Podcasts about corwin press

Bronwyn Ryrie Jones designs and leads impactful professional learning for teachers and instructional leaders. With experience supporting over 30,000 educators across Australia and internationally, she is known for delivering clear, practical, and research-informed programs. Bron brings expertise from classroom teaching, instructional coaching, and teacher education at the University of Melbourne. She is respected for making complex research accessible and for understanding the challenges of teaching. A published author with Corwin Press, Bron regularly presents on responsive teaching, explicit instruction, and assessment. She collaborates with education systems and leadership organisations to create customised professional learning that drives real improvement in teaching practice.

Welcome to Season 13 of Neuroscience Meets Social and Emotional Learning. Join Andrea Samadi as she wraps up a year-long exploration of Grant Bosnick's book on self-leadership, diving into the final chapters focused on the neuroscience of resilience, authenticity, and bias. Discover practical strategies and insights from the latest neuroscience research to enhance your self-awareness, build authentic relationships, and overcome biases for personal growth and improved well-being. Don't miss this final installment filled with expert knowledge and actionable steps to transform your daily life. And we will now resume PART 4, the final part of our review, to sum up last year, 2024, and our entire year studying one book, Grant Bosnick's “Tailored Approaches to Self-Leadership: A Bite Size Approach Using Psychology and Neuroscience” that we first dove into with our interview on EP #321[i] the end of January 2024. The goal was that each week, we focused on learning something new, (from Grant's book) tied to the most current neuroscience research, that builds off the prior week, to help take us to greater heights this year. It honestly shocked me that this series took the entire year. We began with PART 1[ii] and the first 5 chapters of the book. PART 2[iii] we reviewed chapters 6-9 of Grant Bosnick's Tailored Approaches to Self-Leadership, PART 3[iv], we reviewed chapters 10-13, and finally, today, we will finish with PART 4, Chapters 14-16.                                                                                         ((On today's EPISODE #360 PART 4 of our review of Grant Bosnick's Tailored Approaches to Self-Leadership, we will cover)): ✔ EP 344 Chapter 14[v] “The Neuroscience of Resilience” ✔ EP 345 Chapter 15[vi] “Unlocking Authenticity: The Neuroscience of Relationships” ✔ EP 347 Chapter 16[vii] “The Science of Bias” If you have not yet taken the leadership self-assessment, or if you would like to re-take it to see if the results are different for you than last year, you can click the link here to find the quick test. I re-took the assessment for 2025, and did notice some similarities and some differences from last year. If you can, retake the assessment and see what you notice about yourself. I noticed that pathways 2 and 3 are my high areas of focus this year, and that I can drop pathway 6 from my focus. What about you? If you have a few minutes to spare, take this leadership self-assessment again, and see if you notice any changes in your areas of focus for 2025. This is an incredible way to remain laser focused on pathways that will move the needle of success for YOU this year. EP 344 Chapter 14 “The Neuroscience of Resilience: Building Stronger Minds and Teams” If you were to ask me which episode is my favorite out of the 16 chapters, I would have to say this topic is at the top of the list, even though this pathway came out as a 0% for me to focus on in 2025. It's not because I'll be brushing resilience under the rug this year, as it's an area of focus I work on daily, without even thinking about it. Who doesn't want to become more resilient, or understand how to build a stronger mind, and then translate this strength to others for predictable results in 2025? What drew me to this episode was learning about the fascinating new neuroscience behind the part of our brain called the anterior mid cingulate cortex that becomes bigger when we use our will power to do those things we just don't want to do. Scientists believe this ability to use our will power to do difficult things, which builds our resiliency, is what's really behind the will to live. Stop and think for a minute here. Does this resonate with you? If you enjoy doing difficult things, and you would describe yourself as being “resilient” doesn't it make your mind spin to think that you are actually building a bigger, and stronger brain with this trait? Dr. Amen from Amen Clinics does remind us that when it comes to our brain, that bigger is better and that “a larger, more active brain is associated with better cognitive performance and overall well-being.”[viii] On this episode we also covered: A review of EP 74 and 286 where we covered the Neuroscience of Resilience with Horacio Sanchez's work reminding us that our protective or risk factors in our lifetime, will determine how resilient we will be throughout our life. While 25% of the population are naturally resilient, Horacio asserts that “if you have little risk, it takes less to be resilient. But—if you have a lot of risk, it takes a lot more protective factors to offset the scale.” Horacio has dedicated his life to helping our next generation become more resilient. If you love Horacio Sanchez's work as much as I do, stay tuned, as we will be featuring him soon with his new book, Unlocking School Bias: Using Neuroscience to Improve Student Outcomes[ix]. Stay tuned for this episode that will be scheduled as soon as I finish reading his book. Next we looked at Grant Bosnick's book, Tailored Approaches to Self-Leadership (Chapter 14) where he gave us the analogy of the donkey who fell into the well, and demonstrated resiliency when he used the dirt shoveled on him, to climb out. This example taught us that we all will have dirt shoveled on our backs in our life, and “that we can either get buried in the dirt or shake it off and take a step up. Each adversity we face is a stepping stone, and we can get out of the deepest wells by shaking off the dirt and taking a step up.” (Chapter 14, Resilience, Bosnick, Page 160). Another analogy we learned was through the mother and daughter story, and that when adversity faces you, Bosnick asks us to reflect. “Are you the carrot that seems strong but with pain and adversity (wilted) and became soft, losing its strength? Are you the egg that starts with a soft heart, but hardens with the heat? Or are you like the coffee bean that actually changes the hot water, the very circumstance that (brought) the pain?” (Chapter 14, Resilience, Bosnick, Page 161). I'm hoping that we all desire to experience change with the adversity we face, like the coffee bean and use our difficult experiences in life to build a better, and stronger version of ourselves. After learning about building resiliency in ourselves, we learned about building resiliency within our teams, and looked at Patrick Lencioni's The Five Dysfunctions of a Team. The absence of trust, fear of conflict, lack of commitment, avoidance of accountability, and inattention to results. Then we learned to turn this around, using the five functions of a high performing team: trust, absence of fear of conflict, commitment, accountability and attention to results.” (Chapter 14, Resilience, Bosnick, Page 170). Finally, we looked at how we develop resiliency, using our Will Power from EP 294 where I shared an activity to strengthen this faculty of our mind either through meditation, or with an activity of staring at a candle flame, and with time, effort and sheer will power, blocking out everything else around you, until you and the candle flame become one. REVISIT THIS EPISODE TO REVIEW THIS CONCEPT IN DEPTH EP 345 Chapter 15 on “Unlocking Authenticity: The Neuroscience of Relationships“ we covered:  ✔ Author Mo Issa's definition of authenticity from his book The Shift: How to Awaken the Aliveness from Within. We met Mo Issa on EP 346[x]) We learned that Mo believes that “true authenticity means being ourselves—not an imitation of what we think we should be or what others want us to be. We all have a unique gift, and we must find and nurture it.” (Mo Issa, The Shift). ✔ Andrea's reflection from 2021 when Mo Issa asked her “what does authenticity mean to you?” What's authentic for me—it's living life according to my values. Living who I am by design. If I'm not putting health first, (for myself and my family) or learning, growing, researching, and then disseminating/sharing what I've learned, I'm not living my true authentic self. It will hurt my productivity if I compromise who I am, at this granular level. ✔ We ask the reader to consider: What makes YOU authentic? ✔ How do you know when you are living a truly authentic life? ✔ Have you identified your unique gifts or talents that make you stand out from others? ✔ Do you know what might be holding you back from being truly authentic? ✔ The Neuroscience of Our Social Brain “We have two systems in our brain: the X-system and the C-system. The X-system (or reflexive system) is automatic, responsive, like/dislike, reward/threat. The C-system (or reflective system) is controlled, conscious, with executive function and executive control.” (Chapter 15, Bosnick, Page 186). Motivation and effort are required to engage this part of the brain. The story of Phineas Gage who destroyed the C-system, in his brain and was operating on X-system only. In other words he had no control over his automatic, reflexive system, and his behavior became unbearable as a result. The C-system, (that requires motivation and effort to activate) we learned, is important for self-reflection and understanding self/other. We know this part of our brain as the Default Mode Network[xvi], and the part of our brain where we take breaks for creativity, thinking and learning to occur. “When the brain is at a resting state, this specific system kicks in, which is focused around social understanding (thinking about yourself, others' thoughts, others' actions etc.).” We learned to get into this resting state by “staring out of a window and do nothing (except reflecting on what else we can do to improve our relationships) and this knowledge that we uncover will help us to build more authentic relationships. We learned to slow down the conversation with people, truly listen to them empathetically and be fully present with them. This will build the relationship to be deeper…go slow with the conversation and communication in order to go fast with the depth of the relationship.” (Chapter 15, Bosnick, Page 186). ✔ 4 Steps to Building More Authentic Relationships Think of a person in your business, or personal life, that you would like to build a more authentic relationship with. Get to know them on a deeper level. How would you describe them? Are they introverted/extroverted? How do they approach authenticity and relationships? Let your brain go into your Default Mode Network. Stare out of a window and think: what could you do to build a more authentic relationship with each of the people you are thinking of? How can you go slow with your conversation to go fast with the depth of the relationship? And finally, we looked at the quote from Mo Issa that suggests that once we have done the work ourselves, and know what makes us truly authentic, once we know our own unique gifts and talents, and we continue to nurture and grow them, next, we can look outward, and recognize the unique talents and gifts in others. REVISIT THIS EPISODE TO REVIEW THIS CONCEPT IN DEPTH Finally, we covered EP 347 Chapter 16 “The Science of Bias“  where we ✔ Reviewed past episodes where we covered this topic of cognitive biases. ✔ Chapter 16 of Grant Bosnick's Tailored Approaches to Self-Leadership on The Neuroscience of Bias. ✔ A review of our two types of thinking (X-system=reflexive/automatic and C-system=reflective/intentional). ✔ 3 Steps to Understand and Manage our Biases from Grant Bosnick's book: Accept and admit we are all biased. It's a natural part of being human. The exercise from Daniel Kahnaman's book showed me how quickly I reverted back to system x, reflexive, automatic thinking. This self-awareness has helped me to consider where else I make quick judgments, without thinking reflectively. Label the Bias. While Bosnick covered three examples, similarity bias (making quick conclusions about people similar to you), urgency bias (where we put non-urgent tasks on hold to push through to do something that requires our immediate attention), or experience bias (where we believe our perception is the truth and that others who see things differently from us are wrong, knowing there are close to 200 different biases, it's a start to be aware that our thinking could possibly be flawed. Mitigate the Bias. We aren't going to solve all of our biases at once, but once we are aware that's it's human to have them, we can begin with looking at strategies to mitigate each. I'm looking forward to diving deeper into the neuroscience of Biases with Horacio Sanchez's new book. Stay tuned for this interview coming this Spring. ✔ 4 Strategies for Mitigating our Biases SLOW DOWN: Bosnick goes into detail on how to mitigate the top three biases that he listed. The strategy that he used was to step back, slow down and access your Systems 2 reflective thinking to see what you notice. The maze exercise showed me I could benefit from slowing down my thinking and not jump to conclusions. BE MINDFUL: When talking to others, work on “engaging our System 2 (reflective) thinking…the more mindful we are, the more we can engage our mental brakes, increase self-awareness, reduce emotional impulses, and reduce our susceptibility to unconscious bias.” (Ch 16, Biases, Bosnick, Page 212). Being mindful of others will help us to learn to appreciate different perspectives, as well, other people will connect more to us when they can sense we are thinking from their point of view. LEARN FROM OTHER PEOPLE: Talk to others so you can learn “how to get out of our own experience bias and appreciate other people's perspectives. This will help us to get out of our autopilot, easy route thinking of the urgency bias to have deeper, more robust and deliberate thinking.” (Ch 16, Biases, Bosnick, Page 212). ASK FOR OUTSIDE OPINIONS: Find others you can brainstorm with to come up with fresh ideas to help you to think in a different way. Ask for feedback to gain a new perspective. This is just the beginning of this topic for us here on the podcast. While writing this episode, I had a message from our good friend Horacio Sanchez, third time returning guest from EP 111[vi] and we will have him back on for a 4th time, to dive deeper into this topic. REVISIT THIS EPISODE TO REVIEW THIS CONCEPT IN DEPTH REVIEW and CONCLUSION: To review and conclude this week's episode #360, PART 4, our final piece of our review of Grant Bosnick's Tailored Approaches to Self-Leadership, where we covered a review of the final chapters of his book, with strategies that can help us to implement each concept, from chapters 14, 15, and 16. EPISODE #360 PART 4 of our review of Grant Bosnick's Tailored Approaches to Self-Leadership, we covered: ✔ EP 344 Chapter 14 “The Neuroscience of Resilience” ✔ EP 345 Chapter 15 “Unlocking Authenticity: The Neuroscience of Relationships” ✔ EP 347 Chapter 16 “The Science of Bias” We will see you next time, with some returning guests, Dr. Sui Wong (coming up in April) and Horacio Sanchez. See you next time. REFERENCES: [i] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #321 with Grant ‘Upbeat' Bosnick  https://andreasamadi.podbean.com/e/insights-from-grant-upbeat-bosnick/   [ii]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #355 Mastering Self-Leadership REVIEW PART 1 (Grant Bosnick) https://andreasamadi.podbean.com/e/mastering-self-leadership-with-neuroscience/   [iii] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #356 Mastering Self-Leadership REVIEW PART 2 (Grant Bosnick)https://andreasamadi.podbean.com/e/unlocking-the-secrets-of-self-leadership-chapters-6-to-9-review/   [iv]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #357 Mastering Self-Leadership REVIEW PART 3 (Grant Bosnick) https://andreasamadi.podbean.com/e/unlocking-the-power-of-persuasion-time-management-and-change/   [v] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #344 “The Neuroscience of Resilience”  https://andreasamadi.podbean.com/e/the-neuroscience-of-resilience-building-stronger-minds-and-teams/   [vi] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #345  “ Unlocking Authenticity” https://andreasamadi.podbean.com/e/unlocking-authenticity-the-neuroscience-of-relationships/   [vii] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #347 “The Science of Bias”   https://andreasamadi.podbean.com/e/unlocking-the-science-of-bias-mastering-self-leadership-and-cognitive-awareness/   [viii] https://www.amenclinics.com/conditions/brain-optimization-peak-performance/   [ix]Unlocking School Bias: Using Neuroscience to Improve Student Outcomes by Horacio Sanchez published Feb. 12th 2025 by Corwin Press https://www.corwin.com/books/unlocking-bias-292586   [x]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #346 with “Mo Issa: The Midlife Shift: Discovering Authenticity and Vulnerability”  https://andreasamadi.podbean.com/e/the-midlife-shift-discovering-authenticity-and-vulnerability-with-mo-issa/  

This conversation explores the impact of anxiety on teenagers and the importance of managing our own anxiety to assist students better. The guests discuss optimistic teaming as a strategy to foster collaboration among educators, mindfulness practices to enhance emotional regulation, and practical techniques for teachers to implement these strategies in the classroom. The discussion emphasizes the interconnectedness of adult and student mental health and the need for tailored approaches in educational settings. Follow on Twitter: @Ben_SpringerUT @Rlamourelle @bamradionetwork  @jonHarper70bd Related Resources: Kids' mental health is in crisis. Here's what psychologists are doing to help  |. The effects of mindfulness-based interventions on cognition and mental health in children Ben Springer is an award-winning and Nationally Certified School Psychologist. Ben is also the author of the popular books, "Happy Kids Don't Punch You in the Face" and "GPS: Good Parenting Strategies: The No-Guilt Survival Guide for Parents During the Pandemic and Beyond" from Corwin Press. Ben has just released his third book with co-author Ben Belnap called, "Optimistic Teaming" also from Corwin Press. Ben received his master's and doctoral degrees from the University of Utah in Educational Psychology. Ben has worked professionally as a teacher, autism specialist, school psychologist, and director of special education. Currently, Ben works as the director of the Family Education Center in Wasatch County School District and manages Optimistic Teaming/Totem PD, a professional learning company focusing on practical, ready-to-use tools for educators. Ben Belnap is an award-winning clinical psychologist practicing in the state of Utah. Dr. Belnap has contributed to state and national professional learning trainings for over a decade focusing on the applications of Positive Psychology, Family Systems, and Cognitive-Behavioral Therapy. Dr. Belnap has served in schools as an assistant superintendent of student services, behavior specialist, and school psychologist. Dr. Belnap currently manages a neuropsychology and counseling clinic in Heber City, Utah and helps manage Totem PD as a trainer and consultant. Dr. James L. Floman is an Associate Research Scientist at the Yale Center for Emotional Intelligence. He received his Ph.D. at the University of British Columbia, where he studied the effects of mindfulness and compassion meditation on teacher emotion regulation and prosocial behavior with Dr. Kimberly Schonert-Reichl. Dr. Floman has three core research streams: 1) The assessment of dynamic social-affective processes (i.e., developing and validating EI and well-being measurement tools); 2) EI, mindfulness, and well-being training (i.e., developing, optimizing, and scaling EI and well-being-enhancement interventions for real-world applications); and 3) Affective neuroscience (studying mental training-induced changes in ‘emotional brain' function and structure).

This episode is a comprehensive guide for school counselors aiming to improve their engagement with students. Moving beyond traditional worksheets, it provides information about evidence-based, individualized strategies and innovative interventions, particularly those with special needs. The discussion emphasizes the critical evaluation of widely-used resources like those from Teachers Pay Teachers, the necessity of culturally responsive and trauma-informed practices, and aligning interventions with students' IEPs and behavior plans. 00:00 Introduction: The Problem with Worksheets00:43 Rethinking Tools for Special Needs Students02:17 The Appeal and Pitfalls of Worksheets04:36 Personal Story: The Backpack Exercise07:51 The Convenience vs. Effectiveness Debate10:53 Concerns About Unvetted Resources16:13 Focus on Special Student Populations18:29 Individualized Approaches for Special Populations20:21 Culturally Responsive and Trauma-Informed Practices21:40 Practical Sensory-Based Interventions23:27 Art and Movement-Based Techniques27:10 Role-Playing and Therapeutic Games30:22 Recap and Final Thoughts*******References/Resources:Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79(2), 135-144. doi:10.1177/001440291307900201Dunn, W. (2001). The sensations of everyday life: Empirical, theoretical, and pragmatic considerations. American Journal of Occupational Therapy, 55(6), 608-620. doi:10.5014/ajot.55.6.608Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.Morgan, P. L., Farkas, G., Tufis, P. A., & Sperling, R. A. (2008). Are reading and behavior problems risk factors for each other? Journal of Learning Disabilities, 41(5), 417-436. doi:10.1177/0022219408321123Reinke, W. M., Herman, K. C., & Sprick, R. (2011). Motivational interviewing for effective classroom management: The classroom check-up. Guilford Press.Rimm-Kaufman, S. E., & Hulleman, C. S. (2015). SEL in the classroom: Identifying and disseminating strategies. The Future of Children, 27(1), 149-172. doi:10.1353/foc.2017.0003Scarpa, A., Williams White, S., & Attwood, T. (2013). CBT for children and adolescents with high-functioning autism spectrum disorders. Guilford Press.Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (specific reading disability). Biological Psychiatry, 57(11), 1301-1309. doi:10.1016/j.biopsych.2005.01.043Shelton, C., & Archambault, L. (2019). Lessons learned from Teachers Pay Teachers: Exploring the educational value of online marketplaces. Journal of Online Learning Research, 5(1), 35-56. Available from: ResearchGate.*******Hang out in our Facebook groupJump in, ask questions, share your ideas and become a part of the most empowering school counseling group on the planet! (Join us to see if we're right.)Join the School for School Counselors MastermindThe Mastermind is packed with all the things your grad program never taught you IN ADDITION TO unparalleled support and consultation. No more feeling alone, invisible, unappreciated, or like you just don't know what to do next. We've got you!

    Vince Bustamante, M.Ed., is a Calgary-based instructional coach, curriculum content developer, and author. Formerly focused on school improvement, Vince now specializes in working with teachers, leadership teams, schools, and school districts in implementing high impact strategies and systems. Vince is currently pursuing his Ed. Doctorate with a focus on the sustainable implementation of professional learning across school districts. Vince has co-authored two bestselling books with Corwin Press: Great Teaching by Design and The Assessment Playbook for Distance and Blended Learning. His most current title: Leader Ready: Four Pathways to Prepare Aspiring School Leaders is also available from Corwin Press.   Tim Cusack Ed.D. has over 30 years' experience in K-12 education as a teacher, principal, and superintendent. He recently became Dean of Education at Concordia University of Edmonton, supporting teacher and school leader preparation programs. Tim has a doctorate from University of Portland with a focus on preparing aspiring school leaders. He also serves in the Royal Canadian Navy as a Naval Warfare Officer.   Show Highlights     "Leader Ready: Four Pathways to Prepare Aspiring School Leaders." Challenge traditional leadership predictors to support younger educators and foster a culture of growth belonging. Be the “dive master” your team needs to take risks and discover their voice. "Hold the ladder steady” to help leverage the gifts of aspiring leaders. Strategies for results over building a resume for leadership success. How to create an environment for team members to flourish.  3  categories on how you run a school and navigate the policies, procedures, etcetera. Pathways for leadership development and impactful school culture.   “What really impressed me the most was I was with a leader who made it abundantly clear that my voice mattered, that my opinions were important in that learning dynamic. He didn't assume I knew something or presumed that he knew better in any way, shape, or form. But by really being authentic and getting to know who the aspiring leaders are in front of you, I think you can really take them to deeper levels of engagement and understanding.” -Tim Cusack   “Listening is really important. Nonjudgmental listening. So if you're in senior leadership and you have some sort of rising star or shooting star or someone who's doing remarkable things, give them a platform to share what they're doing and just honestly listen to how that came about.   Something that a senior leader needs to recognize and say, what are you doing? And how can we help you continue to do that within our district? Because every district has someone that is doing remarkable things. Everyone, every district has some sort of Ruckus Maker that's doing something outside the box, whether it's in their classroom or in their school or in their role. Oftentimes the Ruckus Maker or the ruckus they are making is perceived as negative, when really it may just be a misunderstanding of what they're actually trying to do.I think honestly listening is really important.” -Vince Bustamante    Get the episode transcript here!   Episodes's Resources & Contact Info:   Leader Ready Timothy Cusack: Home Linkedin.Tim-Cusack Linkedin.Vince Bustamante Vince Bustamante (Twitter/X) Tim Cusack Ed. D.

Purposeful techniques are the key to getting every student describing their math thinking and learning from each other.  Dr. Sztajn is the author of

For this episode, we're once again joined by Dr. Chase Nordengren, principal research lead for Effective Instructional Strategies at NWEA to talk about teacher-led approaches to academic recovery.Chase works closely with leading scholars from around the globe to turn theory into actionable practices to drive instructional improvement. His latest study, High Growth for All, captured ways teachers in one Chicago-area district are leading the academic recovery effort and producing above average academic growth over multiple years for kids across the achievement spectrum  Chase is also the author of Step into Student Goal Setting: A Path to Growth, Motivation, and Agency from Corwin Press. 

