapter summary, this series is designed as a conversation around the ideas that resonate most, the questions they raise, and how they might influence our classroom practices.In Chapter 1, one idea kept surfacing again and again:The stories we tell ourselves about mathematics matter.From cultural stereotypes and family messaging to our own classroom experiences, students often arrive carrying beliefs about who they are as math learners long before we ever meet them.In This EpisodeWhy the "math person" myth is so persistentThe surprising connection between Teen Talk Barbie and productive struggleThe difference between math anxiety and math traumaHow family experiences influence mathematical identityWhat intervention students have taught me about confidence and resilienceQuestions I'm beginning to explore about math trauma in honors classesThis Week's ReflectionConsider these questions:Were you told you were a math person growing up?What messages about mathematics shaped your own identity?How do stress, anxiety, and math trauma show up in your students?Does it look different in intervention classes versus advanced courses?Community ChallengeThis week, start noticing how mathematics is portrayed in everyday life.Look for examples in:TelevisionMoviesSocial mediaAdvertisementsConversations with friends and familyThen share your observations inside our Facebook group. Let's see what patterns emerge when we start paying attention to the messages surrounding mathematics.Read Along With Us

Let's chat—send me a text!You asked, I answered!In this special Listener Q&A episode of The Modern Math Teacher, I'm tackling some of your biggest questions about project-based learning, Building Thinking Classrooms, real-world math connections, and professional learning.Whether you're just getting started with PBL or looking for new ways to make your math classroom more engaging, this episode is packed with practical ideas you can use right away.

Let's chat—send me a text!Struggle Is Learning. Drowning Is Not.One of the biggest lessons I've learned this year is that not all struggle is productive.As math teachers, we want students to wrestle with ideas, persevere through challenges, and make sense of mathematics. But there's a fine line between productive struggle and overwhelming frustration.In this episode, we're exploring what productive struggle actually looks like, why support and rigor aren't opposites, and how to challenge students without leaving them stranded.Because struggle is learning.Drowning is not.

I hope this quote from H. Jackson Brown helps you have a better future.   Join the FREE Facebook group for The Michael Brian Show at https://www.facebook.com/groups/themichaelbrianshow   Follow Mike on Facebook Instagram & X

Let's chat—send me a text!What I'm Still Figuring Out About Teaching Honors MathAfter more than 15 years in the classroom, I'm about to do something new:Teach Honors Algebra 2 and Grade-Level Algebra 2 at the same time.And honestly?I'm still figuring out what that should look like.In this episode, I'm sharing the questions I've been wrestling with as I prepare for next year—from rigor and procedural fluency to pacing, grading, and what should actually be different in an honors classroom.Because I don't think honors students need more work.I think they need meaningful opportunities to think more deeply.

Let's talk. Send me a message with your email and I'll get back to you!Are we using technology because it improves learning—or because it's available?After reflecting on student engagement, Chromebook fatigue, and intentional lesson design, I've been rethinking how technology fits into my math classroom.And the more I think about it, the more I realize:

Let's talk. Send me a message with your email and I'll get back to you!Technology isn't going away.But that doesn't mean we should use it for everything.After years of integrating digital tools into my math classroom, I've found myself asking a different question:

A Better Tomorrow Starts with Today's Actionshttps://lifemotivationdaily.blogspot.com/#google_vignette

Let's talk. Send me a message with your email and I'll get back to you!One of the best things that ever happened to me as a math teacher was teaching multiple grade levels.Because the more I taught Algebra 1, Geometry, Algebra 2, and intervention classes together… the more I realized:

Let's talk. Send me a message with your email and I'll get back to you!Can I admit something?There are math concepts I taught for years that I didn't fully understand conceptually myself.I could teach the procedure. I could explain the steps. But true sense-making? That took time.In this episode, I'm reflecting on the math ideas I've come to understand more deeply as a teacher—and how that deeper understanding has completely changed my instruction.

Let's talk. Send me a message with your email and I'll get back to you!Ever had one class LOVE a lesson… and another class completely flop with the exact same activity?Same teacher. Same lesson. Same day.This year completely changed the way I think about differentiation, responsiveness, and what intentional teaching actually looks like in a real math classroom.In this episode, we're talking about:class-to-class differentiationresponsive teachingstudent dynamicsand why consistency does not mean every class should look identical

I hope this quote from Abdul Kalam helps you defer gratification.   Join the FREE Facebook group for The Michael Brian Show at https://www.facebook.com/groups/themichaelbrianshow   Follow Mike on Facebook Instagram & X

Let's talk. Send me a message with your email and I'll get back to you!This year changed the way I think about teaching math.Between piloting a new curriculum, beginning National Board Certification, and teaching students with very different needs, I realized something important:

We review A Better Tomorrow II (1987) on movie podcast The Collector's Cut. A Better Tomorrow 2 is directed by John Woo and stars Ti Lung, Leslie Cheung, Chow Yun-fat, Emily Chu patreon: https://www.patreon.com/mildfuzztv twitter: https://twitter.com/ScreamsMidnight all links: https://linktr.ee/mildfuzz Audio version: https://the-collectors-cut.pinecast.co/

On this edition of This is Wrestling, Lee Versage and Zach McGibbon go over the results of C*4 Wrestling's A Better Tomorrow show with Zach giving his thoughts from being in attendance for the show!This audio is from the live edition of This is Wrestling on the This is OSN Youtube Channel! Make sure to subscribe here to be able to catch future live shows!: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.youtube.com/@thisisosn⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Questions for the show? Make sure to reach out at our social media or send in your question via email at ⁠⁠⁠versagelee@gmail.com⁠⁠⁠. Follow on social media:Twitter: @TIW_AudioFollow Zach on Twitter: @RawIsGibbyInstagram: @TIW_Audio Facebook: ⁠⁠⁠https://www.facebook.com/thisiswrestlingaudio Threads: @TIW_Audio

Doctor Asa is America's Health Coach and Trusted Voice on Longevity and Human Potential.   Get Your FREE Dr. Asa Best-Selling Book at: https://www.MyFreeHealthBook.com   Join Our VIP Health Community https://www.drasa.com/vip   Visit Us At Our VIP Health Retreats https://www.drasa.com/retreats/   Visit Our Local Providers https://www.drasa.com/find-a-provider/   Become motivated and reach the best version of you by listening to The Dr. Asa Show created by Dr. Asa Andrew, MD, DC, ND, is one of the worlds only 3-doctorate physicians yielding a unique perspective between traditional medical and natural-based health information is board-certified in clinical nutrition.   Doctor Asa, or Dr. Asa, a fitness enthusiast who hasn't missed a day of exercise since he started at age 17, teaches on performance and longevity, founder of the largest health-focused television, radio, and digital network, #1 sought after speaker, best-selling author, Reality TV producer, CEO, entrepreneur, and creator of the largest multi-platform health media company with a 35+ million potential reach, which hosts the #1 Ranked 3-hour syndicated daily health talk show. On his daily radio and television programs, The Dr. Asa Show, Dr. Asa Andrew answers questions on subjects like longevity, human potential, health, personalized nutrition, fitness, medicine, lifestyle, psychology, and you will find a blend of the radio show, special celebrity interviews, #AskDrAsa, Q&A, keynote speeches, Reality TV, and the overall journey.   Oh and Doctor Asa is also The Ringside Physician and Top Heal of Professional Wrestling with TNA Wrestling and partnership with WWE and still competes in the ring.   Have a Question? Call Me 1-888-283-7272 Text Me 1-407-255-7076 DM Me  @DrAsa Email Me  Ask@DrAsa.com

Let's talk. Send me a message with your email and I'll get back to you!Ever feel like your math lessons are… fine, but not really connecting?You're covering the content, following the curriculum—but students aren't fully engaged.In this episode, we walk through a simple, repeatable process to turn any math lesson into a real-world experience—without starting from scratch or spending hours planning.

We review A Better Tomorrow (1986) on movie podcast The Collector's Cut. Heroes Shed No Tears is directed by John Woo and stars Ti Lung, Leslie Cheung, Chow Yun-fat, Emily Chu patreon: https://www.patreon.com/mildfuzztv twitter: https://twitter.com/ScreamsMidnight all links: https://linktr.ee/mildfuzz Audio version: https://the-collectors-cut.pinecast.co/

Think you don't have time for projects? Feel stuck with your curriculum? Worried your students can't handle it?Let's talk about it.In this episode, we're breaking down the 3 biggest myths about real-world math and project-based learning—and why they might be the exact things holding you back.

Think you need a full project-based learning unit to bring real-world math into your classroom?You don't.In this episode, we're breaking down how to start with smaller, meaningful project experiences—without overhauling your entire curriculum or spending hours planning.

Ever tried a math project that should have worked… but didn't?Maybe students were off task, confused, or the math just didn't stick.

Critic/author David West

Hong Kong film critic James Mudge

What happens when you finally slow down long enough to notice what’s not working? After an unexpected week away at a health retreat, Justin and Kylie came home with two surprisingly simple insights that completely shifted the way they parent, connect, and live. From the tension between personal growth and relationships… to the life-changing impact of putting phones away and sitting quietly in nature… this episode is a gentle but powerful reminder that sometimes the smallest changes create the biggest calm. If family life has felt noisy, rushed, or emotionally crowded lately, this conversation might be exactly the reset you need. KEY POINTS: Why “good” priorities can still create tension The hidden emotional load parents carry every day What Justin learned from putting screens away at 6pm How stillness and green space affect stress and connection The surprising power of intentional downtime Why parents rarely give themselves permission to pause QUOTE OF THE EPISODE: "There are many good things competing for our time and energy. At any given moment, we just have to decide what matters most right now." RESOURCES MENTIONED: Boys: Building Strong Young Men from the Inside Out by Dr Justin Coulson ACTION STEPS FOR PARENTS: Put your phone away one hour earlier tonight Spend 5–10 minutes outside with no agenda Ask yourself: What matters most in this moment? Notice which “good” priorities are creating tension Create one small daily ritual that helps you slow down See omnystudio.com/listener for privacy information.

Deep Dive Rabbit Hole Series The Coach Debbie Potts Show This episode is part of my Deep Dive Rabbit Hole series, where we explore the science behind metabolism, hormones, gut health, mitochondria, and longevity. These episodes go beyond surface-level wellness advice to help you understand the root causes, mechanisms, and connections between systems in the body — so you can take ownership of your health as you age. We discuss how factors like: • metabolism and mitochondrial function • hormone signaling • insulin sensitivity • gut microbiome health • nervous system regulation • inflammation and metabolic flexibility all influence how your body performs and adapts in midlife. My goal is to help you move from Metabolic Chaos → Metabolic Harmony by understanding the signals your body is sending. Want to Personalize Your Health Strategy? Learn more about advanced testing and personalized coaching including: • PNOĒ Metabolic Testing • Functional Blood Chemistry Analysis • GI-MAP Gut Testing • Genetics & Metabolic Blueprint Analysis Visit:

Academic and writer Timothy Mitchell joins This Is Hell! to talk about his new book his new book "The Alibi of Capital: How We Broke the Earth to Steal the Future on the Promise of a Better Tomorrow”, published by Verso Books (https://www.versobooks.com/products/3452-the-alibi-of-capital). Mitchell is the William B. Ransford Professor of Middle Eastern Studies at Columbia University. His is based in the Department of Middle Eastern, South Asian, and African Studies. We will have new installments of Rotten History and Hangover Cure. We will also be sharing your answers to this week's Question from Hell! from Patreon. Help keep This Is Hell! completely listener supported and access bonus episodes by subscribing to our Patreon: www.patreon.com/thisishell

Tyler Johns and Lance Taylor are back talking movies, TV, and what's worth your time—from a fresh Scream 7 theater trip to deep-cut classics and streaming picks on the FIRST episode of The Next Reel! In this episode: