Podcasts about classrooms

Dr. Nermeen Dashoush is the chief learning officer of MarcoPolo Learning, the award-winning global developer of educational products and instructional resources, and she's also a clinical associate professor of early childhood education at Boston University.In this episode, she shares her insights about how early childhood education programs can use videos in their classroom to supplement lesson plans. She explains the appropriate length for videos in classrooms, as well as the importance of showing videos that are developmentally appropriate. She also gives examples of how videos give context to learning to help children understand topics, and how videos aid in lesson retention through visual storytelling.An integration between Procare Solutions and MarcoPolo Learning offers educators a way to improve teaching practices and support quality teacher-child interactions in the classroom. Check out our blog on how to integrate math into daily routines and how MarcoPolo Learning builds foundational math skills.Learn more about how the MarcoPolo Learning integration with Procare works and get started today!

Dr. Phil's Good Friday message to the mass media and liberal lawmakers: America is one nation under God for a reason, the Ten Commandments are the absolute truth, and let's stop worshiping the false gods of money, celebrity, politics, and social media.

(Intro) Nick Swardson (5TYNTK) Feds Sue Maine, MS-13, Phones in Classrooms, Stolen Ferrari, XChat (Dirty) Offset reacts to Cardi B dating. Haley Joel Osment was arrested. Bobby Brown on Britney Spears. Legend Has it releases. (Topic) What was your favorite gym class activity? (Outro) Brains For Bank

In this episode, I'm breaking down how behaviour is actually a nervous system response, not a discipline issue. You'll learn how to recognise what's going on underneath the behaviour so you can respond in a way that actually helps your students come back to a calm, connected, ready to learn state. I'll also share the three nervous system states (based on polyvagal theory), what they look like in real classrooms, and why learning to regulate your own nervous system is one of the most powerful things you can do as an educator. What you'll learn in this episode: Why some kids “flip their lid” over tiny things like a pencil What nervous system dysregulation looks like in your classroom How shutdown, fight, flight and freeze actually show up in real students Why regulation always comes before expectations How your energy shapes the safety and behaviour in your room The difference between being calm vs being regulated How to support kids before they lose control If you're struggling with constant behaviour issues and it feels like nothing is working, this episode will help you shift your lens and show you what to focus on first. Free Training for Teachers Feeling overwhelmed, burnt out or just not enjoying teaching the way you used to? Download my free training: Teaching without the Overwhelm It's short, practical and will help you feel more calm, confident and in control, without needing a perfect classroom. Connect with Em Website: www.emmagentle.com.au Instagram: @em_gentle LinkedIn

Katie Martin sits down with Dr. Katie Novak, bestselling author, UDL expert, and powerhouse educator. They unpack what Universal Design for Learning (UDL) really means, how systems need to evolve to support educators, and why learner agency and inclusive design are non-negotiable. With relatable metaphors (hello, buffet dinners and iPhones), heartfelt moments, and practical insights, this episode is a must-listen for educators who want to do things differently and better.

April 15, 2025 ~ Despite contract caps, Michigan classrooms are often over capacity of students. Craig Mauger joins Kevin to discuss this and recap Governor Whitmer's speech at the Detroit Economic Club yesterday.

Calm corners look great online – but in reality? Students can ignore them, misuse them, or turn them into a hangout spot. You're left wondering if they're even worth it in a busy secondary classroom where time, space, and structure are limited. You want to support emotional regulation, but not at the expense of learning.I'll take you through how I create calm spaces that actually support self-regulation – without turning your classroom into a free-for-all – and how I embed emotional literacy and co-regulation into my behaviour approach.IN THIS EPISODE, I DISCUSS:Why calm corners often fail in secondary classroomsWhat needs to happen before you set one upMy “pocket calm corner” and the tools students actually useHow to embed regulation without disrupting the flow of your lessonSo, are calm corners worth the rage in secondary? Yes – but only if they're adapted to work in our world. That means ditching the distractions and zeroing in on strategies that are teachable, transferable, and actually usable for our students.Have a question, comment, or just want to say hello? Drop us a text!RESOURCES AND MORE SUPPORT: Shop all resources Join The Behaviour Club My book! It's Never Just About the Behaviour: A holistic approach to classroom behaviour management The Low-Level Behaviour Bootcamp Free guide: 'Chats that Create Change' Connect with me: Follow on Instagram @the.unteachables Check out my website

The Netflix drama Adolescence is sparking a conversation about toxic masculinity and the radicalization of young boys from the online manosphere. 

In this episode of VR in Education, I sit down with Chris Madsen, Senior Sales Engineer at EngageXR and a longtime innovator in the immersive learning space. We explore how virtual reality is revolutionizing education—from creating powerful moments of presence and agency to designing full learning environments without a single line of code. Chris shares EngageXR's journey from its roots in education to its current role as a Swiss army knife for virtual collaboration. We discuss intuitive design tools, AI-driven avatars, cultural storytelling in VR, and new features like the Logitech MX Ink pen and the Drawpad system—game-changers for educators looking to enhance student interaction. Whether you're new to VR or already building virtual worlds, this episode offers insight, inspiration, and practical tips from one of the field's most respected voices.

Catlin talks with Dr. Shaun Woodly about his personal experience teaching in urban schools with culturally diverse students. Catlin and Shaun discuss the need to consider, “What learning really looks like?” and whether teachers are creating spaces to foster authentic learning experiences for kids.  Listen to Shaun and Catlin as they discuss the four elements of urban education-–awareness, achievement, alliance, and artistry–and encourage teachers to consider which areas they can develop in their work with students to achieve balance. Learn more about Dr. Shaun Woodly Teach Hustle Inspire Instagram @teachhustleinspire

Hello everyone, and welcome to another exciting episode of VR in Education, where we explore how virtual reality is transforming teaching and learning. Today, we have the pleasure of talking with Eric Tao, CEO and cofounder of Megaminds.  Megaminds is doing some great work in making immersive learning both accessible and impactful. Their mission—to improve the quality and delivery of education and make it universally accessible—deeply aligns with the core values we celebrate on this podcast. With a focus on making immersive learning easy for teachers to implement, engaging for students, and cost-effective for schools, Eric and his team are tackling some of the biggest barriers in edtech head-on.

In this information-packed episode of Generation AI, hosts JC Bonilla and Ardis Kadiu explore the revolutionary new ChatGPT image generation capabilities that have taken the internet by storm. They break down how this new native image generation differs from previous models, allowing users to create, modify and refine images through conversation. The hosts also cover significant recent AI developments including Google's Gemini 2.5 Pro, Anthropic's Model Context Protocol standard, and new educational initiatives from OpenAI and Claude. This episode gives higher education professionals critical insights into how these visual AI tools will transform marketing, teaching, and creative processes across campus. Recent AI Updates and Developments (00:00:06)Introduction to the episode and upcoming Element451 presence at ASU GSV conferenceBrief mention of new AI releases coming from Element451Overview of recent major AI developments that will be discussedMajor Model Drops and Advances (00:03:13)Google's release of Gemini 2.5 Pro, a powerful reasoning and thinking modelDiscussion of its 1,000,000 token context window and coding capabilitiesAnthropic's Model Context Protocol (MCP) as a new standard for AI model connectionsComparison to standardization moments like VHS/Betamax or USB connectivityHow MCP simplifies integration with external tools and APIsOpen Source Models and Coding Advancements (00:09:11)DeepSeek v3 launch continuing the open source momentumDiscussion of "vibe coding" and voice-based natural language programmingThe progression of open weights models (not fully open source)Google's Gemma 3, OpenAI's announced open weights model, and upcoming Llama 4How these models enable natural language "vibe coding" through better reasoningAI Education Initiatives (00:13:53)OpenAI Academy launch for teaching AI skills and prompting techniquesClaude for Education using Socratic methods to teach students how to learnFocus on pedagogy and learning rather than just providing answersImportance of AI literacy as models improveChatGPT Image Generation Revolution (00:18:06)Technical explanation of the new native image generation in GPT-4oHow it differs from previous DALL-E integration by generating images pixel by pixelThe ability to remember context and make incremental changes to imagesComparison to the creative sketch-to-masterpiece process in artImage Generation Examples and Capabilities (00:27:05)Transforming images into anime, Studio Ghibli style, or other artistic stylesImage restoration, sharpening, and enhancement capabilitiesConverting rough sketches into polished marketing materialsCreating consistent multi-panel comics or narrativesFashion coordination and outfit planning from wardrobe itemsInterior design applications by incorporating furniture pieces in roomsCreating travel journals and personalized visual memory booksPractical Applications in Education and Marketing (00:34:23)Educational uses for teachers creating customized visual aidsExplaining complex concepts through dynamic illustrations for different learning stylesMarketing prototyping and rapid campaign creationStoryboarding for entertainment and media productionProduct design acceleration and prototypingTransformative Impact Across Industries (00:37:51)Filters becoming experiences with style transformationsEasier creation of memes and visual communicationBooks and visual storytelling including children's booksImproved slide presentations with conceptual imagesPersonalizing stock photography with school colors and logosRemixing movie scenes in different stylesCreating personalized advertisements at scaleEnabling creatives to produce work faster and tell stories through visualsLearning at Scale Through Visual AI (00:41:46)How educators can use these tools to reach diverse learnersMaking complex concepts accessible through visual adaptationRemoving creative bottlenecks in educationFinal thoughts on the transformative potential of new vision models - - - -Connect With Our Co-Hosts:Ardis Kadiuhttps://www.linkedin.com/in/ardis/https://twitter.com/ardisDr. JC Bonillahttps://www.linkedin.com/in/jcbonilla/https://twitter.com/jbonillxAbout The Enrollify Podcast Network:Generation AI is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too! Enrollify is made possible by Element451 — the next-generation AI student engagement platform helping institutions create meaningful and personalized interactions with students. Learn more at element451.com. Attend the 2025 Engage Summit! The Engage Summit is the premier conference for forward-thinking leaders and practitioners dedicated to exploring the transformative power of AI in education. Explore the strategies and tools to step into the next generation of student engagement, supercharged by AI. You'll leave ready to deliver the most personalized digital engagement experience every step of the way.Register now to secure your spot in Charlotte, NC, on June 24-25, 2025! Early bird registration ends February 1st -- https://engage.element451.com/register

What is a brave space, and why can that change how we perceive our early childhood settings? How can it help children meet the challenge of trying new things? Join Cindy and Alison for a discussion about changing the focus of the sort of spaces we set up for young children.

In this episode of 'Reimagined Childhood' brought to you by the Early Childhood Christian Network, host Monica Healer and guest Stephanie Rogers explore practical strategies for making early childhood education engaging and effective. They discuss seven foundational ways children learn: through satisfaction, curiosity, relationships, sensory engagement, play, imitation, and repetition. The conversation underscores the challenges teachers face, including the impact of screen time on attention spans, and offers creative solutions such as introducing novel items like record players and encouraging sensory play. Stephanie also emphasizes the importance of slowing down and focusing on developmental appropriateness to build a strong foundation for lifelong learning. This episode aims to rejuvenate educators who feel stuck in a rut, providing innovative ideas for banishing boredom and enhancing classroom engagement.   00:00 Introduction 00:40 Guest Introduction 01:32 Welcome, Stephanie Rogers 12:24 Summer Conference 14:44 Continuing with Stephanie Rogers 29:41 Conversation Wrap-Up 30:56 Conclusion

In this episode, Matt and Irlanne discuss a variety of topics ranging from personal updates to current events and automotive news. They share insights on the automotive industry, including fraud in car purchases, the restructuring of Advanced Auto Parts, and the shift of Honda Civic production to the US. The conversation also touches on social issues, political commentary, and the importance of being informed consumers in both the automotive and food industries. The hosts emphasize the need for transparency and accountability in various sectors, encouraging listeners to ask questions and stay aware of their surroundings.MINNECT US @ https://app.minnect.com/expert/MatthewPollard#WOMEN #empower #WOMEN REACH OUT TO IRLANNE FOR COACHING AND CONSULTING TODAY IRLANNE@PTLAUTOWORKS.COM#automotive #news, #social #issues, #car #buying #tips, #insurance #claims, #fraud #in #dealerships, #honda #civic #production, #advanced #podcast #auto #parts, #political #commentary, #cultural #observations, #corporate #responsibility

Send us a textJoin Dr. Almitra Berry in this powerful episode of the 3E Podcast as she explores Arab American and Middle Eastern North African (MENA) Heritage Month. Discover practical strategies for educators to create more inclusive classrooms, incorporate diverse literature, and support MENA students' learning experiences. From historical insights to actionable teaching techniques, this episode provides a roadmap for celebrating cultural diversity and empowering students from Arab American communities.Support the showJoin our community. Go to bit.ly/3EPSubs and sign up for our bi-weekly newsletter and exclusive content.

Strong cultures empower winning strategies, and well-executed strategies reinforce strong and healthy cultures. But how do you actually begin the work of transforming a school district's culture? Join Dr. Adam Leckie, Superintendent of Casa Grande Elementary School District, as he discusses with Dr. Janet Pilcher how centering his faculty, staff, and students is the core of driving substantial improvement. Listen as he unpacks strategies that build this culture, empowering his team to execute with excellence.  This episode addresses questions such as: How can a people-first approach be practically implemented to empower those leading daily improvement initiatives?What are practical ways to show gratitude and service to the people within a school district? How can data-driven insights be used to accurately measure improvement and guide strategic decisions?Destination High Performance K12 Leadership Conference: Go here to learn more and register.Recommended Resources: People-First Leadership in Classrooms and Communities, The Culture-Strategy Equation: Reflections from the AASA Conference, Cultivating a Culture of Gratitude and Continuous Improvement in the Casa Grande Elementary School DistrictRead and study: Each episode of the podcast aligns with the tactics and principles of our host's book, Hardwiring Excellence in Education: The Nine Principles Framework. In conjunction with that book, you can join the mission to create great places to work, learn, and succeed by leading a book study with your leadership team for Hardwiring Excellence in Education. Our free, on-demand book study offers additional tools and resources created by Dr. Pilcher and our Studer Education leader coaches. Each chapter in the study also features exclusive interviews with influential education leaders sharing how they're making a difference in their districts and beyond.Order book here.Sign up for book study here.

At Channel Partners 2025, Robert Serretti shares how immersive collaboration spaces drive stickier solutions for partners “We really see the channel as the best way to go to market. Once partners experience the platform, the ideas start to pop.” Robert Serretti, CTO, TeleSpeak LAS VEGAS, NV – Channel Partners Conference 2025 – As hybrid work becomes the norm, collaboration tools are evolving to meet the moment. One company embracing this shift with immersive technology is TeleSpeak, a software development firm that offers Office Anywhere, a virtual, persistent workspace designed to replicate the energy and spontaneity of a physical office environment—without the commute. Robert Serretti, TeleSpeak's CTO, joined Technology Reseller News to explain how Office Anywhere is redefining what it means to "show up" to work in a hybrid world. From Zoom Fatigue to Persistent Presence Office Anywhere isn't just another video conferencing app. Instead, it creates a visually immersive digital office, complete with rooms, desks, doors to knock on, and the feeling that colleagues are just down the hall. “If you're in the office and your co-worker's door is open, you pop in. If it's closed, you knock. We replicate that virtually,” said Serretti. “It combats the isolation many remote workers feel and fosters real connection.” The platform integrates seamlessly with Zoom, Microsoft Teams, Google Meet, AWS Chime, and leading CCaaS and UCaaS systems, including Salesforce, Genesys, HubSpot, and others. Designed for Contact Centers, Classrooms, and Creatives Office Anywhere offers vertical-specific spaces: Contact Centers with call flows and integrations Virtual Classrooms for education providers Custom Spaces, from corporate HQs to Millennial Falcon-themed hubs Built-in assets like SIP phones and CRM dashboards allow users to work inside familiar systems—just within an immersive, collaborative space. A Sticky, Monetizable Opportunity for Channel Partners TeleSpeak is channel-first. For MSPs, agents, and solution providers, the platform offers: 25% recurring commission Free use of the platform for partner orgs Custom-branded, immersive demo environments Flexible price points for SMB, mid-market, and enterprise Pricing starts at $95/month for up to 10 users, scaling to custom deployments for large teams. “It's sticky,” Serretti emphasized. “Because it layers on top of existing platforms—CCaaS, VoIP, CRM—it enhances what partners already sell.” TeleSpeak is actively onboarding new partners. Visit telespeak.net to see a live demo and explore the platform. Interested partners can contact Robert Serretti directly at roberts@telespeak.net. As Serretti noted, “Once people use it, they start to see the possibilities.”  

Dr. Joey Weisler dives into the impact of trauma in our education system. We'll explore the role of educators—what it is, what it isn't—and the important distinction between your classroom being a therapeutic environment versus trying to provide therapy for students. Connect with Dr. Joseph Weisler Website Linkedin Social media handles--instagram @classroomnarratives and @throneintheclassroom.  Listen to his Classroom Narratives podcast here or watch the latest short for "The Throne in the Classroom" series here.    Receive Joey's Trauma informed handout for educators here. Here are the episodes that Joey referenced in our discussion: School mental health counselor Monica Langer Music educator Jen Rafferty, breaking down the "superhero narrative"  National Council of English Teachers trauma scholar Dr. Adam Wolfsdorf

TOP STORIES - Florida Republican lawmakers push to expand state's death penalty; House Panel Advances Bill Requiring Cameras in Classrooms; Fish left on roadway closes down highway in Florida; State lawmakers could slash sales tax, saving Floridians billions; Florida Republican lawmakers push to expand state's death penalty; Senate Bill Forwards Designating American Flamingo as Official State Bird, Scrub-Jay as Songbird; State lawmakers could slash sales tax, saving Floridians billions; Florida House, Senate move forward with bill that would allow pay below minimum wage for certain employees; California woman pepper-sprays senior she propositioned at Hialeah adult store, robs Rolex.

In this week's episode of Teaching Keating, Molly and Weston take a nostalgic trip from concert crowds to the realities of aging in your 40s. Sparked by a Justin Timberlake show (and a wild Snoop Dogg memory), they dive into what it means to grow older—physically, mentally, and as parents. With humor and honesty, they share stories of feeling old (thanks, kids!), the wisdom of not caring, and why they wouldn't trade their gray hairs for anything. Whether it's early date nights or embracing the chaos of parenting, this episode is a relatable reflection on life's inevitable march forward. In This Episode: Molly and Weston recap the eclectic crowds at Justin Timberlake and Snoop Dogg concerts—and what it says about aging fans. Weston's gym moment that made him face 40, plus Molly's realization at 29 teaching teens. Parenting in dog years: How kids age you faster than time itself. The perks of aging: Less F's to give and more laughs to share. Love a good aging anecdote? Share yours in the comments—we're all in this together! Connect with Us: Follow us for updates and more episodes. About Weston and Molly: Weston is a former high school teacher and administrator who now works as a Senior Fellow with the International Center for Leadership in Education. His work as a keynoter and instructional coach has allowed him to learn alongside teachers and administrators from all 50 states and more than 30 countries around the world. Molly is a former elementary and middle school teacher who now works with teens and young adults in parochial education programs around Colorado. She and Weston are the parents of children who provide additional fodder for Teaching Keating. Learn more at: westonkieschnick.com

In this episode, we're joined by distinguished guests Dr. Jacquelynne Boivin and Dr. Kevin McGowan, both esteemed educators from Bridgewater State University. Together, we'll explore the nuanced subject of privilege and how it intersects with race and equity in predominantly white classrooms. We'll address the discomfort and resistance often encountered when discussing race, and how to navigate these challenging yet necessary conversations. Dr. Boivin and Dr. McGowan provide insights from their book, offering tangible strategies for educators to integrate anti-racist perspectives across all subjects, not just those traditionally associated with social studies. We'll also discuss how educators can find their allies and build supportive communities to sustain these efforts, even amidst pushback. So, settle in and open your mind as we engage in a candid and thoughtful conversation about making education a truly inclusive and equitable experience for all students. Let's unpack privilege together, right here, in Our Classroom. Social Media: https://www.linkedin.com/in/kevin-mcgowan-ph-d-b0ba1732/ https://www.linkedin.com/in/jacquelynne-boivin-ph-d-9874a7126/ https://www.instagram.com/jacquelynneboivin/ Also on Facebook. Join the group “White teacher, white students” for the book's readership community.

Let's be honest, meeting the diverse needs of 25+ students every day is exhausting. But what if I told you that there's a practical way that teachers are reclaiming their time, reducing stress, and actually enjoying teaching again? In this episode, I am joined by Robert Barnett from the The Modern Classrooms Project, to chat about how The Modern Classrooms Project has empowered countless teachers to reclaim their time, decrease overwhelm, and rediscover joy in teaching.If you feel like you're drowning trying to differentiate for all of your students, this episode is for you! Robert is sharing how he went from frustrated and burned out to energized and connected by simply changing the way he delivered instruction. He's breaking down strategies for effectively incorporating instructional videos in your classroom, promoting student autonomy, and maintaining motivation without having to micromanage. If you're looking for actionable tips and encouragement to start making small but impactful changes that will decrease your overwhelm, this is one you don't want to miss!HEAD OVER TO THE SHOW NOTES: teachingmindbodyandsoul.com/episode139

Julian Treasure gives us a stark warning emerges about humanity's growing disconnection from the natural world - and it's happening through our ears.Julian, renowned for his TED talks, reveals how modern human-generated noise is systematically destroying ecosystems, disrupting animal communication, and fundamentally altering our relationship with the environment. From whales struggling to communicate across oceans due to shipping noise to insects experiencing shortened mating cycles near roadways, the acoustic pollution is devastating."We've become numb to sound," Julian explains. Humans now spend 93% of their lives indoors, sealed away from natural soundscapes of wind, water, and birdsong - sounds our ancestors evolved alongside for hundreds of thousands of years.The consequences extend far beyond environmental damage. Our inability to truly listen is fracturing human society. Julian argues that we've lost the art of compassionate listening, creating dangerous social echo chambers where people only hear opinions that confirm their existing beliefs.Critically, our noise-saturated world is causing serious health problems. Julian highlights that hospitals are 12 times louder than recommended levels, preventing patient recovery. Classrooms bombard children with sound levels that could increase heart attack risks. A billion young people risk hearing damage from excessive headphone use.But there's hope. Julian advocates for radical reimagining of our sonic environments. Simple interventions like playing nature sounds, training medical staff to be quieter, and teaching children listening skills could transform societal outcomes.His upcoming book "Sound Effects" and new online community "The Listening Society" aim to reconnect people with the wonder of sound. He suggests everyone should ask: "What beautiful, natural sounds could improve my living space?"The solution, he believes, lies in embracing biophilia - designing every space with life's wellbeing in mind. Whether in healthcare, education, or urban planning, we must consider sound's impact.Julian's most profound message is simple: listening is an act of respect - to nature, to each other, and to ourselves. In a world increasingly characterized by shouting and division, truly hearing one another might be our most powerful tool for understanding.As he poignantly notes, "The sound of democracy is listening." By rediscovering our acoustic sensitivity, we might just heal our fractured planet - one sound wave at a time.Become a member of The Listening Society which opens its doors on 1st May here: https://listen.thelisteningsociety.community/1mth Sign up to their free newsletter to learn more too.Listen to our previous podcast with Julian https://journalofbiophilicdesign.com/podcast-journal-of-biophilic-design/the-power-of-soundFor more information on Julian and his work and details of his new book visit https://www.juliantreasure.comIf you like this, please subscribe!Have you got a copy of the Journal? You can now subscribe to the digital edition or purchase a copy directly from us at the journalofbiophilicdesign.com or Amazon. If you like our podcast and would like to support us in some way, you can buy us a coffee if you'd like to, thank you xWatch the Biophilic Design Conference on demand herewww.biophilicdesignconference.comCredits: with thanks to George Harvey Audio Production for the calming biophilic soundscape that backs all our podcasts. Did you know our podcast is also on Audible, Amazon Music, Spotify, iTunes, YouTube, Stitcher, vurbl, podbay, podtail, and most if not all the RSS feeds?Facebook https://www.facebook.com/journalofbiophilicdesign/Twitter https://twitter.com/JofBiophilicDsnLinkedIn. https://www.linkedin.com/company/journalofbiophilicdesign/Instagram https://www.instagram.com/journalofbiophilicdesign

In this episode, host Jethro Jones interviews Mike Cronley, founder and CEO of Class Composer, about how his software helps create equitable classrooms. They discuss the challenges faced by educators in balancing class compositions and how Class Composer addresses these issues.Getting the right kids in the right places in elementary schoolFocus on behavior and then start overloading based on other characteristics. Rarely changed once the school year starts. Classroom imbalance can impact the school for much longer than just the school year. Teachers are happy with the output. People weren't starters but they make an impact. About Mike CronleyWhile some big ideas are born in the boardroom, others are born in the lunchroom. In his 12 years teaching third grade near Denver, Colorado, Mike shared the frustrations of many colleagues enduring inequitable classes – for example, classes having an imbalance of low readers or students with challenging behavior. These imbalances weren't surprising, given the student placement process was done with pink and blue paper cards. Over lunch one day in 2007, the school's music teacher was venting to Mike about some unruly students who mistakenly ended up in her class together, even though they were supposed to have been separated based on their disruptive behavior the year before. Wouldn't it be great, they mused, if there were some software to create class lists and avoid these basic errors? As a self-professed technology geek, Mike started dreaming about the possibility of creating his own solution. That dream grew into an obsession, and he found himself spending evenings and weekends consumed by research – driving his wife crazy. The result was Class Composer, software built on Mike's tech savvy, his teacher's perspective, and his commitment to creating positive learning environments. Mike, who received his B.S. in Psychology from the Ohio State University and an elementary teaching certificate from the University of Colorado Denver, is no longer in the classroom, but is an educator at heart who loves making a positive impact on the lives of teachers and students. He lives in Boulder, Colorado with his wife and two poodles, and he loves to ski, bike, and camp with his family, including his college-age son and daughter. We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

In this week's bonus show, Matt and Keith take a handful of calls, discuss their forthcoming book, Reading Romans Right, which came out this Tuesday, March 18, and revisit an old advertiser.If you want to call in to the Bonus Show, leave a voicemail at (530) 332-8020. We'll get to your calls on next Friday's Bonus Show.Please consider signing up to financially support the Network: QuoirCast on PatreonLINKSQuoirCast on PatreonQuoirCast on Patheos

Dr. Cathery Yeh, Supporting Neurodiverse Students in Elementary Mathematics Classrooms ROUNDING UP: SEASON 3 | EPISODE 14 What meaning does the term neurodiverse convey and how might it impact a student's learning experience?  And how can educators think about the work of designing environments and experiences that support neurodiverse students learning mathematics?  In this episode, we discuss these questions with Dr. Cathery Yeh, a professor in STEM education from the University of Texas at Austin.  BIOGRAPHY Dr. Cathery Yeh is an assistant professor in STEM education and a core faculty member in the Center for Asian American Studies from the University of Texas at Austin. Her research examines the intersections of race, language, and disability to provide a nuanced analysis of the constructions of ability in mathematics classrooms and education systems. TRANSCRIPT Mike Wallus: What meaning does the term neurodiverse convey and how might that language impact a student's learning experience? In this episode, we'll explore those questions. And we'll think about ways that educators can design learning environments that support all of their students. Joining us for this conversation is Dr. Cathery Yeh, a professor in STEM education from the University of Texas at Austin.  Welcome to the podcast, Cathery. It's really exciting to have you with us today. Cathery Yeh: Thank you, Mike. Honored to be invited. Mike: So, I wonder if we can start by offering listeners a common understanding of language that we'll use from time to time throughout the episode. How do you think about the meaning of neurodiversity? Cathery: Thank you for this thoughtful question. Language matters a lot. For me, neurodiversity refers to the natural variation in our human brains and our neurocognition, challenging this idea that there's a normal brain. I always think of… In Texas, we just had a snow day two days ago. And I think of, just as, there's no two snowflakes that are the same, there's no two brains that are exactly the same, too. I also think of its meaning from a personal perspective. I am not a special educator. I was a bilingual teacher and taught in inclusive settings. And my first exposure to the meaning of neurodiversity came from my own child, who—she openly blogs about it—as a Chinese-American girl, it was actually really hard for her to be diagnosed. Asian Americans, 1 out of 10 are diagnosed—that's the lowest of any ethnic racial group. And I'll often think about when… She's proud of her disabled identity. It is who she is. But what she noticed that when she tells people about her disabled identity, what do you think is the first thing people say when she says, “I'm neurodivergent. I have ADHD. I have autism.” What do you think folks usually say to her? The most common response? Mike: I'm going to guess that they express some level of surprise, and it might be associated with her ethnic background or racial identity. Cathery: She doesn't get that as much. The first thing people say is, they apologize to her. They say, “I'm sorry.” Mike: Wow. Cathery: And that happens quite a lot. And I say that because–and then I connected back to the term neurodiversity—because I think it's important to know its origins. It came about by Judy Singer. She's a sociologist. And about 30 years ago, she coined the term neurodiversity as an opposition to the medical model of understanding people and human difference as deficits. And her understanding is that difference is beautiful. All of us think and learn and process differently, and that's part of human diversity. So that original definition of neurodiversity was tied to the autism rights movement. But now, when we think about the term, it's expanded to include folks with ADHD, dyslexia, dyscalculia, mental health, conditions like depression, anxiety, and other neuro minorities like Tourette syndrome, and even memory loss. I wanted to name out all these things because sometimes we're looking for a really clean definition, and definitions are messy. There's a personal one. There's a societal one of how we position neurodiversity as something that's deficit, that needs to be fixed. But it's part of who one is. But it's also socially constructed. Because how do you decide when a difference becomes a difference that counts where you qualify as being neurodiverse, right? So, I think there's a lot to consider around that. Mike: You know, the answer that you shared is really a good segue because the question I was going to ask you involves something that I suspect you hear quite often is people asking you, “What are the best ways that I can support my neurodiverse students?” And it occurs to me that part of the challenge of that question is it assumes that there's this narrow range of things that you do for this narrow range of students who are different. The way that you just talked about the meaning of neurodiversity probably means that you have a different kind of answer to that question when people ask it. Cathery: I do get this question quite a lot. People email it to me, or they'll ask me. That's usually the first thing people ask. I think my response kind of matches my pink hair question. When they ask me the question, I often ask a question back. And I go, “How would you best educate Chinese children in math?” And they're like, “Why would you ask that?” The underlining assumption is that all Chinese children are the same, and they learn the same ways, they have the same needs, and also that their needs are different than the research-based equity math practices we know and have done 50–60 years of research that we've highlighted our effective teaching practices for all children. We've been part of NCTM for 20 years. We know that tasks that promote reasoning and problem solving have been effectively shown to be good for all. Using a connecting math representation—across math representations in a lesson—is good for all. Multimodal math discourse, not just verbal, written, but embodied in part who we are and, in building on student thinking, and all those things we know. And those are often the recommendations we should ask. But I think an important question is how often are our questions connecting to that instead? How often are we seeing that we assume that certain students cannot engage in these practices? And I think that's something we should prioritize more. I'm not saying that there are not specific struggles or difficulties that the neurodiversity umbrella includes, which includes ADHD, dyslexia, autism, bipolar disorder, on and on, so many things. I'm not saying that they don't experience difficulties in our school environment, but it's also understanding that if you know one neurodiverse student—you know me or my child—you only know one. That's all you know. And by assuming we're all the same, it ignores the other social identities and lived experiences that students have that impact their learning.  So, I'm going to ask you a question. Mike: Fire away. Cathery: OK. What comes to your mind when you hear the term “neurodiverse student”? What does that student look like, sound like, appear like to you? Mike: I think that's a really great question. There's a version of me not long ago that would have thought of that student as someone who's been categorized as special education, receiving special education services, perhaps a student that has ADHD. I might've used language like “students who have sensory needs or processing.” And I think as I hear myself say some of those things that I would've previously said, what jumps out is two things: One is I'm painting with a really broad brush as opposed to looking at the individual student and the things that they need. And two is the extent to which painting with a broad brush or trying to find a bucket of strategies that's for a particular group of students, that that really limits my thinking around what they can do or all the brilliance that they may have inside them. Cathery: Thank you for sharing that because that's a reflection I often do. I think about when I learned about my child, I learned about myself. How I automatically went to a deficit lens of like, “Oh, no, how are we going to function in the world? How's she going to function in the world?” But I also do this prompt quite a lot with teachers and others, and I ask them to draw it. When you draw someone, what do you see? And I'll be honest, kind of like drawing a scientist, we often draw Albert Einstein. When I ask folks to draw what a neurodiverse student looks like, they're predominantly white boys, to be honest with you. And I want to name that out. It's because students of color, especially black, brown, native students—they're disproportionately over- and under-identified as disabled in our schooling. Like we think about this idea that when most of us associate autism or ADHD mainly as part of the neurodiversity branch and as entirely within as white boys, which often happens with many of the teachers that I talk to and parents. We see them as needing services, but in contrast, when we think about, particularly our students of color and our boys—these young men—there's often a contrast of criminalization in being deprived of services for them. And this is not even what I'm saying. It's been 50 years of documented research from the Department of Ed from annual civil rights that repeatedly shows for 50 years now extreme disproportionality for disabled black and Latinx boys, in particular from suspension, expulsion, and in-school arrests. I think one of the most surprising statistics for me that I had learned recently was African-American youth are five times more likely to be misdiagnosed with conduct disorder before receiving the proper diagnosis of autism spectrum disorder. And I appreciate going back to that term of neurodiversity because I think it's really important for us to realize that neurodiversity is an asset-based perspective that makes us shift from looking at it as the student that needs to be fixed, that neurodiversity is the norm, but for us to look at the environment. And I really believe that we cannot have conversations about disability without fully having conversations about race, language, and the need to question what needs to be fixed, particularly not just our teaching, but our assessment practices. For example, we talk about neurodiversities around what we consider normal or abnormal, which is based on how we make expectations around what society thinks. One of the things that showed up in our own household—when we think about neurodiversity or assessments for autism—is this idea of maintaining eye contact. That's one of the widely considered autistic traits. In the Chinese and in the Asian household, and also in African communities, making eye contact to an adult or somebody with authority? It is considered rude. But we consider that as one of the characteristics when we engage in diagnostic tools. This is where I think there needs to be more deep reflection around how one is diagnosed, how a conversation of disability is not separate from our understanding of students and their language practices, their cultural practices. What do we consider normative? Because normative is highly situated in culture and context. Mike: I would love to stay on this theme because one of the things that stands out in that last portion of our conversation was this notion that rather than thinking about, “We need to change the child.” Part of what we really want to think about is, “What is the work that we might do to change the learning environment?” And I wonder if you could talk a bit about how educators go about that and what, maybe, some of the tools could be in their toolbox if they were trying to think in that way. Cathery: I love that question of, “What can we as teachers do? What's some actionable things?” I really appreciate Universal Design for Learning framework, particularly their revised updated version, or 3.0 version, that just came out, I think it was June or July of this year. Let me give you a little bit of background about universal design. And I'm sure you probably already know. I've been reading a lot around its origins. It came about [in the] 1980s, we know from cast.org. But I want to go further back, and it really builds from universal design and the work of architecture. So universal design was coined by a disabled architect. His name was Ronald Mace. And as I was reading his words, it really helped me better understand what UDL is. We know that UDL— Universal Design for Learning and universal design—is about access. Everybody should have access to curriculum. And that sounds great, but I've also seen classrooms where access to curriculum meant doing a different worksheet while everybody else is engaging in small group, whole group problem-based learning.  Access might mean your desk is in the front of the room where you're self-isolated—where you're really close to the front of the board so you can see it really well—but you can't talk to your peers. Or that access might mean you're in a whole different classroom, doing the same set of worksheets or problems, but you're not with your grade-level peers.  And when Ronald Mace talks about access, he explained that access in architecture had already been a focus in the late 1900s, around 1998, I think. But he said that universal design is really about the longing. And I think that really shifted the framing. And his argument was that we need to design a place, an environment where folks across a range of bodies and minds feel a sense of belonging there. That we don't need to adapt—the space was already designed for you. And that has been such a transformative perspective: That it shouldn't be going a different route or doing something different, because by doing that, you don't feel like you belong. But if the space is one where you can take part equally and access across the ways you may engage, then you feel a sense of belonging. Mike: The piece of what you said that I'm really contemplating right now is this notion of belonging. What occurs to me is that approaching design principles for a learning environment or a learning experience with belonging in mind is a really profound shift. Like asking the question, “What would it mean to feel a sense of belonging in this classroom or during this activity that's happening?” That really changes the kinds of things that an educator might consider going through a planning process. I'm wondering if you think you might be able to share an example or two of how you've seen educators apply universal design principles in their classrooms in ways that remove barriers in the environment and support students' mathematical learning. Cathery: Oh gosh, I feel so blessed. I spend… Tomorrow I'm going to be at a school site all day doing this. UDL is about being responsive to our students and knowing that the best teaching requires us to listen deeply to who they are, honor their mathematical brilliance, and their agency. It's about honoring who they are. I think where UDL ups it to another level, is it asks us to consider who makes the decision. If we are making all the decisions of what is best for that student, that's not fully aligned with UDL. The heart of UDL, it's around multiple ways for me to engage, to represent and express, and then students are given choice. So, one of the things that's an important part of UDL is honoring students' agency, so we do something called “access needs.” At the start of a lesson, we might go, “What do you need to be able to fully participate in math today?” And kids from kindergarten to high school or even my college students will just write out what they need. And usually, it's pretty stereotypical: “I want to talk to someone when I'm learning.” “I would like to see it and not just hear it.” And then you continually go back and you ask, “What are your access needs? What do you need to fully participate?”  So students are reflecting on their own what they need to be fully present and what they believe is helpful to create a successful learning environment. So that's a very strong UDL principle—that instead of us coming up with a set of norms for our students, we co-develop that. But we're co-developing it based on students reflecting on their experience in their environment. In kindergarten, we have children draw pictures. As they get older, they can draw, they can write. But it's this idea that it's an ongoing process for me to name out what I need to be fully present. And oftentimes, they're going to say things that are pretty critical. It's almost always critical, to be honest with you, but that's a… I would say that's a core component of UDL. We're allowing students to reflect on what they need so they can name it for themselves, and then we can then design that space together. And along the way, we have kids that name, “You know what? I need the manipulatives to be closer.” That would not come about at the start of me asking about access needs. But if we did a lesson, and it was not close by, they'll tell me. So it's really around designing an environment where they can fully participate and be their full selves and feel a sense of belonging. So, that's one example.  Another one that we've been doing is teachers and kids who have traditionally not participated the most in our classrooms or have even engaged in pullout intervention. And we'll have them walk around school, telling us about their day. “Will you walk me through your day and tell me how you feel in each of these spaces, and what are your experiences like?” And again, we're allowing the students to name out what they need. And then they're naming out… Oftentimes, with the students that we're at, where I'm working in mostly multilingual spaces, they'll say, “Oh, I love this teacher because she allows us to speak in Spanish in the room. It's OK.” So that's going back to ideas of action, expression, engagement, where students are allowed a trans language. That's one of the language principles.  But we're allowing students and providing spaces and really paying close attention to: “How do we decide how to maximize participation for our students with these set of UDL guidelines? How we are able to listen and make certain decisions on how we can strengthen their participation, their sense of belonging in our classrooms.” Mike: I think what's lovely about both of those examples—asking them to write or draw what they need or the description of, “Let's walk through the day. Let's walk through the different spaces that you learn in or the humans that you learn with”—is one, it really is listening to them and trying to make meaning of that and using that as your starting point. I think the other piece is that it makes me think that it's something that happens over time. It might shift, you might gain more clarity around the things that students need or they might gain more clarity around the things that they need over time. And those might shift a little bit, or it might come into greater focus. Like, “I thought I needed this” or “I think I needed this, but what I really meant was this.” There's this opportunity for kids to refine their needs and for educators to think about that in the designs that they create. Cathery: I really appreciate you naming that because it's all of that. It's an ongoing process where we're building a relationship with our students for us to co-design what effective teaching looks like—that it's not a one size fits all. It's disrupting this idea that what works for one works for all. It's around supporting our students to name out what they need. Now, I'm almost 50. I struggle to name out what I need sometimes, so it's not going to happen in, like, one time. It's an ongoing process. And what we need is linked to context, so it has to be ongoing. But there's also in the moments as well. And it's the heart of good teaching in math, when you allow students to solve problems in the ways that make sense to them, that's UDL by design. That's honoring the ideas of multiplicity in action, expression. When you might give a context-based problem and you take the numbers away and you give a set of number choices that students get to choose from. That is also this idea of UDL because there's multiple ways for them to engage. So there are also little things that we do that… note how they're just effective teaching. But we're honoring this idea that children should have agency. All children can engage in doing mathematics. And part of learning mathematics is also supporting our students to see the brilliance in themselves and to leverage that in their own teaching and learning. Mike: Yeah. Something else that really occurred to me as we've been talking is the difference between the way we've been talking about centering students' needs and asking them to help us understand them and the process that that kind of kicks off. I think what strikes me is that it's actually opening up the possibilities of what might happen or the ways that a student could be successful as opposed to this notion that “You're neurodiverse, you fit in this bucket. There's a set of strategies that I'm going to do just for you,” and those strategies might actually limit or constrict the options you have. For example, in terms of mathematics, what I remember happening very often when I was teaching is, I would create an open space for students to think about ways that they could solve problems. And at the time, often what would happen is kids who were characterized as neurodiverse wouldn't get access to those same strategies. It would be kind of the idea that “This is the way we should show them how to do it.” It just strikes me how different that experience is. I suspect that that was done with the best of intentions, but I think the impact unfortunately probably really didn't match the intent. Cathery: I love how you're being honest. I did the same thing when I was teaching, too, because we were often instructed to engage in whole-group instruction and probably do a small-group pullout. That was how I was taught. And when the same kids are repeatedly pulled out because we're saying that they're not able to engage in the instruction. I think that part of UDL is UDL is a process, realizing that if students are not engaging fully in the ways that we had hoped, instead of trying to fix the child, we look at the environment and think about what changes we need to make in tier one. So whole-group instruction, whole-group participation first to see how we can maximize their participation. And it's not one strategy, because it depends; it really depends. I think of, for example, with a group of teachers in California and Texas now, we've been looking at how we can track participation in whole-group settings. And we look at them across social demographics, and then we started to notice that when we promote multimodal whole-group participation, like kids have access to manipulatives even during whole-group share out. Or they have visuals that they can point to, their participation and who gets to participate drastically increase. So there's many ways in which, by nature, we engage in some narrow practices because, too, oftentimes whole group discussion is almost completely verbal and, at times, written, and usually the teacher's writing. So it's going back to the idea of, “Can we look at what we want our students to do at that moment? So starting on the math concept and practices, but then looking at our students and when they're not participating fully, it's not them. What are the UDL principles and things that I know and strategies that I have with my colleagues that I can make some small shifts?” Mike: You know, one of the things that I enjoy most about the podcast is that we really can take a deep dive into some big ideas, and the limitation is we have 20 minutes to perhaps a half hour. And I suspect there are a lot of people who are trying to make meaning of what we're talking about and thinking about, “How might I follow up? How might I take action on some of the ideas?” So I want to turn just for a little while to resources, and I'm wondering if there are resources that you would suggest for a listener who wants to continue learning about universal design in a mathematics classroom? Cathery: Oh, my goodness, that's such a hard question because there's so many. Some good ones overall: I would definitely encourage folks to dive into the UDL guidelines—the 3.0 updates. They're amazing. They're so joyful and transformative that they even have, one of the principles is centering joy in play, and for us to imagine that, right? Mike: Yes! Cathery: What does that mean to do that in a math classroom? We can name out 50 different ways. So how often do we get to see that? So, I would highly encourage folks to download that, engage in deep discussion because it was a 2.2 version for, I think, quite a few years. I would also lean into a resource that I'm glad to email later on so it's more easily accessible. I talked about access needs, this idea of asking students, asking community members, asking folks to give this opportunity to name out what they need. It's written by a colleague, Dr. Daniel Reinholz and Dr. Samantha Ridgway. It's a lovely reading, and it focuses specifically in STEM but I think it's a great place to read. I would say that Dr. Rachel Lambert's new book on UDL math is an excellent read. It's a great joyful read to think about. I'm going to give one shout out to the book called the Year of the Tiger: An Activist's Life. It's by Alice Wong. I encourage that because how often do we put the word activism next to disability? And Alice Wong is one of the most amazing humans in the world, and it's a graphic novel. So it's just joyful. It's words with poetry and graphic novel mixed together to see the life of what it means to be a disabled activist and how activism and disability goes hand in hand. Because when you are disabled and multi-marginalized, you are often advocating for yourself and others. It's amazing. So I'll stop there. There's endless amounts. Mike: So for listeners, we'll link the resources that Cathery was talking about in our show notes. I could keep going, but I think this is probably a great place to stop. I want to thank you so much for joining us. It's really been a pleasure talking with you. Cathery: Thank you. Thank you. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org

In this episode of Be The Exception, I am exploring creative and impactful activities for promoting autism acceptance in schools and classrooms. From sensory-friendly events to interactive learning experiences. There are practical strategies and inspiring ideas for creating inclusive environments where every individual feels valued and celebrated. Tune in to discover how you can make a difference and be the exception in special education! In this episode you will learn:   Bulletin Board ideas for the month of April Sensory Activities for everyone Interactive Storytime ideas Links and Resources Autism Acceptance Ideas BlogThe Exceptional CollectiveTransition Abilities Autism Acceptance Bundle   Connect with Dawn   Find me on IG Find me on Tik Tok Etsy Shop TpT Store Subscribe Are you subscribed to my podcast? Trust me, you definitely want to do that so you don't miss a thing! Click here to subscribe in iTunes! Leave a Review If you are loving the podcast, I would be really grateful if you left me a review over on iTunes, too. Those reviews help other teachers find my podcast and I love hearing what you think about the podcast as well. Just click here to review, select “Ratings and Reviews” and “Write a Review” and let me know what part of the podcast you found to be the most helpful!

I sat down with Dr. Edmund Adjapong to talk all things hip-hop pedagogy and why Teach Like an MC is the blueprint for culturally responsive teaching that actually moves kids. We got into what it means to build critical consciousness, center student voice, and stop pretending school has to be boring to be rigorous. This episode is a masterclass in standing on business for Black and Brown students—period.GET THE BOOK: Teach Like an MC: Hip Hop in The K-12 Classroom out today! Join the Liberation Library: THEE online community for educators fighting the system from the inside-without burning out.

Today - we’re looking at how fears surrounding immigration enforcement are affecting student attendance in North Central Washington. And later - we’re talking about Wenatchee’s Rails and Ales festival, which just celebrated its 11th anniversary. Support the show: https://www.wenatcheeworld.com/site/forms/subscription_services/See omnystudio.com/listener for privacy information.

In this episode, I chat with Arturo Guajardo, Director of K-12 Partnerships at Pocketalk, about navigating language barriers in multilingual classrooms. You'll also hear insights on how educators can foster an inclusive environment, leverage EdTech tools, and support students and families in overcoming language challenges. Tune in to explore practical strategies for creating a welcoming and engaging multilingual learning space! Show notes: https://classtechtips.com/2025/03/14/multilingual-classrooms-bonus/ Sponsored by Pocketalk: https://pocketalk.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 a textThe education landscape is in turmoil as schools cope with a teacher shortage that leaves over 400,000 positions unfilled. This episode tackles the pressing issue head-on, exploring how innovative education leaders are transforming staffing challenges into pathways for continuity and excellence in learning. We welcome Nicola Soares, the president of Kelly Education, to share her insights from her frontline experience in education. Discover how Kelly Education addresses staffing shortages through a commitment to training, competitive compensation, and strategic partnerships focused on enhancing the quality of substitute teaching. Throughout the episode, we delve into the impact of substituting on student learning and well-being. Nicola discusses how frequent teacher absences can lead to significant learning disruptions, particularly for students needing consistent environments. With data showing that educational discontinuity can equate to a considerable loss of learning time, we highlight the necessity for strategic solutions that can improve retention rates among educators while enhancing the educational experience for all students.• Discussing the staggering statistic regarding unfilled teaching positions• Insights from Nicola Soares on improving staffing strategies• Benefits of professional development for substitutes and support staff• Exploring the impact of substitute teacher variability on student learning• Evaluating the importance of pay raises and policy changes in education• How to partner with organizations like Kelly Education for effective staffing solutionsIf your school is facing staffing challenges or if you want to become a substitute, visit mykelly.com to explore innovative workforce solutions like those we've discussed today. Listen to Wake Up and Teach Podcast, hosted by Nicola to learn more!Support the showPlease subscribe and share this podcast with a friend to spread the good!If you find value to this podcast, consider becoming a supporter with a $3 subscription. Click on the link to join: https://www.buzzsprout.com/2048018/supportTo help this podcast reach others, rate and review on Apple Podcasts! Go to Library, choose The Brighter Side of Education:Research, Innovation and Resources, and scroll down to Reviews. It's just that easy. Thank you!Want to share a story? Email me at lisa@drlisarhassler.com.Visit my website for resources: http://www.drlisarhassler.com The music in this podcast was written and performed by Brandon Picciolini of the Lonesome Family Band. Visit and follow him on Instagram. My publications: America's Embarrassing Reading Crisis: What we learned from COVID, A guide to help educational leaders, teachers, and parents change the game, is available on Amazon, Kindle, and Audible, and iTunes. My Weekly Writing Journal: 15 Weeks of Writing for Primary Grades on Amazon.World of Words: A Middle School Writing Notebook Using...

In this episode of Statehouse Spotlights, host Ashley Mullins sits down with Indiana Rep. Jake Teshka to discuss HB 1634, a legislative effort aimed at strengthening math proficiency and numeracy across Indiana. The bill introduces automatic enrollment for advanced middle school math courses, mandates statewide numeracy screenings for young learners and enhances teacher preparation programs to ensure evidence-based instructional strategies. But what does all of that mean for students, teachers and policymakers in other states? Listen to learn more about the motivations behind the bill, the challenges it aims to address and the expected impact on Indiana's education system and workforce. Together, we'll also highlight how stronger math outcomes can enhance the state's economic competitiveness and ensure that Indiana students are equipped for high-demand careers in STEM and other critical fields. Tune in to learn how these policy changes could transform math education for all Hoosier students. Remember to join the conversation on social media. ExcelinEd in Action (@ExcelinAction) / X (twitter.com) ExcelinEd in Action (@excelinedinaction) • Instagram ExcelinEd in Action on Facebook Hosted on Acast. See acast.com/privacy for more information.

Michael Calhoun with Parkway School District assistant superintendent Kevin Beckner on new cell-phone policies in the district.

A Quick Note to Listeners: —- The Question of the Week is supported by Summer Pops Math Workbooks. Principals, when students practice math over the summer, math scores go up. What's your summer math plan this year? A great way to start is by ordering FREE summer workbook samples at Summer Pops Workbooks.com. —- Before […] The post PMP439: Rebel Educator – Classrooms of Imagination and Impact with Tanya Sheckley appeared first on Principal Matters.

Jane Somanje, a quality assurance officer and National Reading Programme trainer, shares how teachers are embracing UDL to create more inclusive classrooms. Jane shares success stories, discusses challenges like large class sizes, and explains how UDL is improving learning outcomes. Tune in to hear how UDL is making education more equitable and effective!

In this episode, we dive into the art of creating captivating, immersive experiences that bring texts to life in any classroom setting—especially for multilingual learners! Join our inspiring panel of educators: Adel Bruni Ashley, Gregory Petershack, Jen Gowers, Shenhao Bai. They reveal the behind-the-scenes magic of their groundbreaking workshop with students and teachers visiting from Shanghai, sharing practical strategies that will revolutionize your teaching approach. ✨ Connect brain to body through energizing prereading activities ✨ Awaken the senses with multisensory engagement techniques ✨ Spark creativity by empowering participants to become creators. Listen to how this transformative methodology works in: -Immersive all-day workshops -Bite-sized sessions that build progressively -Regular classroom routines woven throughout the school week Visit https://cpet.tc.columbia.edu/ to learn about the Literacy Unbound summer program and apply for our next session. We're proud to make this content free and accessible to all. If you find value in our episodes, please consider donating to support and sustain our efforts: https://cpet.tc.columbia.edu/giving.html

BIIE 223: Trauma-Informed Classrooms with Dr. Robyn Koslowitz This week, Ryan sits with renowned clinical psychologist and parenting educator Robyn Koslowitz. Dr. Koslowitz is also the host of the Post-Traumatic Parenting Podcast, a program that helps parents navigate giving their children a healthy childhood in the face of traumatic events. Dr. Koslowitz shares how the COVID pandemic exacerbated trauma, parenting with trauma, steps teachers can take to help students, what a trauma-informed classroom is, and lots more valuable insight into these topics. Tune in! You can find the Post-Traumatic Parenting Podcast on all major platforms. Don't just listen, join the conversation! Tweet us at @AcademicaMedia or with the hashtag #BigIdeasinEducation with questions or new topics you want to see discussed. Host: Ryan Kairalla (@ryankair) Producer: Laura Blanco 

Wednesday's first hour.

On this episode of the Every Student Every Day Podcast Superintendent Dr. James Franchini welcomes AMS Principal Rob Messia and APHS Principal Heath Quiles to discuss the potential for a ban of smartphones and other devices in schools. Find us wherever you listen to podcasts, including Apple Podcasts, Google Podcasts, Spotify, and more. Just search for "Every Student Every Day".

Decolonizing Education: Creating Culturally Responsive Classrooms with Charity Marcella MoranIn this episode of The Education Concierge Podcast, host Benita G. sits down with Charity Marcella Moran, an educational consultant, author, and advocate for transformative learning. Together, they explore the importance of culturally responsive teaching, decolonizing education, and integrating community and history into the curriculum.✨ Key takeaways from this powerful conversation:✔️ How culturally responsive learning creates more inclusive classrooms.✔️ The role of place-based education in shaping student experiences.✔️ The power of Project-Based Learning (PBL) in bridging opportunity gaps.✔️ Why educators must challenge traditional narratives and rethink instruction.If you're an educator, school leader, or advocate for equity in education, this episode is a must-listen!#EducationPodcast #DecolonizingEducation #CulturallyResponsiveTeaching #PBL #EdEquity

The Rod and Greg Show Daily Rundown – Thursday, February 27, 20254:20 pm: Economist Stephen Moore, co-founder of Unleash Prosperity, joins Rod and Greg for their weekly conversation about politics and the nation's economy, and today they'll discuss federal tax cuts.4:38 pm: Representative Steve Eliason joins the program for a conversation about the impact of the federal layoffs in Utah, and whether the state should take over operation of the national parks that reside within its borders.6:38 pm: Representative Neil Walter joins Rod and Greg to discuss a house committee's rejection of his bill which would have required small businesses in Utah to use E-Verify to check in the immigration status of perspective employees.

This episode is presented by Create A Video – As more research and data pile up showing the harms of smartphones in schools, North Carolina lawmakers are advancing bills to severely restrict the devices in K-12 schools. Subscribe to the podcast at: https://ThePetePod.com/ All the links to Pete's Prep are free: https://patreon.com/petekalinershow Media Bias Check: If you choose to subscribe, get 15% off here! Advertising and Booking inquiries: Pete@ThePeteKalinerShow.comGet exclusive content here!: https://thepetekalinershow.com/See omnystudio.com/listener for privacy information.

No Tax on Tips, Plus Ban Phones in Classrooms | Mundo Clip 2-26-25See omnystudio.com/listener for privacy information.

You wouldn't believe what I saw on the white house tour! Welcome back to Crying In My Car, a podcast for teachers! Our hosts Devin Siebold and James Yon are getting patriotic, as they geek out about Devin's recent trip to the white house. It's not all oval offices and presidential suites, why are the cops showing up to our math classes, and have we found the youngest teacher?  So this week is a big one for Devin, he was able to get accepted for the elusive white house tour for him and his kids. You wouldn't believe how much seeing these pieces of American history sparked excitement into both him and his students. From the first president's presidential portrait, to the first podcast set, Devin doesn't leave out a single detail! On a darker note, did you know that apparently teaching math can be against the law? You heard us right, find out how a special education teacher was arrested for teaching math to their students. So hide your TI-84s because it looks like the cops are coming for you math teachers out there.  Finally we have a heartwarming story about 7-year-old Alexis Bank who dreams of becoming a teacher. And guess what? She actually got her teaching license! Move over, everyone else, this little girl is ready to take on the world of education.   Support the Podcast on Patreon: patreon.com/cryinginmycar    Follow Devin at http://DevinComedy.com  https://www.tiktok.com/@devincomedy?lang=en  https://www.instagram.com/devinsiebold/  https://x.com/teachercomic    Follow James at http://JamesYon.com  https://www.tiktok.com/@jamesyoncomedy  https://www.instagram.com/jamesyoncomedian/    Jump Right To It!: 2:15 Conference Anxiety Revealed 5:40 Teacher's White House Tour 8:30 Novel Reading in Classrooms 12:45 Podcasts as Learning Tools 17:10 Advantages of Whole Novels 21:50 Parent-Teacher Communication Tips 26:25 Episode Wrap-up & Takeaways   So grab your apple pie and bald eagle because we're getting patriotic on this week's episode of Crying In My Car, a podcast for teachers.  _________________________________________________________ Crying In My Car Podcast with Devin Siebold & James Yon  

Episode 218 is chock-full of super practical ways to implement academic talk in your classroom tomorrow! Elementary science teacher Jami Witherell shares her insights on fostering academic discourse in the classroom, emphasizing the importance of giving students time to think before they speak. She discusses practical strategies for engaging students in conversation, including the 'read a little, think a little, chat a little' approach, and the implementation of Socratic seminars and fishbowl discussions. Jami highlights the significance of preparation and creating a safe space for all students, especially multilingual learners, to express their thoughts and ideas. Her personal experiences as a multilingual learner shape her passion for ensuring that every student feels their voice matters in the classroom.Fourth grade teacher Lauren Proffitt discusses the importance of oracy in education, detailing how her school has implemented a school-wide goal to enhance students' speaking skills. She explains the significance of structured routines and strategies that promote student engagement through talk, emphasizing the role of oracy in both academic and lifelong skills. The discussion also covers peer observations, collaborative learning, and effective management of classroom discussions, providing practical insights for educators.ResourcesFail-a-bration by Brad and Kristi Montague We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.Grab free resources and episode alerts! Sign up for our email list at literacypodcast.com.Join our community on Facebook, and follow us on Instagram, Facebook, & Twitter.

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem based lessons and units? Make Math Moments Problem Based Lessons & UnitsShould students be grouped by similar abilities in math class, or is it better to mix them up? In this episode, we explore the research and practical implications of ability-based and heterogeneous grouping in math classrooms. When does grouping in math class by ability help students thrive, and when does it reinforce inequities? What benefits come from diverse groupings, and how can teachers ensure all students are engaged and challenged? We'll unpack best practices, common pitfalls, and strategies for making informed decisions about student collaboration and grouping in math class.What Listeners Will Get From This Episode:Practical strategies for grouping students in math class—when to use ability-based groups for targeted support and when to use heterogeneous groups for richer discussions.Guidance on choosing the right math tasks—how to match math tasks with the most effective grouping strategy.Ideas for keeping groups dynamic—ways to ensure students aren't stuck in fixed ability groups and have opportunities to grow.Techniques to foster equitable participation in math class—how to structure groups so all students contribute and benefit, regardless of skill level.Ways to prevent unintentional tracking—tips for avoiding the pitfalls of long-term ability grouping.Insights on teacher mindset—how beliefs about student potential shape grouping decisions and learning outcomes.Tools for ongoing reflection—how to assess and adjust groupings to maximize engagement and challenge for every student.Show NotesLove the show? Text us your big takeaway! Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessmentAre you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

This is a recording of the 2024 Verbal Behavior Conference Panel Discussion, which I had the honor of moderating along with VBC founder, Kelle Rich. The participants included Drs. Patrick McGreevey, Eb Blakely, Alice Shillingsburg, Mirela Cengher, Hank Schlinger, and the incomparable Lina Slim. As you'll hear, this was a lively conversation, and what I love about this event is that there was not only lots of audience participation, but we had tons of people chiming in from the BehaviorLive virtual feed. In this panel discussion, we discussed the following: Dr. Patrick McGreevey's thoughts on mastery criteria. Dr. Eb Blakely's discussion of a case study for a learner who's reinforcers include signs of damage. Collaboration, rapport building, and consultation skills with public school teachers and SLPs. Considerations for manual signs vs. picture selection. Echoic skill development for children of non-hearing parents. Dr. Slim's thoughts on Gestalt Language Processing. Whether Standard Celeration Charting is making a comeback. And lots more! If this kind of event sounds like fun for you, please consider joining us for the 2025 VBC. This year's VBC is taking place March 27-28 and will feature talks from Drs. Pat McGreevy, Tiffany Kodak, Judah Axe, April Kisamore-Hunter, Barbara Esch, and Caio Miguel. The day before the conference will feature a full day workshop from the aforementioned Dr. Barbara Esch. The conference itself provides 13 CEUs, and when combined with Dr. Esch's workshop, it's 19 CEUs total. As always, the in-person event is in Austin, TX. If you decide to go in person, expect to have many opportunities before and after the talks to interact directly with the presenters. It always amazes me how generous these folks are with their time. If you can't make it to Austin, we'll certainly miss you, but the virtual experience provided by BehaviorLive is second-to-none. I think this comes through, again, as evidenced by the virtual audience's participation in these panel discussions. If you want to check out all of Behavioral Observations' past VBC content, click here. This podcast is brought to you by: ACE Approved CEUs from .... Behavioral Observations. That's right, get your CEUs while driving, walking your dog, doing the dishes, or whatever else you might have going on, all while learning from your favorite podcast guests! The Behavioral Toolbox. thebehavioraltoolbox.com is a new education and training site that my colleagues Anika Costa and Dr. Paulie Gavoni and I have been working on for over two years. Check out our latest course, Motivational Interviewing: Getting Educator Buy-In as well as the hugely popular When Not to FBA: 5 Quick Strategies for Improving Behavior in Classrooms. Behavior University. Their mission is to provide university quality professional development for the busy Behavior Analyst. Learn about their CEU offerings, including their 8-hour Supervision Course, as well as their RBT offerings over at behavioruniversity.com/observations. Don't forget to use the coupon code, PODCAST to save at checkout! If you'd like to get BOP episodes a little earlier than everyone else, with no ads... just the interview itself, consider supporting the show with a Patreon subscription.