My guest today is Dr. H. Richard Milner, author of the recent Reading Research Quarterly article titled “Disrupting Racism and Whiteness in Researching a Science of Reading” and the new book The Race Card. We talk about the importance of drawing from a wide range of types of research in designing our literacy classrooms, the multiple literacies we should be developing in young people, and what effective leadership looks like in this time. ****Read a full transcript of this episode and learn more about the show hereFollow Dr. H. Richard Milner on Twitter @MilnerHRichThe Race Card: Leading the Fight for Truth in America's Schools****More about this episode's guest:H. Richard Milner IV is currently, the Cornelius Vanderbilt Endowed Chair of Education and Professor of Education in the Department of Teaching and Learning at Peabody College of Vanderbilt University. Professor Milner spent five years as Helen Faison Endowed Chair of Urban Education, Professor of Education, and by courtesy Professor of Sociology, Professor of Social Work, and Professor of Africana Studies as well as Director of the Center for Urban Education at the University of Pittsburgh.  Professor Milner began his career at Vanderbilt University where, in 2008, he became the first Black person to earn promotion and tenure in the entire College of Education's history. His research, teaching and policy interests concern urban education, teacher education, African American literature, and the social context of education.  In particular, Professor Milner's research examines practices and policies that support teacher effectiveness in urban schools.    Professor Milner's work has appeared in numerous journals, and he has published seven books. His book, published in 2010 by Harvard Education Press, is: Start where you are but don't stay there: Understanding diversity, opportunity gaps, and teaching in today's classrooms, which represents years of research and development effort. The book is widely read in teacher education programs and school districts across the United States of America.  This book has been recognized with two major awards: (1) the 2012 American Association of Colleges for Teacher Education Outstanding Book Award, and (2) a 2011 American Educational Studies Association Critics' Choice Book Award. He is also author of The Race Card  in 2023 by Corwin Press.. In 2017, Professor Milner became the founding Series Editor of the Harvard Education Press Series on Race and Education.In 2006, Professor Milner received an Early Career Award from the American Educational Research Association.  Over the last five years, Professor Milner has appeared on the top 200 Edu-Scholar Public Presence Ranking, published by Education Week.Currently, he is Editor-in-chief of Urban Education and co-editor of the Handbook of Urban Education, published with Routledge Press in 2014. In the fall of 2015, the Dean of the Harvard Graduate School of Education assigned his book, Rac(e)ing to Class, to all incoming graduate students and invited alumni across the world to read the book. He was then invited to deliver a prestigious Askwith Lecture at Harvard University, where he discussed research and findings from his book.Special thanks to Alex Van Rose for audio editing this episode. Support this showSupport the show

Today on the podcast, I speak with Chap about the importance of understanding our identities and how that affects how we show up in the world and workplace and how the world and workplace receives us. This is a very nuanced and complex topic, but Chap breaks it down to help us understand how identity power works in relationship to positions of power. When we learn about our visible and invisible differences, we can create more meaningful connections. Chap highlights how research shows how having a diversity of identities is better for business. There is more risk taking and problem solving abilities. Having awareness of our identities, being to name microaggressions and learning how to repair are essential to creating a culture of psychological safety. Take a listen to the whole episode and share your takeaways with us by leaving a voice note on CenteredintheCity.com.   Check out The Compassionate Leader: Skills that AI Can't Replace day-long training. Sign up for early bird as well as group pricing.    ***** Sandra (Chap) Chapman, Ed. D. CEO of Chap Equity Inc., an organization rooted in collaboration, research and dialogue. She is lead on Social Identity Development for the Great First Eight curriculum project, led by Dr. N.K. Duke at the Stand for Children. Dr. Chap is a partner for Perception Strategies, where she translates concepts on identity into interactive workshops. Dr. Chap is the co-author of Bias Starts Early. Let's Start Now: Developing an Anti-Racist, Anti-Bias Book Collection for Infants and Toddlers (https://doi.org/10.1002/trtr.2169, co-author of Black Girl on the Playground (Teaching Beautiful Brilliant Black Girls, Corwin Press, 2021) and primary author of The Power of Conversation, an article in NAIS Magazine (Summer, 2014). She was interviewed by UNICEF (July 2020), Why Kids of All Races Need to Know How to Talk About Race and Racism. Listen to her on What School Could Be, or watch it on Game Changer Series. Chap co-created the slogan, You Get What You Get and You Don't Get Upset, Unless It's Unjust, Then Let's Make a Fuss!, a child-centered slogan for inspiring young activists, and creator of a Latine Heritage Project to inspire affirming identity formation.

Anthony Kim is a Corwin Press bestselling author, with publications including The New Team Habits, The New School Rules, and The Personalized Learning Playbook. His writing ranges from topics including the future of work, leadership and team motivation, improving the way we work, and innovation in systems-based approaches to organizations and school design. Anthony believes that how we work is the key determinant to the success of any organization.In addition to his writing, Anthony is the founder and Chief Learning Officer of Education Elements, a Scholarus Learning company. Anthony is a trusted partner to districts and educators nationwide and has been the founder of several companies.Join us for this conversation about looking at schools as organizations for learning, creating systems that drive efficient and effective change in schools, and getting comfortable with moving forward without having all the answers.IN THIS EPISODE, WE DISCUSS: How Anthony began his work in the education field by building tools to track students' online behavior and engagement. Why implementation is the key to a products' outcomes. What schools can learn from the organization of movie productions in order to create change more efficiently. Getting comfortable moving forward without knowing everything. The use of AI and its effect on personal relationships. What organizational shifts are necessary to create large scale change in how schools operate. Why we need less reinvention and more evolution in the school system. RESOURCES AND LINKS MENTIONED IN THIS EPISODE: Connect with Anthony on LinkedIn. Get your copy of The NEW School Rules: 6 Vital Practices for Thriving and Responsive Schools. Learn more about Rebel Educator, explore our professional development opportunities for educators and students, and check out our project library. Visit us at UP Academy to learn more about our personalized and inclusive learning environment. Connect with Tanya and UP Academy on LinkedIn, Facebook, and Instagram and learn more about her journey here. Check out my book Rebel Educator: Create Classrooms Where Impact and Imagination Meet: amzn.to/3AcwlfFEnjoying the show? Leave us a rating and review and help more people find us!bit.ly/RebelEducatorApplePodcastsWe'd love it if you could take a few minutes to fill out this survey to let us know how we can bring you the best possible content: forms.gle/JcKHf9DHTZnYUmQr6 Interested in being on the Rebel Educator podcast? Fill out this form and we'll reach out to you if we think you'd be a great fit for an upcoming episode. https://forms.gle/CZJXLQDdevPh22ZN7Want to learn more about opening your own UP Academy? Check out the Rebel Educator Accelerator:www.rebeleducator.com/courses/the-acceleratorMORE ABOUT THE REBEL EDUCATOR PODCAST:In each episode of the Rebel Educator podcast, I deconstruct world-class educators, students, and thought leaders in education to extract the tactics, tools, and routines that you can use as teachers and parents. Join me as we discuss how to shift the classroom, the learning environment, the mindset, and the pedagogy, to resist tradition, reignite wonder, and re-imagine the future of education.This podcast is dedicated to all of the educators who work thankless hours to make our next generation the best it can be.  It was designed to begin conversations on how we can redesign education for the future of work and the success of our students.  It is meant for teachers, students, administrators, homeschoolers and anyone who interacts with and teaches youth.  We're so grateful to our sponsor AI Coach by Edthena. AI Coach enables your teachers to go through coaching cycles based on their own needs. The virtual coach guides teachers to reflect on their teaching, set a goal, and create an action plan… all based on gathering classroom evidence. It gives support between PD days  and other coaching cycles.Get a free trial for your teachers here.

Dr. Skerrett is known for her work in the areas of secondary English and literacy education in urban contexts, including among transnational youth. Dr. Skerrett's book, Teaching Transnational Youth: Literacy and Education in a Changing World published by Teachers College Press in 2015, is the first to examine the educational opportunities and challenges arising from increasing numbers of students living and attending school across different countries. Her new book, Teaching Literacy in Troubled Times: Identity, Inquiry and Social Action at the Heart of Instruction, co-authored with past Classroom Caffeine guest Peter Smaroginsky and published by Corwin Press in 2022 showcases teachers and students engaged in developing critical literacies and taking social action to create more just worlds. She is the keynote speaker for the 2023 RISE Caribbean Conference hosted at the University of South Florida in Tampa, Florida. Allison Skerrett is Professor of Curriculum and Instruction and Director of Teacher Education in the College of Education at The University of Texas at Austin.To cite this episode: Persohn, L. (Host). (2023, May. 9). A conversation with Allison Skerrett: RISE Caribbean Special Series (Season 3, No. 24) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/9D8C-84C1-8FB6-1C92-61E0-6Connect with Classroom Caffeine at www.classroomcaffeine.com or on Facebook, Twitter, and Instagram.

30 min. This discussion is about Maureen's BOOK!  Title:  The Graphic Novel Classroom:  POWerful Teaching with Learning and Images, published by Corwin Press, 2011 Folks check out the cover graphic if nothing else!!!!   https://www.amazon.com/Graphic-Novel-Classroom-POWerful-Teaching/dp/1628737344.      ENJOY! -------- Using graphic novels as her main tool, Maureen taught young people how to reflect on how they make meaning from images based on their conditioned life experiences and how to negotiate meaning socially, with their peers. This experience ultimately led Maureen to a career as a psychotherapist and wellness educator at Landscapes for Learning.  Graphic novels created within the comics medium of communication afforded Maureen the opportunity to learn about how humans make meaning together based on a process of social negotiation. The world isn't just how I see it. It's how WE see it. "Me" has to be willing to be a "We."  Maureen learned how this process of social negotiation of meaning and communication required self-regulation--  her own regulation as the classroom manager and learning facilitator-- and her students' as pre-occupied teenagers. Teaching the process of metacognition, (how we know how we know) mindfulness (not attaching to thoughts/we aren't our thoughts), and nervous system regulation (assessing safety and threat within ourselves/ fight/flight/freeze, etc..) within the context of teaching English brought her to her psychology passion and new career.  Maureen had to remain calm and alert enough to create space and not interefere or control students so they could viscerally experience this meaning-making process for themselves. Real learning is a messy process. It includes making mistakes, becoming dysregulated, getting emotionally upset, offensive and insensitive remarks. These things happen when mindbodies try to formulate what they think and attempt to express it to others. Dealing with others' differing opinions can be a stress-filled situation.  Maureen saw how trigger-warnings and other safe-space and speech-limiting school policies were creeping into classrooms and interfering with this important learning process. Protecting students from hurt feelings and discomfort created weaker, less courageous individuals who feared others and developed unhealthy dependence on adults.  It's a problem of our age - time and era, not birth years.   Helping students unlearn the conditioning of "finding the one right answer to get the grade" was a challenge and joy. 

Today's leaders face the challenge of leading five generations: Baby Boomers, Generation X, Millennials, and brand-new Generation Z teachers, along with Gen Alpha, today's youngest students. In this week's episode, Mark White, shares his research and experiences to address expectations implicit with leading each generation.  In this episode, we discuss: Tactics for transitioning to 5-Gen Leadership and understanding distinct generations in teaching staff Advice for creating a welcoming environment for Gen Z and Gen Alpha And his book, Leading 5 Generations in Schools!  About Mark White: Mark White is an award-winning teacher, school leader, and author. He was previously the superintendent of the Gahanna-Jefferson Public Schools in Gahanna, Ohio, and the academic principal at the Beijing National Day School in Beijing, China. He has frequently been a guest speaker in universities and at local, state, and national conferences. As a consultant, he has coached thousands of educators in schools across America. Mark is the co-author, along with Dwight L. Carter, of What's in Your Space: Five Steps for Successful School Redesign (Corwin Press 2016) and Leading Schools in Disruptive Times: How to Survive Hyper-Change (Corwin Press 2018), which was chosen by Learning Forward as a book club selection. A second edition of the book, updated during the COVID pandemic of 2020, was released in 2021. His latest book, 5-Gen Leadership: Leading 5 Generations in Schools in the 2020's was released by Corwin Press in October of 2021 and was recently selected for placement in the Sage Knowledge digital library, a collection of books accessed by researchers and academics from around the world. Follow Mark White: Website: http://www.markwhitelearning.com (www.markwhitelearning.com)  Twitter: https://twitter.com/MarkWhite55 (https://twitter.com/MarkWhite55) (@markwhite55) Instagram: https://www.instagram.com/suptmarkwhite/ (https://www.instagram.com/suptmarkwhite/) (@suptmarkwhite) Linkedin: https://www.linkedin.com/in/markwhite55/ (https://www.linkedin.com/in/markwhite55/)  https://www.amazon.com/5-Gen-Leadership-Leading-Generations-Schools/dp/1071837028?crid=18NHTG3K1Z8I&keywords=Leading+5+Generations+in+Schools&qid=1667063816&sprefix=leading+5+generations+in+schools%2Caps%2C125&sr=8-1&linkCode=ll1&tag=aspirewebsite-20&linkId=f3300f2214328fc8d7aaaa082628a392&language=en_US&ref_=as_li_ss_tl [caption id="attachment_3508" align="alignnone" width="1024"]https://joshstamper.com/wp-content/uploads/2021/06/Aspire-Swag-Website-Image-update-6.18.21.png () Aspire: The Leadership Development Podcast Swag, Joshua Stamper, Teach Better[/caption] NEW Aspire Swag with Discount Code: ASPIRE  Tee-Shirts and Drinkware: https://teachbetterswag.com/collections/aspire-the-leadership-development-podcast (ASPIRE: The Leadership Development Podcast)   This post contains affiliate links. When you make a purchase through these links, The Aspire Podcast gets a small percentage of the sale at no extra cost to you. Need a Presenter for a conference or school PD? https://joshstamper.com/contact/ (Contact Joshua Stamper ) for presentations on Restorative Practices, Leadership Development, and Innovative campus systems. Watch my session on Trauma Informed, restorative and social emotional practices athttp://www.teachsummit.com/stamper ( www.teachsummit.com/stamper)   Follow the Host, Joshua Stamper: Contact:https://joshstamper.com/contact/ ( https://joshstamper.com/contact/) Twitter:http://www.twitter.com/Joshua__Stamper ( www.twitter.com/Joshua__Stamper) Instagram:http://www.instagram.com/joshua__stamper ( www.instagram.com/joshua__stamper) Linkedin:http://www.linkedin.com/in/joshua-stamper/ ( www.linkedin.com/in/joshua-stamper) Facebook:https://www.facebook.com/AspirePodcast ( https://www.facebook.com/AspirePodcast)...

In this episode, we announce the winners of our Corwin book giveaway. Thank you to everyone who has left reviews or ratings on their listening platforms, and an especially big thank you to Corwin Press for sponsoring this giveaway by donating five professional books. The winners are:Jenn BurkePatty SaentzRikki KwasMeredith SchaeferLinda Szakmary____________________________________To read more about partnerships and processes, check out some of the blog posts about them, including:Partnerships to Establish CommunityStrengthening Writing Partnerships Part 1 and Part 2Setting Up Writing PartnershipsSubscribe to our podcast at https://twtpod.buzzsprout.com. For more about the teaching of writing, check out the blog! https://twowritingteachers.org Follow me on Twitter!Melanie Meehan: https://twitter.com/MelanieMeehan1Advertising Inquiries: https://redcircle.com/brands Subscribe to our podcast. Please leave us ratings/reviews on your favorite listening platform. Twitter: Amy Ellerman: @sanderling12 Melanie Meehan: @MelanieMeehan1 Stacey Shubitz: @sshubitz Advertising Inquiries: Email us at contact@twowritingtea...

If you're interested in reading more about conventions, some blog posts include:Ways to Teach ConventionsGrammar and ConventionsUsing Inquiry to Lift Language ConventionsSubscribe to our podcast at https://twtpod.buzzsprout.com.  If you subscribe and leave us a review, please fill out this form! You'll be entered in a drawing for professional books from Corwin Press. For more about the teaching of writing, check out the blog! https://twowritingteachers.org Follow me on Twitter!Melanie Meehan: https://twitter.com/MelanieMeehan1Advertising Inquiries: https://redcircle.com/brands 

“Like Martin Luther King, I have a dream. I dream that someday all teachers will teach students how to think rather than make them think. I dream that all students will understand how their brains work and use the knowledge to be successful and excel in whatever endeavor they choose.” Arizona School Administrator, Jeff Kleck Watch this interview on YouTube here https://youtu.be/2pDRrOOcX5s On this episode we will learn:  ✔  About the educator who inspired Andrea to move in the direction of neuroscience in 2014. ✔  How he became interested in neuroscience, introducing Andrea to Carol Dweck and David A. Sousa. ✔  The moment of truth when Jeff met Andrea and gave her feedback that changed the direction of her work. ✔  How to handle criticism, and move forward even when it's difficult to hear. ✔ After 40 years in education, Jeff Kleck shares brain-based strategies he's used with students, athletes and his own children. Welcome back to The Neuroscience Meets Social and Emotional Learning Podcast, where we cover the science-based evidence behind social and emotional learning (for schools) and emotional intelligence training (in the workplace) with tools, ideas and strategies that we can all use for immediate results, with our brain in mind. I'm Andrea Samadi, an author, and educator with a passion for learning specifically on the topics of health, wellbeing and productivity, and launched this podcast to share how important an understanding of our brain is for our everyday life and results using the most current brain research to inform our decisions. Our guest today is someone I've mentioned often on this podcast, but one day, I realized that I know very little about the person who encouraged me to pivot in the direction of neuroscience, back in 2014. Every interview I've ever done, someone always asks me “How did you end up doing a podcast on the topic of neuroscience?” and I tell the same story about how an educator urged me to go in this direction many years ago. I'm very intentional about the people I ask to come on the podcast. They are usually someone who is making an impact in the field of health, wellness, and education in some way, or has had an impact on my direction, and the work I've been doing over the years and while creating the questions for Dr. Ginger Campbell, who's well known for her podcast Brain Science[i], I stopped to think for a moment about how on the earth I ended up where I am today and I thought about our next guest. I never ignore those flashes of insight that interrupt me while working, as the connections I've made over the years are the only reason I am here today, working in this field of educational neuroscience, and so very passionate about it,  with the incredible opportunity to think, learn and create every day. And I wouldn't have had the courage to move in the direction of Neuroscience, without the guidance of our next guest, Jeff Kleck,[ii] who is now the principal at Valley Christian School in Phoenix.  I look forward to talking neuroscience with Jeff, someone I've not seen since he helped me to create my second book, Level Up: A Brain-Based Strategy. On today's episode #246, we'll be speaking with Jeff Kleck, and see if I can fill in the blanks of where his passion for neuroscience began, what he's doing now to help educators understand how their brain impacts learning, and what he thinks of the future of educational neuroscience in our schools, sports and workplace environments. Let's welcome my mentor to this field of educational neuroscience, Jeff Kleck. Intro: Welcome Jeff! It's incredible to see you again. Was it 2014 when we met last? Maybe 2015? Somewhere back then… Jeff, I reached out to you, as I mention in the back story that I never ignore those flashes of insight that come while working, and I was writing Dr. Ginger Campbell's interview questions, and for a moment, I was stumped. How on the earth did I get here, asking the host of the top neuroscience podcast questions for an upcoming interview. For a minute, I was just blown away, because you'll remember that day we met in your office, and you were handing me all these books off your bookshelf for me to read, I knew absolutely nothing about this topic. First off, I want to let you know how grateful I am that you presented me with this opportunity to learn more about the brain. Q1: Can we begin with where YOUR interest in neuroscience began? Why did you have all those books on your book shelf, and I know you gave me a ton of your hand-written notes and research to get started. Where did this interest begin for you? Q1B: I'll never forget you telling me to research Carol Dweck[iii]. I wrote her name on the back on a piece of paper, and her Mindset book took off in our schools after you had mentioned her work. I'm curious, who you are you studying now? Q2: If you think back to that day where we met in your office, and you gave me all of those books (I still have them all, one set is behind me) I know that you were really trying to help me, or I know you wouldn't have given me so much content to give me a running start. What do you remember about having to provide feedback about the direction I was going, that no one wants to say, but your feedback ended up being a huge turning point for me? Q3: One of the books you gave me was David A. Sousa's How the Brain Learns Series by Corwin Press. I can't even tell you how much this series impacted the work I've been doing since we met. I've interviewed Dr. Sousa (twice), have met many other Corwin Press authors, worked on projects with other companies with these authors and have used what I learned from Dr. Sousa to help my youngest daughter who needed new strategies to help her with reading comprehension.  A huge thank you for that but I remember opening that book, and seeing all these charts about the brain, and memory, I almost thought that learning neuroscience was going to be too difficult for me. How are you approaching this topic with your teachers now, and do you receive any pushback on the topic at all? (does anyone talk about the reading wars—science vs whole language point of view)? Q4: I know you've been wearing the hat of an educator for most of your years (working in the admin side) but I wonder, when you took off this hat, and switch to being a student, what is something that you have learned over the years about the brain that has helped you? 4B: Did you use what you know about the brain with your children when you were raising them? 4C: What strategies did you use for athletes as a football coach? Q5: What's your vision for educational neuroscience in the future? What do you think will help our students in the classroom, athletics and even when they move into College and their future careers? Q6: Is there anything important that I have missed? Jeff, I want to thank from the bottom of my heart for coming on this podcast today to share your passion and vision for neuroscience in our classrooms of the future. I know I would not be doing what I'm doing today without your influence, and I'll be forever grateful for that. I do hope that you publish something someday to document everything you've learned on this topic over the years and if  you do, please do come back on the podcast to share it. RESOURCES: How the Brain Influences Behavior by David A. Sousa  https://us.corwin.com/sites/default/files/upm-assets/26266_book_item_26266.pdf REFERENCES: [i] https://brainsciencepodcast.com/ [ii] https://valleychristianaz.org/team/jeff-kleck/ [iii] Mindset: The New Psychology of Success by Carol Dweck Published Feb. 28, 2006 https://www.amazon.com/Mindset-Psychology-Carol-S-Dweck-ebook/dp/B000FCKPHG/ref=tmm_kin_swatch_0?_encoding=UTF8&qid=1662756061&sr=8-1  

In this episode I chat with three phenomenal guests. T.J. Vari, Connie Hamilton, and Joseph Jones have experience as building and district school leaders. They have authored or co-authored nine books, including their most recent publication with Corwin Press, 7 Mindshifts for School Leaders. T.J. Vari is the Assistant Superintendent of Secondary Schools and District Operations in the Appoquinimink School District in Delaware. He's also a co-author on 5 books for school leaders, including two Corwin books: Passionate Leadership and 7 Mindshifts for School Leaders. You can find his blogs, podcasts, and other work at theschoolhouse302.com. Connie Hamilton served the field of education as a teacher, instructional coach, principal, and district leader. She is the author or co-author of four books including 7 Mindshifts for School Leaders published by Corwin Press. Find out more about Connie's work at www.conniehamilton.net Joseph Jones is the Superintendent of Schools in the New Castle County Vocational-Technical School District. He is the co-author on 5 books for school leaders, including two Corwin books: Passionate Leadership and 7 Mindshifts for School Leaders. Find out more about Joe's work at theschoolhouse302.com During our conversation, we discussed the reality that often is leading an organization - that we are firefighters. So often we are consumed with the day to day issues that we are unable to recognize and address the root causes that continue to feed into them. It is this reason that these amazing leaders identified 7 mindshifts to help us approach education from a different perspective. Using examples from businesses and organizations from various markets, they challenge leaders to shift their mindsets so that they can improve their outcomes. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/thecounternarrative/support

This week's guest, David Frangiosa, shares how he used multiple grading procedures to discover a process that revolutionized his classroom and shifted the focus to learning, which was going gradeless. We dive into this structure of feedback, student self pacing, and the misconceptions of this system.  In this episode, we discuss: Utilizing an Accountability Checklist  The differences of going gradeless vs. Standards Based Grading And his book, Going Gradeless: Shifting the Focus to Student Learning!  About David Frangiosa: David Frangiosa is a high school science teacher from Northern NJ and the co-author of Going Gradeless: Shifting the Focus to Student Learning, Corwin Press. Over the past seven years, he has been performing action research on grade reform and the impact of various instructional approaches. He is an educational blogger who maintains his own blog at ReimaginedSchools.com, as well as contributes to the TeachBetter blog, SchoolRubric  and Teachers Going Gradeless. He also hosts the podcast, From Earning to Learning. Follow David Frangiosa: Website: http://www.reimaginedschools.com (www.reimaginedschools.com)  Twitter:https://twitter.com/DavidFrangiosa (https://twitter.com/DavidFrangiosa) (@DavidFrangiosa) Linkedin: https://www.linkedin.com/in/dave-frangiosa-4278a61/ (https://www.linkedin.com/in/dave-frangiosa-4278a61/)  https://www.amazon.com/Going-Gradeless-Grades-6-12-Shifting/dp/1071837540?crid=3JBK5C58NKV57&keywords=going+gradeless+focus&qid=1661623245&sprefix=going+gradeless+focus%2Caps%2C183&sr=8-1&linkCode=ll1&tag=aspirewebsite-20&linkId=6dad3f6cba0ca362eebff1b725ec10c4&language=en_US&ref_=as_li_ss_tl Teach Better Conference: https://teachbetterconference.com/ (https://teachbetterconference.com/)  Use Code AspireTB2022 for $50 off your two day registration   [caption id="attachment_3508" align="alignnone" width="1024"]https://joshstamper.com/wp-content/uploads/2021/06/Aspire-Swag-Website-Image-update-6.18.21.png () Aspire: The Leadership Development Podcast Swag, Joshua Stamper, Teach Better[/caption] NEW Aspire Swag with Discount Code: ASPIRE  Tee-Shirts and Drinkware: https://teachbetterswag.com/collections/aspire-the-leadership-development-podcast (ASPIRE: The Leadership Development Podcast)   This post contains affiliate links. When you make a purchase through these links, The Aspire Podcast gets a small percentage of the sale at no extra cost to you. Need a Presenter for a conference or school PD? https://joshstamper.com/contact/ (Contact Joshua Stamper ) for presentations on Restorative Practices, Leadership Development, and Innovative campus systems. Watch my session on Trauma Informed, restorative and social emotional practices athttp://www.teachsummit.com/stamper ( www.teachsummit.com/stamper)   Follow the Host, Joshua Stamper: Contact:https://joshstamper.com/contact/ ( https://joshstamper.com/contact/) Twitter:http://www.twitter.com/Joshua__Stamper ( www.twitter.com/Joshua__Stamper) Instagram:http://www.instagram.com/joshua__stamper ( www.instagram.com/joshua__stamper) Linkedin:http://www.linkedin.com/in/joshua-stamper/ ( www.linkedin.com/in/joshua-stamper) Facebook:https://www.facebook.com/AspirePodcast ( https://www.facebook.com/AspirePodcast) Subscribe:https://podcasts.apple.com/us/podcast/aspire-the-leadership-development-podcast/id1384210762?mt=2 ( https://podcasts.apple.com/us/podcast/aspire-the-leadership-development-podcast/id1384210762?mt=2)   Aspire to Lead made it to the Best New Education Books I'm happy to announce that my book, "Aspire to Lead", made it to https://bookauthority.org/books/new-education-books?t=1424ls&s=award&book=1953852386 (BookAuthority's Best New Education Books). BookAuthority collects and ranks the best books in the world, and it is a great honor to get this kind of recognition....

In this episode, I welcome my good friend Afrika Afeni Mills to the podcast to discuss her new book, "Open Windows, Open Minds", the pros and cons of writing in the white gaze, what it means to be pro-human, and so much more! To learn more about Afrika's work, you can visit her website at afrikaafenimills.com or follow her at Instagram (@open_windows_open_minds) and Twitter (@AfeniMills). BIO: Afrika Afeni Mills is an Education Consultant and the author of Open Windows, Open Minds: Developing Antiracist, Pro-Human Students with Corwin Press. She works with colleagues, teachers, coaches, and administrators to transform instructional practices. Afrika has been featured on podcasts, blogs, delivered keynote addresses, and facilitated sessions at conferences both virtually and across the United States. Afrika believes that all educators can be motivated, engaged, dynamic practitioners and leaders when provided with the support needed to create student-centered, culturally responsive learning environments that inspire wonder and creativity and nurture diversity, equity, inclusion, and belonging from an antibias, antiracist, pro-human mindset. --- Support this podcast: https://anchor.fm/identitytalk4educators/support

Afrika Afeni Mills is an Education Consultant and the author of Open Windows, Open Minds: Developing Antiracist, Pro-Human Students, available for pre-order through Corwin Press. She works with colleagues, teachers, coaches, and administrators to develop and sustain student-centered learning experiences that are diverse, inclusive, and equitable. Afrika has been featured on podcasts, blogs, delivered keynote addresses, and facilitated sessions at conferences across the United States. Afrika believes that all educators can be motivated, engaged, dynamic practitioners and leaders when provided with the support needed to create student-centered, anti-bias, anti-racist, culturally responsive learning environments that inspire wonder and creativity and nurture diversity, belonging, equity, and inclusion. Show Highlights Avoid surface diversity in various spaces in leadership structures and decision makers. How a Black Woman talk to White Educators and White students about bias and racism? Every leader needs braided rope and Marigolds.  Navigate the imposter syndrome of doing this work with an essential book, Open Windows, Open Minds: Developing Antiracist, Pro-Human Students.  The importance of educators doing their own racial identity work to help students grow their perspective of the world. Words of encouragement for educators who want to do this work but understand the political reality and challenge of championing this work? The critical difference between family/community involvement and family and community partnership. Invest in unpacking competing priorities for educators to engage in  deep learning and conversation. “Let's be in this together, let's support one another because we have important work to do. We are well suited to the task. We just have to make sure that we stay the course.” -Afrika Afeni Mills Afrika Afeni Mills' Resources & Contact Info: AfrikaAfeniMills.com Twitter  Instagram Facebook Afrika Afeni Mills - Equity Guardian Linkedin Personal Blog: Continental Drift   Read my latest book! Learn why the ABCs of powerful professional development™ work – Grow your skills by integrating more Authenticity, Belonging, and Challenge into your life and leadership.   Read Mastermind: Unlocking Talent Within Every School Leader today! Join the “Back to School Boot Camp” The one thing you need to start next year off with energy momentum is a solid 90-day plan.   In the “Back to School Bootcamp” I will teach you how to create your 90-day plan in just 5-days.   Join the challenge today! Apply to the Mastermind The mastermind is changing the landscape of professional development for school leaders.    100% of our members agree that the mastermind is the #1 way they grow their leadership skills.   Apply to the mastermind today!   SHOW SPONSORS: HARVARD GRADUATE SCHOOL OF EDUCATION Transform how you lead to become a resilient and empowered change agent with Harvard's online Certificate in School Management and Leadership. Grow your professional network with a global cohort of fellow school leaders as you collaborate in case studies bridging the fields of education and business. Apply today at http://hgse.me/leader.   TEACHFX School leaders know that productive student talk drives student learning, but the average teacher talks 75% of class time! TeachFX is changing that with a “Fitbit for teachers” that automatically measures student engagement and gives teachers feedback about what they could do differently.  Learn more about the TeachFX app and get a special 20% discount for your school or district by visiting teachfx.com/blbs.   ORGANIZED BINDER Organized Binder is the missing piece in many classrooms. Many teachers are great with the main content of the lesson. Organized Binder helps with powerful introductions, savvy transitions, and memorable lesson closings. Your students will grow their executive functioning skills (and as a bonus), your teachers will become more organized too. Help your students and staff level up with Organized Binder.   Copyright © 2022 Twelve Practices LLC              

This week on Conceptually Speaking I'm joined by Joe Schmidt and our very own Nichelle Pinkney—coauthors of the upcoming book Civil Discourse: Classroom Conversations for Stronger Communities from Corwin Press. With the current state of our dumpster fire national discourse, this book could not be coming at a better time. For posterity, at the time of recording this podcast, there are dozens of bills being drafted in state legislatures around the country attempting to censor any dialogue of so-called divisive concepts, historical injustices, and the fraught, complex nature of America's past. Now, more than ever, educators require reliable, research-based scaffolds and frameworks to foster the types of dialogue, discussion, and debate required to continue our shared democratic project. To that end, Joe and Nichelle's book details how to go about co-constructing classroom communities using the CUBED method to make that make civil discourse possible. It's no surprise that two humans who wrote a book about the nuances of productive conversation were such fantastic podcasts guests. Stay tuned for an informative and lively discussion about Civil Discourse.Link to Buy Civil DiscourseLink to Joe's WebsiteLink to Nichelle's LTT Bio

From Earning to Learning is the podcast where Dave Frangiosa shares research backed philosophies, thoughts on student engagement and classroom tested techniques that can help move students towards learning. Vince Bustamante (@VinceBusta) is an educator, assessment consultant and co-author of Great Teaching by Design and The Assessment Playbook for Distance & Blended Learning from Corwin Press. In this episode, we discuss intentional planning, differentiation and more. You can check out Vince's work or book him here. Twitter: @DavidFrangiosa Website: www.reimaginedschools.com

Welcome back to the Neuroscience Meets Social and Emotional Learning podcast, episode #197 with a special returning guest, David A Sousa, who we first spoke with back in August 2020 on episode #78[i]. Click here to watch this interview on YouTube https://youtu.be/148InRAxFts On this episode you will learn: ✔︎ What's new with the 6th edition of Dr. David Sousa's "How the Brain Learns" The importance of the cognitive component of social-emotional learning The importance of student engagement, especially through academic teams Connections between Bloom's Taxonomy and current instructional strategies, such as teaming and project/maker learning Strategies that ALL teachers can implement to reduce stress in the classroom and improve student learning/engagement. What happens in the brain when we are learning something new. How to make practice PERMANENT and transfer knowledge into memory. What we can learn from the specialized areas of the brain How the science of reading can help us as teachers with the learning process I'm thrilled to have the chance to speak with David Sousa again, as It was David Sousa's How the Brain Learns book Series[ii]  that is now in its 6th Edition (that includes How the Brain Learns, How the Brain Learns to Read, How the Gifted Brain Learns, and How the Special Needs Brain Learns) that I was given by an educator who put me on the path of helping others to understand how learning occurs in the brain. When reading this series, I was told from other respected colleagues that this book series is one that every educator should read, and after our first interview, was contacted from educators all over the country (and world) with how helpful this series has been for them. How the Brain Leans has helped me as a parent to understand how my own children learn (specifically with reading) and gave me more understanding and patience to help put into practice some of the secrets for accelerating literacy that we have dove into on this podcast, since this first interview with David Sousa, almost 2 years ago now. For those new, or returning guests, welcome back! I'm Andrea Samadi, author, and educator from Toronto, Canada, now in Arizona, and like many of you listening, have been fascinated with learning and understanding the science behind high performance strategies that we can use to improve our productivity in our schools, our sports, and workplace environments. My vision is to bring the experts to you, share their books, resources, and ideas to help you to implement their proven strategies, whether you are a teacher working in the classroom or in the corporate environment. A bit about David Sousa, he's an international consultant in educational neuroscience, has written more than 20 books for educators and parents on ways to use brain research to improve teaching and learning. He has conducted workshops for more than 200,000 educators in hundreds of school districts on brain research and science education at the Pre-K to Grade 12 and university levels. He has presented at national conventions of educational organizations and to regional and local school districts across the United States, Canada, Europe, Australia, New Zealand, and Asia. Dr. Sousa has a bachelor of science degree in chemistry from Bridgewater (Massachusetts) State University, a master of arts degree in teaching science from Harvard University, and a doctorate from Rutgers University. His teaching experience covers all levels. He has taught high school science and has served as a K–12 director of science, a supervisor of instruction, and a district superintendent in New Jersey schools. He has been an adjunct professor of education at Seton Hall University and at Rutgers University. He has received awards from professional associations, school districts, and Bridgewater State University (Distinguished Alumni Award), as well as several honorary doctorates for his commitment and contributions to research, professional development, and science education. He has been interviewed on the NBC Today show, on National Public Radio, and other programs about his work with schools using brain research. He makes his home in south Florida. I would highly recommend watching our first interview together and can't wait to hear what's new to deliver game-changing and brain-changing results for our students. Let's welcome back Dr. David A. Sousa! WELCOME and INTRO Q: Welcome back, David, thank you for coming back on the podcast as a returning guest.  David, I'm sure you will remember me sending you feedback after our first interview from educators around the world who were using How the Brain Learns with their students, and that you know how important this understanding of the brain is for the future of education.  Thank you for your dedication to this field. I know I speak on behalf of everyone who reads your books and gains a deeper understanding of how to teach with our brain in mind as a result. David, as research of the brain continues to evolve, these insights can change the way that we as educators that you call “brain-changers” (and even as parents) guide our students/children towards success. My intro question to you in our first interview was to help orient our listeners with your background and how you became interested in the brain and learning. Can you share where your passion for the brain and learning began, and what you've seen over the years working with educators around the world? Q1: Can we begin with some of the brand-new findings that you have put into this 6th Edition of How the Brain Learns, and expand on the growth of educational neuroscience, since this is the Neuroscience Meets Social and Emotional Learning podcast, and how do you integrate the cognitive component of social and emotional learning? Q2: It was an educator in 2014 who handed me your How the Brain Learns series, and told me the importance of understanding how important this book would be if I wanted to help guide students towards success and I have seen change in the field since then, and especially with the interviews on this podcast over the past 3 years, but what are you seeing? Are schools and teaching changing fast enough as new research emerges? Q3: We are focused this season of the podcast on brain-health and well-being and after some of our interviews last year like Dr. Ratey,[iii] the author of the book, Spark: The Revolutionary New Science of Exercise and the Brain, we can clearly see how important exercise is for academic achievement. How would you suggest we prepare our students to stressful situations like taking tests, or anything they must face that might be stressful?  Q4: I think it's fascinating when we take a trip inside our skulls and look at how the brain learns (acquiring new knowledge and skills). In Chapter 2, you have a diagram that shows how our brain takes in new information and on my last podcast episode, I wanted to show what learning looks like with neurons reaching out to other neurons and making new connections in the brain. Can you explain what happens in the brain, when we are learning something new, and what does the new research reveal is important for students to enjoy the learning process so what they are learning is retained? (Transforming the learning into creative thoughts and products). Q5: In chapter 3, you cover memory, retention and learning. There was so much to this chapter that I found important because it baffles me that I can test my daughter on her spelling test the night before, and sometimes she recalls the words the next day, accurate enough to do well on her spelling test, but other days, the practice we did doesn't stick. What's involved in retaining what we learn, and what could I do to guarantee her practice will be retained? Does practice really make perfect, or what else do we need to consider? Q6: In Chapter 4, on The Power of Transfer, you examine the factors that affect transfer. Most of us know how important prior knowledge is for learning, and you even open up all your books in this series with a “what we already know” section, but I never thought of negative transfer, or something interfering with my learning. What should we all know and understand (general guidelines) for teaching transfer? Q7: In Chapter 5, Brain Organization and Transfer, there's a focus on teaching to the whole brain and this chapter includes some incredible resources (videos) that explain how brain areas are specialized. I found it helpful to know what parts of the brain are involved in reading (from your How the Brain Learns to Read book), or even how the ELL brain is different in How the ELL Brain Learns.  What is important for us to know about the new research and how some regions of the brain are specialized to perform certain tasks? Q8: In chapter 6, you have a quote that hit me as a parent of a child who has struggled with reading because I know how important this skill is for her entire academic career. You quote “one you learn to read; you will be forever free” and I can see it in her eyes how much she wants to learn this skill. How has the science of reading contributed to our understanding of the struggle that students face (whether it's reading, or with mathematics) and what is “productive struggle?” Q9: I could keep asking you questions and know that the content of this book is thorough, with new findings included in this latest edition. Is there something that we have missed, that's new, that you think is important for us to cover? Thank you for your time today, to dive deeper into the 6th Edition of How the Brain Learns with these fresh insights that educators can use to guide their students towards success. For anyone who wants to access this book, I will put the link to it through Corwin Press in the show notes along with the free resources they can access immediately.[iv] https://us.corwin.com/en-us/nam/how-the-brain-learns/book278665 https://us.corwin.com/en-us/nam/how-the-brain-learns/book278665#free-resources RESOURCES: Integrating Social, Emotional and Academic Development: An Action Guide for School Leadership Team by Hank Resnik March 2019 https://www.aspeninstitute.org/publications/integrating-social-emotional-and-academic-development-sead-an-action-guide-for-school-leadership-teams/   Engaging the Rewired Brain by Dr. David A. Sousa Published Dec. 9th, 2015  https://www.amazon.com/Engaging-Rewired-Brain-David-Sousa/dp/1941112250 Mind, Brain and Education by Dr. David Sousa Published July, 2010  https://www.amazon.com/Mind-Brain-Education-Neuroscience-Implications-ebook/dp/B0046W6UDY   REFERENCES:   [i] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #78 with David A. Sousa on “How the Brain Learns”  https://andreasamadi.podbean.com/e/award-winning-author-david-a-sousa-on-how-the-brain-learns/ [ii] How the Brain Learns by David A. Sousa https://us.corwin.com/en-us/nam/how-the-brain-learns/book278665 [iii]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #116 “The Revolutionary New Science of Exercise and the Brain”  https://andreasamadi.podbean.com/e/best-selling-author-john-j-ratey-md-on-the-revolutionary-new-science-of-exercise-and-the-brain/ [iv] How the Brain Learns 6th Edition FREE RESOURCES https://us.corwin.com/en-us/nam/how-the-brain-learns/book278665#free-resources

FETC 2022 - Chase Nordengren - Student goal setting and my recent book released by Corwin Press (https://us.corwin.com/en-us/nam/step-into-student-goal-setting/book277600) --- Support this podcast: https://anchor.fm/edutechguys-conference/support

Randy Weiner has worked in education, ed tech and consulting throughout his career. In 2012, He co- founded and served as the first Chairman of the Board at Urban Montessori Charter School (UMCS) in Oakland, CA—the nation's first public Montessori, Arts Integration and Design Thinking school. Randy is also a co-founder and the CEO at BrainQuake, a three- time U.S. Department of Education Small Business Innovation Award winner.   Along with his Brass Tacks Innovations consulting firm partner, Dr. James Bailey, Randy co-authored “The Daily SEL Leader: A Guided Journal“, published in March 2021 by Corwin Press. A Teach for America alum and father to two daughters, Randy taught for five years in Oakland and Madagascar, and holds two BAs from Middlebury College and an MA in Education from Stanford. James' career has encompassed teacher, principal, school turnaround, principal consultant, and superintendent roles spanning Texas, Colorado, and Wyoming. As Superintendent in Wyoming,  his district was the first member in the state to join the League of Innovative Schools after reform efforts around personalized learning and social-emotional development. In San Antonio, he led the turnaround efforts for the Carpe Diem Schools. His deep-seated commitment to equity and supporting school leaders led to him training as an executive coach and co-founding Brass Tacks Innovations focused on adult SEL development, school redesign, and the use of improvement and implementation science to help all schools and learners meet the demands of our emerging society.  He is also an advocate for helping leaders and young people become more self-aware of their social and emotional needs and develop the skills to work with others on a more human level. James has a Ph.D. in Educational Leadership and Innovation, is a prolific publisher and presenter and serves as a core faculty member at Walden University in the areas of educational leadership. He recently had a book published called The Daily SEL Leader: A Guided Journal. Show Highlights SEL is not  warm, fuzzy or extra. Unpack the misunderstandings of SEL The “Holy grail of leadership”  with 5 minute transformational feedback.  The book you need for being a leader of action. Identify the “Knowing - Doing Gap.” Avoid feedback being a “freud experience” for everyone.  Safe spaces are not the goal, intentional, tailored feedback is.  Five minutes to see “everyone is an ocean and not a surface.” Learn a deliberate daily practice plan to build a leadership playground.  People who are better at leading with social-emotional skills tend to get a lot more impact and influence in their leadership. -James  James Bailey and Randy Weiner's Resources & Contact Info: The Daily SEL Leader: A Guided Journal  Randy Weiner -Twitter Brass Tacks Innovations Linkedin-James James Bailey - Twitter Brass Tacks Innovations -Facebook   Looking for more? Read The Better Leaders Better Schools Roadmap Join “The Mastermind” Read the latest on the blog   SHOW SPONSORS: HARVARD GRADUATE SCHOOL OF EDUCATION Transform how you lead to become a resilient and empowered change agent with Harvard's online Certificate in School Management and Leadership. Grow your professional network with a global cohort of fellow school leaders as you collaborate in case studies bridging the fields of education and business. Apply today at http://hgse.me/leader. TEACHFX School leaders know that productive student talk drives student learning, but the average teacher talks 75% of class time! TeachFX is changing that with a “Fitbit for teachers” that automatically measures student engagement and gives teachers feedback about what they could do differently.  Learn more about the TeachFX app and get a special 20% discount for your school or district by visiting teachfx.com/blbs. ORGANIZED BINDER Organized Binder is the missing piece in many classrooms. Many teachers are great with the main content of the lesson. Organized Binder helps with powerful introductions, savvy transitions, and memorable lesson closings. Your students will grow their executive functioning skills (and as a bonus), your teachers will become more organized too. Help your students and staff level up with Organized Binder.   Copyright © 2022 Twelve Practices LLC

Horacio Sanchez is the President and CEO of Resiliency Inc., an agency leader in helping schools improve school climate, instruction, and discipline. Horacio is recognized as one of the nation's prominent experts on promoting student resiliency and applying brain science to improve school outcomes. The Maladaptive Council (Academy of Science) recognizes him as a leading authority on emotional disorders and resiliency. He is a highly sought-after speaker and has keynoted many national conferences.Horacio has been a teacher, administrator, clinician, mental health director, and consultant to the Department of Education in North Carolina, Pennsylvania, and other states. His diverse education and background have helped him to merge research, science, and practice. Horacio sits on True Health Initiative Council of Directors, a coalition of more than 250 world-renowned health experts, committed to educating on proven principles of lifestyle as medicine. He has authored several articles and books on the topics of resiliency, closing the achievement gap, and applying neuroscience to improve educational practices and outcomes. He is the author of the best-selling book, The Education Revolution published by Corwin Press, which applies brain science to improve instruction, behaviors, and school climate. His new book is The Poverty Problem.https://resiliencyinc.com/Support the show (https://www.buymeacoffee.com/hownottothink)

Julie Jungalwala is a coach and advisor to school leaders, educational institutions, and foundations whose mission is to shape the future of K–12 education. She has over twenty years' experience building effective learning environments that unlock human potential and enable organizational culture to adapt and grow during times of change.   She is the founder and executive director of Institute for the Future of Learning, a nonprofit organization dedicated to helping transform the 'one size does not fit all' model of education. The Institute works with a diverse range of clients including public schools, independent schools, public charter schools, and educational philanthropic organizations.   Julie is also an instructor at Harvard Extension School where she teaches authentic leadership, change management and strengths-based development.   She graduated from the Harvard Graduate School of Education with a master's degree in Education, specializing in adult development, learning technology and behavioral change. Her book, The Human Side of Changing Education, was published by Corwin Press in 2018.   Show Highlights Help unlearn the system of education and avoid being a slot in a box. The leadership task that can't be ignored. 3 truths and 5 decisions. The DNRs leaders need to let go of? The Reinvention Mandate, avoid a predictable world. Be a “hospice worker to the old way and a midwife to the new.”  Learned helplessness within the system. Where is your heart in the work of preparing children for a noble future?   Five questions that unpack and encapsulate what is needed in education.  “Leadership is an extraordinarily lonely endeavor oftentimes. Going through the good times and the bad times you need people that you can call on. It doesn't matter the time of day, they will be there for you and you need to make the call. I would underscore what I've learned so far from those reinvention mandate interviews, nobody should do this work alone. The square squad. Write the name down and call them.” -Julie Jungalwala Full Transcript Julie Jungalwala Transcript   Julie Jungalwala's Resources & Contact Info:   Human side of changing education Institute for the Future of Learning    LinkedIn Twitter   Looking for more? Read The Better Leaders Better Schools Roadmap Join “The Mastermind” Read the latest on the blog   SHOW SPONSORS: HARVARD GRADUATE SCHOOL OF EDUCATION Transform how you lead to become a resilient and empowered change agent with Harvard's online Certificate in School Management and Leadership. Grow your professional network with a global cohort of fellow school leaders as you collaborate in case studies bridging the fields of education and business. Apply today at http://hgse.me/leader.   TEACHFX School leaders know that productive student talk drives student learning, but the average teacher talks 75% of class time! TeachFX is changing that with a “Fitbit for teachers” that automatically measures student engagement and gives teachers feedback about what they could do differently.  Learn more about the TeachFX app and get a special 20% discount for your school or district by visiting teachfx.com/blbs.   ORGANIZED BINDER Organized Binder is the missing piece in many classrooms. Many teachers are great with the main content of the lesson. Organized Binder helps with powerful introductions, savvy transitions, and memorable lesson closings. Your students will grow their executive functioning skills (and as a bonus), your teachers will become more organized too. Help your students and staff level up with Organized Binder.   Copyright © 2021 Twelve Practices LLC

As we gear up for another round of pandemic teaching and learning, we zero in on what will be needed to support students who learn differently. Follow on Twitter: @fromrooma212 @amygdalayo @ElizabethLStein @TStudentsupport @SHSUHIED @larryferlazzo @jonHarper70bd@bamradionetwork Dr. Ann H. Lê is a published author in a variety of educational journals and textbook chapters, as well as a guest speaker at statewide conferences, university forums, and radio show at Stanford University. She earned her Bachelors of Science in Neuroscience at Baylor University, Masters of Education in Special Education and Doctorate of Education in Educational Leadership at Sam Houston State University. She currently serves as the Behavioral & Mental Health Program Specialist at Tomball ISD, an External Evaluator for teacher candidates in Texas, and a consultant to Texas-wide school districts in the special education assessment of Vietnamese students. Amy Gaines is a Program Specialist with the William S. Hart Union High School District in sunny Santa Clarita, California. Amy has over 20 years of K-8 classroom teaching experience, primarily with students with special needs. She recently co-authored two book chapters, a supplemental chapter in What Really Works with Exceptional Learners (2017) by Corwin Press, and a chapter on HLP 1: Collaboration, in High-Leverage Practices in Special Education by Slack Publishing (slated for publication in 2022). Ann Stiltner is a high school special education teacher. She received a master's degree in special education from the University of Hartford and a certificate of advanced studies in literacy from Sacred Heart University. She writes the blog from Room A212 (annstiltner.com/blog). Elizabeth Stein is a special education and Universal Design for Learning instructional coach and consultant. She is the author of Two Teachers in the Room: Strategies for Co-Teaching Success (Routledge) and Elevating Co-Teaching through UDL (CAST).

The 2021 Summer Series continues with a roundtable discussion on Trauma-Informed Education. Joining Tom for this discussion are Jill Reedy, Joshua Stamper, & John Eller.   Jill Reedy is currently Assistant Regional Superintendent for the Macon/Piatt Regional Office of Education #39 located in Decatur, IL (24 yrs in education). She is a former elementary and middle school teacher and principal, as well as a district-level curriculum director. Jill led the work of the TIP (Trauma-Informed Partnership) consisting of the Macon/Piatt Regional Office, the Education Coalition of Macon County (community organization), the IEA (Illinois Education Association teacher union), and SIU School of Medicine Department of Population Science and Policy (Dr. Sameer Vohra,  Dr. Jeanne Koehler, Dr. Anne Scheer). Jill presents to administrators and teachers throughout Illinois with Dr. Nancy Brodbeck on “Implementing Trauma-Informed Practices in Schools” and “Creating a Culture of Care Through Mindful Leadership." She was recently invited to participate in the development of a new Children's Mental Health Plan for Illinois with the ICMHP (Illinois Children' Mental Health Partnership) and is currently working with the IL Governor's R3 (Restore, Renew, Reinvest) grant to foster positive relationships between youth and law enforcement and build capacity within community leaders to implement restorative practices Twitter: @ReedyJill Instagram: @reedy.jill Facebook: Jill Reedy     Joshua Stamper is a middle school Assistant Principal for a North Texas School District, where he's had the amazing opportunity to serve at four campuses and in two school districts. Prior to Joshua's current position, he was a classroom art educator and athletic coach for 6 years working with students in grades 6-8. In addition to his administrative position, Joshua is a podcaster, author, leadership coach, education presenter, and Podcast Network Manager for the Teach Better Team. Twitter: @Joshua_Stamper Instagram: @joshua_stamper LinkedIn: Joshua Stamper Website: www.joshstamper.com     John Eller has served in many roles in education. He has been an elementary and secondary school teacher, a principal at several schools, a National Distinguished Principal with the US Department of Education, a principal center director, and a college professor. John consults with schools and districts across the United States, Canada, and Australia and in South America, Europe, and Asia. John has authored or co-authored over a dozen books for Solution Tree and Corwin Press. His newest publication, Trauma-Sensitive Instruction, is designed to help teachers, leaders, and schools to work more effectively with trauma-impacted students. Twitter: @jellerthree LinkedIn: John Eller Facebook: John Eller     Tom Schimmer Podcast: Email the Podcast: tomschimmerpod@gmail.com Podcast on Twitter: @TomSchimmerPod Tom on Twitter: @TomSchimmer Instagram: tomschimmerpodcast Facebook: Schimmer Education Website: www.tomschimmer.com Amazon Author Page: Books

Afrika Afeni Mills is the Director of Diversity, Equity, and Inclusion with BetterLesson and an Education Consultant. She is the author of 'Letter to White Teachers of My Black Children' a blog on Teaching While White that went viral, and an upcoming book. Afrika works with colleagues, teachers, coaches, and administrators to transform practices. She has been featured on podcasts, blogs, delivered keynote addresses, and facilitated sessions at conferences across the United States. She will also be publishing a book with Corwin Press in 2022. Afrika believes that all educators can be motivated, engaged, dynamic practitioners and leaders when provided with the support needed to create student-centered, culturally responsive learning environments that inspire wonder and creativity and nurture diversity, equity, and inclusion.

Grace Sammon's passion is storytelling. Writing is her voice. Communicating is herskill. The Eves is her fourth book and her debut novel. Creating and Sustaining Small LearningCommunities and Battling the Hamster Wheel were each published by Corwin Press. Grace grew up onLong Island, New York. She spent many years in the Washington, DC area where she raised her twochildren, and established and owned an educational consulting firm operating in 32 states. Few individualshave her experiences of successfully working in the United States' urban, suburban, rural, and tribal landhigh schools. She is also an entrepreneur, starting two non-profits and her own consulting company, GMSPartners, Inc. Grace has been recognized in Who's Who in American Education and by the Secretary ofDefense as a member of the Joint Civilian Orientation Counsel.Follow Grace Sammon and buy her books!Website: www.GraceSammon.net Facebook: facebook.com/GraceSammonWrites/ Instagram: Instagram.com/gracesammonwrites/ Twitter: twitter.com/GSammonWrites •Linkedin: linkedin.com/in/grace-sammon-84389153/Music by Jam HansleyFollow us and buy our books:Everywhere: @DrinkingwithAuthorsWebsite: www.4horsemenpublications.com

Grace Sammon's passion is storytelling. Writing is her voice. Communicating is herskill. The Eves is her fourth book and her debut novel. Creating and Sustaining Small LearningCommunities and Battling the Hamster Wheel were each published by Corwin Press. Grace grew up onLong Island, New York. She spent many years in the Washington, DC area where she raised her twochildren, and established and owned an educational consulting firm operating in 32 states. Few individualshave her experiences of successfully working in the United States' urban, suburban, rural, and tribal landhigh schools. She is also an entrepreneur, starting two non-profits and her own consulting company, GMSPartners, Inc. Grace has been recognized in Who's Who in American Education and by the Secretary ofDefense as a member of the Joint Civilian Orientation Counsel.Follow Grace Sammon and buy her books!Website: www.GraceSammon.netFacebook: facebook.com/GraceSammonWrites/Instagram: Instagram.com/gracesammonwrites/Twitter: twitter.com/GSammonWrites •Linkedin: linkedin.com/in/grace-sammon-84389153/Music by Jam HansleyFollow us and buy our books:Everywhere: @DrinkingwithAuthorsWebsite: www.4horsemenpublications.com

David Frangiosa is a HS science teacher from NJ with 15 years of classroom experience. He's been performing action research on grade reform since 2015, which led to co-authoring Going Gradeless published by Corwin Press. David is also a blogger and podcaster! When not doing the work of an EDdisruptor, David spends his time as a dad and husband. You can find him on: Twitter: @DavidFrangiosa his website: www.reimaginedschools.com --- Send in a voice message: https://anchor.fm/bigedidea/message

Nancy Willard's vision is that young people will provide leadership throughout the world to embrace civility and foster positive relations! Nancy entered the field of “bullying prevention” by writing the first book ever published on cyberbullying. She approaches issues of youth risk based on a digital age perspective. Key insight related to this perspective is that the “authoritarian mindset,” which assumes that adults are in control, is not well founded. Nancy and I discuss how she got to this point and her approaches.  Her approach to youth risk prevention recognizes that in the digital age it is necessary for adults to empower young people with the values and skills to embrace civility. To help young people foster positive relationships requires a focus on the quality of the school  climate, empowering young people with the values and skills necessary to foster positive relationships, and ensuring that when adults intervene in hurtful situations this results in an effective resolution that fully supports all involved students. Nancy has degrees in special education and law, taught “at risk” children, practiced computer law, and was an educational technology and digital safety consultant. She also experienced intense bullying as a teen. She is the author of: Cyberbullying and Cyberthreats: Responding to the Challenge of Online Social Cruelty, Threats, and Distress (2007, Research Press) and Cyber-Safe Kids, Cyber-Savvy Teens, Helping Young People Use the Internet Safety and Responsibly (2007, Jossey Bass). Cyber Savvy: Embracing Digital Safety and Civility (2011, Corwin Press). Be sure to check out Nancy's work!  If you are interested in having an inspirational and transformational experience yourself be sure to check out my website now to sign up for my retreat this July!  https://www.melissadasilva.com/groupretreat/  Be sure to follow me on Instagram @realmelissadasilva

About Afrika Afeni Mills Afrika Afeni Mills is the Director of Diversity, Equity, and Inclusion with BetterLesson and an Education Consultant. She works with colleagues, teachers, coaches, and administrators to transform practices. Afrika has been featured on podcasts, blogs, delivered keynote addresses and facilitated sessions at conferences across the United States. She will also be publishing a book with Corwin Press in 2022. Afrika believes that all educators can be motivated, engaged, dynamic practitioners and leaders when provided with the support needed to create student-centered, culturally responsive learning environments that inspire wonder and creativity and nurture diversity, equity, and inclusion. Show Highlights Racial Identity Development Being proud of our racial identity Tracing our ancestry Navigating conversations about race Additional thoughts on equity and accessibility Connect with Afrika Twitter: @AfeniMills Facebook: Afrika Afeni Mills Equity Guardian LinkedIn: Afrika Afeni Mills Let's connect on Instagram! Invite Dr. Eakins to speak.

  Janet Hale Twitter is passionate about supporting educators in making curriculum decisions that ensure, enhance, and enrich learning and teaching experiences. She specializes in curriculum mapping; curriculum design using various models and frameworks; standards literacy and alignment; and documenting learning to assist schools, districts, dioceses, higher-ed programs, and educational organizations and businesses with their curriculum, instruction, and assessment needs and improvement plans. Her Masters of Arts degree in educational leadership and curriculum development; plus teaching in elementary, secondary, and special education classrooms, enable Janet to provide insights and information conducive to making decisions that improve curriculum, instruction, and assessment practices for all learners—including teachers and administrators. Beyond her own consultancy, Janet is a member of the Global School Consultant Group and works with clients worldwide to aid them in their curriculum decisions to create innovative learning environments while ensuring alignment to standards and accountability needs.  Janet has written professional books published by ASCD and Corwin Press that focus on curriculum mapping, upgrading units of study, and documenting learning. Personalized learning There are too many standards, so we must prioritize them. Looking at the standards structurally. All agree on which standards are the priority standards? Until we can get away from state testing we are going to be bound to what the state determines. We’re missing what it means to be student-focused. Testing isn’t the top priority, but it is a consideration. If we think of the standards, we need to allow for transferability. Trying to give kids real-world environments. A guide to documenting Learning How to be a transformative principal? A lot of teachers are experiencing a lot of lost time. Ask your students what they are wanting to learn! Karen Bailey - Sylvia Telesano Sponsors TeachFX Innovative school leaders across the country have started tracking online student participation using TeachFX because it’s one of the most powerful ways to improve student outcomes during COVID — especially for English Learners and students of color. Learn more about TeachFX and get a special offer at TeachFX.com InControl SEL for Middle School In Control created an effortless social and emotional, character development video curriculum for your students that’s ZERO-TEACHER-PREP AND it’s so cool looking- it feels like a Youtube or Netflix Series- and that’s purposeful, they meet students right where they’re at. The videos are 5–6 minutes, kids love them, teachers love them, and you will too. There’s no guesswork in the program because there’s a 21-video progression for each grade level. They’ve thought of everything– because it’s a group of award winning counselors, teachers, and principals that came up with this thing. It’ll help you save tons of time and headaches. Take it from me, it’s time to check that social-emotional learning box, the empty one that’s been keeping you up at night–and it’s time to do it in a meaningful, measurable, magnetic way. If you go to www.InControlSEL.com/jethro you can check out some of the videos and even receive 20% off if you pre-order for next school year John Catt Today’s Transformative Principal sponsor, John Catt Educational, amplifies world-class voices on timeless topics, with a list of authors recognized globally for their fresh perspectives and proven strategies to drive success in modern schools and classrooms. John Catt’s mission is to support high-quality teaching and learning by ensuring every educator has access to professional development materials that are research-based, practical, and focused on the key topics proven essential in today’s and tomorrow’s schools. Learn more about professional development publications that are easy to implement for your entire faculty, and are both quickly digestible and rigorous, by visiting https://us.johncattbookshop.com/. Learn more about some of the newest titles: Michaela: The Power of Culture by Katharine Birbalsingh Teaching WalkThrus: Visual Step-by-Step Guides to Essential Teaching Techniques by Tom Sherrington and Oliver Caviglioli Putting Staff First: A blueprint for revitalising our schools by John Tomsett and Jonny Uttley The Teaching Delusion: Why Teaching In Our Schools Isn’t Good Enough (And How We Can Make It Better) by Bruce Robertson Stop Talking About Wellbeing: A pragmatic approach to teacher workload by Kat Howard John Catt is also proud publisher of the new book from Transformative Principal host Jethro Jones: SchoolX: How principals can design a transformative school experience for students, teachers, parents – and themselves Visit this page to learn more about bulk orders and how to bring John Catt’s research-based materials to your school: https://us.johncattbookshop.com/pages/agents-and-distributors

Welcome back to the Neuroscience Meets Social and Emotional Learning Podcast episode #111 with our 3rd returning guest, whose interview episode #74[i] made an impact on many of our listeners (and me) as we were right in the first few months of the Pandemic. If you are new here, my name is Andrea Samadi, and I’m a former educator who created this podcast to bring the most current neuroscience research, along with high performing experts who have risen to the top of their field, with specific strategies or ideas that you can implement immediately, whether you are an educator, or in the corporate space, to take your results to the next level. If we want to improve our social, emotional and cognitive abilities, it all starts with an understanding of our brain.  You can watch the interview on YouTube here.  Going back to today’s guest and our first interview—while many of my questions for our guest,  on episode #74 were focused on Horacio Sanchez’s, book The Education Revolution [ii]published by Corwin Press, that addresses the decline in empathy, increase in obesity, and the impact of implicit bias on minority students, our conversation turned to focus on the problems we were seeing in the world at that moment (July 2020) highlighting the need for racial change through an understanding of race and culture. I knew that Horacio was deep into his next book, The Poverty Problem: How Education Can Promote Resilience and Counter Poverty's Impact on Brain Development but had not read it, nor made the connection between this book, the implicit biases that we all have, how to understand where they originated from in order to self-correct them and where to even begin to make these changes. If you have not yet watched our first interview, I recommend reviewing it before this one.[iii] A Bit About Horacio Horacio Sanchez who is recognized as one of the nation’s prominent experts on promoting student resiliency and applying brain science to improve school outcomes as they relate to diverse topics such as overcoming the impact of poverty, improving school climate, engaging in brain-based instruction, and addressing issues related to implicit bias. His new book was just released in January of this year, The Poverty Problem: How Education Can Promote Resilience and Counter Poverty's Impact on Brain Development and Functioning.[iv] If you follow Horacio on Twitter @ResiliencyInc, you will see the excitement this book is creating with educators around the country who are receiving their books, attending his trainings and learning how to Improve outcomes for students in poverty by understanding their developing brains. I highly recommend following Horacio on LinkedIn, as he has a daily brain tip where he shares brain tips and how they are relevant for student learning. Horacio’s new book covers how economic hardship is changing our students’ brain structures at a genetic level, producing psychological, behavioral, and cognitive issues that dramatically impact learning, behavior, physical health, and emotional stability. But there is hope.  He offers solutions that will change minds, attitudes, and behaviors. You will learn about how problems develop between people of different races, how the brain develops in persistent poverty, and how it might react to solutions. In addition: The lack of culturally competent instruction and its impact on students of color Poverty's effect on language development and how it can be positively influenced The importance of reading How to counteract the effects of the widespread stress in lower SES environments Remember: “Children make up 23% of the U.S. population and account for almost 33% of those living in poverty, making the education system our most distressed institution. In The Poverty Problem, you’ll learn how to increase students’ perseverance and confidence and positively impact outcomes by arming yourself with research-based instructional strategies that are inspiring, realistic, and proven to work.” Welcome back Horacio, it’s wonderful to see you again, even though I feel like we have kept in touch since last July through other projects, social media, and I’m always learning something from your posts on LinkedIn. Thanks so much for coming back on the podcast to talk about your new book, The Poverty Problem. Q1: Horacio, it seems we were just getting started as we ended our last interview, with our discussion on the change needed to take place in or educational system as it relates to the lack of culturally competent instruction and its impact on students of color. We talked about this, with some ideas of change, and wonder what do you think needs to happen for these changes to take place with clear, science-based strategies for these changes? Q1B: Why did you call the book The Poverty Problem vs The Poverty Solution? Q2: What about poverty’s impact on our brain. Can you explain how the outcome of poverty’s load compromises decision-making regardless of intellect? 2B) How can schools turn around poverty Q3: How does poverty affect language development resulting in language processing difficulties? What are some recommendations for this? Q4: What can be done to combat the fact that poverty leads to a negative self-image? How can we teach our children the important character skills necessary to build their own life path when they might not feel like they have a chance to begin with? Q4B: What about growth mindset vs skill building? Q5: We spoke about the protective risk factors in our first interview and how poverty and resiliency are so closely correlated, but can we talk about how we can build protective factors in all students with a resiliency plan? Q5B: How do you get your children to stick to routines and still remain a positive, supportive parent vs yelling and being a stressor? Q6? Is there anything important that I have missed? Thank you Horacio for the time you have taken to share your work with us on this podcast. If anyone wants to learn more about your programs, books, or find you, they can go to https://www.resiliencyinc.com/ People can follow you on Linkedin https://www.linkedin.com/in/hsanchezceo/ or Twitter https://twitter.com/ResiliencyInc where I have mentioned you share valuable brain tips and how to apply them at home or in the classroom. Your book, The Poverty Problem can be found https://us.corwin.com/en-us/nam/the-poverty-problem/book276652 BIO: Horacio Sanchez has been a teacher, administrator, clinician, mental health director, and consultant to the Department of Education in North Carolina, Pennsylvania, and other states. His diverse education and background have helped him to merge research, science, and practice which is why he has been so successful in the field of neuro education. His best-selling book, The Education Revolution published by Corwin Press, addresses the decline in empathy, increase in obesity, and the impact of implicit bias on minority students.  RESOURCES: A Brief Guide to Embodied Cognition: Why You are Not Your Brain by Samuel McNerney Nov. 4th, 2011 https://blogs.scientificamerican.com/guest-blog/a-brief-guide-to-embodied-cognition-why-you-are-not-your-brain/ REFERENCES: [i] Neuroscience Meets Social and Emotional Learning Episode #74 with Horacio Sanchez on “How to Apply Brain Science to Improve Instruction and School Climate” https://www.achieveit360.com/leading-brain-science-and-resiliency-expert-horatio-sanchez-on-how-to-apply-brain-science-to-improve-instruction-and-school-climate/ [ii] The Education Revolution by Horacio Sanchez https://us.corwin.com/en-us/nam/the-education-revolution/book249726 [iii] Neuroscience Meets Social and Emotional Learning Episode #74 with Horacio Sanchez on “How to Apply Brain Science to Improve Instruction and School Climate” Published on YouTube July 27, 2020 https://www.youtube.com/watch?v=R57XnrSSQqw [iv] The Poverty Problem: How Education Can Promote Resilience and Counter Poverty's Impact on Brain Development and Functioning by Horacio Sanchez (January 2021) https://us.corwin.com/en-us/nam/the-poverty-problem/book276652

Today we have a special BONUS episode on the Neuroscience Meets Social and Emotional Learning Podcast with a very insightful backstory for how we came to meet our next guest. But first,  if you are new here, my name is Andrea Samadi, and I’m a former educator who created this podcast to bring the most current neuroscience research, along with high performing experts who have risen to the top of their field, with specific strategies or ideas that you can implement immediately, whether you are an educator, or in the corporate space, to take your results to the next level. If we want to improve our social, emotional and cognitive abilities, it all starts with an understanding of our brain.  You can watch this interview on YouTube here.  ----------------BACKSTORY----------------- I first heard our next guest on Dr. Daniel and Tana Amen’s Brain Warrior’s Way Podcast[i] right at the start of the Pandemic last May 2020 where I learned about a “Step 5 Process to Managing Trauma.” At the time of this interview, many people around me were just beginning to feel the stressors and pressure that this global pandemic was having on the world, and I began to pay attention to what this speaker was saying. I usually listen to my podcasts early morning and takes notes on my phone, and I began quickly writing what I was learning on this podcast. This speaker caught my attention because she mentioned that she had spent 25 years in the in South Africa in the worst areas—working with local schools, and community centers where she would teach them about their brain and their mind, and her work had such an incredible impact on those around her, they would fill these rooms, with standing room only. I know what it takes to fill a room, coming from my work in the speaking industry, working closely with Bob Proctor Seminars, so I knew she had to be doing something outstanding to draw this much interest. This podcast episode ended and I went back to my usual work life and interviewing new speakers. At that time, I was referred to a publisher and was working with many of authors connected to this polisher (Corwin Press), and my interview schedule filled up through the summer, and I wasn’t looking for new guests, I was just trying to keep up with the demand to interview the ones I had in cue. Then I had an email from one of my LinkedIn contacts, John Prucha[ii], from Atlanta, GA, who I heard from occasionally as he was enjoying the podcast episodes and often would send me his thoughts and feedback. One day he sent me a private message asking if I had considered reaching out to Dr. Carolyn Leaf[iii] for the podcast. At the time he sent me the message, I was swamped with the line-up of guests, but I do take all referrals seriously, and wrote down Dr. Leaf’s name on my desk.  And went back to work as usual. A couple of weeks later I was working on a Character Book that I am creating, and this time, I am doing the interior design of the book, instead of sending it to a publisher, and I was looking for some headings to go along with the lessons I was creating. For each Character Trait, like Attentiveness, I have created ways to learn this attribute, and had the heading THINK (with some tips on what to think about before studying how to become more attentive), LEARN (the actual lesson on attentiveness), TAKE ACTION (with an activity to implement attentiveness into your daily life) and I was searching for the last heading. What happens to people after they learn a new skill? When I don’t know the answer to something, I usually type it into Google and see what comes up. I typed in THINK, LEARN, and the FIRST thing to come up was a book called Think, Learn, Succeed: Understanding and Using Your Mind to Thrive at School, the Workplace and Life[iv] by Dr. Caroline Leaf!  If you had been in my office, you would have seen me glance at the note on my desk as my brain processed, “Hey, wasn’t that the same person who John Prucha from LinkedIn asked me to contact?” Then I typed Dr. Leaf’s name into my notes, and there she was, on the Brain Warrior’s Way Podcast, so I put down what I was doing, and emailed her offices to request her as a guest on the podcast. I don’t believe in accidents, or that things happen by chance or luck. I believe that when there is an opportunity that we can easily miss it if we are not aware. I really should have reached out to Dr. Leaf the minute I knew of her background with education and the brain, which is the whole entire theme of this podcast, for those who have been following us.  I did hear back from her offices, from someone named Jessica, who let me know that Dr. Leaf was currently swamped, but for me to reach back to her in January. Of course I put a note up on my calendar on my wall to contact Dr. Leaf then, and circled it so I wouldn’t forget. And went on with my work and life, until I was contacted by Podbean, who hosts this podcast, to see if I could be interested in moderating an event that was coming up in November of 2020, called Wellness Week. I wrote back that I would love to do this and asked to learn more about the session I would be moderating. I received an email back that I would be running the session about Neuroscience, Mental Health and Coaching with John Kim, and….Dr. Caroline Leaf! Of course I did a deep dive into Dr. Leaf’s work prior to that session, and loved every minute of speaking with her, learning more, taking more notes, and knowing that it would be so much fun to one day interview her face to face on The Neuroscience Meets Social and Emotional Learning Podcast. And today is that day. World-renowned neuroscientist and best-selling author Dr. Caroline Leaf, is a communication pathologist and cognitive neuroscientist with a Masters and PhD in Communication Pathology and a BSc Logopaedics, specializing in cognitive and metacognitive neuropsychology. Since the early 1980s she has researched the mind-brain connection, the nature of mental health, and the formation of memory. She was one of the first in her field to study how the brain can change (neuroplasticity) with directed mind input.  During her years in clinical practice and her work with thousands of underprivileged teachers and students in her home country of South Africa and in the USA, she developed her theory (called the Geodesic Information Processing theory) of how we think, build memory, and learn, into tools and processes that have transformed the lives of hundreds of thousands of individuals with Traumatic Brain Injury (TBI), Chronic Traumatic Encephalopathy (CTE), learning disabilities (ADD, ADHD), autism, dementias and mental ill-health issues like anxiety and depression. She has helped hundreds of thousands of students and adults learn how to use their mind to detox and grow their brain to succeed in every area of their lives, including school, university, and the workplace. Dr. Leaf is about to release her NEW book, Cleaning Up Your Mental Mess: 5 Simple Scientifically Proven Steps to Reduce Anxiety, Stress and Toxic Thinking (March 2, 2021) where the solution is offered in five action-oriented steps called the Neurocycle, where she shares practical application and strategies for readers. Backed by clinical research and illustrated with compelling case studies, Dr. Leaf provides a scientifically supported plan to find and eliminate the root of anxiety, depression, and intrusive thoughts in reader’s lives so they can build a healthy new and automated neural network in 63 days, the length of time to properly build a new habit. “I truly believe that mental mess is something we all experience often,” writes Dr. Leaf, “and that it isn’t something we should be ashamed of. This is my profession, and I still have to clean up my mind daily. The events and circumstances of life aren’t going anywhere; people make a lot of decisions every day that affect us all, suffering of some sort for you and your loved ones is inevitable. That said, I wholeheartedly believe that although the events and circumstances can’t be controlled, we can control our reactions to these events and circumstances. This is mind-management in action!” Dr. Leaf leverages the strategies she has developed working with patients over the last 38 years to teach readers how to foster and cultivate the power of their own thinking and direct their own brain changes. Mind-management, when done correctly, helps facilitate talk between the conscious, the subconscious, and the nonconscious mind. This, in turn, gets brainwaves flowing in a healthy way, optimizing brain function. This is done by implementing the Neurocycle, a simple, clinically researched mind-management tool for personal use to address and ameliorate such warning signals as anxiety, depression, toxic thinking, inability to concentrate, irritability, exhaustion and burnout before they take over someone’s mind. In CLEANING UP YOUR MENTAL MESS, you will learn: What happens when we don’t use our minds properly Mind-management and why we need it How the 5 steps can help reduce anxiety and depression by up to 81% according to clinical studies Why mind-management is the solution to cleaning up your mental mess How the science can help us transition from being aware of toxic thoughts, to catching and managing them in their early stages How our thoughts physically affect ourselves and others How to capitalize on directed neuroplasticity using the Neurocycle To apply mind-management to unwire toxic habits and trauma How to leverage the lessons in the book for their daily lifestyle, including connection, brain-building, sleep, diet, exercise, people-pleasing, toxic perfectionism, overthinking, toxic emails and texts Why mindfulness is not enough and how strategic mind-management through the 5 steps can take a reader beyond mindfulness You can order your copy of Cleaning Up Your Mental Mess[v] starting March 2nd (and pre-order your copy if you are listening to this podcast on March 1st). Welcome Dr. Leaf, it’s such a pleasure to meet you face to face after working with you during Podbean’s Wellness Week for our session back in November last year. Intro: Dr. Leaf, before we get to the questions I have for you, I wanted to ask if you could give us a quick history of how you came to study the brain and how did you come to believe that if “we direct our mind, we can change our brain.” How did you set out to prove those 2 professors wrong who told you this concept was ridiculous? My Thoughts: I first heard about the importance of studying the mind with Bob Proctor, who I worked for through his seminars for 6 years. I learned about the mind, the importance of positive thinking, and how we could change our conditions, circumstances, environment and results with the power of our thoughts. Schools/educators were not ready for this, so when I began working with schools, I had to change the word “mind” to “brain” to make what I was saying science based. Like you, I believe that with the right strategy, we can learn anything. PART 1 of the BOOK “The Why and the How” Q1: When we release this podcast episode, it will be the day before you NEW book, Cleaning Up Your Mental Mess: 5 Simple Scientifically Proven Steps to Reduce Anxiety, Stress and Toxic Thinking comes out. This book takes the research you have done over the past 38 years and teaches us exactly how we can make the most of our mind and brain, taking us to new heights. Can you explain what our mind is, and what happens to it if we don’t keep our thoughts clean? What is the interconnected mind? What’s the difference between the mind and  brain? Can we measure or see what “mind” is? My Thoughts: On episode 23[vi], we take a close look at “Understanding the Difference Between the Mind and the Brain” with Dr. Daniel Siegel’s definition of the mind and brain. It’s a topic I’ve been interested in learning more about since learning of the importance of positive thinking from Bob Proctor in the late 1990s.  I know that our thoughts control our conditions, circumstances, environment and results. I just never had the science to prove it, other than one person I met, Dr. Joesph Guan (Clinical Director at the Brain Enhancement Center in Singapore) who studied with Dr. Bruce Lipton[vii] said he saw machines (called SQUID machines) that could measure a positive and/or negative thought and prove how negative thinking caused poor results. Q2: I know I heard you mention on your podcast with Dr. Amen that if we are anxious while eating, that our pancreas will not secrete the peptides needed to digest our food, just like the importance of our thinking on our telomeres/aging. What happens when we don’t use our minds correctly and have doubts and worries occupying our mind, like most of us do on a daily basis? Q3: Listeners of this podcast all know of the importance of self-regulation with regards to our results, but these days, we seem to get hit with something new every week that makes positive thinking really difficult. Can you explain what your research suggests to be the best way to manage our minds during stressful times? PART 2 of the Book, The Practical Application of the Neurocycle Q4: I heard you speaking about this concept of using your brain to change negative thinking a few times before I really understood it. I heard it first on the Brain Warrior Way Podcast, then again on Ed Mylett’s podcast, and you went into detail about this strategy during our session on Wellness Week and I was furiously writing notes to understand this concept.  I will link all of these episodes in the show notes for people to find, so you don’t have to go into detail, but can you explain the metaphor that you use of how our worries are like branches on  a tree, with the goal of identifying FIRST what we are worrying about, pick one worry to fix, get a new perspective of this worry, and then actually get to the root cause or origin of our worry to eliminate it? My thoughts: I downloaded the SWITCH app after watching the Brain Warrior’s Way Podcast again and have just started to work on one thing I worry about.  After just one day, I am learning so much about why I think I worry about this one thing, and even just thinking/analyzing it, has helped. (Name it to tame it idea). Q5: It seems that every day we have a new challenge to overcome and many of us our experiencing some sort of anxiety that can lead to depression which is completely normal. How can we use neurocycling to build mental toughness, resiliency, or even emotional toughness to overcome how difficult times are these days? Q6: How can we use these 5 steps to break bad habits and build good lifestyle habits? Q7: How can we use these steps to detox from trauma or memories that we habitually play over in our minds—those Automatic Negative Thoughts? Thank you very much Dr. Leaf for the years of research you have done in this field, for the books and resources you have created, and your Switch app where anyone can go and begin to immediately implement these ideas. For people who want to learn more about your work, is the best place https://www.cleaningupyourmentalmess.com/  If someone wants to purchase your book, out March 2nd 2021, I will put the links in the show notes.  Also, you have an incredible podcast, Cleaning Up the Mental Mess[viii] where you go into detail on using the neurocycle in specific areas of your life (most recently for reclaiming the loss of self and your identity). Other than the NEW book, your APP, website and podcast, have I missed anything that people should see? Thank you! RESOURCES: Neuroscience Meets SEL Episode #106 with Andrea Samadi "Review of Dr. Leaf's Cleaning Up Your Mental Mess Book and App" https://andreasamadi.podbean.com/e/book-and-app-review-of-neuroscientist-and-best-selling-author-dr-caroline-leafs-cleaning-up-your-mental-mess-coming-march-2-20201/  What is Qeeg Brain Mapping https://www.mountainvistapsychology.com/qeeg/ REFERENCES: [i] The 5-Step Process to Managing Trauma with Dr. Caroline Leaf on The Brain Warrior’s Way Podcast Published on YouTube May 22, 2020 https://www.youtube.com/watch?v=u_sHPAvOXh4&t=2661s [ii] John Prucha, Graduate Student from Liberty University https://www.linkedin.com/in/john-p-2160661b2/ [iii] https://drleaf.com/ [iv]Think, Learn, Succeed: Understanding and Using Your Mind to Thrive at School, the Workplace and Life by Dr. Caroline Leaf (August 7, 2018)  https://www.amazon.com/Think-Learn-Succeed-Understanding-Workplace/dp/0801093279 [v] Cleaning Up Your Mental Mess by Dr. Caroline Leaf (March 2, 2021) https://www.amazon.com/Cleaning-Your-Mental-Mess-Scientifically/dp/0801093457 [vi] Neuroscience Meets Social and Emotional Learning Episode #14 “Understanding the Difference Between the Mind and the Brain” https://www.achieveit360.com/understanding-the-difference-between-your-mind-and-brain/ [vii] Dr. Bruce Lipton https://www.brucelipton.com/ [viii] Cleaning Up Your Mental Mess Podcast with Dr. Leaf https://drleaf.com/pages/podcasts

Welcome back to the Neuroscience Meets Social and Emotional Learning Podcast EPISODE #109 with a special episode where I want to take a minute to thank anyone who has ever downloaded an episode or come on a guest to the podcast. Without you (the listener) or our guest speakers, there is no podcast, and there would be no chance that we would have hit our milestone of surpassing 50,000 downloads since our launch in June 2019. I want to take a minute to share why hitting 50,000 downloads is such a big deal and why we couldn’t have done this on our own. It took a year and 8 months to attain this goal (that I’ve had my eye on since last summer) and if you are not a podcaster, these numbers don’t have as much meaning as those out there who create and release content and wonder—will anyone actually find what I have just created interesting, helpful and meaningful? When starting anything new, you are building something out of nothing, and the only way to do this is to have a vision of where you are going. For me, it started with “I hope I can get 100 people to listen to this podcast. That would be incredible!” Our first month we had 27 downloads (probably my good friends and family—thank you!), month 2 was 204 downloads, month 3, 248, then 396, jumping up to 1,648 in December 2019. What’s crazy is that if I look back to February 2020, or this time last year, our monthly numbers started to hit the thousands each month, but we were still just at 7,800 downloads in total. I’ve included a graph in the show notes so  you can see these results. If you are listening on iTunes, go over to Podbean to see these graphs. https://andreasamadi.podbean.com/  So, How Did We Go From 7,800 Downloads to 51,800 Downloads in Just One Year? When we launched the podcast, we did one episode a week, except for the beginning of the Pandemic last summer, we released 3 episodes in a week a couple of times, just due to the fact that we had extra time, most people we wanted to interview were available, and we knew the more episodes we released, the higher the downloads, which is exactly how the numbers increased so quickly.  If we want quantum leap results, it takes effort, focus, persistence and hard work.  There’s actually a formula that I learned in the late 1990s when I was given Price Pritchett’s book “You Squared: A High Velocity Formula for Multiplying your Personal Effectiveness in Quantum Leaps.”[i] Who doesn’t want to achieve exponential improvement in their performance, or multiply their personal effectiveness? “You don’t have to be content with improving things incrementally or gradually—You Squared implies an explosive jump in your personal performance that puts you far beyond the next logical step.” (Price Pritchett) So of course, I was looking for that exponential leap with our numbers, and not sure what the secret was. Since I always have the You Squared book on my desk, one day I looked up Pritchett and contacted his offices to see if I could have him on the podcast to discover what I was missing and share it with our listeners at the same time. He isn’t doing interviews anymore, but I will have one of his team members on this year and we will dive deeper into the principles of his book. The tips I’m going to share with you on this episode today are for anyone who is building something from nothing. You might have an idea in the back of your head, and aren’t sure where to begin, or you’ve been given a new sales territory, and you just can’t see how you will accomplish your goal. Whatever it is that you are looking to do, there are some secrets to achieving your goals, and I highly recommend reading Pritchett’s book, You Squared to begin with. Here’s Some Tips for Accelerating Your Rate of Achievement, and they all involve a shift in your mental mindset. Tip #1 Learn from Those Who Have Already Paved the Path Seek out those who have risen to the top, and model what they are doing. They had to have started where you are at some point. Whatever you are doing, there is always someone who has gone before you, and achieved your goal with ease. How did they do it? Ask them, and then be prepared to do exactly what they say. I watched other podcasters to see how they hit this milestone, and I remember that Lewis Howes, the host of one of the top podcasts, The School of Greatness, said something along the lines of “to get more downloads, I knew I had to release more episodes.”[ii] Since its launch in January 2013, the School of Greatness podcast has grown rapidly to be one of the top-ranked Business and Self-Development podcasts in iTunes. It regularly appears in the Top 50 of all iTunes podcasts, and has over 150 million downloads. He said “I built up my podcast through consistently providing quality valuable content and constantly being open to my own growth without being attached to the end result. In the early stages of the podcast, I was only doing one episode per week, and then I started adding two episodes, and then I added in my 5 Minute Fridays, and then I added video. This was a slow and gradual growth and has taken years to get to where I am today.”[iii]  Lewis Howes describes what it took for the Quantum Leap results he has achieved. So How Did This Work? Lewis Howes suggested doing 3 episodes/week to improve his downloads. To move away from releasing just one episode a week, we did try 3 episodes in a week but that almost killed me. My life was 100% focused on each guest, preparing and editing, but I did it because I was given access to high level speakers and didn’t want to miss that opportunity. Other projects were put aside, and it was an incredible learning opportunity, but I couldn’t sustain this level on my own. I was reminded of something I heard Brendon Burchard, the author of the book High Performance Habits talk about with how “High performers have mastered the art of prolific quality output (PQO). They produce more high-quality output than their peers over the long term, and that is how they become more effective, better known, more remembered. They aim their attention and consistent efforts toward PQO and minimize any distractions (including opportunities) that would steal them away from their craft” (Burchard, 2017)[iv] To release more than one interview a week would compromise the quality of the work I’m doing (unless I decide to outsource some of it, which I haven’t done yet).  So, I’m sticking to one interview a week, and will be adding Brain Fact Fridays, which will be short brain tips, to reinforce the strategies offered within the interviews.  Stay tuned, as we will begin Brain Fact Fridays next week. Who Can You Learn From? If there is someone that you know in your field who has a track record of success, look them up, and contact them. With 100% certainty, I can tell you that they will answer any questions that you might have for them. Ask them what they did to achieve their high levels of success, write it down, and follow what they did. You might have to adjust, like I did, but you will find your rhythm, and what works for you, once you begin to implement the ideas you are given. Just remember to take the advice they give you and try it. “If you want to accelerate your rate of achievement rapidly, you must search out and vigorously employ new behaviors.” (Pritchett, Page 7) Tip #2 Act As if Your Success is Certain—Expect It. “If you doubt something, doubt your limits.” (Pritchett). When starting something new, it’s normal, I think, to wonder if you will attain success with what you are doing. Just keep doing the work, and day by day, you will begin to see small wins that stack up, building your belief system. When you have true belief and faith that you will accomplish your goal, something inside you shifts. I have launched quite a few ideas that never took off, or never reached the heights I was hoping for. Even with all the belief in the world, some things just don’t work. But when something begins to turn the corner, and the momentum builds, you will see it. Never look back to the doubts, fears and uncertainty that you might have had at the beginning.  Even if it completely shocks you, just hold that belief. So How Did This Work? When I saw the numbers going up last summer around the time we were doing 3 podcasts each week, I remember feeling shocked, but also thinking “it’s about time.” The belief started to come, and it never left at that point. Do you believe in what you are doing? How can you strengthen your belief? What do you say to someone who tells you what you are trying to do is impossible, or that past results have proven it will fail? Tip #3 The How is Not Important, You Just Need to Know What You Want “A quantum leap is the unexpected that comes to you with sudden grace. You can open yourself to such a breakthrough, you can even invite it, but you can’t make it happen by struggling harder.” (Pritchett, page 17) I always remember my mentor, Bob Proctor[v] talking about forgetting about “how” I was going to attain my goal but focus on what I wanted. I remember saying “But Bob, how am I going to do that?” and he would look at me and say, “You don’t need to know how” and I would be left standing there, puzzled. Lewis Howes mentioned it when he said he remained focused on his growth. Just keep learning, working, moving, and growing, and putting one foot forward. Ideas and opportunities will come your way that you might have never seen or expected before. So How Did This Work? When our numbers started to accelerate, it was like a perfect storm of activity. I had just interviewed my mentored, Bob Proctor, and he offered to send out my podcast to his entire database. That really helped. Then Podbean (our podcast host) featured our podcast on the front page of their app, and we went from 32 followers to almost 4,000. This means that every time we upload an episode, 4,000 people are notified. Then we were contacted by Corwin Press, with 8 authors who they thought would be a great fit for the podcast. These authors all led me to other opportunities outside of the podcast, and the list can go on. If you are crystal clear on where you are going, the way will be shown to you. It might not look like the pathway you expect, but with faith and belief, it will come to you, and when your quantum leap appears, it won’t shock you, because you saw it all along. To close out this episode, I want to say thank you again to our past and future guests and listeners. I’m so grateful for the opportunity to provide this content, and that you are finding value with this podcast, from whatever part of the world you are in.  As I watch the statistics of who is listening where, I have to give a shout-out to the top 4 countries who tune into the podcast: The United States (where I live) Australia (where I have many friends), Canada (where I grew up) and the UK (where I was born).  We are proud to be showing up in the TOP 100 charts on iTunes all over the world in the Education (how-to) Category[vi] currently #55 in the US and #34 in Great Britain[vii] among other countries. Thank you for listening.  Stay tuned for episode #110 with Dr. Caroline Leaf on her new book, Cleaning Up the Mental Mess (coming on Monday March 1st) the day before the release of her new book on Amazon, and I hope you find Brain Fact Fridays useful. See you next week!   RESOURCES: 10 Best Social and Emotional Learning Podcasts to Follow in 2021 https://blog.feedspot.com/social_emotional_learning_podcasts/    10 Trending SEL Podcasts for District Leaders and Educators https://www.panoramaed.com/blog/10-trending-sel-podcasts  REFERENCES: [i] Price Pritchett, Ph. D “You Squared” (Feb. 2012)  https://www.amazon.com/You-Velocity-Multiplying-Personal-Effectiveness/dp/0944002048/ref=sr_1_2?crid=18FQLA0V3NW9Y&dchild=1&keywords=you+squared+price+pritchett&qid=1614386412&sprefix=you+squared%2Caps%2C199&sr=8-2 [ii] Lewis Howes School of Greatness Podcast https://lewishowes.com/sogpodcast/ [iii] Lewis Howes on Building his Podcast School of Greatness https://observer.com/2017/10/how-lewis-howes-got-to-40m-podcast-downloads-bestseller-list-ellens-couch-robert-greene/amp/ [iv] High Performance Habits by Brendon Burchard Published Sept.19, 2017  https://www.amazon.com/dp/B072N6MQ5V/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1 [v] Neuroscience Meet Social and Emotional Learning EPISODE #66 with the Legendary Bob Proctor https://www.achieveit360.com/the-legendary-bob-proctor-on-social-and-emotional-learning-where-it-all-started/ [vi] Neuroscience Meets SEL Podcast #55 on iTunes (Education Category-How-To) in the US https://chartable.com/charts/itunes/us-how-to-podcasts [vii] Neuroscience Meets SEL Podcast #34 in Great Britain https://chartable.com/charts/itunes/gb-how-to-podcasts

— “The Core of change is learning. Which is ironic. Our institutions of learning are slow, some might even say immune, to change.” Valeria Teles interviews Julie M. Wilson — the author of “The Human Side of Changing Education: How to Lead Change with Clarity, Conviction, and Courage.” When we ask schools to change, we are asking human beings to change, and this requires special tools and a human-centered approach. Change the heart of the system by enabling the hearts and minds of those who make schools work. Learn to make sense of challenging change journeys and accelerate implementation with this practical framework that includes human-centered tools, resources, and mini case studies: Understand why resistance is to be expected and how to get through it; Discover three different kinds of change strategies and when to use which one; Learn how to use the "messy middle" of change, where real transformation happens. Julie M. Wilson is the founder and executive director of the Institute for the Future of Learning, a nonprofit organization dedicated to helping transform the 'one size does not fit all' model of education. She has over fifteen years' experience building effective learning environments that unlock human potential and enable organizational culture to adapt and grow during times of change. Julie graduated from Harvard's Graduate School of Education with a master's degree in technology, innovation, and education. Her book, 'The Human Side of Changing Education' was published by Corwin Press. To learn more about Julie M. Wilson and her work please visit: https://www.the-ifl.org /   — This podcast is a quest for well-being, a quest for a meaningful life to the exploration of fundamental truths, enlightening ideas, insights on physical, mental, and spiritual health. The inspiration is Love. The aspiration is to awaken new ways of thinking that can lead us to a new way of being, being well. 

In the wake of 2020's movements for Black Lives and exposed racial disparities in working-class deaths during the COVID-19 pandemic, educational institutions are grappling on a massive level with their role in either reproducing or disrupting entrenched systems of exploitative power. While individual agency in enacting inclusive practices can be limited by these massive, intersecting forces, educators also wield tremendous influence over the forces within the learning environments they create for all students—particularly those who have been historically marginalized in society and schools alike. In Antiracism and Universal Design for Learning: Building Expressways to Learning Success (CAST Professional Publishing, 2020), Andratesha Fritzgerald pairs Universal Design for Learning (UDL)—a framework for embedding options in the methods, materials, assessments and instructional goals that anticipate inevitable learner variability in the classroom—with antiracism, to support educators in effectively honoring the brilliance of Black and Brown children. Drawing vivid portraits of classroom instruction, Fritzgerald shows how teachers committed to antiracist environments can open new roads of communication, engagement, and skill-building so that students feel honored and loved. Andratesha Fritzgerald, EdS, brings draws on nearly two decades of experience as a teacher, curriculum specialist, administrator and director in urban schools to synthesize these two schools of thought/action through this book. She has been published in What Really Works with Universal Design for Learning (Corwin Press), and on Think Inclusive's blog. Currently, Fritzgerald serves as Director of Teaching, Learning and Innovation for the East Cleveland, Ohio City School Districts, and is the founder of Building Blocks of Brilliance. Christina Anderson Bosch is a doctoral student in the College of Education at the University of Massachusetts, Amherst. She reads widely in inclusive education scholarship, comparative special education research, and Universal Design for Learning practices to advance intellectual clarity and abolitionist imaginings about the school-prison nexus. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-american-studies

In the wake of 2020’s movements for Black Lives and exposed racial disparities in working-class deaths during the COVID-19 pandemic, educational institutions are grappling on a massive level with their role in either reproducing or disrupting entrenched systems of exploitative power. While individual agency in enacting inclusive practices can be limited by these massive, intersecting forces, educators also wield tremendous influence over the forces within the learning environments they create for all students—particularly those who have been historically marginalized in society and schools alike. In Antiracism and Universal Design for Learning: Building Expressways to Learning Success (CAST Professional Publishing, 2020), Andratesha Fritzgerald pairs Universal Design for Learning (UDL)—a framework for embedding options in the methods, materials, assessments and instructional goals that anticipate inevitable learner variability in the classroom—with antiracism, to support educators in effectively honoring the brilliance of Black and Brown children. Drawing vivid portraits of classroom instruction, Fritzgerald shows how teachers committed to antiracist environments can open new roads of communication, engagement, and skill-building so that students feel honored and loved. Andratesha Fritzgerald, EdS, brings draws on nearly two decades of experience as a teacher, curriculum specialist, administrator and director in urban schools to synthesize these two schools of thought/action through this book. She has been published in What Really Works with Universal Design for Learning (Corwin Press), and on Think Inclusive’s blog. Currently, Fritzgerald serves as Director of Teaching, Learning and Innovation for the East Cleveland, Ohio City School Districts, and is the founder of Building Blocks of Brilliance. Christina Anderson Bosch is a doctoral student in the College of Education at the University of Massachusetts, Amherst. She reads widely in inclusive education scholarship, comparative special education research, and Universal Design for Learning practices to advance intellectual clarity and abolitionist imaginings about the school-prison nexus. Learn more about your ad choices. Visit megaphone.fm/adchoices

In the wake of 2020’s movements for Black Lives and exposed racial disparities in working-class deaths during the COVID-19 pandemic, educational institutions are grappling on a massive level with their role in either reproducing or disrupting entrenched systems of exploitative power. While individual agency in enacting inclusive practices can be limited by these massive, intersecting forces, educators also wield tremendous influence over the forces within the learning environments they create for all students—particularly those who have been historically marginalized in society and schools alike. In Antiracism and Universal Design for Learning: Building Expressways to Learning Success (CAST Professional Publishing, 2020), Andratesha Fritzgerald pairs Universal Design for Learning (UDL)—a framework for embedding options in the methods, materials, assessments and instructional goals that anticipate inevitable learner variability in the classroom—with antiracism, to support educators in effectively honoring the brilliance of Black and Brown children. Drawing vivid portraits of classroom instruction, Fritzgerald shows how teachers committed to antiracist environments can open new roads of communication, engagement, and skill-building so that students feel honored and loved. Andratesha Fritzgerald, EdS, brings nearly two decades of experience as a teacher, curriculum specialist, administrator and director in urban schools to synthesize these two schools of thought/action through this book. She has been published in What Really Works with Universal Design for Learning (Corwin Press), and on Think Inclusive’s blog. Currently, Fritzgerald serves as Director of Teaching, Learning and Innovation for the East Cleveland, Ohio City School Districts, and is the founder of Building Blocks of Brilliance. Christina Anderson Bosch is a doctoral student in the College of Education at the University of Massachusetts, Amherst. She reads widely in inclusive education scholarship, comparative special education research, and Universal Design for Learning practices to advance intellectual clarity and abolitionist imaginings about the school-prison nexus. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm

In order to truly have the life you want; the career, house, family, relationships, car, lifestyle, wealth, freedom, you name it….you must learn what success is and where it comes from, starting with how you think. Welcome to The Go Reflect Yourself Podcast where we provide 60-second brain-based strategies for your success; in all key areas of your life, including wealth, health, business, relationships, etc.  Go Reflect Yourself was created after years, of being a corporate employee as well as an independent business owner.  Throughout all of those years I learned that no matter what level of success people had achieved, and specifically financial success, typically they were still missing something, missing true joy, well-being and fulfillment. I’ve spent a career helping business owners, leaders and entrepreneurs learn the skills needed to discover their inner brilliance, and that’s how Go Reflect Yourself was born…and my goal is to help as many as possible learn the necessary skills to achieve ultimate fulfillment and wellbeing. In this episode, I have the pleasure of talking with someone I’m honored to call friend, Mr. Simon T. Bailey. Success Magazine calls Simon T. Bailey one of the Top 25 people that will help you reach your business and life goals. He joins a list that includes Oprah Winfrey & Dr. Brene Brown. His viral video posted by Goalcast to Facebook has over 90 million views. In this episode of Go Reflect Yourself Simon talks about why you are Brilliant and how to spark your brilliance.   A few key takeaways from this talk: It’s about a connection, not just communication What it means to develop your universal assignment How to develop high-impact habits Tips to fuel your mind Strategy to shift your mindset immediately Steps to clear your vision Strategies to sharpen your focus     Tune in and as you watch or listen to this special episode.  Pause every 5-10 minutes and mindfully reflect on what you just heard.  Write down your thoughts, then yawn and stretch before proceeding.                                                                                                                  More about Simon: Washington Speakers Bureau recently selected him as on of the top 12 Burins Speakers and Big Speak Speakers Bureau selected him as one of the Top Sales Kick-Off Speakers for 2020. Today, Simon is a Breakthrough Strategist who goes beyond feel-good content and provides real-life deliverables that impact lives. He has worked with 1800 organizations in 49 countries. Including Google, Hilton Hotels, American Nurses Association, and the NSA (National Security Association). Simon has more than 30 years’ experience in the hospitality industry serving as sales director for Disney Institute based at Walt Disney World Resort. He is the author of ten books including the HarperCollins-published book, Release Your Brilliance, Releasing Leadership Brilliance published by Corwin Press, and Shift Your Brilliance. Simon is a Summa Cum Laude master’s degree graduate of Faith Christian University and was inducted as an honorary member of the University of Central Florida Golden Key Honor Society. He has also served on the advisory council for Management and Executive Education for The Crummier Graduate School of Business at Rollins College. Recently, Simon was awarded an honorary Doctorate of Philosophy in Humanities from Kayiwa International University/United Graduate College and Seminary International in Kampala, Uganda for his global impact. Furthermore, he has received the World Civility Award from iChange Nations and is acknowledged as a World Civility Ambassador. When Simon is not busy advancing professionals’ and organizations’ development, he roots for the Buffalo Bills, collects limited edition stamps, and is an avid movie goer.  Simon is the proud father of two young adult children and currently resides in Orlando, Florida. Reach out to Simon at 888-592-1820 or hello@simontbailiey.com www.simontbailey.com or www.simontbaileyinstitute.com IG @SimonTBailey https://www.simontbailey.com/freebies         —————————   To get YOUR copy of The Go Reflect Yourself: 2021 Self-Reflection To Success Workbook Visit www.goreflectyourself.com/selfreflectionworkbook or heathercrider.com/selfreflectionworkbook To learn more about me, visit heathercrider.com What You THINK Matters.   If there is something you hear in this episode that inspires you, please leave a comment or submit a contact us form and tell me all about it, I’d love to hear from you. Also, if you are struck by something, please feel free to share, and rate, and review! Visit Me On Social Media @Heatherjcrider

 Get the book, 10 Mindframes for Leaders: The VISIBLE LEARNING Approach to School SuccessAbout the AuthorDr. Raymond Smith speaks, writes, and consults about leadership development with Visible Learning and Corwin Press, and has worked in K-12 leadership, administrator preparation, and higher education.

Richard Milner IV is a Cornelius Vanderbilt Distinguished Professor of Education in the Department of Teaching and Learning at Vanderbilt Peabody College of education and human development. He has secondary appointments in Peabody’s Department of Leadership, Policy and Organizations and the Department of Sociology in Vanderbilt’s College of Arts and Science. Milner is a researcher, scholar and leader of urban education and teacher education. Centering on equity and diversity, he has spent hundreds of hours observing teachers’ practices and interviewing educators and students in urban schools about micro-level policies that shape students’ opportunities to learn. He examines the social context of classrooms and schools and looks at ways in which teachers talk (particularly about race) influences student learning, identity and development.  His research in urban schools and his book, “’These Kids are out of Control:’ Why We Must Reimagine Classroom Management,” (Corwin Press, 2018) has influenced designs and practices of teacher education courses and programs. To improve relational, curricular, assessment and instructional practices, school districts across the United States and beyond draw on his recommendations to support students of color, those who live below the poverty line, and those whose first language is not English. To date, Milner has contributed significantly to the field of education in four interconnected ways: Milner has advanced conceptual and empirical understandings of what he calls “opportunity gaps.” The term stands in contrast to the more generally used “achievement gap” as a means of explaining and disrupting disparities between students. Specifically, he has introduced an Opportunity Gap Framework as a tool to describe the ways in which Black students continue to experience individual, structural and systemic inequity in classrooms and schools across the United States. Researchers have adopted the Opportunity Gap Framework as an analytic frame to explain aspects of their research. In addition, practitioners have drawn from the framework to develop and/or revise teacher education programs, courses and professional development in schools and districts. The framework has been developed from empirical case studies he has conducted over the past 18 years. The Opportunity Gap Framework is described and explained in his award-winning book, “Start Where You are, But Don’t Stay There” (Harvard Education Press, 2010). The book represents years of research and development efforts and is widely read in teacher education programs and school districts across the United States. Milner has constructed a Researcher Positionality Framework to challenge and support researchers in designing and enacting studies and programs of research that recognize, name and work through what he describes as dangers “seen, unseen, and unforeseen” in studying race and culture in education science. Published in the journal, Educational Researcher (2007), the framework has been adapted across disciplines including nursing and health sciences as an essential element to conducting research. Milner (with colleagues Lori Delale O’Connor, Adam Alvarez and Ira Murray) has developed a survey, the Teachers Race Talk Survey, one of the first survey instruments focused on teachers’ reported beliefs about race and discourse. The survey attempts to capture teachers’ reported beliefs about the role and importance of race in classroom talk and learning. Researchers interested in capturing the relationship between race and classroom talk, particularly focused on race, have found the survey useful as it is being adapted and adopted for studies across the field of education. Because the survey is designed for open- as well as closed-ended responses, researchers are able to triangulate, nuance and disrupt participants’, pre- and in-serve teachers’ responses. Implications from his research about race and poverty in schools and classrooms are outlined in his book, “Rac(e)ing to Class: Confronting Poverty and Race in Schools and Classrooms” (Harvard Education Press, 2015). In an effort to build synergy between and among empirical studies and conceptual arguments in and related to urban education, Milner has called for and advanced stronger conceptual and definitional work of urban education. He described and conceptualized three sites of urban education that other researchers use to make sense of and describe urban contexts: urban characteristic, urban emergent, and urban intensive. Bringing together leading scholars of urban education in the edited volume, “Handbook of Urban Education” (2014), Milner and co-editor Kofi Lomotey have attempted to describe and discuss what urban education is, what we know about it (empirically and theoretically), how we know what we know about urban education, and what other knowledge, as a field, is important for us to study in order to advance policy, research, theory and practice in urban education.   Show Highlights Authentic vulnerable moment break barriers  Will you knock down walls so students get the education they deserve?  Relationship building and cultivation has to be essential throughout  for sustainability Ethnic matching-showcase the differences that make a difference Help teachers build their toolkit, their repository to be responsive in all spaces Opportunity centered connections and teaching. See them beyond the walls “We have to as educators, we have to be our authentic selves. Young people don't need you to be more of who they are. They need you to be the best of who you are in order to compliment and advance their identity spaces, their exposure to different kinds of things. They need you to be anti-racist. They need you to be pro people, pro equity, projustice. Those are the things that matter to young people, more than the other pieces. When you don't come from the same community, when you don't share the same background there are concrete, really transformative ways to build those links, to build those relationships.” -Rich Milner   Full Transcript Rich Milner Transcript   Rich Milner’s Resources & Contact Info: H. Richard Milner: Books - Amazon.com Twitter Facebook LinkedIn rich.milner@vanderbilt.edu   Looking for more? Read The Better Leaders Better Schools Roadmap Join “The Mastermind” Read the latest on the blog   Show Sponsors ORGANIZED BINDER Organized Binder is an evidence-based RTI2 Tier 1 universal level solution Focuses on improving executive functioning and noncognitive skills Is in direct alignment with the Universal Design for Learning (UDL) framework Is an integral component for ensuring Least Restrictive Environments (LRE) You can learn more and improve your student’s success at https://organizedbinder.com/   TEACHFX School leaders know that productive student talk drives student learning, but the average teacher talks 75% of class time! TeachFX is changing that with a "Fitbit for teachers" that automatically measures student engagement and gives teachers feedback about what they could do differently.  Learn more about the TeachFX app and get a special 20% discount for your school or district by visiting teachfx.com/blbs.   Copyright © 2020 Twelve Practices LLC

Valeria interviews Michelle Trujillo the author of Start With the Heart: Igniting Hope in Schools Through Social and Emotional Learning In this inspiring book, educational consultant and former high school principal Michelle Trujillo shows how positive school culture is anchored in social and emotional learning as a way of being. She guides educators to explore their own SEL aptitudes, inspires schoolwide investment in a philosophy of connection, and offers ample tools, strategies, and solutions for integrating five SEL competencies into schools. Jumpstart conscientious connections in your school community and create a foundation for trust that allows students and educators to feel appreciated, effective, and productive. Michelle Trujillo says her most important lifework is in her role as a wife and mom. Her husband, David, and their adult children, Corey and Dani, fill her life with joy. Michelle is also an author, inspirational speaker, and professional learning facilitator. “Mrs. T,” as she is known to her former students and reading audience, makes a tangible, sustainable, and positive difference through her books, speaking and workshops. She shares enthusiasm, experience, and applicable take-aways with her audience, while she imparts a philosophy that ignites hope in schools and the workplace. Named Nevada's 2016 Innovative Educator of the Year, Michelle has appeared on television (including Oprah) and radio across the nation as a guest expert. Her keynotes and trainings leave audiences enthused, inspired, deeply touched and wanting more! Michelle's most recent book, Start with the Heart: Igniting Hope in Schools through Social and Emotional was released by Corwin Press in April, 2019. Michelle has also written three books for teenagers: Chicken Soup for the Soul Presents Teens Talkin' Faith (HCI, 2012), Teens Talkin' Faith (HCI, 2001) and Why Can't We Talk? What Teens Would Share if Parents Would Listen (HCI, 2000).   To learn more about Michelle Trujillo and her work please visit: https://www.ignitinghopenow.com/ For Intro-free episodes: https://www.patreon.com/aquestforwellbeingpodcast Podcast Page: https://fitforjoy.org/podcast   — This podcast is a quest for well-being, a quest for a meaningful life to the exploration of fundamental truths, enlightening ideas, insights on physical, mental, and spiritual health. The inspiration is Love. The aspiration is to awaken new ways of thinking that can lead us to a new way of being, being well.

Welcome back to the Neuroscience Meets Social and Emotional Learning podcast, episode #77 with Doug Fisher and Nancy Frey, who are both professors at San Diego State University in Educational Leadership where they focus on policies and practices in literacy and school leadership. Watch the interview on YouTube here. For those who are new here, my name is Andrea Samadi,  I’m a former educator who created this podcast to bring the most current neuroscience and educational research, matched with social and emotional skills, with interviews from experts who have risen to the top of their field with specific strategies or ideas that you can implement immediately, to take your results to the next level. My vision is to bring the experts to you, share their books, resources and ideas to help you to implement their proven strategies, whether you are a teacher working in the classroom or online, a student, or parent working in the corporate space. Welcome Doug and Nancy, it’s wonderful to meet you after enjoying your books for the past few days. Doug and Nancy are also both teacher leaders at Health Sciences High & Middle College, an award-winning open-enrollment public school in the City Heights neighborhood of San Diego that they co-founded in 2007. For over 2 decades, they have dedicated their work to the knowledge and skills teachers and school leaders need to help students attain their goals. Their shared interests include instructional design, curriculum development, and professional learning. Doug and Nancy have co-authored numerous articles and books on literacy, and leadership that I’ve included links to in the show notes, including: This is Balanced Literacy,[i] The Teacher Clarity Playbook, PLC+,[ii] All Learning is Social & Emotional[iii], The Teacher Credibility and Collective Efficacy Playbook,[iv] and most recently The Distance Learning Playbook[v] with co-author John Hattie[vi]. I couldn’t start this podcast, without acknowledging John Hattie’s Visible Learning Research[vii] and the fact that he is the co-author of your Distance Learning Playbook. I 100% agree with the write-up I saw in your book that says “The pandemic teaching of mid 2020 was not distance learning but rather crisis teaching.” But starting now, teachers have the opportunity to prepare for distance learning with purpose and intent.”[viii] I’d love to learn how the idea of The Distance Learning Playbook came about and why it was important for you to include John Hattie as your co-author. (Discuss the playbook style of PD book and about John’s Visible Learning research).My next question for you ties into our last podcast, episode #76 with Michael Horn on “Using a Positive Lens to Explore Change and the Future of Education”[ix] where he spoke about the importance of embracing technology as an important component of our future, and the article you wrote for SmartBrief.com on “4 Steps for Powerful Distance Learning Experiences”[x]  ties right into this topic. This morning I had both my girls go “back to school” online and I was grateful that I felt a bit more prepared for this after getting ready for this interview and reading that article. Could you outline these 4 steps as many schools and families are like me, in the beginning stages of going back to school, with distance learning being the platform to launch the school year, before students transition to in person learning?Because this podcast focuses on social emotional learning, I’d love to dig a little deeper into the concept of the all-important teacher-student relationship. I know that building relationships is one of John Hattie’s teaching effects from one of our earlier episodes, #7 with Assistant Superintendent Greg Wolcott, who wrote his book Significant 72 based on the importance of student-teacher relationships.[xi]  What type of impact do those relationships have on student learning and how do teachers build those relationships from a distance?Tying in closely with the teacher-student relationship is a concept you call Teacher Credibility. In fact, one of your other playbooks is titled Teacher Credibility and Collective Efficacy.[xii] However, in the distance learning playbook, you focus on how to build that credibility at a distance. Can teachers really do that when they’re not in the same room with their students?I noticed Module 1 of your Distance Learning book is titled “Take Care of Yourself” referring to teachers/educators taking care of themselves first. I really appreciate that you put this as Module 1. Can you tell me about why self-care is at the front and center in your playbook and tie in the fact that All Learning is Social and Emotional and that as parents, and educators, the need to take care of ourselves before we reach out and help our children or students?[xiii]I know you’re both big proponents of Teacher Clarity and how that clarity has the potential to accelerate student learning.  You’ve identified 3 questions that contribute to teacher clarity. Can you briefly cover those and how they apply to distance learning?Lastly, and tying back to social emotional learning, in your playbook you discuss the socioemotional links to feedback. Tell us about the importance of a classroom climate (be it physical or virtual) where errors are celebrated and expected and how that plays into feedback.What are your final thoughts to tie everything in together on the future of education? Thank you so much for taking the time to share your work and powerful vision for education. If someone wants to learn more about you, is the best way  https://www.fisherandfrey.com/ and they can find you both on twitter Nancy is @NancyFrey and Douglas is @DFisherSDSU Also, Corwin Press is also offering a 30% discount plus free shipping through the end of August on all books and I will have the link for your Distance Learning Playbook[xiv] in the show notes. REFERENCES:[i] https://us.corwin.com/en-us/nam/this-is-balanced-literacy-grades-k-6/book266872 [ii] https://us.corwin.com/en-us/nam/plc/book266974 [iii] All Learning is Social and Emotional http://www.ascd.org/Publications/Books/Overview/All-Learning-Is-Social-and-Emotional.aspx [iv] https://us.corwin.com/en-us/nam/the-teacher-credibility-and-collective-efficacy-playbook-grades-k-12/book271561 [v] 30% off all books at Corwin Press though the month of August 2020 https://us.corwin.com/en-us/nam/thedistancelearningplaybook [vi] John Hattie https://visible-learning.org/ [vii] John Hattie https://visible-learning.org/ [viii] The Distance Learning Playbook https://us.corwin.com/en-us/nam/thedistancelearningplaybook [ix]Neuroscience Meets Social and Emotional Learning Podcast Episode #76 with Michael Horn on “Using a Positive Lens to Explore Change and the Future of Education” https://andreasamadi.podbean.com/e/speaker-and-writer-michael-b-horn-on-using-a-positive-lens-to-explore-change-and-the-future-of-education/ [x] “4 Steps for Powerful Distance Learning Experiences.” For Smartbrief by Douglas Fisher and Nancy Frey, July 16, 2020. https://smartbrief.com/original/2020/07/4-steps-powerful-distance-learning-experiences  [xi] Neuroscience Meets SEL Podcast EPISODE #7 with Greg Wolcott https://www.achieveit360.com/assistant-superintendent-greg-wolcott-on-building-relationships-in-todays-classrooms/ [xii]Teacher Credibility and Collective Efficacy  https://us.corwin.com/en-us/nam/the-teacher-credibility-and-collective-efficacy-playbook-grades-k-12/book271561 [xiii] All Learning is Social and Emotional http://www.ascd.org/Publications/Books/Overview/All-Learning-Is-Social-and-Emotional.aspx [xiv] 30% off all books at Corwin Press though the month of August 2020 https://us.corwin.com/en-us/nam/thedistancelearningplaybook

Welcome back to the Neuroscience Meets Social and Emotional Learning podcast, episode #75 with Maurice Elias, a Professor of Psychology at Rutgers University[i], Director of the Rutgers Social-Emotional Learning Lab[ii], Academic Director of The Collaborative Center for Community-Based Research and Service at Rutgers and he is one of the members of CASEL (Collaborative  for Social and Emotional Learning) which our listeners will know as a trusted source for knowledge about high-quality, evidence-based social and emotional learning programs.[iii] Prof. Elias lectures nationally and internationally to educators and parents about students’ emotional intelligence, school success, and social-emotional and character development. Among Dr. Elias’ numerous books are ASCD’s Promoting Social and Emotional Learning: Guidelines for Educators, the Social Decision Making/Social Problem-Solving curricula for grades k-8, Emotionally Intelligent Parenting, and many others that I will reference in this interview. Watch the interview on YouTube here.  Podcast Introduction and Backstory of Maurice Elias My name is Andrea Samadi,  I’m a former educator who created this podcast to bring the most current neuroscience research, matched with social and emotional skills, with interviews from experts who have risen to the top of their field with specific strategies or ideas that you can implement immediately, to take your results to the next level. My vision is to bring the experts to you, and help you to implement their proven strategies, whether you are a teacher working in the classroom or online, a student, or parent working in the corporate space, for immediate results. When I was first introduced to Maurice Elias, it was from Corwin Press’s Marketing Department, who explained to me that his work fit directly into what we are doing with this podcast. When I looked at his website, and the Rutgers Social and Emotional Learning lab, it looked familiar—I know I have been on his page before, while researching leaders in this field, and within a minute of watching a YouTube video of his work from back in 2010[iv] that describes Emotion in Education, I wish I had been introduced to him 10 years ago. Welcome Maurice, it’s wonderful to meet you. Thank you so much for agreeing so quickly to share all the work you have been doing to transform education. After reading a couple of your books, I couldn’t stop thinking about what would have happened, if I had met you 10 years ago when I worked at Pearson Education... At that time, I was working as a sales rep, selling programs and services to the school market and someone reminded me recently of how hard I tried to put social and emotional learning content into one of the products we were selling. For those who have been following this podcast, you will know that I have had this vision for teaching these skills in the classroom for the past 20 years, and finally decided to approach Pearson’s Product Development team with this vision and was told “let’s take it slow, and poll some educators, and see how they respond.” It just wasn’t the right time. If only I had met you back then, Maurice, I would have just played the video I saw of you in 2010 called Emotions in Education to help them catch the vision that you explained in be “the foundation of what learning is all about.”[v]  I would have had the right person, with the right sense of the urgency for this vision but so glad to be meeting you now! Q1: Maurice, as a Professor of Psychology at Rutgers University and the Director of the Social-Emotional and Character Development Lab that guides school-based efforts on SEL and character development, I wonder how and when your vision for SEL and Character began and what’s the vision that you hold now for your SECD lab[vi] and SEL in schools?  Q2: I’ve always thought that character was an integral component to SEL and I can see that you agree calling your lab social and emotional and character lab. Can you explain the idea that Character has two essential parts: moral character and performance character that you talk about in your book The Other Side of the Report Card[vii]?  Q3: I know that many educators want to improve their students’ social and emotional intelligence, but don’t know where to begin. In your book The Educators Guide to Emotional Intelligence and Academic Achievement[viii], you mention some first steps that educators should consider when implementing these ideas into the classroom (in person or virtual classroom)? I read your article about creating buy in for educators[ix], but what else should they consider? How can they best prepare for their vision of integrating these skills into the classroom? Q4: What about parents who want to raise emotionally intelligent children, (which is all of us) and especially children who have the ability to think and make decisions. In your book, Emotionally Intelligent Parenting,[x] you take some of the principles from Daniel Goldman’s bestseller, Emotional Intelligence[xi] and explain how they can be applied to successful parenting. Can you explain a couple of these principles and why we its crucial to be teaching them at home to our children?  Q5: I loved the article you published for Parent Toolkit (I saw it on LinkedIn about how watching sports with your children can boost their SEL/Emotional Intelligence skills).[xii] I absolutely loved this idea, as I never thought about this connection but there was this one time, we were at a baseball game with my 2 girls, ages 10 and 8 and we watched Wilson Ramos[xiii] (Ra-Mos) meditate away from some other players who were warming up, before a game. We did talk about it, but I never thought about going deeper with this like you did with this article. (Talking about focus, the athlete’s preparation and practice, emotion regulation, goal setting, problem solving, planning, teamwork, building resiliency and overcoming obstacles). I know it’s going to be awhile since we are all watching a game like this live, but can you recap these ideas so we can think of creative ways to talk about discussing these skills so we can learn from these athletes?  Q6: It’s definitely been different times the past few months, but I know there is always a positive side to every challenging situation. What do you think are some challenges that educators/parents/families are going to face in the next year, and how can we think of these challenges as learning opportunities to build resilience? Q7 Final thoughts. Is there anything that we’ve missed that you think is important?  Thank you so much Maurice, for your time today. I’ve thoroughly enjoyed learning more about the work you are doing at Rutgers’s Social and Emotional Learning Lab. My brother in law went to the New Brunswick Campus, and he’s now a Professor at SMU in Texas, and I’ve only heard great things about Rutgers over the years. For those who want to reach you directly, they can go to www.secdlab.org and contact you from there. RESOURCES:www.casel.orgwww.character.orgCommittee for Children https://www.cfchildren.org/https://sel4us.org/ REFERENCES:[i] https://psych.rutgers.edu/faculty-profiles-a-contacts/93-maurice-elias [ii] https://www.secdlab.org/ [iii] https://casel.org/founders/ [iv] Emotion in Education YouTube with Maurice J Elias Published Aug. 4, 2010 https://www.youtube.com/watch?v=7K2uSg-_KlI [v] Emotions in Education, Maurice J. Elias, YouTube Published August 4, 2010[vi] Social and Emotional and Character Development Lab https://www.secdlab.org/ [vii] The Other Side of the Report Card by Maurice J. Elias, Joseph Ferrito, and Dominic Moceri. (2015) https://us.corwin.com/en-us/nam/the-other-side-of-the-report-card/book245000 [viii]The Educators Guide to Emotional Intelligence and Academic Achievement by Maurice J. Elias and Harriett Arnold (2006)  https://us.corwin.com/en-us/nam/the-educators-guide-to-emotional-intelligence-and-academic-achievement/book226781 [ix] Creating Buy-in for SEL at Your School by Maurice J. Elias Published October 10, 2017 https://www.edutopia.org/article/creating-buy-sel-your-school [x] Emotionally Intelligent Parenting: How to Raise a Self-Disciplined, Responsible, Socially Skilled Child by Maurice J. Elias, Steven Tobias and Brian S. Friedlander  (May 18, 2011) https://www.amazon.com/Emotionally-Intelligent-Parenting-Self-Disciplined-Responsible-ebook/dp/B004G5ZY92 [xi] Emotional Intelligence: Why it Can Matter More than IQ by Daniel Goleman (2009) https://www.amazon.com/dp/B002ROKQNS/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1 [xii] Watch Sports with Your Kid and Build Their SEL/Emotional Intelligence Skills by Maurice J. Elias (Nov. 2018) https://www.linkedin.com/pulse/watch-sports-your-kids-build-selemotional-skills-maurice-elias/ [xiii] Wilson Ramos https://www.mlb.com/player/wilson-ramos-467092 

Welcome back to the Neuroscience Meets Social and Emotional Learning podcast, episode #74 with Horacio Sanchez, the President and CEO of Resiliency Inc.,[i] an agency leader in helping schools improve climate, instruction, and discipline with tools and resources that include his most recent book The Education Revolution.[ii]Watch the interview on YouTube here.  My name is Andrea Samadi,  a former educator who created this podcast to bring the most current neuroscience research, along with high performing experts with specific strategies or ideas that you can implement immediately, to take your results to the next level. Welcome Horatio, it’s an honor to have you on today, especially knowing that one of our early interviews, EPISODE #3 with Ron Hall, from Valley Day School, Pennsylvania on “Launching Your Neuroeducational Program”[iii] features you in the show notes and YouTube video (2:51)[iv] I highly recommend listeners go back to the video interview, and hear Ron Hall’s story of meeting Horatio by chance at an educational conference, where he says that “in 10 minutes (of his presentation) he saw his future in education change right in front of his eyes.” I want to give a bit more information on your background, since your background is vast in the field of neuroeducation, which is what we focus on here on this podcast. Horacio Sanchez is recognized as one of the nation’s prominent experts on promoting student resiliency and applying brain science to improve school outcomes. Horacio has been a teacher, administrator, clinician, mental health director, and consultant to the Department of Education in North Carolina, Pennsylvania, and other states. His diverse education and background have helped him to merge research, science, and practice which is why he has been so successful in the field of neuro education. His best-selling book, The Education Revolution published by Corwin Press, addresses the decline in empathy, increase in obesity, and the impact of implicit bias on minority students. Welcome Horacio, I have so many questions to ask you, and hope that we can get them all in! Q1: I like how you named your company Resiliency Inc as the word resiliency is important these days in education. Can you tell the story that I heard you tell on a podcast with John Williams, where you talk about how resiliency is built? (early days were hard, every day was a struggle, then they progress with hard work, effort, and now you have only good days and better days). Q2: As a former publishing rep, I have visited thousands of schools in the US (mostly in the Southwest region) and know that you can “feel” a school’s climate within minutes of walking into a school, sometimes even from the parking lot. We’ve all felt this feeling—and you know that our students feel it also. How do you improve school climate and what outcomes does a school typically see with your school climate improvement plan? Q3: One of the motivators for me doing the work that I’m doing with SEL/neuroscience began in the late 1990s with the Columbine tragedy being a huge motivator to take action. With all of your knowledge with students with emotional disorders, why do you think we have these incidents in the US? (My friends in Australia say they have not had one school shooting ever). What types of programs, or things should parents and educators be aware of to prevent these incidents from happening in the future? (connecting with the shy/anxious type) Q4: These days, it’s very clear that students are not learning as much as they could be or should be learning. Parents are just not equipped to be teachers, and I’m talking from the heart, as a parent with a teaching degree, with more resources for my 2 kids at home to learn while schools have not been in session. With a sense of urgency, I’m thinking about students in poverty who will be struggling more these days with less instruction, especially if parents are working. How does culture and poverty impact an individual's perceptions, behaviors, and how they learn? What solutions do you see here? In the next 2 weeks, I have been blessed to interview authors from Corwin Press, and while researching over the weekend, I can see that all authors for the school market are focusing on instilling character in addition to a student’s social and emotional skills. Why do you think there has been a decline in empathy and what do your programs do to build this skill back up again? Q5: You have such a vast choice of training topics[v] on your website for educators.  One of the topics that stood out to me was Overcoming Issues of Diversity. Can you explain the impact of implicit biases, and how they are formed? What can we do to reduce or eliminate bias in the human brain in order to experience immediate progress? Q6: What obstacles do you see that hold schools back from making progress with your programs, or any other programs they might be using? What are some key areas that schools should focus on for the most noticeable improvement? Q7: Is there anything important that we have missed? Final thoughts. Thank you so much Horatio, for meeting with me today to share more about your programs for schools. Are you conducting these programs I saw at https://www.resiliencyinc.com/ online? For anyone who wants to learn more about Horatio Sanchez’s programs, go to https://www.resiliencyinc.com/   Follow Horatio on Twitter @resiliencyinc or Facebook and LinkedIn with Horatio Sanchez. RESOURCES:Cultural influences on neural systems (Feb.2020) https://www.sciencedirect.com/science/article/abs/pii/S0028393218303610 Kimberly Noble, Associate Professor of Neuroscience, Columbia University. https://www.irp.wisc.edu/staff/noble-kimberly/ REFERENCES:[i] https://www.resiliencyinc.com/ [ii] The Education Revolution: How to Apply Brain Science to Improve Instruction and School Climate by Horatio Sanchez (August 5, 2016)   https://www.amazon.com/Education-Revolution-Science-Improve-Instruction/dp/1506332064/ref=sr_1_2?crid=1GQ398GD9TR7I&dchild=1&keywords=education+revolution&qid=1595640400&sprefix=eduaction+revol%2Caps%2C198&sr=8-2 [iii] https://www.achieveit360.com/ron-hall-of-valley-day-school-pa-on-launching-your-neuroeducational-program/ [iv] https://www.youtube.com/watch?v=t1O0EWWYewQ&feature=youtu.be (2:51) where Ron Hall speaks about his introduction to educational neuroscience. [v] https://www.resiliencyinc.com/training 

In this episode, we talk with SIMON T. BAILEY, breakthrough strategist, keynote speaker, innovator and author.THOUGHT #1Love and Respect Have No Color.THOUGHT #2A Man Can't Ride Your Back, Unless It's Bent - Martin Luther King Jr.CONNECT:Website: SimonTBailey.comBook: Be the Spark: Five Platinum Service Principles for Creating Customers for LifeBook: Brilliant Living: 31 Insights to Creating an Awesome Life (Brilliant Living Series)Book: Releasing Leadership Brilliance: Breaking Sound Barriers in EducationFacebook: Simon T. BaileyInstagram: @Simon T. BaileyLinkedin: Simon T. BaileyTwitter: @SimonTBaileyYouTube: Simon T. BaileyBRAND & RESOURCE MENTIONS:"My Generation" (The Who) - YouTubeKilla Thug Tooth Jeweler - KillaThug.comWoke - WikipediaJersey Shore - TripAdvisor.com"Hey Jude" (The Beatles) - YouTubeWalt Disney World - DisneyWorld.Disney.Go.comLinkedin Learning - Lynda.com Disney Institute - DisneyInstitute.comSan Diego Zoo - Zoo.SanDiegoZoo.orgGeorge Floyd - WikipediaMartin Luther King Jr. - Wikipedia"Just A Man" (Big Kettle Drum) - YouTube"Not For Sale" campaign - NotForSaleCampaign.org"The Dark Side of Chocolate" (Documentary) - YouTubeHard Rock International – HardRock.comThoughts That Rock – ThoughtsThatRock.comBig Kettle Drum - BigKettleDrum.comBlack Sheep: Unleash the Extraordinary, Awe-Inspiring, Undiscovered You (Brant Menswar) - FindYourBlackSheep.comRock ‘n Roll With It: Overcoming the Challenge of Change (Brant Menswar) – RocknRollWithIt.comCulture That Rocks: How to Revolutionize Your Company’s Culture (Jim Knight) – CultureThatRocks.comCannonball Kids’ cancer – CannonballKidscancer.orgKeppler Speakers - KepplerSpeakers.comCertified Rock Star - CertifiedRockStar.comSpectacle Photography (Show/Website Photos) – SpectaclePhoto.comJeffrey Todd “JT” Keel (Show Music) - JT KeelSIMON T. BAILEY'S BIO:Success magazine calls Simon T. Bailey one of the Top 25 people that will help you reach your business and life goals. He is in a list that includes Oprah Winfrey & Dr. Brene Brown. His viral video posted by Goalcast to Facebook has over 87 million views.Washington Speakers Bureau recently selected him as one of the top 1 2 Business Speakers and Big Speak Speakers Bureau selected as one of the Top Sales Kick-Off Speakers for 2020Today, Simon is a Breakthrough Strategist who goes beyond feel-good content and provides real-life deliverables that impact lives. His wisdom and expertise enabled an Orlando-based healthcare system to be acquired and a division of a hospitality company to be ranked No. 1 for customer service by Expedia.com.He has worked with 1800 organizations in 49 countries. A few of his clients include Google, Microsoft, MasterCard, Hilton Hotels, American Nurses Association, and the NSA (National Security Association).Simon has more than 30 years’ experience in the hospitality industry including serving as sales director for Disney Institute, based at Walt Disney World Resort.He is the author of ten books including the HarperCollins-published book, Release Your Brilliance, Releasing Leadership Brilliance published by Corwin Press (a division of Sage Publishing), and Shift Your Brilliance, published by SoundWisdom. His three online courses on Linked In Learning (Lynda.com) have been viewed by people in 100 countries.Simon currently serves as a board member of the U.S. Dream Academy, a twenty-year old organization whose mission is to increase high school graduation rates for children whose parent(s) are incarcerated. He also serves on the board for the Orlando Health Foundation Board, a $4 Billion 100-year old non-profit hospital with 20,000 employees based in Orlando, Florida.Simon is a Summa Cum Laude master’s degree graduate of Faith Christian University and was inducted as an honorary member of the University of Central Florida Golden Key Honor Society. He has also served on the advisory council for Management and Executive Education for the Crummer Graduate School of Business at Rollins College, one of the top 25 best private graduate business schools in the U.S.Recently he was awarded an Honorary Doctorate of Philosophy in Humanities from Kayiwa International University/United Graduate College and Seminary International in Kampala, Uganda for his global impact. Furthermore, he has received the World Civility Award from iChange Nations and is acknowledged as a World Civility Ambassador.When Simon is not busy advancing professionals’ and organizations’ development, he roots for the Buffalo Bills, collects limited edition stamps, and is an avid movie goer. Simon is the proud father of two young adult children and currently resides in Orlando, Florida. 

Anthony Kim is a Corwin Press bestselling author, with publications including The New Team Habits, The New School Rules, and The Personalized Learning Playbook. His writing ranges the topics of the future of work, leadership and team motivation, improving the way we work, and innovation in systems-based approaches to organizations and school design. Anthony believes that how we work is the key determinant to the success of any organization. In addition to his writing, Anthony is the founder and CEO of Education Elements, a trusted partner and consultant to over 1,000 schools nationwide. Anthony has been the founder of several companies across multiple industries, including online education, ecommerce, and concerts and events. Anthony began his career in education by helping higher education institutions with technology projects and data.  Shortly thereafter he moved into K-12 education with an emphasis in online learning with a company he founded, Provost Systems. Hebuilt virtual schools that included SIS, CMS and a portals for administrators, teachers, students and parents to use on a daily basis. Their success was quickly realized and were purchased by Edison Schools in 2008.  After two years of serving Edison Schools as EVP of Online and assisting in the launch of Provost Academy he left to begin Education Elements in 2010. Little did he know that his architecture degree and experience would play such a critical role in shaping his approach to education.  He believes that learning environments and school designs need to be open and flexible so that teachers, the true designers of learning, can successfully create the best possible learning conditions for students. Education has always been a part of him.  As a young boy raised by a single mom, he never forgot the value his mother placed on education and how it shapes the person you become in the future.   Show Highlights Establish habits of participation with the Check In Strategy Create an authentic interview by using a Crisis Improv  How a well intended letter can change the trajectory of your life The pitfalls of sassy emails.  Sound more human and less formulaic.  What long term deposits look like in establishing partnerships   Power in words, Anthony shares his motivational mantra You can't out swim the ocean. Streamline the work and put the least amount of effort for the most amount of progress. “While I don't teach students, I think my purpose has always been to teach adults and bring ideas from all industries to help us make a better education system.”  -Anthony Kim   Full Transcript Anthony Kim Transcript   Anthony’s Resources & Contact Info: The NEW Team Habits:  The NEW School Rules: Personalized Learning Playbook: Education Elements anthonx.us  Twitter LinkedIn   Looking for more? Read The Better Leaders Better Schools Roadmap Join “The Mastermind” Read the latest on the blog     Show Sponsors ORGANIZED BINDER Organized Binder is an evidence-based RTI2 Tier 1 universal level solution Focuses on improving executive functioning and noncognitive skills Is in direct alignment with the Universal Design for Learning (UDL) framework Is an integral component for ensuring Least Restrictive Environments (LRE) You can learn more and improve your student’s success at https://organizedbinder.com/   TEACHFX School leaders know that productive student talk drives student learning, but the average teacher talks 75% of class time! TeachFX is changing that with a "Fitbit for teachers" that automatically measures student engagement and gives teachers feedback about what they could do differently.  Learn more about the TeachFX app and get a special 20% discount for your school or district by visiting teachfx.com/blbs.   Copyright © 2020 Twelve Practices LLC

June Trop and her twin sister Gail wrote their first story, "The Steam Shavel [sic]," when they were six years old growing up in rural New Jersey. They sold it to their brother Everett for two cents.  "I don't remember how I spent my share," June says. "You could buy a fistful of candy for a penny in those days, but ever since then, I wanted to be a writer."  As an award-winning middle school science teacher, June used storytelling to capture her students' imagination and interest in scientific concepts. Years later as a professor of teacher education, she focused her research on the practical knowledge teachers construct and communicate through storytelling. Her first book, From Lesson Plans to Power Struggles (Corwin Press, 2009), is based on the stories new teachers told about their first classroom experiences.  Now associate professor emerita at the State University of New York at New Paltz, she devotes her time to writing The Miriam bat Isaac Mystery Series. Her heroine is based on the personage of Maria Hebrea, the legendary founder of Western alchemy, who developed the concepts and apparatus alchemists and chemists would use for 1500 years.  June lives with her husband Paul Zuckerman in New Paltz, where she is breathlessly recording her plucky heroine's next life-or-death exploit. The author bio is from my website http://www.junetrop.com/authors-biography  My pen name is June Trop, but I am also known as June Trop Zuckerman. I publish my scholarly work under the name of June Trop Zuckerman or J. T. Zuckerman.  

Dr. Horacio Sanchez is the President and CEO of Resiliency Inc., an agency leader in helping schools improve school climate, instruction, and discipline. Horacio is recognized as one of the nation's prominent experts on promoting student resiliency and applying brain science to improve school outcomes. The Maladaptive Council (Academy of Science) recognizes him as a leading authority on emotional disorders and resiliency. He is a highly sought-after speaker and has keynoted many national conferences. Horacio has been a teacher, administrator, clinician, mental health director, and consultant to the Department of Education in North Carolina, Pennsylvania, and other states. His diverse education and background have helped him to merge research, science, and practice. Horacio sits on True Health Initiative Council of Directors, a coalition of more than 250 world-renowned health experts, committed to educating on proven principles of lifestyle as medicine. He has authored several articles and books on the topics of resiliency, closing the achievement gap, and applying neuroscience to improve educational practices and outcomes. He is the author of the best-selling book, The Education Revolution published by Corwin Press, which applies brain science to improve instruction, behaviors, and school climate. You can pick up a copy of Dr. Sanchez's book, The Education Revolution at https://us.corwin.com/en-us/nam/the-education-revolution/book249726 __ Thank you for watching this video. I hope that you keep up with the videos we post on the channel, subscribe, and share your learnings with those that need to hear it. Your comments are fuel to our fire, so please take a second and say howdy! Life that Counts is a 501(C)(3) Alabama based nonprofit organization committed to helping people make the best possible decisions for achieving the greatest possible outcomes. The truth is, you have influence. Are you intentional with it? We work with schools implementing positive youth development strategies which have demonstrated healthy results in student life on the campus setting. Booking: lifethatcounts.org/bookingrequest Merchandise: http://lifethatcounts.store Online at www.lifethatcounts.org Twitter: https://twitter.com/lifethatcounts Instagram: https://www.instagram.com/lifethatcounts/ Facebook.com/lifethatcounts Life that Counts on Linkedin: https://www.linkedin.com/company/life-that-counts/about/ John on Linkedin: https://www.linkedin.com/in/johnwilliamsonlinkedin/ For more info, email: info@lifethatcounts.org --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/lifethatcountsinc/message

I thoroughly enjoyed my first 3-way conversation on this platform and it really added some extra value. We discuss education, innovation, leadership, culture, language, purpose and so much more. Please find some of the key highlights as follows: - “One of the central, underlying themes of our book is the balance between smart and healthy. Smart is what we typically have a lot of training in. Yet much of our enjoyment, success and ability to pull off those things on the smart side, are really on the healthy side” – 06.45 - “What if you focussed 95% of your time on the people that you are leading and only 5% on the work itself, what would that look like”- 08.40 - “We work with leaders on the idea of having staff take greater ownership, that leaders don’t have to decide everything. Leading is me helping to develop you as a thinker and a future leader” – 12.50 - “If the leader jumps in too soon. If we hear from the leader too quickly around the table, people are going to pull back and say ‘why do I need to counter Jim, this is how he feels.’ – 17.50 - “If you want to stop a lot of people from emotional attachment to an organisation, talk about double digit growth. Over time her message changed to ‘we do well by doing good’” – 24.00 - “It’s a mistaken belief that as a leader you have to make decision” – 27.20 - “It’s not just about smarts, its also about healthy. You really need both in order make productive change happen” – 38.50 Bios: Jeff Ikler has worked in education in the broadest sense his whole life – first as a high school history teacher, then as an editor, marketer and executive in the educational publishing industry for more than 35 years and finally as Director of Quetico Coaching where he focuses on leadership development and career shifts. Kirsten Richert describes herself as an innovation catalyst—she acts as a key to bring out the innate talent, passion, and wisdom of a team so they can make their desired transformation. She is the CEO of Richert Innovation Consulting, a firm that brings together strategy, innovation, and facilitation to help leaders spark change. Jeff and Kirsten enjoy collaborating together on projects. In addition to leading consulting and innovation work with educational organizations, they produce a weekly podcast on change management called Getting Unstuck and have co-authored a book being published by Corwin Press that will be released in March 2020 called Shifting: How School Leaders Can Create a Culture of Change. Please find my Interpersonal Catalyst brochure here in case I can support you at all -> https://my.visme.co/projects/rxyz4jpo-garry-turner-interpersonal-catalyst --- Send in a voice message: https://anchor.fm/valuevulnerability/message

Peter M. De Witt is a former K-5 teacher (11 years) and principal (8 years). He runs competency-based workshops and provides keynotes nationally and internationally focusing on school leadership (collaborative cultures and instructional leadership),    Peter is the author of several books which include: Dignity for All: Safeguarding  LGBT Students (Corwin Press. 2012). Instructional Leadership (Soon to be released) School Climate Change (ASCD, co-authored with Sean Slade. 2014) Flipping Leadership Doesn't Mean Reinventing the Wheel (Corwin Press. 2014) Collaborative Leadership: 6 Influences That Matter Most (Corwin Press/Learning Forward). School Climate: Leading With Collective Teacher Efficacy (Corwin Press/ Ontario Principals Council. 2017). Coach It Further: Using the Art      of Coaching to Improve School Leadership (Corwin Press. 2018). Get a free book at this link  http://www.audibletrial.com/fishingthenorth40  Visit Peter at his Web Site petermdewitt.com  

This episode focuses on understanding the three main parts of your brain and I had to write this lesson and record this prior to the next podcast tomorrow with Dr. Friederike Fabritius as many of my questions to her will rely on the understanding of these three parts of the brain so I thought it was important to record this first.  Let’s take a closer look at the human brain, so that the insights Dr. Fabritus will share tomorrow, will have more of an impact.The human brain is the most complex organ in the body. Parts of the brain communicate with each other and enable us to enjoy food, communicate, and feel emotions; the brain shapes our entire world and all of our experiences. Understanding how to harness the power that exists within your own body is the key to unlocking the code that controls your results and future. What this future looks like is up to you. Once you have an understanding of how your brain works, and you have some strategies to overcome the pitfalls associated with the three main parts of your brain, you can set yourself up for a razor’s edge advantage over someone else who might not be paying attention to the largest and most complex organ in the human body.  To be honest, I was not paying attention to this part of the body until just a few years ago. No one had ever asked me what I was doing for my brain health—not until I started researching in the area of neuroscience did I know these strategies existed. So, don’t worry if this is new to you. We all start at this place.There are three parts of the brain that I think everyone should understand, whether you are five years old, or 55 years old, we can all understand the basics of how our brain operates for improved results.Understanding the Reptilian Brain: The Ancient Instinctual Brain also known as The Hindbrain The brain stem (imagine this part at the top of your spine on the back of your neck) is the oldest part of the brain and is often referred to as the reptilian brain.[i] This is where vital body functions such as heartbeat, respiration, body temperature, and digestion are all monitored and controlled. The brain stem also holds the reticular activating system (RAS), which is responsible for the brain’s alertness—regardless of whether we’re asleep or awake.This part of the brain functions to keep us alive and safe and works closely with the entire body as well as the limbic system to create our emotional state of mind. The brain stem does not work alone. It is linked to the limbic system above it (in the middle of the brain) to assist, for example, in creating both our fighting states when we feel anger and our fleeing states when we feel fear.[ii] This Ancient Instinctual Brain Controls Our-Sensory motor functions (how our body runs) Survival instinct of fight, flight, freeze, faint[iii]When we understand that we can't help the fact that when we feel fear with something, consciously or unconsciously, our Reptilian Brain reacts on its own with the urge to fight, flight, or freeze.FIGHT- is when we react instead of responding to a situation (those times when we let our emotions take control)FLIGHT- is when we run awayFREEZE- is when we stay frozen and don't even tryTo overcome the pitfalls of the Reptilian Brain, we just need to learn strategies for overcoming our fears that are natural, and instinctual, coming from the part of our brain that was designed to keep us alive. Those who are longtime meditators speak of the ability to take the time to respond to a situation rather than reacting but if you are looking for a quick fix, try these simple strategies.[iv]S-STOP whatever you are doingT-TAKE deep belly breaths to bring more oxygen to your brainO-OBSERVE and think “how am I feeling right now in the moment?” Can you name the emotion? When you can name the emotion, science has proven that soothing neurotransmitters are released to calm you down.[v]P- PROCEED with whatever you are doing with a new awareness. Our next guest Dr. Friederike Fabritius,[vi] talks about this strategy in her book, The Leading Brain: Neuroscience Hacks to Work Smarter, Better, Happier.[vii]She also dives into the importance of adding a sense of fun and fear to your work since fun will add the neurotransmitter dopamine that will help you to retain information better and boost your performance, while just the right amount of fear when you try new things, and push your boundaries will release noradrenaline, a positive hormone that’s released when you have a challenge. Adding fun and fear will prevent boredom and drive you towards focus where the brain will release acetyl choline during this time of focused attention to help us to achieve flow or these high levels of peak performance that we all seek.[viii]Understanding the Second Part of the Brain: The Limbic SystemAbove the brain stem and below the cerebellum (in the midbrain imagine this part of the brain in the middle) is a collection of structures about the size of a lemon, referred to as the limbic system and sometimes called the mammalian brain or Midbrain. Most of the structures in the limbic system are duplicated in each hemisphere. This area is also responsible for “regulating internal chemical order .”[ix] The Limbic Brain or The Emotional Brain Controls Our-Feelings/emotions Motivations The brain’s reward circuit Memory, and our Immune systemThis part of the brain responds really well with motivation and rewards and since it’s the seat of our emotions, this part of the brain will take over ALL the other parts of the brain because our emotional Limbic Brain always wins.[x]In this part of our brain we all have a REWARD and a THREAT system. Most of us work well when we can see the reward for what we are working on. Our brain will release dopamine as we check off our to-do list items and make progress towards our goals. When we are working in a reward state, we will be happy, in a good mood, high performing and achieving our goals. This state is where we should all aim to spend our time as we will be the most productive.But when we are in a threat system, our brain will release cortisol and our prefrontal cortex will shut down, making us unable to work as we go into the fight, flight, freeze state.  Some people do work well with an element of threat to motivate them, (like when you have a deadline for something you are working on)  but too much threat can cause too much stress and lead to eventual burn-out.[xi]To overcome the pitfalls of the Emotional Limbic System:Find ways to make the work you do fun so that dopamine (the neurotransmitter that helps us to feel pleasure and satisfaction) will be released and will help you to see rewards and will motivate you to move towards them.Laugh more because dopamine (this pleasure and satisfaction chemical) is released with laughter. Always keep that funny person on your team who makes everyone laugh. They will help boost the dopamine of your entire team, making everyone motivated towards their goals.Find ways to keep things new since the brain loves novelty. Remember—we don’t pay attention to boring things.[xii]Always push your boundaries and challenge yourself to prevent boredom. The brain will release the positive neurotransmitter noradrenaline that will increase alertness and energy. OTHER IMPORTANT PARTS OF THE LIMBIC SYSTEM that I think are important to know about.The thalamus is the first part of the brain to receive sensory information (except smell) coming from the outside world.The hippocampus plays a crucial role in converting short-term memory to long-term memory. The amygdala plays an important role with emotions, especially fear.The anterior cingulate connects attention, emotion, social function, and pain perception.[xiii]The Basal Ganglia is an important part of the brain connected to the cortex, thalamus and brainstem and is connected to procedural learning, habit learning, cognition and emotion. Stay tuned for the next episode to understand the power associated with this part of your brain.Finally, Understanding the Third Part of the Brain:The Neocortex/The Decision-Making Brain also called our Forebrain where our Prefrontal Cortex Lives.The neocortex is the “outer bark of the brain”[xiv]  that consists of folded gray matter and resembles a walnut. (Imagine this part of the brain as being folded over the midbrain and connecting all parts together). It is divided into areas that control specific functions that “ultimately are about making maps of various things—from perceptions of the outside world to ideas about the brain and well-being .”[xv]The Genius, Decision-Making part of the brain is the newest part of the brain (think of it this way—the brain develops from back to front—the oldest part with our brain stem and the newest is the front of our brain) and it tells us to be LOGICAL and REASONABLE with everyone. This part of the brain controls ourThinking and reflecting Perceiving and remembering Reasoning and planning Language development Multiple intelligences, and our Awareness and self-awareness This is the part of our brain that determines the level of success we will see in our careers. It’s also the part of our brain that reacts when we are tired, or when someone pushes our buttons, we can lose control of the Decision-Making Brain and do or say things are not in our normal character.It is reassuring to know why we lose control, and how to repair our relationships with those around us when this occurs by addressing it, and stepping back, and then taking some time out before coming back to regain composure.To overcome the pitfalls of the Decision-Making Brain we can:Get plenty of sleep and exercise so that we keep our prefrontal cortex operating at its best.Remember that when we drink alcohol, it will interfere with our decision-making brain and too much alcohol can lead to poor judgment, and even impair your memory.[xvi]You can take brain supplements to help you to achieve more focus and alertness.[xvii] I follow Dr. Daniel Amen’s[xviii] work and have learned what my brain type is so that I can be sure to be taking the right supplements for my brain type[xix] and follow the best nutritional plan for brain health.When we can find strategies to keep our brain working at its best, we will perform at our best. I hope these strategies and an understanding of the 3 parts of your brain help you to achieve higher levels of achievement. I’m excited to speak with Dr. Friederike Fabritius tomorrow morning and will dive deeper into the neuroscience of leadership and high performance. See you next tomorrow.RESOURCES:Andrea Samadi Level Up: A Brain-Based Strategy to Skyrocket Student Success and Achievement (2015 Wheatmark, Tucson, AZ).(Lesson 2: Use Your Brain Wisely)REFERENCES[i] David D’Sousa, How the Brain Learns, 3rd Ed. Page 18 (Corwin Press, Thousand Oaks, CA, 2006).[ii] Dr . Daniel J . Siegel, “Brain Insights and Well-Being,” Inspire to Rewire, Psychology Today,  January 7, 2015  https://www.psychologytoday.com/us/blog/inspire-rewire/201501/brain-insights-and-well-being[iii] ibid[iv] Friederike Fabritius, “Take Charge of our Emotions” Published Dec. 10, 2016 https://www.youtube.com/watch?v=liu3cbEB3H8&t=1759s[v] Dan Siegel “Name it to Tame it” YouTube Published Dec. 8th, 2014  https://www.youtube.com/watch?v=ZcDLzppD4Jc[vi]Friederike Fabritius: "Fun, Fear, and Focus: The Neurochemical Recipe for Achieving Peak Performance" | Talks at Google Published Jan.15, 2019  https://www.youtube.com/watch?v=pWi-oCySuFA[vii] The Leading Brain by Friederike Fabritius (TarcherPerigee; Reprint edition February 20, 2018). https://www.amazon.com/Leading-Brain-Neuroscience-Smarter-Happier/dp/0143129368/ref=sr_1_1?keywords=the+leading+brain&qid=1571680862&sr=8-1[viii] Friederike Fabritius: Dopamine, Acetylcholine, and Focused Attention https://www.youtube.com/watch?v=T0C93OcfzGk[ix] Dr . Joe Dispenza, “TedTalks with Dr . Joe Dispenza,” TED video, 17:50 posted        February  8, 2013       https://www.youtube.com/watch?v=W81CHn4l4AM&t=105s[x] Friederike Fabritius “Why the Limbic System Always Wins” YouTube Published   https://www.youtube.com/watch?v=bb5UITosUUI[xi] Friederike Fabritius Prefrontal Cortex, Limbic System and Performance YouTube PublishedOct. 26, 2016   https://www.youtube.com/watch?v=xDuQM94RT9M[xii] John Medina, Brain Rule #4 http://www.brainrules.net/attention[xiii] Dr . Daniel J . Siegel, “Brain Insights and Well-Being,” Inspire to Rewire, Psychology Today,  January 7, 2015  https://www.psychologytoday.com/us/blog/inspire-rewire/201501/brain-insights-and-well-being[xiv] ibid[xv] ibid[xvi]Alcohol Memory Blackouts and the Brain https://pubs.niaaa.nih.gov/publications/arh27-2/186-196.htm[xvii]12 Prescriptions for Creating a Healthy Brain and Life by Dr. Daniel Amen Jan. 15, 2018  https://www.amenclinics.com/blog/12-prescriptions-for-creating-a-brain-healthy-life-part-1/[xviii] http://danielamenmd.com/[xix] https://brainhealthassessment.com/

How can shadowing EL students help educators, schools, and districts improve their instruction and outcomes? What are some ways we can link quantitative data from assessments with qualitative data gathered while shadowing students? What are the protocols that teachers should use when shadowing students and what action steps should be taken after the experience? We discuss the questions and much more with Dr. Ivannia Soto. Dr. Soto is professor of Education at Whittier College in California, where she specializes in second language acquisition, systemic reform for English language learners (ELLs), and urban education. She began her career in the Los Angeles Unified School District (LAUSD), where she taught English and English Language Development to a population made of up 99.9% Latinos, who either were or had been ELLs. Before becoming a professor, Dr. Soto also served LAUSD as a literacy coach and district office administrator. She has presented on literacy and language topics at various conferences, including the National Association for Bilingual Education (NABE), the California Association for Bilingual Association (CABE), the American Educational Research Association (AERA), and the National Urban Education Conference. As a consultant, Soto has worked with Stanford University’s School Redesign Network (SRN) and WestEd, as well as a variety of districts and county offices in California, providing technical assistance for systemic reform for ELLs and Title III. Soto is the co-author of The Literacy Gaps: Building Bridges for ELLs and SELs, as well as ELL Shadowing as a Catalyst for Change and From Spoken to Written Language with ELLs, all published by Corwin Press. Together, the books tell a story of how to systemically close achievement gaps with ELLs by increasing their oral language production in academic areas. Dr. Soto is Executive Director of the Institute for Culturally and Linguistically Responsive Teaching (ICLRT) at Whittier College, whose mission it is to promote relevant research and develop academic resources for ELLs and Standard English Learners (SELs) via linguistically and culturally responsive teaching practices. You can find a full transcription of our conversation and more resources on our blog post about the episode. --- Send in a voice message: https://anchor.fm/highest-aspirations/message

   Dr. John Almarode shares key ideas from his book Clarity for Learning: Five Essential Practices That Empower Students and Teachers. This is episode 255 of Teaching Learning Leading K12, an audio podcast for educators. Dr. John Almarode, a bestselling author, has worked with schools, classrooms, and teachers all over the world. He has presented locally, nationally, and internationally on the application of the science of learning to the classroom, school, and home environments.  He has worked with hundreds of school districts and thousands of teachers in the US, Australia, Canada, England, Saudi Arabia, Scotland, South Korea, and Thailand. In addition to devoting his time to PreK – 12 schools and classrooms, he is an Associate Professor in the Department of Early, Elementary, and Reading Education, Co-Director of James Madison University’s Center for STEM Education and Outreach, and Director of the Content Teaching Academy. The work of John and his colleagues have been presented to the United States Congress, Virginia Senate, at the United States Department of Education as well as the Office of Science and Technology Policy at The White House. John began his career in Augusta County, Virginia, teaching mathematics and science to a wide range of students. Since then, John has authored multiple articles, reports, book chapters, and nine books including: Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6 - 12 (Corwin Press, 2013), with Ann Miller, From Snorkelers to Scuba Divers (Corwin Press, 2018) with Ann Miller, Visible Learning for Science, with Doug Fisher, Nancy Frey, and John Hattie (Corwin Press, 2018), Teaching Mathematics in the Visible Learning Classroom, Grades 6 - 8, with Doug Fisher, Joseph Assof, Sara Moore, Nancy Frey, and John Hattie (Corwin, 2019), Teaching Mathematics in the Visible Learning Classroom, Grades 9 - 12 with Doug Fisher, Joseph Assof, Sara Moore, Nancy Frey, and John Hattie (Corwin, 2019), Teaching Mathematics in the Visible Learning Classroom, Grades K - 2, and  Teaching Mathematics in the Visible Learning Classroom, Grades 3 - 5 with Doug Fisher, Joseph Assof, Sara Moore, Nancy Frey, and John Hattie (Corwin, 2019) plus Kateri Thunder. Most recently, John and his colleagues have developed a new framework for developing, implementing, and sustaining professional learning communities: PLC+. John lives in Waynesboro, Virginia with his wife, a fellow educator, their two children, and three Labrador retrievers, Angel, Forest, and Bella.   Connect with John and Learn More: almarojt@jmu.edu https://johnalmarode.com/ https://twitter.com/jtalmarode http://us.corwin.com/en-us/nam/clarity-for-learning/book257635 https://www.amazon.com/Clarity-Learning-Essential-Practices-Essentials-ebook/dp/B07JQC7CFC https://us.corwin.com/en-us/nam/clarity-for-learning/book257635     Length - 56:04  

One shouldn't be discouraged by the fact that learning is full of struggles as these struggles are inherent to the process of gathering facts, acquiring new knowledge, and gaining vivid insights. However, the struggles that go beyond a certain threshold built into learning should be examined and responded to. On this episode, author, life-long learner, and experienced educator, Kathleen Kryza, discusses the relationship between student struggles and the incorporation of brain-based differentiated instruction and cooperative learning to elevate the learner experience.About Kathleen KryzaKathleen Kryza is a life-long learner, an experienced educator and an outstanding presenter/coach/consultant. Kathleen is passionate, informed and committed to bringing the best educational practices to educators and parents so that they can help ALL children succeed.Kathleen is co-author of “Transformative Teaching: Changing Classroom Culturally, Emotionally and Academically.” (Solution Tree Press, Oct. 2015). She is also the co-author of Developing Growth Mindsets in the Inspiring Classroom, Inspiring Learners Press (2011) and the Corwin Press books, