Podcasts about classrooms

Stacy McGhee, President and CEO of LSEM, joins the podcast and talks about how the group of educators, support staff, parents, pastors and administrators should join together in celebrating the students in our classrooms and resource rooms so they feel supported, loved and safe in a positive way. By providing structure in the classroom there's comfort and trust so students can thrive. Stacy also talks about her career through various levels of education and what she loves about leading LSEM.

Coming soon.

In this episode we're joined by Dr. Kashif Raza, a researcher at the University of British Columbia. Dr. Raza is here to share his expertise on a critical issue in English language teaching: racial bias. We'll be exploring the preference for native speakers over non-native speakers, its impact on teaching practices, and what it means for the future of education. Stay tuned for an interesting discussion.Guest - Dr. Kashif Raza is a SSHRC Postdoctoral Fellow at the University of British Columbia's Faculty of Education. His research focuses on the intersections of language, migration, education, and policy, examining their impact on language ideologies, mobility, and citizenship. He was the chief editor of “Handbook of Multilingual TESOL in Practice” (Springer, 2023) and “Policy Development in TESOL and Multilingualism” (Springer, 2021).Like the show? Please review, download and share.Want to know more about me and my work go to: https://gargisarkar1611.wixsite.com/gargi-sarkar Connect with me : https://www.linkedin.com/in/gargi-sarkar1611/ Follow me on Instagram: https://www.instagram.com/gargispeaks/ Contact me: gargisarkar1611@gmail.com

In this episode of Passion to Profession sponsored by eBay, I sit down with my good friend Kevin Randall (@dacaptain37). Kevin went from teaching in the classroom to becoming one of the most trusted full-time dealers in the hobby.We talk about his roots as a collector, the decision to leave teaching, building a business plan, the role of specialization, and why trust is everything when dealing cards. Kevin's story is one of preparation, community, and betting on yourself.If you've ever thought about turning your side hustle into your profession, this conversation will give you plenty to think about.A special thank you to eBay for sponsoring Passion to Profession. The biggest and best marketplace to buy your next favorite trading card.Get your free copy of Collecting For Keeps: Finding Meaning In A Hobby Built On HypeGet exclusive content, promote your cards, and connect with other collectors who listen to the pod today by joining the Patreon: Join Stacking Slabs Podcast Patreon[Distributed on Sunday] Sign up for the Stacking Slabs Weekly Rip Newsletter using this linkFollow Stacking Slabs: | Twitter | Instagram | Facebook | TiktokFollow Kevin: | Instagram 

If you use file folders, worksheets, competitions, or quieting techniques in your classroom, this episode is for you! And spoiler alert…. none of those are bad things! But the dialogue in this week’s episode of the This Teacher Life podcast will get you thinking differently about each of them. Here we dive into the 4 things every teacher should promise not to do—but let's be real, we probably do them. This silly episode has special guests Jack Berckemeyer and Rachael McCoy to explore those unspoken habits, practices, and behaviors that sneak into our classrooms, despite our best intentions. Tune in for a candid conversation, insightful advice, and a little laughter as we unpack the everyday realities of teaching. Don’t miss out—this episode might just challenge the way you approach your classroom this year! Episode Notes:  Get TONS of Awesome Classroom Lessons, Resources, and Activities Here:  monicagenta.com/shop Get a free PDF copy of Monica's Book Crushing It For Kids Here: http://bit.ly/MonicaGenta Connect with Monica on social media: Instagram: instagram.com/monicagentaed/ TikTok: tiktok.com/@monicagentaed Facebook: facebook.com/MonicaGentaEd Twiiter: twitter.com/monicagentaed

In this episode of “Read by Example,” I sat down with educators and authors Joe Schmidt and Nichelle Pinkney to discuss their influential book, Civil Discourse: Classroom Conversations for Stronger Communities (Corwin, 2022). They explore the urgent need for structured, empathetic dialogue in K-12 classrooms, especially in today's politically charged environment. Drawing from their extensive backgrounds in social studies education and leadership, Joe and Nichelle provide practical frameworks and strategies for teachers to foster productive conversations, empower student voices, and build stronger, more understanding classroom communities.Key topics discussed include:* The four foundational building blocks of civil discourse: Courage, Understanding, Belonging, and Empathy.* The crucial difference between “contentious” and “controversial” topics.* Strategies for moving classroom activities from debate to more inclusive discussions and dialogues.* The importance of grounding student opinions in evidence-based sources and curated text sets.* Practical advice for teachers on how to prepare for difficult conversations and build a support system within their school.* How administrators can create a supportive “sandbox” for teachers and the importance of transparent communication with parents and the community.After listening to this episode, you will walk away with a greater appreciation for supporting student conversations in every classroom.Take care,MattP.S. Next week Thursday, 5:30pm CST, I speak with Jen Schwanke, author of Trusted (ASCD, 2025). Full subscribers can join us for this professional conversation!Official TranscriptMatt Renwick: Welcome to Read by Example, where teachers are leaders, and leaders know literacy. I am joined by two colleagues and educators who I have looked forward to speaking with ever since I read their book, Civil Discourse: Classroom Conversations for Stronger Communities. Welcome, Joe Schmidt and Nichelle Pinkney.Joe Schmidt: Thanks for having us, Matt.Matt Renwick: You were both formerly high school classroom teachers and are now in leadership roles. Nichelle and Joe, would you share a little bit about your backgrounds?Nichelle Pinkney: Hi, I'm Nichelle Pinkney. I'm entering my 21st year of education. It's hard to say out loud. I started teaching elementary for a year or two, then decided I wasn't ready for that season and went to high school. I went from first graders to 12th graders and started teaching government and economics, then moved into AP Government and Econ. I've pretty much taught everything at the high school level.A few years ago, I wanted to help other teachers learn what I had, so I became an instructional coach at the middle school level. Now, I'm a curriculum director in my district, overseeing social studies and world languages, curriculum, professional learning, and teacher development. I'm involved in my state organizations, and I love social studies and students learning about the world we live in.Matt Renwick: And you were just elected president of that organization?Nichelle Pinkney: Yes, I'm president-elect of the Texas Social Studies Leadership Association, starting in February. I'm super excited because my dream has always been to fight for social studies, and I'll get to do that through work with legislation.Matt Renwick: Well, congratulations. Joe?Joe Schmidt: I started as a high school teacher in rural Wisconsin. My first year was 9th grade, my second was 10th, and my third was 11th. I had one student seven times across our block schedule in those three courses. I left the classroom after nine years to become Madison, Wisconsin's first Social Studies Curriculum Coordinator. I was also the state specialist for Maine, and since then, I've worked for a couple of national non-profits.I'm currently the president-elect of the National Council for the Social Studies (NCSS) and will become president on July 1st, 2026, three days before America turns 250. I will be the lead host for the Chicago conference in 2026. This December, NCSS will also have a conference in Washington, D.C. (link to conference here). NCSS is the largest professional organization for social studies educators, with more than 8,000 members.I went from being a classroom teacher where people said, “You have good ideas,” and I felt like I was just making it up, to a district coordinator, to the state level, always feeling that same way. That's why I say teachers are humble heroes; it's very rare for them to toot their own horn. I do more than 100 trainings with over 2,000 teachers a year, and almost without fail, someone will share something brilliant they “just made up.” Anytime I can help teachers celebrate and recognize their own expertise is a good day. That's what has driven me: finding different venues to not only support teachers but celebrate them.Matt Renwick: We have two knowledgeable individuals in the social studies realm here, and I'm honored. As a former principal, I learned that there's so much knowledge in every classroom. It's not about improvement but about surfacing that expertise so everyone can benefit. It's great you're in positions to connect colleagues.I had your book for a couple of years after we did a statewide book study on it. I'll be honest, I didn't read it until I went to the Sphere Summit through the Cato Institute. I brought the book, and it connected perfectly with the sessions. I was back in my hotel room reading it while everyone else was out. It just really clicked for me. It feels like your book is so needed right now, especially as I see teachers self-censoring and avoiding certain books because they don't want to deal with the politics or conflict.I'll start with how you frame your book around four building blocks of civil discourse: Courage, Understanding, Belonging, and Empathy. Can you say a little more about how you came to those four guiding principles?Nichelle Pinkney: I'm an acronym junkie. Joe is very intelligent, and he'll explain things, and I'll say, “Okay, it's got to be simplified.” We were on a call with our author mentor, Julie Stern, and I was just writing down words, trying to make it simpler. We knew all these components had to be there, but it had to click.It was broken down this way because a lot was going on when we were writing this during COVID. We were at home—I think we were just stir-crazy. But seriously, the ideas of courage and understanding were huge. I think understanding and belongingness are huge because you can't have the necessary conversations in our world today without them. And the courage part—as you said, you were at the conference, you had the book, and you felt a need for it. That was courageous. Then, instead of going out, you dug deeper into the book. You took the courage to build understanding, and now you're applying the other pieces—belongingness and empathy—so these things can happen in a bigger venue.Matt Renwick: So it's like a simple first step. You don't have to start by talking about immigration on day one. Maybe the first step is just to get your book or another resource to become more knowledgeable.Joe Schmidt: Part of the impetus for the book was that as COVID hit, I was doing a lot of virtual sessions. People kept asking for sessions on what is now civil discourse. We were heading into the 2020 election, and people would say, “I told my department not to talk about the election; it's too contentious.” I thought, “They're not going to get this in math class.” We can't just abdicate our responsibility.But we had to acknowledge that this isn't easy. It's important, but it's not easy. We always start there. We know this is hard, but it is worth it. We don't want people to think there's a judgment if you're not doing it. The point is, let's just do it. It's hard, and we're not going to be perfect at it. We made mistakes. But don't just jump in on day one with the most controversial topics. That's how you end up on the news.That takes you through the progression: Is there understanding? Is everyone on the same page? Does everyone feel like they belong? Otherwise, you can't have the conversation. My favorite, which is often overlooked, is what we put under empathy: students need to know that we can disagree and still be friends. This is not a zero-sum game. If I could get every kid to understand that their classmates, people online, and people in their communities are all human beings trying to do their best, that would be the greatest gift we could give society.Matt Renwick: I'm thinking about schools that have banned cell phones. What are you going to do in the classroom in the meantime? How are you changing instruction? The kids want to talk about these topics, but they need structure and support. You mentioned “controversial,” and I liked how you differentiated it from “contentious.” What's the difference?Joe Schmidt: I was doing a presentation and realized the words felt different. A woman told me to look at the Latin sub-roots. The root of “controversial” is “quarrelsome,” which to me is fighting. But the root of “contentious” means “to strive,” which I believe is a striving for understanding. We can either be quarrelsome or strive for understanding.Even if the definitions don't feel different, I've never met someone who wants a controversy in their classroom. We strive to have contentious conversations. I've had to get on a soapbox recently to say that social studies is not controversial. Teaching history is not controversial. Is it contentious? Do people disagree? Yes, absolutely. That goes back to courage—this isn't easy. But teaching this is not controversial, and I don't ever want a teacher to have to apologize for teaching.Nichelle Pinkney: I agree. The minute you say, “We're going to talk about something controversial,” everybody's bodies shift. Adults do it. Their mannerisms shift. What happens with students? History is contentious across the world; that doesn't make it bad. We try to correct things throughout the process—not by erasing history, but through our actions. Throughout history, we've always strived to do better. We made a decision, realized it wasn't the best, so we amended it. A Supreme Court decision was wrong, so we changed it. We are always striving to do better, not by erasing the past, but by learning from it.Matt Renwick: That language was helpful for me, as was differentiating between “versus” and “or.” Those little shifts in language reminded me of the book Choice Words by Peter Johnston.Joe Schmidt: I remember in the early days, if you had told me I was about to write 600 words on the difference between “versus” and “or,” I would have never believed you. But language does matter, and we need to be reminded of that.Matt Renwick: It seemed to support a move away from a winner-take-all debate to a non-judgmental discussion of alternatives. Did you notice kids claiming more autonomy in their opinions when you shifted your language?Joe Schmidt: The big thing is the difference between dialogue, discussion, and debate. I know I defaulted to debate as a teacher, but that's rarely how the world works. A key part of debate is rebutting the other side. But a discussion is an acknowledgment of different views. If we're deciding where to go for dinner and Nichelle wants Italian, I don't lose anything as a human being if we go with her choice. Maybe tomorrow, I'll get my choice of pizza.That is freeing for students. It's okay to have a different opinion—with the disclaimer that we're still not being racist, sexist, or homophobic. If you like red and I like blue, that's fine. If you want Italian and I want tacos, that's also fine. Just because I didn't get my way doesn't mean I lost anything. I think that helps them be more authentic.Nichelle Pinkney: I moved away from debates in my class around the 2012 election. It was getting so heated. If I were honest with myself, I wasn't preparing students for what a debate should look like. What they see as a debate is completely different from what you would see in The Great Debaters or an actual Lincoln-Douglas debate. This generation sees a lot, but they don't see what a debate should be.Matt Renwick: Exactly. From what I remember, debates in the 1800s weren't about calling each other out. It was more like a discussion where people would concede points. It seems things have changed.Joe Schmidt: Kids have a perception of what a debate is. If you say you're having one, they think they know what it looks like. They want the zinger, the viral moment, the mic drop. That's why we try to move them toward discussion. There is a place for debates, but not for highly contentious, emotional topics where students expect you to pick a winner. I'm not going to debate someone's identity. I don't want to put a student in a position where they feel like a part of them “lost.”If you're going to ask a question for discussion in class, you need to ask one where you want a split opinion—50-50 or even 30-40-30. Don't ask a question that puts a kid in the position of defending something you're uncomfortable with. If the question puts fundamental values at risk, ask a different question.Matt Renwick: So, how do you help kids separate their identities from their beliefs? The goal isn't to change minds but to broaden perspectives.Nichelle Pinkney: In the book, we talk about preparing students. I always start by saying that everyone has a bias, whether we want to agree with it or not. Our biases are preconceived based on where we grew up, the food we eat, the music we listen to, and so on. I used to tell my students to “check those biases at the door,” which means we're not going to judge people or put them in a box.From there, everything was rooted in research and sources. When students responded, it was always grounded in resources. Before sites existed that show where news sources fall on the political spectrum, I had to make sure I provided materials showing different sides. I grew up in a small town in Texas and had a very limited view until I went to college in North Carolina, where my roommate was from Connecticut. She had seen a world I had never seen. So, in my classroom, I made sure students could see other sides, because in some environments, you won't get that. We used a thinking routine: “At first, I think this because I don't know any better. But now that I see all these different sides, I may still think the same thing, but at least I'm informed.”Matt Renwick: That sounds like you created awareness for the kids in a natural way about how our environment and culture shape our beliefs.Joe Schmidt: I would work very hard to curate a text set with multiple perspectives using primary sources or different news articles. The shorthand with students was, “If you can't point at it, it's probably not evidence.” I curated the set for you; don't ignore the ten pages of reading and then tell me what your uncle said on Facebook. You build that habit, and kids will start to reinforce it with each other. In a Socratic seminar, you start by saying, “I'm on page 3, line 17,” and give everyone a second to get there.Using structures like sentence stems can keep conversations from boiling over. If you want students to speak in a certain way, give them the stems and hold them accountable. Kids are the best body-language readers. If they see you're not consistent with the rules for everyone, the structure falls apart. If you're consistent, it may feel rigid, but it provides the structure kids need to be successful.Matt Renwick: You wrote in the book that a classroom's strength lies in its ability to handle disagreements without breaking bonds. That speaks to a shared sense of humanity. You also challenge the reader: when you are fearful of teaching a topic, who are you thinking about? For me, it was a former school board where a few people were out to get teachers. How can leaders help teachers reclaim their agency to handle criticism when they bring in contentious topics?Joe Schmidt: That question is from Dan Krutka. Often, when we say “my kids aren't ready for that,” it's really “I don't want to deal with the outside factors.” I remind teachers they have to stay in the sandbox—the legal rulings are consistent that you can't indoctrinate students. But then I tell administrators, you build the sandbox. If you want teachers doing this work, you need to support them.I was working with a district where people wanted a middle school teacher fired for teaching current events. I told the administration they needed to release a statement supporting the teacher. That's the job. But I know some administrators don't want to deal with the pressure. So if your principal won't support you, find someone who will—an assistant principal, a department chair, a guidance counselor. Don't give up your agency. Think about this ahead of time. Don't wait until all hell breaks loose to figure out your support system. Practice it like a fire drill, so when a situation arises, you are responding, not reacting.Matt Renwick: The book is very thorough. You call that prep “Day Zero Planning.”Nichelle Pinkney: As an administrator, I support my 250 teachers 100%, and they know that from day one. That's our role; it's what we signed up for. I can be that voice. I can say, “It's in the standards,” or “It's what happened.” Here in Texas, our standards are specific, and I can point directly to them.Another big thing is that out of fear, we've closed our classroom doors. We need to change the narrative. The narrative is that teachers are doing something wrong. I say be transparent. I over-communicated with parents to the point where they'd say, “Oh my god, another email from Ms. Pinkney.” I would tell them, “In this unit, we're going to talk about the principles of government. Here's what they are. Please ask your child about them when they get home.” Very few parents visited, but they all knew what was happening. We have a loud group saying one thing, and we get quiet. I say we need to be loud. We need to put it out there and say, “This is what we're doing. I would love for you to come see it.” Get your administrator involved. Invite everyone. Create an open-door policy so everyone knows what's happening in your room.Matt Renwick: So, communicate, use the standards, and find leaders who will back you up. That's all great advice. I think we're out of time, but I will just say that this is a social studies book, yes, but it's also a literacy book. It's a book for any K-12 classroom. It connects so well to the speaking and listening standards that everyone should be teaching.Again, the book is Civil Discourse: Classroom Conversations for Stronger Communities. I'm here with Joe Schmidt and Nichelle Pinkney. Thank you so much for joining me. Good luck with your school years.Joe Schmidt: Thank you, Matt.Nichelle Pinkney: Thank you, Matt. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit readbyexample.substack.com/subscribe

Teachers in Jordan School District are transforming their classrooms with more personalized, efficient, and engaging lessons than ever before, thanks in part, to the use of SchoolAI. On this episode of the Supercast, we take you inside an amazing classroom at Valley High School. It's where students are thriving and the classroom experience more dynamic ...continue reading "Episode 316: Customized Learning in Our Classrooms with Teachers Using SchoolAI"

First, The Indian Express Maulsree Seth talks about Uttar Pradesh, where the state government has moved to restrict the overt display of caste identification in official and public spaces.Next, we talk to The Indian Express' Vidheesha Kuntamalla about India's classrooms, where students and teachers scramble to rethink what learning should look like in an AI driven world. (09:40)Lastly, we talk about multiple women students accusing the manager of an Ashram run institute of sexual harassment. (19:24)Hosted by Ichha SharmaProduced and written by Shashank Bhargava and Ichha SharmaEdited and mixed by Suresh Pawar

Tonight's episode stitches together a strange patchwork of small-town weirdness — submitted by a listener who grew up collecting odd moments that never quite fit any single explanation. It begins at a high-school sleepover, where a sophomore exploring dark third-floor hallways hears a single, echoing female hum coming from the girls' bathroom. The hum terrifies half the students and later connects — in rumor and research — to an old fire and stories of a missing girl. From there the caller moves through childhood hauntings: a clown-like giggle in an empty apartment, the eerie creak of classrooms that feel “watched,” and the creep of energy in an old school that feels older than its bricks. The episode pivots into the uncanny: while exploring a demolition site, two kids watch a slow, three-light object hang over them, then flicker like liquid and streak away — a sighting that one friend later denies remembering. The show's centerpiece is the strangest claim: during a thunderstorm, the world went translucent — pink-purple and glassy — long enough for the listener and a sibling to zoom mentally through rooms and see anatomy-level detail. Is this an electrical/sensory phenomenon from a nearby lightning strike? A shared epileptic/neurological event? An actual crossing between layers of reality? We do the only thing we can: we tell the story, compare listener theories (residual hauntings, mass suggestion, NDE-like imagery, or electromagnetic effects), and let you decide. #RealGhostStories #HauntedSchool #UFOsighting #ElectromagneticPhenomena #ChildhoodHauntings #ParanormalPodcast #WeirdButTrue #ResidualHaunting #TrueStories #GhostConfessions Love 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:

In today's episode, Melanie sits down with Beth, a high school teacher, to hear her firsthand experience with the new phone-free classroom policy this school year.Beth shares the contrast between last year's inconsistent approach—where teachers set their own phone rules, leading to confusion and frustration—and this year's unified, zero-tolerance policy: no phones, headphones, smartwatches, or personal devices from bell to bell.The results have been remarkable. Students are talking and connecting with each other, engaging more with their teachers, and showing up to class happier, less stressed, and better rested. Teachers are noticing fewer distractions, better focus, and improved productivity in class.Of course, there are challenges to keep an eye on, like students attempting to sneak in earbuds or use smartwatches, and some adjusting to moments of boredom without their devices. But overall, the shift has been transformative—for both students and teachers.This episode offers an inspiring look at what really happens when schools go phone-free.Support the showDon't forget to subscribe, rate, and leave a review if you enjoy the episode. Your feedback helps us bring you more of the content you love. Stay Strong! Get your copy of the BRAND NEW Adventures of Super Brain book! Start your ScreenStrong Journey today! Check out our Kids' Brains & Screens products. Want to help spread the ScreenStrong message to your community? Consider becoming a ScreenStrong Ambassador! ScreenStrong Tech Recommendations Canopy—Device Filter (use code STRONG for discount) Production Team: Host: Melanie Hempe Producer & Audio Editor: Olivia Kernekin

On this episode of Rich Valdes America at Night, Vince Everett Ellison, host of The Vince Ellison Show and author of The End of Tolerance, reflects on the Charlie Kirk Memorial, Erika Kirk's role, and the left's critical response to Kirk's legacy. Then, Amb. Carla Sands, former U.S. Ambassador to Denmark and Chair of the Foreign Policy Initiative at the America First Policy Institute, joins Rich to discuss President Trump's major speech at the United Nations. And later, Erika Donalds, Co-Chair of the America 250 Civics Education Coalition and Chair of Education Opportunity at AFPI, weighs in on Randi Weingarten's new book and how the America 250 initiative is shaping civics education. Plus, Rich takes your calls and covers the news of the day. Learn more about your ad choices. Visit podcastchoices.com/adchoices

This week, Chandler Fritz, author of Harper's Magazine's cover story The Homemade Scholar, shares what he discovered when teaching in an ESA-funded micro-school—including a lackluster curriculum but undeniably joyful kids.On the Research Minute, Adam Tyner unpacks California's big school-spending surge—showing that despite major funding increases, starting teacher pay hasn't risen and staffing levels have barely changed.Recommended contentThe Homemade Scholar —Chandler Fritz, Harper's MagazineThe “à la carte education” accountability conundrum —Michael J. Petrilli, Thomas B. Fordham InstituteStudent experience data is sending a message. Will we listen? —Dr. Deborah A. Gist for the Thomas B. Fordham InstituteWhy I'm wary of universal education savings accounts —Chester E. Finn, Jr., Thomas B. Fordham InstituteDoing educational equity right: School finance —Michael J. Petrilli, Thomas B. FordhamTeacher Staffing Trends in California: Assessing the Impact of Recent Spending —Julien Lafortune, Iwunze Ugo, and Brett Guinan, PPIC (2025)Feedback Welcome: Have ideas for our show? Send them to thegadfly@fordhaminstitute.org

For many students across Canada, a farm is something they’ve only read about—but a long-running virtual tour aims to change that. Ag in the Classroom Canada (AITC-C) has launched season five of The Great Canadian Farm Tour, a bilingual, online program that gives kindergarten to Grade 6 students live access to farms from coast to... Read More

We were thrilled to have the opportunity to speak with Sarah McLaughlin about her new book, Authoritarians in the Academy: How the Internationalization of Higher Education and Borderless Censorship Threaten Free Speech. As a Senior Scholar at The Foundation for Individual Rights and Expression, Sarah is one of the leading experts on how global censorship intersects with free expression issues in the United States. In this episode of Banished, Sarah discusses her book's key findings and offers her reflections on the nerve-wracking, topsy-turvy free speech climate in the United States today. Show Notes* Follow Sarah on twitter here, bluesky here* Here is the official Johns Hopkins Press link to Sarah's book* On international student enrollment, see “International Students by the Numbers,” Inside Higher Ed * On Confucius Institutes, see Ethan Epstein, “How China Infiltrated U.S. Classrooms,” Politico Magazine, January 17, 2018* On the Olympics poster controversy at George Washington University, see:* Amna's interview with Badiucao, the poster's artist* Jeff's article on the dust-up in the Chronicle of Higher Education* this extraordinary open letter from the George Washington University Chinese Students and Scholars Association. On the subject of “sensitivity exploitation,” GW's CSSA drew quite shamelessly from social justice discourse: * On the challenges facing China scholars, see:* Perry Link, “China: The Anaconda in the Chandelier,” New York Review of Books, April 11, 2002* Sheena Chestnut Greitens and Rory Truex, “Repressive Experiences among China Scholars: New Evidence from Survey Data,” The China Quarterly, May 2019* On U.S. satellite campuses abroad, see Patrick Jack, “U.S. Universities Eye Branch Campuses as Way to ‘Survive Trump,'” Inside Higher Ed, May 16, 2025* Sarah describes Northwestern's cancellation of an event featuring an openly gay musician on its Qatar campus in 2020 here* On calls to have students, faculty, and staff fired because of disparaging comments about Charlie Kirk after he was murdered, see:* Ellie Davis, Gavin Escott, and Claire Murphy, “Employees and Students at These Colleges Have Been Punished for Comments on Charlie Kirk's Death,” Chronicle of Higher Education, September 17, 2025* Stephanie Saul, “The Firing of Educators Over Kirk Comments Follows a Familiar Playbook,” New York Times, September 22, 2025 This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit banished.substack.com/subscribe

Today's headlines include: The Albanese Government says the Australia-U.S. relationship is “in a good place,” despite another failed meeting opportunity between the two countries' leaders. NSW public school students in years 5-12 will have access to generative AI in the classroom from next month, the State Government has announced. A New Zealand woman has been found guilty of murdering her children, almost three years after their remains were found in suitcases in an abandoned storage unit. And today’s good news: An international team of scientists has discovered a new species of coral deep in the Pacific Ocean. Hosts: Emma Gillespie and Lucy TassellProducer: Elliot Lawry Want to support The Daily Aus? That's so kind! The best way to do that is to click ‘follow’ on Spotify or Apple and to leave us a five-star review. We would be so grateful. The Daily Aus is a media company focused on delivering accessible and digestible news to young people. We are completely independent. Want more from TDA?Subscribe to The Daily Aus newsletterSubscribe to The Daily Aus’ YouTube Channel Have feedback for us?We’re always looking for new ways to improve what we do. If you’ve got feedback, we’re all ears. Tell us here.See omnystudio.com/listener for privacy information.

