Podcasts about Classroom

What happens when a child grows up feeling unseen? In this heartfelt episode, our guest shares her personal story of navigating childhood without feeling noticed and how those experiences shaped her confidence, relationships, and perspective on education. Through vulnerability and reflection, she explains why being truly present for children can change the trajectory of their lives. This conversation is a powerful reminder for educators that while lesson plans are important, students often remember the adults who made them feel valued. Every greeting, encouraging word, and intentional interaction has the potential to make a lasting difference. Quotables **All quotes are from the interviewee** "No matter what their [students] mistake is,they are welcome back and they are forgiven for whatever they have done.""We need to honor the dignity of students with every interaction that we make.""Every child deserves to be treated with unconditional positive regard." About Julianna Burmesch Julianna Burmesch is a former school principal, speech pathologist, early brain development trainer, parent educator, and child advocate. In writing her memoir, “Life with Less of Me” (Books Fluent, June 23, 2026), she wants to help people understand the effects of adverse childhood experiences and unresolved trauma on one's long-term physical and mental health. Julianna is a mother, grandmother, potter, and occasional jewelry artist. She lives in Wisconsin with her husband, John, and her beautiful dogs, Bella and Ruby. Connect with Julianna Book-Life with Less of MevisitJuliannaBurmesch.comFacebook -https://www.facebook.com/people/Julianna-Burmesch-Author/61568035880501/LinkedIn -https://www.linkedin.com/in/julianna-burmesch-69476674/ Join the Always A Lesson Newsletter Join here and grab a freebie! Connect with Gretchen Email: gretchen@alwaysalesson.comBlog: Always A LessonFacebook: Always A LessonTwitter: @gschultekInstagram: Always.A.LessonLinkedin: Gretchen Schultek BridgersBook: Elementary EDUC 101: What They Didn't Teach You in College Gretchen's latest book, Always a Lesson: Teacher Essentials for Classroom and Career Success, is now available on Amazon. Leave a Rating and Review: This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future. https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2 Search for my show on iTunes or Stitcher.Click on ‘Ratings and Reviews.'Under ‘Customer Reviews,' click on “Write a Review.”Sign in with your iTunes or Stitcher log-in infoLeave a Rating: Tap the greyed out stars (5 being the best)Leave a Review: Type in a Title and Description of your thoughts on my podcastClick ‘Send'

ACT has unveiled plans to give teachers the legal power to remove seriously or persistently disruptive students from a classroom.

“When times get hard and people crumble, it shows you who they are.”Army veteran, public speaker, and author, Mr. Greg Archbold, was headed down a rough path in life until a couple of veterans saw his potential and convinced him to enlist. The desire to improve his life led Greg to a career of more than three decades and from an enlisted medic to a Military Police officer.He treated POWs during Operation Desert Storm, commanded the only US military prison in Europe, and spent nearly a decade in Joint Special Operations Command (JSOC). From driving an ambulance in Georgia to parachute mishaps in Italy and from running his own Troop Medical Clinic to losing weapons in Afghanistan, Greg's story is as incredible as it is inspiring. Plus, rules for card games, beers with General McChrystal, a waiver for everything, and so much more!Over those many years, Greg was constantly reminded, by word and deed, of the importance of good leadership. So much so that, after retirement, he wrote a book about it called Fail, Fight, Finish: Leadership Lessons You Don't Learn in the Classroom. He also is available for speaking engagements and leadership training.In the Free Fire Area, the guys talk about some of their habits that other people might find odd, even freakish perhaps.Theme song by The Mountain via Pixabay.Support the showhttps://tracerburnout.com/

Character education often gets lip service in schools — we say it matters, but rarely build a real system to make it happen. What if students could regularly practice noticing and naming character strengths like self-efficacy, depth, and generosity in each other through anonymous nominations? On the podcast this week, high school English teacher Marcus Luther returns to share a system he created that does exactly that.  ___________________________ Thanks to Alpaca and Notability for sponsoring the episode. To read a written version of this podcast, visit cultofpedagogy.com/peer-affirmations. To learn more about my upcoming course, Mastering the Lesson Plan, visit cultofpedagogy.com/teaching101.

Want students to be prepared for class? This episode is for you! Want students to listen in class? This episode is for you? Wants students to have respectful attitudes? This episode is for you! Want students to have charged Chromebooks? This episode is for you! Creating classroom competitions is one of the easiest, most engaging, most beneficial ways to help manage a classroom and it can be SO fun for us as teachers too. In this week's episode of This Teacher Life I explain how you can transform your classroom into a game show and spoiler alert- this takes NO extra time, NO extra effort, and can cost nothing. This episode is about spinning and winning and I promise it is literally a win-win for everybody! Episode Notes:  Check out this AWESOME curriculum for Advisory, Morning, Meeting and SEL- 180 FULL Lessons: monicagenta.com/180SEL Wheel That I Use in my Classroom: monicagenta.com/amazon Check out the Book Game Changers Here  monicagenta.com/books Needing some uplifting, awesome professional development at your school? Let's Connect:  http://monicagenta.com/pd Wheel of Names Digital Wheel: https://wheelofnames.com/

Monday morning can feel like a countdown to stress, but what if your workplace is actually one of God's main tools for shaping you? We dig into a surprising framework for a Christian view of work: God isn't only interested in what you achieve on the job, He's deeply committed to who you're becoming through it. If you've ever felt stuck in the cycle of performance, approval, and exhaustion, this conversation offers a better target than “success” alone: transformation into the likeness of Jesus.We break down three ways workplace discipleship shows up in real life. First, pressure. Deadlines, interruptions, and overload can reveal where our priorities drift and where our “responsibility” has quietly turned into over-responsibility. The story of Moses and Jethro brings it home: sometimes the growth step isn't working harder, it's learning healthier ways to work through delegation, boundaries, and the courage to say no even to good opportunities.Then we talk about people, because every job has someone who tests your patience. Instead of trying to control others, we focus on what we can control: our response, our humility, our compassion, and our ability to live peaceably as far as it depends on us. Finally, we address pain at work, from criticism and unfair treatment to loss and disruption, and why God can redeem even those seasons to build character and deeper trust. 

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Teacher burnout is often framed as an education issue, but growing research suggests the consequences ripple out to the fabric of society itself. It damages student learning, hurts school systems through high staff turnover, and strains families and communities as stressed educators carry exhaustion into their personal lives. The emotional well-being of teachers may directly shape the emotional and developmental well-being of children during critical formative years. FOX's Tonya J. Powers speaks with Dr. Jen Rafferty, author of 'The Empowered Educator', who says the trickle down effect of teacher burnout can effect an entire community, and how teacher wellness is foundational infrastructure for healthy classrooms. Click Here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ To Follow 'The FOX News Rundown: Evening Edition' Learn more about your ad choices. Visit podcastchoices.com/adchoices

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Teacher burnout is often framed as an education issue, but growing research suggests the consequences ripple out to the fabric of society itself. It damages student learning, hurts school systems through high staff turnover, and strains families and communities as stressed educators carry exhaustion into their personal lives. The emotional well-being of teachers may directly shape the emotional and developmental well-being of children during critical formative years. FOX's Tonya J. Powers speaks with Dr. Jen Rafferty, author of 'The Empowered Educator', who says the trickle down effect of teacher burnout can effect an entire community, and how teacher wellness is foundational infrastructure for healthy classrooms. Click Here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ To Follow 'The FOX News Rundown: Evening Edition' Learn more about your ad choices. Visit podcastchoices.com/adchoices

Teacher burnout is often framed as an education issue, but growing research suggests the consequences ripple out to the fabric of society itself. It damages student learning, hurts school systems through high staff turnover, and strains families and communities as stressed educators carry exhaustion into their personal lives. The emotional well-being of teachers may directly shape the emotional and developmental well-being of children during critical formative years. FOX's Tonya J. Powers speaks with Dr. Jen Rafferty, author of 'The Empowered Educator', who says the trickle down effect of teacher burnout can effect an entire community, and how teacher wellness is foundational infrastructure for healthy classrooms. Click Here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ To Follow 'The FOX News Rundown: Evening Edition' Learn more about your ad choices. Visit podcastchoices.com/adchoices

Deborah Netolicky talks with Associate Professor Haili Hughes about what it takes to build and sustain a flourishing teaching profession. Together they explore teaching, teacher development, mentoring, instructional coaching, teacher wellbeing and retention. Haili is Associate Professor of Educational Innovation and Impact at La Trobe University in Melbourne. Before moving to Australia, she spent more than two decades in schools and education leadership in England, including as a school leader and the UK's only professor working within a multi-academy trust. She has held senior roles in education organisations focused on teacher development and professional learning at scale, has advised the UK Department for Education on initial teacher training and mentoring, serves as an elected Councillor of the Chartered College of Teaching, and is a Commissioner with the Teaching Commission. She is the author of ten books on mentoring, teacher development, wellbeing and professional practice, including Mentoring in Schools, Humans in the Classroom, How to Survive in Teaching and The Teacher's Guide to Research. Content note: This conversation includes discussion of teacher burnout, mental health and suicidal ideation. Want to know more? - https://hailihughes.substack.com/ - Haili:@HughesHaili on Twitter and @no_wire_hangers1 on Instagram - Deb: @theeeduflaneuse on Instagram - The Edu Salon: @theedusalon on Instagram

A school district in New York purchased a $60k humanoid robot. Sex with teachers. U.S. government has banned humanoid robots and power convertors from China.See omnystudio.com/listener for privacy information.

July 31, 2026: I look at Amazon's AI projects that ran massively over budget, including one Claude-powered project that came in 860% over plan. Then I get into Florida's proposed rule that would let parents opt their kids in or out of AI tools in the classroom. Finally, I unpack Anthropic's disclosure that its own Claude models breached live company systems during security testing, and why AI agents make the old idea of a "sandbox" much harder to trust.

In Episode 215 of the Equipping ELLs podcast, Beth Vaucher delivers the insight that sits underneath every scaffolding strategy she has ever shared — the one that makes differentiated support actually manageable in a real mixed-level ELL classroom. And she leads with it right from the start: the secret to scaffolding for multiple levels is not having more scaffolds. It is having the right scaffold at multiple levels of complexity.Beth opens by naming the assumption most teachers carry: that different language levels require different types of scaffolds. A word wall for Level 2. A sentence frame for Level 3. A graphic organizer for Level 4. And so the teacher ends up managing five different support systems simultaneously, preparing multiple types of resources, and running a lesson where five different things are happening at once. That is unsustainable — and it is not actually how effective multi-level scaffolding works.The reframe is elegant. Instead of different scaffold types for different students, use the same scaffold type at different levels of complexity. A sentence frame is a sentence frame whether it is complete or partial or just a sentence starter. A graphic organizer is a graphic organizer whether it is fully labeled with examples or completely blank. The type stays consistent. The complexity level adjusts. Beth calls this the dial — and instead of managing five different systems, teachers manage one system they can turn up or down based on what each student shows them.She then walks through four scaffold types with concrete tiered examples. Tiered sentence frames use the same task — explaining a character's decision — with a simple frame for Level 1, a more structured frame for Level 2, a complex frame with inferential language for Level 3, and a sentence starter only for Level 4. Tiered graphic organizers move from fully structured with labeled categories and visual examples at Level 1 to categories only at Level 2, blank boxes and arrows at Level 3, and no organizer at Level 4 for students who have internalized the organizational structure. Tiered vocabulary support ranges from picture plus word plus definition plus example sentence at Level 1 all the way to word in context only at Level 4 where students use strategies to determine meaning independently. And tiered modeling — the most underutilized scaffold Beth has ever seen — moves from a full out-loud think-aloud with every step at Levels 1 and 2 to a partial model at Level 3, a completed example at Level 4, and no model at all for Level 5 students who attempt the task independently.The episode's guiding principle for placing students on the scaffold dial: every student should feel slightly challenged. Coasting means the scaffold is too low — it is carrying rather than building. Shutting down means the scaffold is too high — the affective filter goes up and acquisition stops. The sweet spot is productive struggle: hard but doable. When teachers observe these two signals during a lesson, the tiered scaffold system makes adjustment fast because the teacher is not rebuilding the scaffold from scratch — they are just moving the dial.Beth addresses the planning time concern directly with three practical responses. First, tiered scaffolds are one resource with iterations, not four separate resources — and AI makes generating four levels of a sentence frame from a single content objective a matter of seconds. Second, tiered scaffolds are reusable across content areas, units, and the school year — teachers are building a resource bank, not reinventing weekly. Third, it is not necessary to tier every scaffold in every lesson — start with the one that matters most, usually the sentence frame or graphic organizer central to the task.The episode closes with a full concrete lesson walkthrough — a third grade social studies lesson on how communities meet people's needs — with all four scaffold types tiered across four levels for a single lesson, and an invitation to the last free summer challenge.FREE CHALLENGE: equippingells.com/challenge or DM CHALLENGE to @EquippingELLs. Challenge 4 starts August 10. Includes scaffolding templates, sentence frame banks, tiered planning tools.

This Week on In Stride  Sinead Halpin-Maynard sits down with Laura Bruner to talk about the education gap she saw across 25 plus years in the horse world and the college preparatory academy she built to close it.Meet the Guest: Laura Bruner  Laura Bruner is the founder and executive director of Equis Amare College Preparatory Academy (EACPA), a nonprofit college prep high school for equestrian students opening in Penn Valley, California this fall. She spent 20 years on the Hunter/Jumper A circuit, training under Olympians Peter Breakwell and Miguel Leal, and has started more than 350 horses over her 25 plus year career. Laura built EACPA to close the education gap she saw across the industry, pairing core academics with hands-on horsemanship and industry credentialing.Equis Amare College Preparatory Academy"Every horse, every student has a story... The question is: what part of that story do you want to be?”If you want to learn more about EACPA, check it out here.In This Episode, Sinead and Laura Discuss:Why Laura built a bridge between the "real world" of school and the "real world" of the barn instead of asking students to choose oneHow EACPA's no phone policy protects the soul to soul connection between horse and riderTurning the horse industry's biggest staffing problem, professionals doing 17 jobs with no time to train the next generation, into a pipeline of educated working studentsWhy the "bombproof horse" doesn't exist, and how a fundamental level of education protects parents and clients from costly mistakesEpisode SponsorsConnaway & Associates The friendly and knowledgeable team at Connaway & Associates brings together more than 30 years of experience to offer a wide range of insurance services, including horse insurance, farm insurance, and liability insurance.Visit www.connaway.net or call 501-868-8084 to explore your options.Equine Emergency Vet Care Guide Created by equine veterinarian Dr. Erica Lacher, the Equine Emergency Vet Care Guide app helps horse owners recognize the signs of a true emergency, know when to call the vet, and understand what to do while help is on the way.Download from the App Store or Google Play at EquineEmergencyApp.comIn Stride Is Brought to You by Ride iQRide iQ helps everyday riders ride with more clarity, confidence, and purpose through on-demand audio lessons from world-class coaches.Members also get:Weekly live Q&As with equestrian expertsExclusive podcast episodesDressage test prep resourcesA supportive learning communityStart your free 14-day trial at Ride-iQ.com

This week the Mikes discuss robots in the classroom. Overrated/Underrated the game. The episode wraps up with each Mikes "Hot Mike" take.

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FUTURETECH Featuring Pangolin This episode traces Kvant's rise from classroom laser demos and clunky gas-laser rigs to a world-class brand built on proprietary diode modules, smarter show control, and the Beam Brush. It also explores how partnerships with MA Lighting and Pangolin helped bring lasers into mainstream production workflows while scaling power from milliwatts to monster sky lasers.

It is the end of a school day. The class walks towards the door, only to realise that they're locked in. To escape, this mismatched group must solve a series of hidden puzzles using forgotten school history. But as the night wears on, they realize they aren't alone in the dark—and someone, or something, is watching their every move.

How should Christians study the Bible? Does Scripture itself teach us how it should be read? In this episode of The Biblical Mind, Dru Johnson is joined by Dr. Gary Edward Schnittjer, distinguished professor of Old Testament for Cairn Theological Seminary at Cairn University, to discuss his new book, Connected: How Scripture Guides the Study of Scripture. Together they explore why the Bible should be interpreted on its own terms rather than through modern assumptions, and how the biblical authors model faithful reading of Scripture itself.The conversation begins with the challenges of teaching today's college students, biblical literacy, and how classroom practices have changed over the past three decades. From there, Schnittjer explains why the Bible's literary artistry, historical context, and overarching narrative are essential for understanding God's revelation. Rather than treating Scripture as isolated verses, he argues that the Bible presents one unified story centered on God's covenant relationship with humanity through Jesus Christ.Along the way, Dru and Gary discuss intertextuality, the importance of reading biblical books within their historical setting, why ancient treaties help illuminate covenant language, and even why Nehemiah might be "the first American" in the Bible. This episode offers practical wisdom for pastors, students, and everyday readers who want to read the Bible more faithfully and discover how Scripture itself teaches us to study Scripture.Order Dr. Schnittjer's new book, Connected: How Scripture Guides the Study of Scripture: https://bhacademic.bhpublishinggroup.com/product/connectedSee more from Dr. Schnittjer at his Substack: https://CarpentersStudent.comContact us at The Biblical Mind: Click HereWe are listener supported. Give to the cause here: https://thebiblicalmind.org/give/For more articles: https://thebiblicalmind.org/Social Links:Facebook: https://www.facebook.com/HebraicThoughtInstagram: https://www.instagram.com/hebraicthoughtThreads: https://www.threads.net/hebraicthoughtX: https://www.twitter.com/HebraicThoughtBluesky: https://bsky.app/profile/hebraicthought.orgChapters:00:00 Introduction and podcast format01:32 Primary hurdles in biblical teaching02:35 Changes in seminary and college classrooms04:03 Teaching biblical discovery to college students07:02 Adapting teaching methods for modern students10:36 Classroom dynamics and student engagement13:33 The impact of technology and culture on biblical understanding17:50 Using treaties to understand biblical covenants21:07 The significance of Jesus as a connection maker26:36 The metaphor of connectedness in Scripture30:28 Visualizing the biblical story as a scroll34:31 The importance of genre and context in Scripture40:07 The role of historical background in biblical interpretation45:36 Developing biblical wisdom through diverse genres50:52 Nehemiah as an American archetype54:18 Closing remarks and book recommendationsSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

ThrowbackThursday! Episode #96: Games & Simulations in the ClassroomSpecial Guest Dr. Edmond Hally, Associate Professor of Political Science at Ferrum College, joins Matt to discuss the positive effects of games on student success.

Leadership is built through conversations, trust, and the willingness to learn from failure. In this episode, author Gregory Archbold discusses the lessons behind his book, Fail, Fight, Finish. From the power of listening first to creating buy-in during change, he shares practical leadership strategies that every manager, mentor, and learning professional can put into practice. Show Notes:Author Gregory Archbold discusses trust, mentorship, communication, and leading through change. His key points include:Leadership begins with listening. Great leaders ask questions, create space for others to contribute, and speak last to build trust and develop future leaders.Mentorship is earned, not assigned. Strong mentoring relationships grow over time through curiosity, consistency, and a genuine commitment to learning.Create shared ownership during change. Leaders gain buy-in by involving people in developing solutions rather than presenting fully formed decisions.Challenge processes that no longer serve a purpose. Don't continue doing something simply because "we've always done it that way." Regularly evaluate whether processes still create value.Never become "content lazy." Leadership growth requires continuous learning through reading, mentoring, reflection, and seeking feedback—especially after receiving a promotion. Learn more about Gregory Archbold's book, Fail, Fight, Finish: Leadership Lessons You Don't Learn in the Classroom.Powered by Learning earned Awards of Distinction in the Podcast/Audio and Business Podcast categories from The Communicator Awards and a Gold and Silver Davey Award. The podcast is also named to Feedspot's Top 40 L&D podcasts and Training Industry's Ultimate L&D Podcast Guide. Learn more about d'Vinci at www.dvinci.com. Follow us on LinkedInLike us on Facebook

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AI in the classroom isn't a tool problem — it's an assignment problem. Dr. Nancy Frey on designing work students can't fake. Dr. Nancy Frey — professor of educational leadership at San Diego State and teacher leader at Health Sciences High and Middle College — joins Vicki Davis for a practical conversation about what actually changes in a classroom when every student has AI. Not which app to use. What to assign, what to collect, and what to teach kids to verify. Nancy's newest book, Teaching Students to Use AI Ethically & Responsibly, is co-authored with Salman Khan, Douglas Fisher, James Marshall, and Meghan Hargrave. In this episode, you'll learn: - How to build verbal assessment into a classroom that has 180 students — including a Google Docs workaround when face-to-face isn't practical - Why you should collect the student's dialogue with the chatbot, not just the finished product - How lateral reading — Sam Wineburg's method — transfers directly to interrogating AI-generated content - What appropriate AI use looks like by grade band: "truth detectives" in K–2, "information investigators" in grades 3–5 - How to redesign a task so it's AI-resistant, plus Carol Jago's reflective questions a chatbot can't answer for a student Show notes, the full transcript, and every resource: https://www.coolcatteacher.com/e957 ★ REVIEW ASK: If this show helps you teach, please rate and review it wherever you're listening. It's the single best way to help another teacher find us — and I read every one.

In this episode of Beginning Teacher Talk, Dr. Lori shares one of her favorite back-to-school community-building strategies: using a simple classroom mascot to help students feel connected, safe, and excited to be part of your classroom family. She explains why classroom mascots are about so much more than a stuffed animal; they're a powerful tool for building relationships, teaching routines, supporting emotional regulation, and creating a strong classroom community during the first weeks of school. What You'll Learn: • How a classroom mascot can build community during the first weeks of school • Simple ways to use a class mascot to teach routines and classroom expectations • How classroom mascots can support emotional regulation and problem-solving • Easy ideas for creating a shared classroom identity through your mascot • Why keeping your classroom mascot simple makes it more meaningful and sustainable Resources Mentioned: • Learn more about Dr. Lori's programs If you're looking for a simple, meaningful way to strengthen classroom community and help students feel like they belong from day one, this episode is full of practical ideas you can start using right away. Be sure to listen, subscribe, and share this episode with another teacher who's preparing for the first weeks of school. Need to regain control of your classroom? Save your seat at Dr. Lori's new, free class: Save your seat at the tropical island virtual teacher retreat, where we'll talk about how to prevent challenging behaviors from derailing your entire day—even if you feel like you've already tried everything, you don't have admin support, and parents don't seem to care. Click here to save your seat! https://www.drlorifriesen.com/need-this Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori

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The crew talks about a student who identifies as a cat in school.See omnystudio.com/listener for privacy information.

Most teachers know AI belongs in their classroom — almost nobody tells them where to start if they don't teach computer science. Karim Meghji, President and CEO of CodeAI (the nonprofit formerly known as Code.org), gives the answer at ISTE 2026. Vicki took one of Karim's classes on the ISTE show floor before this conversation — including a lesson that asks AI to generate a "healthy meal" and then hands students the cultural bias in the result to talk about. That design choice is the whole episode: students don't learn what AI gets wrong by being told, they learn it by watching it happen and then discussing it. In this episode, you'll learn: - Why CodeAI rebranded from Code.org — and what "glass box instead of black box" means for how you teach - Why Karim's teams deliberately build lessons where the AI answers incorrectly - The question he wants every student asking: who is in control — you or the AI? - What sits behind free student AI tools — pre-filters, post-filters, and hundreds of jailbreak tests - The exact first step for a teacher who has never taught a line of code Karim's answer to "where do I start" is shorter than you'd expect, and it puts the teacher and the students in the same boat on purpose. Full show notes, every resource, and the transcript: https://www.coolcatteacher.com/e956  If this show helps you teach better, leave a review wherever you're listening — it's how other teachers find us.

Ever notice how the first staff meeting of the year gets the ironed tablecloths, the good snacks, and the outfit you actually planned in advance... and then somehow still leaves your team overwhelmed instead of inspired?That's the paradox we're unpacking on this episode. As a new school year gets underway, it's tempting to use that first meeting to hand your team everything you think is mission critical, all at once. Handbook. Policies. Vision. Values. Classroom management. Every important thing you've been sitting on, verbally dumped into one meeting because it finally feels like the right moment. And then we wonder why the team walks away foggy instead of focused.In this episode, Chanie breaks down why that approach backfires and walks through a framework for designing a first staff meeting that actually sticks. The core idea: different topics activate different parts of the brain, and a meeting that jumps between all of them without intention is asking your team to do something their brains simply can't do well.What You'll LearnWhy cramming vision, policy, and logistics into one meeting works against you, and the three-part structure to use insteadHow to turn abstract concepts like mission and vision into something your team can actually use when a parent is yelling or a kid needs stitchesThe exact questions to ask your staff so they define, in their own words, how they want to show up when things get hardHow to build a school theme or headline for the year that actually guides decisions about time, money, and energy, instead of getting lost by OctoberA hands-on team activity that gets your whole staff thinking creatively about what your theme looks like in real classroomsWhy investing in people will always outperform investing in another piece of softwareHow to close out the meeting by having each teacher commit to one small, doable habit for the yearConnect With Us:Let's Chat on Instagram: https://www.instagram.com/chaniewilschanski/Join us on Substack: https://chaniewilschanski.substack.com/

In this episode, I share practical ways to use AI to support student readers across content areas and in the reading classroom, from creating audio companions to designing interactive reading activities. You'll also hear how tools like AI-powered podcasts, text-to-speech, quizzes, visuals, and reader's theater scripts can help you scale support while keeping learning goals front and center. If you want to use AI to make reading more accessible, engaging, and manageable for both you and your students, this episode has you covered! Show notes: https://classtechtips.com/2026/07/28/reading-classroom-381/ Sponsored by my Easy EdTech Club: https://EasyEdTechClub.com Follow Monica on Instagram: https://www.instagram.com/classtechtips/  Take your pick of free EdTech resources: https://classtechtips.com/free-stuff-favorites/   

Send us Fan MailMany Kids Know What Food Is—But Not Where It Comes FromMost children eat three meals a day, yet many have little connection to the farms, farmers, and food systems that make those meals possible. In this episode, Becky Sponholtz, Executive Director of Florida Agriculture in the Classroom, shares how school gardens, hands-on learning, and agricultural education are helping students better understand where their food comes from and why agriculture matters. Growing up in Florida's agricultural heartland and spending years as an agriscience teacher, Becky brings a unique perspective on inspiring the next generation of informed consumers, future farmers, and food system leaders. Together, we explore how agricultural literacy helps cultivate stronger communities, healthier food choices, and a more resilient future for agriculture.Support the showFuel the Work Behind the Mic—and BeyondBehind every episode is a community of supporters who believe in a healthier, more resilient food future. Sponsorship support helps Florida Organic Growers continue connecting farmers, food, and communities through education, resources, and conversations that inspire positive change.

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Tom's thinking about who uses what space in the classroom whether it is gendered. Mike explains gender schema theory. Ross is reminded of the gender-coded ailes at stores like Target. Is this code replicated in classrooms? Joey reflects on her bias against toy dinosaurs and the role of gender in her dislike. Tom sees access to movement as the key to making spaces welcome for children on all genders.  

Welcome to RIMScast. Your host is Justin Smulison, Business Content Manager at RIMS, the Risk and Insurance Management Society.   In this episode, Justin interviews Colette Cummins, Chief Risk Officer of Inland Fisheries Ireland and a RIMS-CRMP Commissioner, on what it's like to be a CRO in an organization whose mission is protecting a national natural resource. Justin invites Colette to share her career journey, and she tells how she developed in credit risk management, audit, and enterprise risk management, and how she landed in the public sector, protecting the environment while guiding Inland Fisheries Ireland toward building a solid risk framework. Colette speaks of the surprises she found in the public sector, and the impressive risk mindset and commitment she finds at IFI.   Listen for principles of building out risk registers and a risk framework, whether in the private sector or a public sector agency.   Key Takeaways: [:01] About RIMS and RIMScast. [:16] About this episode of RIMScast. Our guest today is Collete Cummins. She is the Chief Risk Officer for Inland Fisheries Ireland and a RIMS-CRMP Commissioner. We're going to have a great dialog. But first… [:42] RIMS-CRMP Workshop. We are delighted to announce that on August 27th and 28th, RIMS President Manny Padilla will be leading the two-day in-person workshop at St. John's University at 101 Astor Place in New York City. A link to the registration is in this episode's show notes. [1:02] RIMS-CRMP Virtual Workshops. RIMS will partner with PARIMA for the RIMS-CRMP Exam Prep on September 1st and 2nd. Registration links are in this episode's show notes. [1:12] On the webinars page, you will see a two-part series hosted by the RIMS Membership Department. The "Classroom to Career" webinar series highlights how RIMS equips students with the knowledge, skills, and connections needed to thrive in risk management careers. [1:28] Participants will gain insights into industry trends, career pathways, and practical tools that help them confidently step into the evolving world of risk management after graduation. These sessions will be hosted on September 1st and 9th. [1:41] These sessions are member exclusives and are complimentary for RIMS members, of course. So, if you are interested in becoming a member, this would be the time. Visit RIMS.org/membership. [1:51] RIMS is back on YouTube. Our handle is @RIMSOfficialChannel. We've got plenty of videos there, including RIMScast, RIMScast Canada video podcasts, and other informative and entertaining content from RIMS. Subscribe to the channel today! [2:08] On with the Show! Our guest today is Colette Cummins. She is the Chief Risk Officer for Inland Fisheries Ireland. The IFI is the dedicated state agency for protecting, managing, and conserving Ireland's inland fisheries and sea angling resources. [2:26] Colette is the agency's first CRO, but she's not new to risk management. We're going to hear about her career journey and why she feels that this position was custom-made for her, combining her love for environmental awareness with her risk management knowledge. [2:42] Colette is also a RIMS-CRMP Commissioner, and on September 24th, you can hear from her directly, along with Elliott Long, another RIMS-CRMP Commissioner, in the informational session, "A Conversation with RIMS-CRMP Commissioners Who Hold the Credential." [2:58] That's a free informational session. Visit RIMS.org/CertificationWeek for more information. A link is in this episode's show notes. But we're here to talk with Colette about her fascinating career and risk philosophies. Let's get to it! [3:13] Interview! Colette Cummins, Welcome to RIMScast! [3:28] Colette was told once that she is excessively optimistic. She's very positive. She took it as a compliment. [4:18] Colette started fresh out of university in credit analysis and credit risk management. She worked in a few financial services organizations. It gave her a taste for risk management at a high level. It was around portfolio analysis and the credit history of customers. [4:51] The role Colette was in wound down, and she was looking to move into a different area in the company, Hewlett Packard Enterprise, in the financial services subsidiary. An opportunity came up to work in internal audit. She decided to try it for a year. She stayed in it for 15 years. [5:32] In the middle of those 15 years, Colette had an interim stint in Operational Risk Management for a year and a half, and she loved it. [5:47] Colette says, in Operational Risk, you're seeing down at a tactical level how to manage and monitor risk. It was very much around risk monitoring. [6:01] Colette explains why she stayed in internal audit for 15 years. Ten years were spent in various internal audit management roles in the financial services subsidiary. It was a tough time for HPE in terms of meeting the new regulatory challenges in Ireland and Europe for financial services. [6:41] Colette was asked to take on the Head of Internal Audit role. She did that for five years. She went into Internal Audit for one year in 2008. In 2015, she worked in Operational Risk. In 2017, she was asked to come back to take over as Head of Internal Audit. [7:11] It was a challenging situation because new EU regulations were coming in for banks and financial services businesses. It was a lot of pressure to meet these. There was a lot of scrutiny from Irish regulators. It was a challenging environment for Internal Audit. [7:53] When Colette moved in as Head of Internal Audit, it was a pivotal role in terms of steering the organization through that regulatory time. It was a great learning experience and very helpful now that she's in a public sector role. [8:09] Colette says, the whole time she was Head of Internal Audit, she was thinking, "How do I get back to Risk? How do I get out of here?" She loved Operational Risk. [8:27] Colette networked heavily within the organization. She got the opportunity to move out of Financial Services up into the global HPE organization as an Enterprise Risk Manager. She got that role through networking. She enjoyed that ERM role and did it for about five years. [9:26] Colette says it was a strategic role. She was working with the heads of each business unit, reviewing their risks. It had a very heavy emphasis on reporting to the audit committee and the board on what was happening in risk management in the business units. [9:58] Colette didn't feel as if she was effecting change or driving new strategies within the organization, but she learned a huge amount about negotiating with senior management and a lot about the fundamentals of risk management. [10:18] For the last year or two of her role, Colette wondered what she was doing there. She had a sense of wanting to stay in risk management but wanting to do something different, maybe something more value-add and less commercially driven. [10:39] Colette says towards the end of 2025, HPE announced it was cutting resources and implementing cost-cutting initiatives. As part of that, her role was made redundant. At first, it was a big upheaval and quite a shock after 22 years with the organization. [11:03] Colette says that upheaval turned into a great opportunity. It was the push she needed to ask herself where she wanted to go and what she wanted to do. It was an opportunity to try something completely different. [11:28] Colette says she didn't know anybody in the public sector. She had no contacts. But in Ireland, you cannot in any way canvass for jobs in the public sector. Everything is heavily regulated with very strict anti-corruption regulations. [11:54] Colette says she had no knowledge of the organization. She had no intention of applying for a role for at least six months. But she started looking at what was out there. She was going to put some time into development and building out her CV and getting some qualifications. [12:33] Colette says she had been thinking she would like to do something in the public sector; something more meaningful and less commercially-driven. She wanted to do something with more autonomy, more impact, and more control over risk at the organisation. [12:54] Colette says, one Wednesday afternoon, she was looking, and she saw this job that had just come up. It's in exactly the right location, it's public sector, and it's IFI, an environmental body. Colette said, "Wow! This is it!" Forgetting her six months off, she had to go for it. [13:19] Colette interviewed for the job when she hadn't yet finished her old role at HPE. She was hugely busy, trying to wrap up her role and interviewing. The interview process for the public sector in Ireland is extremely rigorous and tough. She was successful in the role. [13:43] Colette says she just had a couple of weeks off and then went straight into it in March of 2026. She has been CRO at Inland Fisheries Ireland for four months now. [14:06] Colette says IFI is the state organization that is responsible for protecting the fish stock in Ireland. Ireland is a country with a lot of waterways. IFI is responsible for protecting the fish in 45,000 miles of rivers, 128,000 hectares of lakes, and 3,500 miles of shoreline. [14:43] It's doing everything to protect and restore the fish stock in those areas. Historically, the organization was very much about protection, preventing fishermen from overfishing and from fishing illegally, especially protected species. IFI has a substantial staff who patrol the rivers. [15:17] Now IFI is working on pollution, reacting to any pollution episodes and ensuring that they're investigated and stopped. Colette says that prevention measures sit with a different state body. The Environmental Protection Agency works on the prevention of pollution.  [15:41] Colette says because the IFI has staff on the ground, it will see pollution coming in, react to it, and get in touch with the EPA to say, We've seen something coming into this river at this location. We need your team out here to source and stop it. [16:08] The IFI staff on the ground takes samples of the water and has them ready for when the EPA team comes to look at it. Another huge element of what the IFI does is restoring the habitat and creating the perfect environment for the fish. They research how the stock is developing. [16:35] The IFI research teams go out and do things like electrofishing, where they stun the fish for a few seconds to take a scale from the fish, test it, and work out the genetic trail of the fish and where they've come from. There's a huge amount of information they take from that. [16:58] The IFI works on the rivers, as well. Salmon, in particular, always go back to where they spawned. You need to keep that route open for them. If a barrier, like a dam, has been built, the IFI team works with construction companies to remove those. [17:19] The IFI has a wide series of activities: patrolling, protection, pollution, habitat restoration, and research. Colette is sure risk professionals hearing this are saying, That's a lot of risks! [17:37] Justin points out that the IFI covers thousands of miles. It's not just the particulars of the job but also the volume and area it has to cover. [18:03] Colette says the other element is that fishing or angling is part of Ireland's tourist industry. The IFI promotes fishing, without overfishing, obviously, and supports and partners with the local fishing organizations. [18:28] A Quick Break! Many fantastic RIMS events are coming up in 2026. You can register now for the Second Annual RIMS Texas Regional Conference, which will be held from August 10th through the 12th at the Grand Hyatt on the San Antonio River Walk. [18:44] Visit RIMS.org/Events for registration information. The hotel cutoff date was July 10th. Reservations may still be made after the hotel cutoff date, subject to availability; however, the negotiated group rate is no longer guaranteed, so reserve now. [19:00] The 11th Annual Chicagoland Risk Forum will return to the Old Post Office on Thursday, September 24th, 2026. Visit ChicagolandRiskForum.org for more information. [19:11] The RIMS Western Regional Conference will be held from October 4th through the 7th in Seattle, Washington. The agenda is live, and registration is open. Visit RIMSWesternRegional.com and the link in this episode's show notes for more information. [19:28] Save the dates: October 18th through the 21st. We will be in Quebec City to celebrate the 50th Live RIMS Canada Conference. Booth sales are open, and sponsorship opportunities are still available. Advance registration is open now. [19:44] Visit RIMSCanadaConference.ca for more information. Also, remember to check out RIMS.org/Canada for our spinoff show, RIMScast Canada, hosted by National Conference Committee Chair, Aaron Lukoni. [19:59] The RIMS ERM Conference 2026 will be held on November 19th and 20th in Columbus, Ohio. Registration is now open. [20:08] An announcement seeking nominations for the RIMS Global ERM Award of Distinction will be made public in July. Visit RIMS.org/ERM2026. [20:19] We're already looking to RISKWORLD 2027, which will be held over four days in New Orleans, Louisiana, from April 18th through the 21st! The call for session proposals is now live and will stay active through August 21st. [20:34] RIMS members can exclusively register by September 4th for the best rate. And get first access to the hotel block. Hotel reservations open on October 28th, ahead of public registration. Sitting this out is the real risk! The link to registration is in this episode's show notes. [20:54] Let's Return to Our Interview with Inland Fisheries CRO and RIMS-CRMP Commissioner Colette Cummins! [21:05] Justin comments that fish is a critical food source, so IFI has to make sure that they're clean, healthy, and they keep repopulating. Colette agrees but says that it's less about food and more about environmental protection. [21:23] Colette says some species have been reduced a huge amount in the last number of years because of things like pollution, habitat destruction, etc. It's really about environmental protection, restoring that stock, and bringing it back to where it should be for a natural balance. [21:42] Colette says her CRO role is new at IFI. That's what made it even more exciting for her. She says, when she came in, it was basically a blank sheet. IFI had dealt with risk by using a third party to give them a risk management model and some training. [22:10] Colette says the IFI was trying to work with that in-house, without any risk management expertise. It brought in a bit of a risk mindset, but essentially, Colette had a clean sheet to start with. She came in in March, and now she's building out the risk register. [22:36] Colette's first task was to design the risk framework. Colette loves risk management and has done lots of various elements of it, but she's never had complete autonomy, where she was driving change in the organization. [22:55] By full autonomy, Colette means she owns everything. Anything that happens to do with risk comes to her. [23:01] Up until now, Colette's role has been designing the framework: establishing how the organization is going to manage risk, building that out, getting people on board with that framework. It's split into six departments within the organization. [23:29] Each head of that department, or ELT member, will own their risk register, or their list of risks. Colette is working closely with them to ensure they have all their risks listed within that register and that they fully understand them. [23:48] Colette is looking at their controls and helping them devise new controls, looking at how the risk matches the risk appetite of the organization, and working with the next level of management beneath them to help them develop their risk registers to report up to the ELT. [24:40] Colette says IFI had been trying to recruit a CRO for some time. She wishes she had known! She would have applied last year. She just happened to see it. The existing model wasn't working. There was a real need. [25:00] The audit committee and board were saying they weren't happy. They said they needed to see risk management alive in the organization. Colette had to dive straight in, hit the ground running, and start building it out straightaway. It was exactly the challenge she was looking for. [25:18] Colette says it's so good to have that autonomy and responsibility, but also accountability. She is completely accountable for everything that happens with risk. Colette gets each member of the ELT to develop their risk register and report that up to the audit committee. [25:45] If anybody is doing anything where they want to think about risk, they talk to Colette. It's not complicated. They don't go to somebody else. Everybody knows, if it's got the word "risk," they come to Colette. Colette says the full visibility of everything is great. [26:19] Colette says she's starting with a very simplistic model to build the registers. She says it's drawn more from ISO, but it's a very simplistic model to get the organization started. Colette moved from a private-sector global IT company to the public sector. [26:56] The one thing that is challenging is that things move much slower in government. It moves much slower, and that's probably even more so in Ireland than in Europe and maybe than in the U.S. [27:16] You could come in and see this is the change that is needed, and think you could go ahead and effect that change within a couple of weeks? Oh, no you don't! You need to take everything slowly and get the right approvals and authorizations, etc.  [27:29] Colette says she is starting with a really simplistic model: set out your risks, set out your controls, set out your mitigating actions, and then, we're going to get the organization working on that with that framework. [27:43] Colette hopes to do it within six months, but knowing the public sector, it could be a year. Then start building in other elements to it to make it a more mature and sophisticated framework. [28:19] Every change has to be approved by the Audit and Risk Committee (ARC). If Colette wants to make a small tweak in the existing framework, it goes back to the Audit and Risk Committee, which meets every three months. [28:51] Colette presented to the ARC in June. She presented how she wanted to move forward. There was no question. She knew they were going to approve it. She couldn't just go ahead and put the framework in place. [29:08] It needs to go through the protocols and have the conversation with the ARC and just take it nice and slow to effect any change. That is one challenge that's different for Colette. But otherwise, she can bring all of her experience from different areas and use every bit of it. [29:37] One More Quick Break! RIMS has launched RIMS, The Foundation for Risk ManagementTM. The Foundation is dedicated to shaping the future of the profession. Contribute to strengthen the global risk management community and invest in the future of the industry. [29:57] The Foundation also supports the Spencer Educational Foundation but has a different mission. The Foundation focuses on providing opportunities for those professionals who have already decided to enter risk management and are just getting started. [30:11] You can learn more about the Foundation by visiting RIMS.org/FRM.  While you're there, be sure to check out information about the Susan Meltzer Scholarship Fund, which was established to honor Ms. Meltzer, who was RIMS President in 1999 and 2000. [30:30] Susan Meltzer was a cherished RIMS President and contributed so much to RIMS and the greater risk community. Learn more at RIMS.org/FRM.  [30:39] Let's Return to Our Interview with Colette Cummins!  [30:53] Colette Cummins is speaking with us today from County Kildare, about 30 miles outside Dublin, Ireland. The IFI offices are on the edge of Dublin, the capital of Ireland. Colette says the land is actually greener and more beautiful than the travel brochures could describe. [31:30] Colette says Ireland is full of rich waterways, which keeps her in a job. She lives near Dublin but is originally from the Southwest of Ireland, which is by far the most beautiful. The coastline is stunning. It's where most Irish go on holidays. It's gorgeous. [32:00] Colette says the accent in the Southwest of Ireland is different. Colette's husband from the middle of Ireland requests subtitles when he visits her family in the Southwest. Colette describes the difference between the accents in the South and North of Ireland. [33:05] Colette says the IFI Corporate Risk Register has generic risks around AI, cyber, training, and resources. [33:33] One of their biggest risks is health and safety. Staff are going out and patrolling rivers. They will sometimes come across fishermen who are happily overfishing and not keen to meet a patrolling officer who tells them they shouldn't be taking all this fish and depleting the stocks. [34:08] There is a health and safety risk with the patrolling officer being out on a river on boats. There is a health and safety risk in meeting an acrimonious and adversarial fisherman. [34:28] Because IFI does research, they have staff in labs, using high-tech equipment, with a health and safety risk. They have engineers looking at the rivers and habitats and maybe some constructions in the rivers that need to be removed. They have a health and safety risk. [34:37] These are new risks and things for Colette to get her head around. How do we do this? How do we manage that? And the other side is regulation. There are a lot of different regulations that impact IFI. [35:22] Colette says, In the public sector, your reputation is critically important, because you're the face of the state. Reputation is an impact factor you need to build into every risk. If IFI does something wrong, it could end up in the national media the day after. IFI uses taxpayers' money. [36:15] Colette says another huge category of risk for IFI is procurement, ensuring they are using taxpayers' money in the right way and not misusing it. [36:50] Colette says that prioritizing risks comes back to the goals. In procurement, there is the risk of spending money in a way that's not compliant. There is also the risk that there are too many procurement controls and the business can't move fast enough or do what it needs to do. [37:24] Colette says it comes to the organizational goals. What is the impact on the organizational goals? Which risk is going to have a greater detrimental impact on the organization's mission? One caveat: the health and well-being of the staff override everything. [37:55] Health and safety risk trumps everything. IFI would be completely averse to any risk that will impact the health and safety of the staff. Health and safety trumps every other risk. [38:16] Justin says he and Colette met recently for the RIMS-CRMP series where everyone can see her on September 24th. Justin says Colette is very positive and upbeat and speaks about her role with a lot of enthusiasm and joviality. [38:39] Colette says there are 330 people in IFI. It's not commercially driven, so a lot of people are at IFI because they love the work. For some people Colette works with, it's a vocation. They would nearly do the same job without being paid because they have such passion for it. [39:11] Colette met with the research team on site at the rivers to get a better understanding and just to see the passion they have for the job. Using her risk knowledge to help them do their jobs better and to help them protect themselves from risks was rewarding and enjoyable to Colette. [39:45] Colette says being able to use her experience across the organization is just fantastic. Colette has a lot of different experience, and to bring it all together and use it every day when she is challenged with a new task is fantastic and very rewarding. [40:27] Colette says this is the field staff's very busy time because this is when all the fishing is happening, this is when pollution is more likely to happen, and when the temperatures go up, the fish are under pressure, so you have to try and protect the waters. [40:42] Colette says the research staff was delighted to hear that someone was coming down from the head office to go out and make the time to really understand the organization. They were very anxious to show her everything. There is such pride in the organization. [41:!5] Justin says a lot of the risk professionals listening are in the private sector, and he asks Colette what would most surprise them about risk management in a public environmental organization. [41:40] Colette says a lot of the differences in the public sector are what you would expect: things move slower, and the protocols. [41:49] What surprised Colette the most is what a strong risk mindset they have. There's a good understanding of risk already, even through the layers of management. They can look at what's going on, the processes, and the activities and ask, "What are the risks here?" [42:16] There is also a commitment to risk that Colette was not expecting. She was expecting to meet a research manager who wanted to research and leave risks to Colette. She hasn't had that anywhere. They all ask her to talk with them about their risks. "Am I managing them right?" [42:39] Colette says there is knowledge and commitment, and that has been the biggest surprise for her. It obviously makes her job a lot easier. [42:48] Justin says this is excellent. It has been such a pleasure to meet you these last couple of days. We're going to see you during RIMS Certification week on September 24th. [42:57] Justin says, You will be co-hosting the informational session, "A Conversation with RIMS-CRMP Commissioners Who Hold the Credential." You're such a breath of fresh air. We really appreciate your contributions, and I learned a lot speaking with you today and yesterday. [41:12] Justin says, You have a fascinating job, and I hope that you have a chance to attend a RIMS event, maybe lead a session, and connect with our live audiences, as well. Colette says she would love to at some stage in the future. [43:32] Special thanks again to Colette Cummins of Inland Fisheries Ireland for joining us here on RIMScast. [43:38] You can hear Colette again on September 24th during RIMS Certification Week for the special informational session, "A Conversation with RIMS-CRMP Commissioners Who Hold the Credential." [43:49] That session will be held at 10:00 a.m. Eastern. Visit RIMS.org/CertificationWeek. The link is also in this episode's show notes. We've got sessions on the 22nd, 23rd, and 24th of September. We look forward to seeing you there. [44:05] Plug Time! Become a RIMS member and get access to the tools, thought leadership, and network you need to succeed. Visit RIMS.org/membership or email membershipdept@RIMS.org for more information. [44:22] Risk Knowledge is the RIMS searchable content library that provides relevant information for today's risk professionals. Materials include RIMS executive reports, survey findings, contributed articles, industry research, benchmarking data, and more. [44:39] For the best reporting on the profession of risk management, read Risk Management Magazine at RMMagazine.com. It is written and published by the best minds in risk management. [44:52] Justin Smulison is the Business Content Manager at RIMS. Please remember to subscribe to RIMScast on your favorite podcasting app. You can email us at Content@RIMS.org. [43:05] Practice good risk management, stay safe, and thank you again for your continued support!   Links: RIMS Certification Week: Sept. 21‒24 | Complimentary For All RIMS Texas Regional Conference 2026 | Aug. 10‒12 in San Antonio | Register Now! Spencer Educational Foundation's 2026 Funding Their Future Gala | Sept. 17, 2026 RISKWORLD 2027 Registration | RIMS members can lock in 2026 rates now through Sept. 4 | Education Content Submission ChicagoLand Risk Forum | Sept. 24, 2026 RIMS Western Regional Conference — Oct. 4‒7, 2026 | Seattle, WA | Register Today. RIMS Canada Conference — Oct. 18‒21, 2026 | Quebec City | www.rimscanadaconference.ca | Advance Registration Open | Sponsorship Opportunities Available RIMS ERM Conference 2026 | November 19‒20 in Columbus, Ohio | Registration Now Open! | www.rims.org/ERM2026 RIMS, the Foundation for Risk Management Spencer Educational Foundation — Scholarships and Grants | Open Calls and Timelines. RIMS Now RIMS-Certified Risk Management Professional (RIMS-CRMP) | Insights Video Series Featuring Joe Milan! The Strategic and Enterprise Risk Center RIMS Diversity Equity Inclusion Council RIMS-CRMP Stories RIMScast Canada — Episodes Now Live RISK PAC | RIMS Advocacy RIMScast on YouTube! RIMS Risk Management Magazine | Contribute | Q2 2026 Issue Now Available Sponsor RIMScast — Sales@RIMS.org Fisheriesireland.ie/ Upcoming RIMS-CRMP Virtual Workshops: RIMS-CRMP Exam Prep Workshop — Live In NY — Aug 27‒28! RIMS-CRMP Exam Prep with PARIMA | Sept 1‒2 Full RIMS-CRMP Prep Course Schedule See the full calendar of RIMS Virtual Workshops   Upcoming RIMS Webinars: RIMS.org/Webinars "RIMS Student Series: Classroom to Career Part 1" | Sept 1 "RIMS Student Series: Classroom to Career Part 2" | Sept 9   Related RIMScast Episodes: "Reputation and Defense with Jeff McKissack" "Choosing the Challenge with Johnell Holly" "Supply Chain Integrity and Sustainability with Nicole Sherwin of EcoVadis"   Sponsored RIMScast Episodes: "48 Hours From a Storm: What to Do Before A Hurricane Strikes" | Sponsored by Global Risk Consultants, a TÜV SÜD Company (New!) "AI-Scale, Risk Ready: Engineering Controls for the New Data Center Boom" | Sponsored by Global Risk Consultants, a TÜV SÜD Company "Facing Into Risk: Navigating the New Risk Landscape" (New!) | Sponsored by AXA XL "Secondary Perils, Major Risks: The New Face of Weather-Related Challenge" | Sponsored by AXA XL "The ART of Risk: Rethinking Risk Through Insight, Design, and Innovation" | Sponsored by Alliant "Mastering ERM: Leveraging Internal and External Risk Factors" | Sponsored by Diligent "Cyberrisk: Preparing Beyond 2025" | Sponsored by Alliant "The New Reality of Risk Engineering: From Code Compliance to Resilience" | Sponsored by AXA XL "Change Management: AI's Role in Loss Control and Property Insurance" | Sponsored by Global Risk Consultants, a TÜV SÜD Company "Demystifying Multinational Fronting Insurance Programs" | Sponsored by Zurich "Understanding Third-Party Litigation Funding" | Sponsored by Zurich "What Risk Managers Can Learn From School Shootings" | Sponsored by Merrill Herzog "Simplifying the Challenges of OSHA Recordkeeping" | Sponsored by Medcor "How Insurance Builds Resilience Against an Active Assailant Attack" | Sponsored by Merrill Herzog "Third-Party and Cyber Risk Management Tips" | Sponsored by Alliant   RIMS Publications, Content, and Links: RIMS Membership — Whether you are a new member or need to transition, be a part of the global risk management community! RIMS Virtual Workshops On-Demand Webinars RIMS-Certified Risk Management Professional (RIMS-CRMP) RISK PAC | RIMS Advocacy RIMS Strategic & Enterprise Risk Center RIMS-CRMP Stories — Featuring RIMS President Manny Padilla!   RIMS Publications, Content, and Links: RIMS Membership — Whether you are a new member or need to transition, be a part of the global risk management community! RIMS Virtual Workshops On-Demand Webinars RIMS-Certified Risk Management Professional (RIMS-CRMP) RISK PAC | RIMS Advocacy RIMS Strategic & Enterprise Risk Center RIMS-CRMP Stories — Featuring RIMS President Manny Padilla!   RIMS Events, Education, and Services: RIMS Risk Maturity Model®   Sponsor RIMScast: Contact sales@rims.org or pd@rims.org for more information.   Want to Learn More? Keep up with the podcast on RIMS.org, and listen on Spotify and Apple Podcasts.   Have a question or suggestion? Email: Content@rims.org.   Join the Conversation! Follow @RIMSorg on Facebook, Twitter, and LinkedIn.   About our guest: Colette Cummins, Chief Risk Officer, Inland Fisheries Ireland RIMS-CRMP Commissioner   Production and engineering provided by Podfly.

#259This is episode 4 in my 2026 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 31st, you will see new episodes with exciting new topics every Monday. For today we take a look back at CI Activities in episodes 218, 222, 228, 231 and 232.Topics in this Episode: 218: 6 Activities for Interaction and Discussion in the Language Classroom222: 6 Reading and Writing Activities in the CI Classroom228: 3 Engaging Narrative and Storytelling Activities231: CI Activities in Practice in the Classroom, Part 1232: CI Activities in Practice in the Classroom, Part 2Ready For Tomorrow Quick Win PD for Individual TeachersA Few Ways We Can Work Together:On-Site or Virtual Workshops for Language DepartmentsSelf-Paced Program for For Language DepartmentsConnect With Me & The World Language Classroom Community:Website: wlclassrom.comInstagram:  @wlclassroomFacebook Group: World Language ClassroomFacebook:  /wlclassroomLinkedIn: Joshua CabralBluesky: /wlclassroom.bsky.sociaX (Twitter):  @wlclassroomThreads: @wlclassroomSend me a text and let me know your thoughts on this episode or the podcast.

To grab a ticket for Seattle click HERE. And use the code SEATTLE26EARLYBIRD to save $300. Ready to Grow Your Gym? If you're a gym owner with 30+ clients looking to add $5k-$10k/month in the next 90 days, book your FREE Brainstorm Call HERE. About Business for Unicorns Business for Unicorns helps gym owners and fitness studio operators build profitable, sustainable businesses without burning out. Founded by Mark Fisher and Michael Keeler —who built and sold the $34-million Mark Fisher Fitness —BFU provides coaching, mentorship, courses, and events for gym owners ready to grow revenue, systemize operations, and create more freedom in their lives. To learn more, check out businessforunicorns.com. Get More BFU In Your Life: Claim your FREE copy of Gym Marketing Secrets HERE Follow BFU on Instagram HERE Subscribe to MF's YouTube Channel HERE

How did a failed military-style relief mission like Zion's Camp become one of the most important spiritual training experiences in early Church history? What does Brigham Young's witty courtroom defense during a lawsuit against Joseph Smith reveal about his character and his emerging role as a defender of the young prophet? How did the intense shared hardships of Zion's Camp influence the selection and preparation of the original Twelve Apostles—and what parallels (and/or differences) exist with apostolic callings today? The post Becoming Brigham Episode 27: Zion's Classroom — Apostles in the Making first appeared on The Interpreter Foundation.

Send us Fan MailEvery classroom has norms, but they might not be the ones hanging on your wall.In this episode we're chatting about why most math classroom norms fail... Asking ourselves, are the "norms" reflected in students' daily experiences? If we want to build a true community of problem solvers, we have to stop focusing on what our norms say and start focusing on what students actually experience every day.In this episode, we'll chat about:Why classroom experiences always outweigh classroom postersThe difference between correcting student thinking and understanding it firstHow to hold students accountable without using shameWhy most classroom reflection falls flat and what meaningful reflection actually looks likeHow relationships are built through everyday interactions, not one-time activitiesThe simple question that reveals your classroom's real normsWhether you're planning for the first week of school or rethinking your classroom culture, this episode will challenge you to build norms you're truly willing to defend with your decisions.Resources Mentioned in the Episode:

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In this episode of the Edufuturists podcast, we chat with Andrew Young, social sciences teacher, co-director of a Teaching School Hub in York, and author of Adaptive Teaching: Culture to Classroom, published by Crown House. Andrew has spent 14 years in education, from an unexpectedly early stint as deputy head of sixth form in London to his current role co-leading a hub supporting 250 schools a year across coastal, rural and urban North Yorkshire.We cover:- Why adaptive teaching depends on the local context a school sits in, not a one-size-fits-all playbook- What an inclusive classroom actually looks like when you strip away the jargon- Why high challenge has to be matched with high support, and how "we" beats "me"- The exam overload facing GCSE students and what it's doing to cognitive load- Why the curriculum needs more breadth: arts, dance, computing, AI and citizenship- The hidden financial barriers that stop disadvantaged pupils accessing enrichment- Why success shouldn't be measured by grades alone, and what schools can do instead- The four ingredients of adaptive teaching: culture, brains, teaching and curriculum- The danger of deficit language and labelling pupils by what they can't doIf you've ever wondered why some pupils switch off from school entirely, or you want practical ways to make classrooms work for every learner regardless of the label attached to them, this conversation gives you a genuine framework rather than another vague call to "differentiate more."Chapters00:00 Highlights01:53 Welcome to the podcast04:46 Andrew Young joins the show05:26 Andrew's journey into teaching08:12 Life as a Teaching School Hub co-director10:20 Why context matters for adaptive teaching15:57 Socialisation, homeschooling and alternative paths22:24 What does an inclusive classroom actually look like24:46 High challenge, high support and the power of "we"31:13 Rethinking a one-size-fits-all curriculum32:37 "Too many vegetarians dining in steakhouses"35:02 Assessment overload and broadening the curriculum37:21 Enrichment, disadvantage and hidden barriers41:34 Alternative pathways and shifting what success means44:03 Milestones, character and personal development47:23 The four ingredients of adaptive teaching53:37 Labels, deficit language and cognitive load55:19 Quickfire questions57:31 Wrap up and where to find the bookGrab a copy of Andrew's bookThanks so much for joining us again for another episode - we appreciate you.Ben & Steve xCheck out all about EdufuturistsWant to sponsor future episodes or get involved with the Edufuturists work?Get in touchGrab your copy of the new Pick 'n' Mix Education bookJoin the Edufuturists Wolfpack

How do you teach about space in any classroom—not just science? Dr. Mark Wagner says space is the ultimate hook for engagement, and the growing space economy means every student needs to understand it. In this conversation, the CEO of Aries Learning and author of Space Education shares why space belongs in every subject, the mindsets students need, and simple ways to bring exploration into your room this week. In this episode, you'll learn: Why the space economy (projected to reach $1 trillion by 2030) touches nearly every career How satellites and Starlink already shape agriculture, GPS, and global internet access The four mindsets Mark teaches: explorer's mindset, moonshot thinking, design thinking, and operational mindset Low-cost, hands-on ways to let students explore—from a simple map to student-built payloads What the "overview effect" teaches students about caring for our planet Full show notes, links, and resources: https://www.coolcatteacher.com/e954 If this episode helped you, share it with a teacher friend who'd love to bring more wonder into their classroom.

Chris and Mark break down some headline stories and dig into a longer conversation about vibe coding in K12. They discuss Common Sense Media's poor safety rating of Google Search's AI mode, continued reporting from databreaches.net about the unresolved Navigate360 anonymous tip database breach, and ClassLink data analyzing device screen time across 5.5 million students. The main conversation is vibe coding - using large language models (Gemini, ChatGPT, Claude, etc.) to generate and deploy code. They talk practical use cases and big concerns. Should vibe coding be used in schools for small utilities? Classroom tools? IT automations? They talk about security, data exposure, maintainability, single‑person liabilities, and more. ———— Sponsored by: Meter NTP VIZOR Fortinet Managed Methods Howard Incident IQ  ———— Join the K12TechPro Community (exclusively for K12 Tech professionals) Buy some swag (tech dept gift boxes, shirts, hoodies...)!!! Email us at k12techtalk@gmail.com OR our "professional" email addy is info@k12techtalkpodcast.com X @k12techtalkpod Facebook Visit our LinkedIn Music by Colt Ball Disclaimer: The views and work done by Josh, Chris, and Mark are solely their own and do not reflect the opinions or positions of sponsors or any respective employers or organizations associated with the guys. K12 Tech Talk itself does not endorse or validate the ideas, views, or statements expressed by Josh, Chris, and Mark's individual views and opinions are not representative of K12 Tech Talk. Furthermore, any references or mention of products, services, organizations, or individuals on K12 Tech Talk should not be considered as endorsements related to any employer or organization associated with the guys.