Des formations en ligne et des cours en accès libre Mention légales : Vos données de connexion, dont votre adresse IP, sont traités par Radio Classique, responsable de traitement, sur la base de son intérêt légitime, par l'intermédiaire de son sous-traitant Ausha, à des fins de réalisation de statistiques agréées et de lutte contre la fraude. Ces données sont supprimées en temps réel pour la finalité statistique et sous cinq mois à compter de la collecte à des fins de lutte contre la fraude. Pour plus d'informations sur les traitements réalisés par Radio Classique et exercer vos droits, consultez notre Politique de confidentialité.Hébergé par Ausha. Visitez ausha.co/politique-de-confidentialite pour plus d'informations.

In this episode of Reimagine Childhood, brought to you by the Early Childhood Christian Network, host Monica Healer discusses how to effectively engage young children using puppets with guest Michon Henneger. Michon, a seasoned educator and brain coach, shares insights on the historical success of puppets in educational settings and explains how modern classrooms can benefit from their use to enhance engagement, retention, and emotional development. They cover practical ideas for implementing puppetry, even on a budget, and highlight the significance of reviving classic teaching tools. The episode emphasizes the joy and impact of puppetry in early childhood education and offers actionable strategies for educators to incorporate puppets into their teaching methods.   00:00 Introduction to Reimagine Childhood 00:41 Meet Michon Henneger: Brain Coach Extraordinaire 01:10 The Power of Puppets in Early Childhood Education 04:11 Practical Puppet Strategies for the Classroom 09:11 Puppets on a Budget: Creative and Affordable Ideas 11:49 Regional Conference Promo 13:18 Encouraging Teachers to Use Puppets 21:11 What can we implement this week? 25:12 Conclusion and Final Thoughts Connect with Michon at https://www.prekplayday.com/ for early childhood curriculum https://www.mybraincoach.com/ https://www.dashupward.com/

EDITORIAL: And now, unfinished classrooms from the DPWH | September 23, 2025Subscribe to The Manila Times Channel - https://tmt.ph/YTSubscribeVisit our website at [https://www.manilatimes.net](https://www.manilatimes.net/)Follow us:Facebook - https://tmt.ph/facebookInstagram - https://tmt.ph/instagramTwitter - https://tmt.ph/twitterDailyMotion - https://tmt.ph/dailymotionSubscribe to our Digital Edition - https://tmt.ph/digitalCheck out our Podcasts:Spotify - https://tmt.ph/spotifyApple Podcasts - https://tmt.ph/applepodcastsAmazon Music - https://tmt.ph/amazonmusicDeezer: https://tmt.ph/deezerStitcher: https://tmt.ph/stitcherTune In: https://tmt.ph/tunein#TheManilaTimes#VoiceOfTheTimes Hosted on Acast. See acast.com/privacy for more information.

In this episode review (Season 14, Ep. 372), Andrea revisits interviews with Dr. Dan Siegel to explore Mindsight—the focused attention that helps us see and reshape our own minds and connect with others. She breaks down how Mindsight underpins social and emotional intelligence and offers practical ways to develop it, including theory-of-mind practice, the Wheel of Awareness, and daily narrative reading. This week, in our review of EP 28 with Daniel J. Siegel, MD  and his book Mindsight, we learned: ✔ A deeper definition of Mindsight or seeing the mind in another Mindsight, a term coined by Dr. Daniel J. Siegel, is the ability to perceive the mind within ourselves and others. It goes beyond simply observing behavior; it's about sensing thoughts, feelings, intentions, and perspectives that aren't immediately visible. This skill allows us to look beneath the surface of words and actions, to “see” the mind behind them, which leads to deeper empathy, better relationships, and stronger social intelligence. ✔ What is Theory of Mind and how can this skill help us to connect and understand others better Theory of Mind (ToM) is closely related to Mindsight—it refers to our ability to attribute mental states (beliefs, desires, knowledge, intentions) to ourselves and to others. In simple terms, it's recognizing that other people have thoughts and feelings that may be different from our own. This skill is essential for meaningful communication, conflict resolution, and collaboration, because it helps us predict how someone might react, understand why they feel a certain way, and respond with compassion rather than judgment. ✔ What is Theory of Mind and how can this skill help us to connect and understand others better Theory of Mind (ToM) is closely related to Mindsight—it refers to our ability to attribute mental states (beliefs, desires, knowledge, intentions) to ourselves and to others. In simple terms, it's recognizing that other people have thoughts and feelings that may be different from our own. This skill is essential for meaningful communication, conflict resolution, and collaboration, because it helps us predict how someone might react, understand why they feel a certain way, and respond with compassion rather than judgment. ✔ Practical tips to improve our Mindsight or Theory of Mind abilities Pause and Reflect – Before reacting, ask yourself: What might this person be thinking or feeling right now? Name Emotions – Practice labeling your own emotions and noticing them in others (“I feel frustrated” → “They might be anxious”). Perspective-Taking Exercises – Put yourself in someone else's shoes: If I were in their position, what would I be experiencing? Read Fiction Regularly – Choose stories with complex characters and notice how your mind tracks their thoughts and motives. Practice Curiosity in Conversations – Instead of assuming, ask open-ended questions to better understand another's perspective. Mindfulness Training – Strengthen your awareness of your inner world, which improves your ability to tune into the inner world of others. The episode also emphasizes the importance of face-to-face relationships for learning and development, contrasts relational learning with screen-based approaches, and provides actionable tips educators and listeners can use to strengthen empathy, self-awareness, and relational skills. Welcome back to SEASON 14 of The Neuroscience Meets Social and Emotional Learning Podcast, where we connect the science-based evidence behind social and emotional learning and emotional intelligence training for improved well-being, achievement, productivity and results—using what I saw as the missing link (since we weren't taught this when we were growing up in school), the application of practical neuroscience. I'm Andrea Samadi, and seven years ago, launched this podcast with a question I had never truly asked myself before: (and that is) If productivity and results matter to us—and they do now more than ever—how exactly are we using our brain to make them happen? Most of us were never taught how to apply neuroscience to improve productivity, results, or well-being. About a decade ago, I became fascinated by the mind-brain-results connection—and how science can be applied to our everyday lives. That's why I've made it my mission to bring you the world's top experts—so together, we can explore the intersection of science and social-emotional learning. We'll break down complex ideas and turn them into practical strategies we can use every day for predictable, science-backed results. Which brings up to today's episode #372, where we will take Dr. Dan Siegel's concept of Mindsight, to the next level. On our last EP 371 with Dan Siegel, PART 1 of our review of a very early interview EP 28[i], recorded in November 2019, we covered the importance of: Understanding and Applying Mindsight which is “the way we focus our attention on the internal world. It's how we bring consciousness to our own thoughts and feelings, and how we attune to the inner world of someone else. Mindsight gives us insight into ourselves, and empathy for others.” Mindsight is a concept Dr. Siegel felt to be critical for us to develop noting this skill to be “the basis for social and emotional development.” He notes, that it's a teachable set of skills that we can teach in school, and once mastered is a truly transformational tool.  In his book, Mindsight he explains this concept further: “Mindsight is a kind of focused attention that allows us to see the internal workings of our own minds. (and we've been talking about how important it is to go within, for true change in our lives to occur). It helps us to be aware of our mental processes without being swept away by them, (which) enables us to get ourselves off the autopilot of ingrained behaviors and habitual responses, and moves us beyond the reactive emotional loops we all have a tendency to get trapped in. It lets us “name and tame” the emotions we are experiencing, rather than being overwhelmed by them. Consider the difference between saying “I am sad” and “I feel sad.” Similar as those two statements may seem, there is actually a profound difference between them. “I am sad” is a kind of self-definition, and a very limiting one. “I feel sad” suggests the ability to recognize and acknowledge a feeling, without being consumed by it. The focusing skills that are part of mindsight make it possible to see what is inside, to accept it, and in the accepting to let it go, and, finally, to transform it into a NEW reality. You can also think of mindsight as a very special lens that gives us the capacity to perceive the mind with greater clarity than ever before. This lens is something that virtually everyone can develop, and once we have it we can dive deeply into the mental sea inside, exploring our own inner lives and those of others. A uniquely human ability, mindsight allows us to examine closely, in detail and in depth, the processes by which we think, feel, and behave. And it allows us to reshape and redirect our inner experiences so that we have more freedom of choice in our everyday actions, (giving us) more power to create the future, to become the author of our own story. Another way to put it is that mindsight is the basic skill that underlies everything we mean when we speak of having social and emotional intelligence.” (Dr. Daniel J Siegel, Mindsight, Location 105, Kindle Edition). VIDEO 1 Click Here to Watch

Greg, JP, and Kent chat with restorative-justice pro Nicholas Bradford about why relationships—not punishments—actually fix classrooms. From hallway tardies to high-stakes cheating, they show how slowing down, listening, and handing students real responsibility changes behavior—plus a hilarious “Plug and Jug” confession story and some friendly jabs at Greg's vocab and Kent's Wi-Fi. Humor, heart, and practical tools—packed into one lively episode.___Nicholas' Website - https://www.nationalcenterforrestorativejustice.comNicholas Bradford LinkedInhttps://www.linkedin.com/in/bradfordnicholas/Nicholas' Bookhttps://www.amazon.com/Real-World-Guide-Restorative-Justice-Schools-ebook/dp/B08Z28LBBX/ref=tmm_kin_swatch_0?_encoding=UTF8&dib_tag=se&dib=eyJ2IjoiMSJ9.hy-8ZvqSYXuQVoNDT0y8SLnwkmI46W4M5cmvKWYG-CBst8suSn-UE2cPg2beNcALx26zq4kd6YmfLNhKh4Y7eg.IbIAeI4uAMCtFSVNkHb-Ic3a4Nf4MhQJzPi_XdU7Uxw&qid=1757759630&sr=8-1Chapters(00:00) Introduction and Backgrounds(06:08) Understanding Restorative Justice(08:59) Building Relationships in Education(12:08) Power Dynamics in Schools(14:57) The Importance of Slow Relationships(17:59) Workshops and Training in Restorative Justice(20:57) Challenges for Teachers(24:12) The Journey of New Teachers(27:38) Creating a Safe Learning Environment(32:12) Understanding Discipline and Self-Discipline(36:50) Behavioral Trends in Education(40:19) Effective Communication in Classrooms(46:35) Restorative Justice Practices(49:59) Engaging with Restorative Justice ResourcesThe International Teacher Podcast is a bi-weekly discussion with experts in international education. New Teachers, burned out local teachers, local School Leaders, International school Leadership, current Overseas Teachers, and everyone interested in international schools can benefit from hearing stories and advice about living and teaching overseas.Additional Gems Related to Our Show:Greg's Favorite Video From Living Overseas - ⁠https://www.youtube.com/watch?v=UQWKBwzF-hw⁠Signup to be our guest  ⁠https://calendly.com/itpexpat/itp-interview?month=2025-01⁠Our Website⁠ -  ⁠https://www.itpexpat.com/⁠Our FaceBook Group - ⁠https://www.facebook.com/groups/itpexpat⁠⁠JPMint Consulting Website  - ⁠https://www.jpmintconsulting.com/⁠Greg's Personal YouTube Channel: ⁠https://www.youtube.com/playlist?list=PLs1B3Wc0wm6DR_99OS5SyzvuzENc-bBdO⁠Books By Gregory Lemoine:⁠International Teacher Guide: Finding the "Right Fit" 2nd Edition (2025)⁠ | by Gregory Lemoine M.Ed.⁠⁠"International Teaching: The Best-kept Secret in Education"⁠⁠ | by Gregory Lemoine M.Ed.Partner Podcasts:Just to Know You:  https://podcasts.apple.com/au/podcast/just-to-know-you/id1655096513Educators Going Global: ⁠https://podcasts.apple.com/us/podcast/educators-going-global/id1657501409⁠Relative Hashes:#internationalteachersday #internationaleducation #overseaseducation #internationalschools #education #teacherburnout #teachersalarynews #teachersalary #teacherrecruitments #overseaseducatorfairs

Vinod Karate is Project Director for State Reform at the Central Square Foundation where he helps drive India's landmark NIPUN Bharat Mission to ensure every child can read, write, and count by age ten. From an early career in investment banking to shaping one of the world's largest foundational learning reforms, Vinod's journey bridges sharp strategy with deep community engagement. In this episode, Vinod shares how India is rethinking the very foundations of schooling and how CSF partners with states to design and scale reforms that align with India's NIPUN Bharat goals. He unpacks CSF's three-phase approach to state reform: strengthening teacher capacity, redesigning governance around learning outcomes, and building political and administrative coalitions, which helps make large-scale change possible. Drawing on his experience in Uttar Pradesh, Madhya Pradesh, and Haryana, Vinod illustrates how reform really takes root on the ground. He explains how structured pedagogy, sustained teacher mentoring, and real-time data and assessment can translate policy into daily classroom practice, and how seizing windows of political alignment, unlocking budgets, and shifting decision-making from state capitals to districts ensures that change is owned and sustained at the local level. Grounded in evidence, this episode offers a clear, actionable roadmap for strengthening foundational learning and creating education systems that sustain reform and deliver lasting results for every child.

Send us a textAre errors or strong accents really blocking communication—or is it about how we listen?

A Middlebury College course explores how students can use AI to develop their creative writing. Plus, calls for more security for public officials in light of recent political violence, drought conditions put a North Country town under a state of emergency, school libraries in the region are updating policies about books and advocates for English-speakers in Montreal push back against French language rules.

Ever wondered how hands-on learning can transform students and your community? This episode digs into fascinating research on land-based learning! Aaron McKim and Abbey Palmer, from Michigan State University, share how connecting high schoolers with local agriculture boosts their leadership skills, sustainability awareness, and understanding of local food. Get ready for practical models to bring real-world impact into your ag classroom!   Resources: https://www.canr.msu.edu/uprc/land-based-learning-center-projects Journal Article: https://jae-online.org/index.php/jae/article/view/2767 

In this episode of Automox Insiders, host Maddie Regis sits down with Katie Bleichman, Director of CX Operations and Enablement at Automox. Katie shares her inspiring journey from two decades in elementary education to leading customer experience in the SaaS and cybersecurity world. Discover how skills from the classroom translate into IT, what it takes to adapt and grow in a new career path, and why lifelong learning is key to success. Whether you're considering a career shift or want to hear how customer education empowers users through Automox University, Katie's story is filled with practical insights and motivation.

A new study has found "strong causal evidence" that banning phones improves results in the classroom. Stratford High School Principal Cam Stone spoke to Corin Dann.

Charlie Kirk was killed on a college campus the same week that Donald Trump said new guidance would protect prayer in school, and test scores showed that America's kids are falling behind in education amid ongoing security threats. In Buffalo, schools have armed guards here in the hallways. But it's not all dark because LSU's 66-year old freshman wants to inspire. Here's the latest.

Charlie Kirk was killed on a college campus the same week that Donald Trump said new guidance would protect prayer in school, and test scores showed that America's kids are falling behind in education amid ongoing security threats. In Buffalo, schools have armed guards here in the hallways. But it's not all dark because LSU's 66-year old freshman wants to inspire. Here's the latest.

Charlie Kirk was killed on a college campus the same week that Donald Trump said new guidance would protect prayer in school, and test scores showed that America's kids are falling behind in education amid ongoing security threats. In Buffalo, schools have armed guards here in the hallways. But it's not all dark because LSU's 66-year old freshman wants to inspire. Here's the latest.

Charlie Kirk was killed on a college campus the same week that Donald Trump said new guidance would protect prayer in school, and test scores showed that America's kids are falling behind in education amid ongoing security threats. In Buffalo, schools have armed guards here in the hallways. But it's not all dark because LSU's 66-year old freshman wants to inspire. Here's the latest.

Charlie Kirk was killed on a college campus the same week that Donald Trump said new guidance would protect prayer in school, and test scores showed that America's kids are falling behind in education amid ongoing security threats. In Buffalo, schools have armed guards here in the hallways. But it's not all dark because LSU's 66-year old freshman wants to inspire. Here's the latest.

Charlie Kirk was killed on a college campus the same week that Donald Trump said new guidance would protect prayer in school, and test scores showed that America's kids are falling behind in education amid ongoing security threats. In Buffalo, schools have armed guards here in the hallways. But it's not all dark because LSU's 66-year old freshman wants to inspire. Here's the latest.

Charlie Kirk was killed on a college campus the same week that Donald Trump said new guidance would protect prayer in school, and test scores showed that America's kids are falling behind in education amid ongoing security threats. In Buffalo, schools have armed guards here in the hallways. But it's not all dark because LSU's 66-year old freshman wants to inspire. Here's the latest.

Amy Maciver speaks to Professor Lizelle Pretorius, Lecturer in Education at the Cape Peninsula University of Technology, whose research explores why teachers struggle to adopt proven active learning methods. Her study included Grade 8-11 teachers from public and private schools in the Western Cape and revealed the internal and external pressures shaping classroom practice. Presenter John Maytham is an actor and author-turned-talk radio veteran and seasoned journalist. His show serves a round-up of local and international news coupled with the latest in business, sport, traffic and weather. The host’s eclectic interests mean the program often surprises the audience with intriguing book reviews and inspiring interviews profiling artists. A daily highlight is Rapid Fire, just after 5:30pm. CapeTalk fans call in, to stump the presenter with their general knowledge questions. Another firm favourite is the humorous Thursday crossing with award-winning journalist Rebecca Davis, called “Plan B”. Thank you for listening to a podcast from Afternoon Drive with John Maytham Listen live on Primedia+ weekdays from 15:00 and 18:00 (SA Time) to Afternoon Drive with John Maytham broadcast on CapeTalk https://buff.ly/NnFM3Nk For more from the show go to https://buff.ly/BSFy4Cn or find all the catch-up podcasts here https://buff.ly/n8nWt4x Subscribe to the CapeTalk Daily and Weekly Newsletters https://buff.ly/sbvVZD5 Follow us on social media: CapeTalk on Facebook: https://www.facebook.com/CapeTalk CapeTalk on TikTok: https://www.tiktok.com/@capetalk CapeTalk on Instagram: https://www.instagram.com/ CapeTalk on X: https://x.com/CapeTalk CapeTalk on YouTube: https://www.youtube.com/@CapeTalk567 See omnystudio.com/listener for privacy information.

Charlie Kirk was killed on a college campus the same week that Donald Trump said new guidance would protect prayer in school, and test scores showed that America's kids are falling behind in education amid ongoing security threats. In Buffalo, schools have armed guards here in the hallways. But it's not all dark because LSU's 66-year old freshman wants to inspire. Here's the latest.

In this episode of the C3 Podcast, we welcome Heather, an educator, administrator, author, and superintendent whose work has reshaped how we think about student engagement. Heather shares her journey from aspiring writer to classroom teacher, staff developer, administrator, and now published author—bringing both practical wisdom and fresh metaphors to the conversation. Heather's book, Engagement is Not a Unicorn, It's a Narwhal, reframes engagement as something real and attainable, not mythical or out of reach. She introduces us to the continuum of engagement—non-compliant, compliant, interested, and absorbed—and explains how shifting students along this spectrum is less like flipping a switch and more like adjusting a dimmer. We also explore her follow-up collaboration, The Big Book of Engagement Strategies, a collection of over 50 practitioner-driven strategies to help teachers bring lessons to life. Heather highlights a few of her favorites, including: Caught Tickets – simple notes of recognition that strengthen relationships and encourage positive behavior. Almost/Some Learning Targets – a differentiation approach that creates choice, voice, and pathways for all learners. Room to Breathe – a balance of “inhale” (input) and “exhale” (output) that empowers students to engage actively rather than remain passive. Throughout the episode, Heather emphasizes that engagement isn't about students cheering at the end of a lesson—it's about fostering genuine curiosity, investment, and moments of absorption that, while rare, are powerful and real. Whether you're a classroom teacher, coach, or administrator, Heather's insights will leave you with practical strategies and a renewed belief that engagement is within reach. Resources Mentioned: Engagement is Not a Unicorn, It's a Narwhal by Heather The Big Book of Engagement Strategies by Heather and contributing educators To contact Heather for speaking or consulting, please visit www.LyonsLetters.com, where you can also subscribe to her weekly blog posts.

Jon Caldara, President of the Independence Institute, fills in for Dan on a very dark Wednesday which saw Turning Point USA founder Charlie Kirk killed by an assassin's bullet on the campus of Utah Valley University. Laura Carno, Executive Director of FASTER Colorado, joins the show to discuss the Evergreen High School shooting, which left two students severely wounded and the suspected gunman dead from a self-inflicted gunshot wound. She emphasizes how resistant JeffCo Public Schools have been to instituting armed staff members in school buildings and establishing those settings as 'hard targets' rather than green-lighting them for violent attacks as 'gun-free zones.'

Husband-and-wife team William Firth Wells and Mildred Weeks Wells conducted research that had the potential to make a big difference in the safety of indoor air. But it didn’t really have a significant impact on public health. Research: Associated Press. “Super-Oyster Is On its Way to Dinner Table Bigger and Better Bivalve Sports Pedigree.” 3/13/1927. https://www.loc.gov/resource/sn84020064/1927-03-13/ed-1/?sp=14 “Brought Back to Texas.” The Houston Semi-Weekly Post. 12/26/1889. https://www.newspapers.com/image/1196039760/ Decatur Daily Review. “Scientists Fight Flu Germs with Violet Ray.” 7/30/1936. https://www.newspapers.com/image/94335504/ Evening Star. “Scientific Trap-shooter.” 6/26/1937. https://www.loc.gov/resource/sn83045462/1937-06-26/ed-1/?sp=7&q=William+Firth+Wells&r=0.668,0.557,0.438,0.158,0 Fair, Gordon M. and William Weeks Wells. “Method and Apparatus for Preventing Infection.” U.S. Patent 2,198,867. https://ppubs.uspto.gov/api/pdf/downloadPdf/2198867 Hall, Dominic. “New Center for the History of Medicine Artifact - Wells Air Centrifuge.” Harvard Countway Library. https://countway.harvard.edu/news/new-center-history-medicine-artifact-wells-air-centrifuge “Incubator Is Now Oyster Nurse.” Washington Times. 10/1/1925. https://www.loc.gov/resource/sn84026749/1925-10-01/ed-1/?sp=12 Lewis, Carol Sutton. “Mildred Weeks Wells’s Work on Airborne Transmission Could Have Saved Many Lives—If the Scientific Establishment Listened.” Lost Women of Science Podcast. Scientific American. 5/22/2025. https://www.scientificamerican.com/article/a-public-health-researcher-and-her-engineer-husband-found-how-diseases-can/ Library and Archives Team. “William Firth Wells and Mildred Weeks Wells.” Washington College. https://www.washcoll.edu/people_departments/offices/miller-library/archives-special-collections/archives-blog/Wells%20papers.php Molenti, Megan. “The 60-Year-Old Scientific Screwup That Helped Covid Kill.” Wired. 5/13/2021. https://www.wired.com/story/the-teeny-tiny-scientific-screwup-that-helped-covid-kill/ Perkins JE, Bahlke AM, Silverman HF. Effect of Ultra-violet Irradiation of Classrooms on Spread of Measles in Large Rural Central Schools Preliminary Report. Am J Public Health Nations Health. 1947 May;37(5):529-37. PMID: 18016521; PMCID: PMC1623610. Randall, Katherine and Ewing, E. Thomas and Marr, Linsey and Jimenez, Jose and Bourouiba, Lydia, How Did We Get Here: What Are Droplets and Aerosols and How Far Do They Go? A Historical Perspective on the Transmission of Respiratory Infectious Diseases (April 15, 2021). Available at SSRN: https://ssrn.com/abstract=3829873 Riley, Richard L. “What Nobody Needs to Know About Airborne Infection.” American Journal of Respiratory and Critical Care Medicine. Volume 163, Issue 1. https://www.atsjournals.org/doi/10.1164/ajrccm.163.1.hh11-00 Simon, Clea. “Did a socially awkward scientist set back airborne disease control?” The Harvard Gazette. 3/7/2025. https://news.harvard.edu/gazette/story/2025/03/did-a-socially-awkward-scientist-set-back-airborne-disease-control/ “Texas State News.” McKinney Weekly Democrat-Gazette. 4/17/1890. https://www.newspapers.com/image/65385350/ WELLS MW, HOLLA WA. VENTILATION IN THE FLOW OF MEASLES AND CHICKENPOX THROUGH A COMMUNITY: Progress Report, Jan. 1, 1946 to June 15, 1949, Airborne Infection Study, Westchester County Department of Health. JAMA. 1950;142(17):1337–1344. doi:10.1001/jama.1950.02910350007004 WELLS MW. VENTILATION IN THE SPREAD OF CHICKENPOX AND MEASLES WITHIN SCHOOL ROOMS. JAMA. 1945;129(3):197–200. doi:10.1001/jama.1945.02860370019006 WELLS WF, WELLS MW. AIR-BORNE INFECTION. JAMA. 1936;107(21):1698–1703. doi:10.1001/jama.1936.02770470016004 WELLS WF, WELLS MW. AIR-BORNE INFECTION: SANITARY CONTROL. JAMA. 1936;107(22):1805–1809. doi:10.1001/jama.1936.02770480037010 Wells, W F, and M W Wells. “Measurement of Sanitary Ventilation.” American journal of public health and the nation's health vol. 28,3 (1938): 343-50. doi:10.2105/ajph.28.3.343 Wells, William Firth and Gordon Maskew Fair. Viability of B. coli Exposed to Ultra-Violet Radiation in Air.Science82,280-281(1935).DOI:10.1126/science.82.2125.280.b Wells, William Firth and Mildred Weeks Wells. Measurement of Sanitary Ventilation American Journal of Public Health and the Nations Health 28, 343_350, https://doi.org/10.2105/AJPH.28.3.343 Zimmer, Carl. “Air-Borne: The Hidden History of the Life We Breathe.” Dutton. 2025. See omnystudio.com/listener for privacy information.

Upward Bound is a faith-based camp that opened in 1978 for pre-teens and adults with disabilities to experience traditional camp activities, from making s’mores around a campfire to hiking, fishing or playing outdoor games. In 2014, the camp bought an 18-acre property in Gates in Linn County that included an elementary school, a gymnasium and high school building. Classrooms were converted into bunks for campers to stay in, along with other modifications made to allow for year-round programming and activities.    Although the camp was able to successfully pivot when the pandemic broke out with individual tents for campers to stay in and other precautions taken, tragedy struck on Labor Day in 2020. As the Beachie Creek fire tore through the Santiam Canyon, Upward Bound executive director Diane Turnbull and her staff evacuated the camp. When Turnbull returned two weeks later, many of the structures had burned, including the elementary school where campers stayed.    Turnbull, with the support of Upward Bound’s board, decided to keep the camp going, with outdoor bell tents that counselors and campers now stay in. The camp recently ended its summer session and has since expanded its programming to include activities like archery, theater and music performances. Turnbull joins us to talk about the camp’s recovery efforts, including working with FEMA to rebuild structures lost in the fire that would allow the camp to expand access to people who are visually impaired or require other physical accommodations. Also joining us is Misael Pujols, a camp counselor from the Dominican Republic who recently completed his third summer working at Upward Bound.   

Host Tracey Spencer Walsh sits down with Dr. Lydia Soifer, a renowned language pathologist, teacher trainer, and founder of the Soifer Center, for a thought-provoking conversation on the intersection of language, learning, and teaching.With decades of experience in interdisciplinary clinical and educational settings, Dr. Soifer breaks down the science of language development and the practical strategies teachers and families need to support children with diverse learning needs.

It's that time of year. Classrooms that have stood dark and empty since last spring are coming back to life. This week, stories about the place that shapes all who pass through it— because young or old, there's always something more to learn.Leave us a voicemail at 702-706-TALK, or email us at podcast@storycorps.org.Learn more about sponsor message choices: podcastchoices.com/adchoicesNPR Privacy Policy

In today's episode, Kheshana Woods, National Director at Curriculum Associates, shares her profound insights on creating a true "home away from home" for students in literacy classrooms.Drawing from her experience as a classroom teacher, Kheshana paints a vivid picture of what belonging looks like. "When children know you love them, when you take the time to create an environment that's centered around their needs, they'll walk through fire for you," she explains.Kheshana goes on to dive into the practical application of the VABB framework, Validating, Affirming, Building, and Bridging, and how this can be used in your own classrooms. She also emphasizes that this work isn't just "feel-good fluff" but is backed by research showing that students who experience belonging demonstrate stronger academic growth even years after leaving school. Whether you're struggling with classroom management, looking to enhance student engagement, or simply wanting to create a more joyful learning environment, Kheshana's wisdom offers actionable strategies that honor both the heart and science of teaching. Read the blog: CurriculumAssociates.com/blogFollow us on Twitter: @CurriculumAssocFollow us on Instagram: @MyiReadyHave feedback, questions, or want to be a guest? Email ExtraordinaryEducators@cainc.com to connect with us!

Episode 370 reviews Dr. John Medina's insights from Brain Rules and explores how neuroscience and social-emotional learning combine to improve teaching, learning, and well-being. Key takeaways: teachers need basic neuroscience to support learning; the emotional stability of the home strongly shapes a child's resilience and confidence; and children build resilience when adults co-regulate and model healthy emotion management during high-emotion moments. This short review highlights practical steps for educators, parents, and leaders to apply brain-based strategies and SEL to boost student outcomes and lifelong skills. EP 370 covers a review of Dr. John Medina's Brain Rules, from EP 42 (February 2020)  We learned: ✔ If education is about the brain, then teachers need to understand how the brain learns best. ✔ A child's resilience and confidence are deeply tied to the emotional climate of the home. ✔  Children build resilience not in calm moments, but in how parents (or caregivers) respond when emotions run high. Welcome back to SEASON 14 of The Neuroscience Meets Social and Emotional Learning Podcast, where we connect the science-based evidence behind social and emotional learning and emotional intelligence training for improved well-being, achievement, productivity and results—using what I saw as the missing link (since we weren't taught this when we were growing up in school), the application of practical neuroscience. I'm Andrea Samadi, and seven years ago, launched this podcast with a question I had never truly asked myself before: (and that is) If productivity and results matter to us—and they do now more than ever—how exactly are we using our brain to make them happen? Most of us were never taught how to apply neuroscience to improve productivity, results, or well-being. About a decade ago, I became fascinated by the mind-brain-results connection—and how science can be applied to our everyday lives. That's why I've made it my mission to bring you the world's top experts—so together, we can explore the intersection of science and social-emotional learning. We'll break down complex ideas and turn them into practical strategies we can use every day for predictable, science-backed results. Episode 370: Brain Rules and the Future of Learning For today's Episode 370[i], we continue our journey into the mind with our next interview review—Dr. John Medina, author of the well-known book Brain Rules. We first featured Dr. Medina in EP 42, when we explored “Implementing Brain Rules in Schools and Workplaces of the Future.” To remind you where we began with our interview review series: We opened with EP 366[ii], diving into speaker Bob Proctor's timeless principles. Bob was the very first person—over 25 years ago—who challenged me with the question, “What do you really want to do with your life?” At the time, I didn't have a clear answer. It's taken well over 25 years now for this clarity to evolve. Eventually, I realized what mattered most to me: and that was bringing social and emotional learning (SEL) skills into schools. I had already seen how these skills—once called “soft skills”—transformed the lives of 12 teenagers I worked with in the motivational speaking industry in the late 1990s. Later, I watched as SEL spread into schools across states and countries, until the research became undeniable. A 2011 meta-analysis of 213 studies confirmed what I had seen firsthand a decade before this study was released: students who participated in SEL programs showed an 11-percentile-point increase in academic performance[iii] compared to control groups. That's a significant improvement, demonstrating just how powerful SEL can be. Long before this research, I simply knew these skills could shape the future of the next generation. This podcast itself was built around the six core SEL competencies—each explored in its own dedicated episode that you can find in our resource section in the show notes. Then came the next step: adding the lens of neuroscience. I realized that everything we were studying in SEL connected back to how the brain works. My deep dive into what I called “Neuroscience 101” began when an educator handed me a stack of books that opened my eyes to the importance of brain science in education. From those early hand-drawn sketches grew the framework that still guides this podcast today—bridging SEL and neuroscience to make learning both practical and powerful.   Which brings us to today's review: Episode 370, where we revisit Dr. John Medina. At the heart of this conversation is the very question that launched my journey years ago: What happens when we connect social and emotional learning with neuroscience? How can understanding the brain not only improve results and productivity, but also better equip our next generation of students in the classroom? It was John Medina's Brain Rules that first landed on my bookshelf back in 2009. And to be honest—it just sat there for a while. I wasn't ready yet. As Dr. Medina himself has said, this kind of learning can't be forced. You need a strong why to really dive into the mind–brain connection. For me, that why came later, when I realized how deeply understanding the brain could impact learning, teaching, and even life itself. If you're following along with this podcast, I imagine you've had a similar moment—when the connection between the brain and practical neuroscience suddenly made sense and became something worth pursuing. I'm always curious about what that moment looks like for others—what it is that makes this topic click. For me, it became clear during my very first presentation on this subject in November 2017, at a conference for the York Region School District in Toronto. The topic I was in charge of presenting was Stress, Learning, and the Brain, and the room was so full it was standing room only. This was after just three years of studying the topic myself, and when I first opened up David Souza's How the Brain Learns Series, I honestly thought this topic was over my head, and too difficult for me to understand, let alone having me teach it to others. But once there is a strong why, the way will be shown. And that day, when I saw how many people showed up to learn the topic, I knew this was the field I wanted to dedicate the rest of my life to—continuing to learn, and helping others understand and apply to their lives. VIDEO 1 Click Here to Watch Now that you know where this mind-brain connection began for me, I hope you can gain clarity with why it's so important to you. Important enough that you are tuning into this podcast to learn more. Wouldn't you know it—understanding this WHY with the brain-mind connection to thrive at home, work and school and with sport is exactly what Dr. John Medina said to me during our interview back in February 2020. If you click the link in the show notes, you can watch VIDEO 1, where he explains: “I believe that the cognitive neurosciences should be at the table of education training. Before you get a Bachelor Degree in Education, you have to have a fair degree of neuroscience. And it's a very specific slice—it's the kind of neuroscience that says: this is what we know about how the brain learns. Because teachers are in charge of that. It blows me away sometimes—I look at the Colleges of Education: if you're in the Geology Department, you study rocks. If you go to Medical School, you study humans. You could argue that the world of education is all about studying the brain. Where are the courses that say—‘This is how memory works. This is how we get someone to pay attention. This is what visual processing looks like.'” Dr. Medina is 100% right. When I went through teacher training at The University of Toronto, courses like this weren't offered. Fast forward to today, and my daily work now focuses on supporting educators with the Science of Reading—a body of research that, much like SEL, took decades to gain traction but is finally reshaping classrooms and teacher training, impacting how we teach our next generation of students to read. Of course, this knowledge can't just be forced on us. It's not easy material—it requires effort to learn. But if you're listening to this podcast each week, it's because you're curious. You're willing to dig into concepts that, until recently, were reserved for medical students. That's how Dr. Douglas Fisher gained his insights into how the brain learns best. As he told me in EP 161[iv], How Learning Works: Translating the Science of Learning into Strategies for Maximum Learning in Your Classroom, he actually sat in classes with medical students to develop a deeper understanding of brain-based learning—knowledge we were never given in traditional teacher training. Key Point from Video Clip 1 from John Medina