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By her fourth year of teaching, she knew every hallway, every classroom, and every familiar sound inside the century-old elementary school. She also knew there was one restroom she would never use, one hallway she didn't enjoy walking after hours, and one strange truth every veteran teacher quietly accepted.Before the buses arrived each morning, footsteps often echoed through empty hallways. Children's laughter drifted through a building that hadn't opened for the day. Classroom doors moved on their own, supplies were mysteriously rearranged, and more than one teacher caught a glimpse of a little girl who shouldn't have been there.No one called the school haunted.The older teachers simply smiled whenever someone new joined the staff, knowing it was only a matter of time before the building introduced itself.#GhostStory #HauntedSchool #Paranormal #SchoolGhost #TeacherStories #TrueGhostStory #HauntedHallway #Unexplained #Supernatural #ScaryStories #OldBuildings #Paranormal #HauntingsLove real ghost stories? Don't just listen—join us on YouTube and be part of the largest community of real paranormal encounters anywhere. Subscribe now and never miss a chilling new story:

By her fourth year of teaching, she knew every hallway, every classroom, and every familiar sound inside the century-old elementary school. She also knew there was one restroom she would never use, one hallway she didn't enjoy walking after hours, and one strange truth every veteran teacher quietly accepted.Before the buses arrived each morning, footsteps often echoed through empty hallways. Children's laughter drifted through a building that hadn't opened for the day. Classroom doors moved on their own, supplies were mysteriously rearranged, and more than one teacher caught a glimpse of a little girl who shouldn't have been there.No one called the school haunted.The older teachers simply smiled whenever someone new joined the staff, knowing it was only a matter of time before the building introduced itself.#GhostStory #HauntedSchool #Paranormal #SchoolGhost #TeacherStories #TrueGhostStory #HauntedHallway #Unexplained #Supernatural #ScaryStories #OldBuildings #Paranormal #HauntingsLove real ghost stories? Don't just listen—join us on YouTube and be part of the largest community of real paranormal encounters anywhere. Subscribe now and never miss a chilling new story:

Hello everyone! Classroom management has never been more important in schools. Study after study cites one of the biggest reasons for teachers leaving the classroom has to do with student behavior. While we can't control everything, we can come together and think about how to create classrooms that support the best behavior students can have and cultivate a great learning environment. To help with this, I have brought on Claire English — a fellow podcaster, classroom management trainer, and all around fantastic educator. If you missed part one, check it out here.  In this episode, we discuss what modern classroom management looks like, how to reframe to focus on the key factors that lead to effective classroom management, and so much more.

Starting your first school-based OT job can feel overwhelming. Between IEP meetings, evaluations, accommodations, and the endless acronyms, it can be hard to know where to start.In this episode, we break down the basics of school-based occupational therapy. Amanda shares what she wishes every new school-based OT knew before walking into their first IEP meeting, explains the differences between IEPs, 504 plans, and MTSS, and offers practical tips for collaborating with teachers, administrators, and the rest of the educational team.We'll also discuss how school-based OT differs from clinic-based practice, why goals need to be educationally relevant, what consultative services actually look like, and how to feel more confident advocating for students while working as part of a multidisciplinary team.Whether you're a new graduate, transitioning into the schools, or just curious about how school-based OT works, this episode is packed with practical advice to help you feel more prepared.LinksWe'd love to answer your questions on the podcast! Fill out this form - https://harkla.typeform.com/to/ItWxQNP3 Sensory Strategies for the Classroom Coursehttps://harkla.co/products/classroom-sensory-training?srsltid=AfmBOoqG8NnYkiSWB_T-oxJNV3RI0lYd5-kUy9draacDoX5fsnDIxqvtClassroom Sensory Kitshttps://harkla.co/products/classroom-sensory-kit?srsltid=AfmBOopRCtKs2HeI1HXt-Iw30p0DTLiFkRgc2SyW7PUyCSGW8Zd5e__HSlant Board for Writing https://amzn.to/44GU0mILoop Scissorshttps://amzn.to/4pv9x2qAll Things Sensory Podcast Instagram https://www.instagram.com/allthingssensorypodcast/ Harkla Website https://harkla.co/ Harkla YouTube​​https://www.youtube.com/c/HarklaFamily Harkla Instagramhttps://www.instagram.com/harkla_family/ Harkla Digital Courseshttps://harkla.co/collections/courses 

So here's the thing. I know I talk a lot about reading. It's pretty important to me. But all week I've been trying to prepare a different podcast, one NOT about the uncrackable justification for choice reading. But recently I heard from several teachers over in CHSE about thriving reading programs they had going, only to get shut down by folks who felt like reading in class was a waste of time. And then I kind of ended up in a rabbit hole, as I am wont to do. It's like researching the justification for choice reading became my guilty pleasure, sucking up all my time. I listened to audiobooks on my walks, pored over research roundups and articles at the coffee shop, hit up the hammock with my Penny Kittle, and stared and stared and stared at the growing evidence mounting in my endless Google doc of notes. The evidence is clear. The need for help for kids who don't read, don't like reading, and don't want to read is great. And yet STILL we are prioritizing reading snippets and drilling for tests to "improve" our readers' reading. I want you to have the information you need to fight. So here I am. Again. Despite my efforts to focus on something else this week. Let's dig deep. Illustration for The Cycles I share in this episode: The Infographic I mentioned: Go Further:  Explore alllll the Episodes of The Spark Creativity Teacher Podcast. Launch your choice reading program with all my favorite tools and recs, and grab the free toolkit. Join our community, Creative High School English, on Facebook. Come hang out on Instagram.  Enjoying the podcast? Please consider sharing it with a friend, snagging a screenshot to share on the 'gram, or tapping those ⭐⭐⭐⭐⭐ to help others discover the show. Thank you!  Sources: Amato, Jarred. (2024). Just Read It. Corwin. Atwell, Nancie. (2007). The Reading Zone. Scholastic. Aukerman, M. & Schuldt, L. (2021). "What Matters Most? Toward a Robust and Socially Just Science of Reading." Reading Research Quarterly, 56(S1) pp. S85–S103 | doi:10.1002/rrq.40 Bains, A., Spaulding, C., Ricketts, J., & Krishnan, S. (2026). Providing choice enhances reading motivation. Quarterly Journal of Experimental Psychology (2006), 79(4), 959–970. https://doi.org/10.1177/17470218251370916 Bishop, Rudine Sims. "Mirrors, Windows, and Sliding Glass Doors." Perspectives: Choosing and Using Books for the Classroom. Vo. 6, No. 3, Summer 1990. https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf Accessed November 2, 2025. Briceño, Allison and Claudia Rodriguez-Mojica. (2022). Conscious Classrooms. PD Essentials. Bridges, Lois. (2018). The Joy and Power of Reading: A Summary of Research and Expert Opinion. Scholastic. Chavez, Felicia. (2021) The Anti-Racist Writing Workshop. Haymarket Books. Elley, W. B. (2000). The Potential of Book Floods for Raising Literary Levels. International Review of Education, 46(3–4), 233–255. Gallagher, Kelly. (2009). Readicide: How Schools are Killing Reading and What You Can Do About It. Routledge. Kerkhoff, Shea. (2026). Adolescent Literacy: Integrating the Sciences of Reading and Writing in Grades 4-12. Bloomsbury Academic. Kittle, Penny. (2013). Book Love. Heinneman. Miller, Donalyn and Susan Kelley. (2013). Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong Reading Habits. Jossey-Bass. Morgan, Denise N., & Wagner, Christopher W. (2013). "What's the Catch?" Journal of Adolescent & Adult Literacy, 56(8), 659–667 doi: 10.1002/JAAL.193 National Endowment for the Arts. (2007, November). To Read or Not to Read. O'Grady, R. J. (2025). The reading renaissance: Reimagining literacy practices in secondary English education. ENGLISH IN EDUCATION. https://doi.org/10.1080/04250494.2025.2567939 Wilhelm, J. D. (2016). Recognising the power of pleasure: What engaged adolescent readers get from their free-choice reading, and how teachers can leverage this for all. Australian Journal of Language & Literacy, 39(1), 30. Willingham, Daniel. (2021). Why Don't Kids Like School? Jossey-Bass. 2nd Ed. (Audiobook)