This is a clip from Raised By Giants! Get access to the full episode and all thier content on all podcast platforms or click the link belowFull episode here!https://www.spreaker.com/episode/classified-classrooms-recruiting-minds-ryan-gable--67502914Get access to every Raised by Giants episode! Podcasthttps://spreaker.page.link/Q1qN1M4A9Ve8QqaX8Forbidden Knowledge Network https://forbiddenknowledge.news/Become a supporter of this podcast: https://www.spreaker.com/podcast/forbidden-knowledge-news--3589233/support.

Chicago Public Schools has yet to place about 200 students with disabilities in classrooms, despite it being the second week of school. While the district says it is working quickly to place students in cluster programs, we ask Chalkbeat Chicago education reporter Samantha Smylie how families are managing this waiting period. Plus, Injustice Watch senior reporter Maya Dukmasova walks us through her investigation into a former UIC crime lab whose questionable forensic science led to multiple cannabis DUI convictions.   Good News: Bad Butter, Lurker at Music Box, Workers Over Billionaires Want some more City Cast Chicago news? Then make sure to sign up for our Hey Chicago newsletter.  Follow us @citycastchicago You can also text us or leave a voicemail at: 773 780-0246 Learn more about the sponsors of this Aug. 29 episode: Overlook Maps Chicago Association of Realtors Window Nation North Shore Center for the Performing Arts  Paramount Theatre Become a member of City Cast Chicago. Interested in advertising with City Cast? Find more info HERE

Classrooms are places where teaching happens. What if they were also places of healing and justice-seeking? Tessa Hicks Peterson describes educational approaches that foster well-being, empowerment, and critical thinking. She also emphasizes the need for trauma-informed pedagogical practices. Tessa Hicks Peterson, Liberating the Classroom: Healing and Justice in Higher Education Johns Hopkins University Press, 2025 The post Healing Higher Ed appeared first on KPFA.

Hour 1 for 8/26/25 Prof. Rick Garnett joined Drew to discuss President Trump's recent Executive Order on Flag Burning (12:58). Callers: burning flags respectfully (19:53) and don't criminalize flag burning (22:26). Then, Andrea Picotti-Bayer covered the 10 Commandments in schools cases in Texas and Louisiana (26:48). Caller: what about Sharia law? (33:28). Finally, Drew shares a powerful miracle attributed to Our Lady of Czestochowa (41:24). Links: http://x.com/rickgarnett https://www.ncregister.com/commentaries/louisiana-and-texas-courts-don-t-get-the-ten-commandments

Unleashed! The Political News Hour with Mayor Deb – Today, 26 states have policies requiring school districts to ban or restrict cellphone use in classrooms. In 2025, New York State is ringing in the school year with the "bell-to-bell" policy. Governor Hochul has instituted this policy which restricts student use of personal internet-enabled devices during the entire school day for grades K-12...

Think of your favorite book.  Now think of your favorite food.  Now match those two together - your favorite book and your favorite food - into some kind of experience. Maybe you've slipped into the world of the book and you're eating your favorite food with your favorite characters. Are you smiling yet? Today's "Plan my Lesson" episode is all about launching your first literary food truck festival. I recently got a note from a teacher who had listened to our episode during the pandemic about hosting an online literary food truck festival, but she really wanted to hear about how to run one in person. Challenge, accepted. Let's talk about a project that's a perfect add for summer reading books, book club units, choice reading finales, or even whole class novels. I've even heard from a professor who used the project for a Greek Chariot Festival to explore Greek myths (so cool!) and a teacher who used it for short stories (a great option if you're looking for a speed-version). The literary food truck festival is just plain and simply memorable literary analysis fun, and I've just spent a dozen or so hours completely updating and expanding this free resource for you (grab it below), so let's walk through how to use it this year! Grab the Free Curriculum for this Project: https://sparkcreativity.kartra.com/page/literaryfoodtrucks See Photos of this Project in Action in other Classrooms: https://nowsparkcreativity.com/2020/01/literary-food-truck-festivals-photo-tour.html 

Should every classroom have cameras? We debate the pros, cons, and hilarious realities teachers would face if Big Brother moved into school.   PLUS remember to pin your calencers becuase the Bored Teachers Comedy Tour coming to a city near you THIS FALL! Tickets going fast: https://bit.ly/TODBTCT    We're coming to Australia, New Zealand and Canada! We'll be heading your way this fall, and tickets are already selling fast! Grab yours NOW: https://bit.ly/TODBTCT    Book your hosts for a speaking event at your school: https://teacherspeakers.com/    Check out our MERCH! https://shop.boredteachers.com    Subscribe to our newsletter: https://www.beacons.ai/teachersoffdutypod   Send us a voice message: https://bit.ly/3UPAT5a    Listen to the podcast anywhere you stream your favorite shows:  Spotify: https://open.spotify.com/show/3hHNybdOJb7BOwe0eNE7z6?si=840ced6459274f98  Apple: https://podcasts.apple.com/us/podcast/teachers-off-duty/id1602160612  ________________________________    Teachers get your perks!! This episode is brought to you by:    Betterhelp | Go to https://betterhelp.com/TOD to get 10% off today   Naked Wines | Go to https://www.nakedwines.com/tod and get six bottles of wine for $39.99 using CODE: TOD   Wayground | Go to https://wayground.com to create your FREE account! _________________________________ Best friends, buckle up — this week on Teachers Off Duty we're diving into one of the most controversial topics in education right now: cameras in the classroom. Bri, Jess, and Anna are spilling all the tea on the pros, cons, awkward moments, and downright hilarious possibilities of being filmed at work. From hallway fights caught on tape to the ultimate teacher “highlight reel,” we're asking the big questions: Would cameras actually improve student safety and classroom management? Or would they make teaching feel like reality TV?  Plus, we swap stories about the Bored Teachers Comedy Tour, childhood crushes on Steve from Blue's Clues, awkward teacher moments, and why some subs might want a camera watching their back. Whether you're for it, against it, or just here for the laughs, this episode will have you rethinking what “classroom observation” could really mean. Listen now & don't forget to subscribe!  Follow your hosts:  Jess Smith @TeacherTalesOfMissSmith Briana Richardson @HonestTeacherVibes  Anna Kowal @ReadAwayWithMissK  Follow us on all platforms @TeachersOffDutyPodcast _________________________________ Teachers Off Duty - A Bored Teachers©️ Podcast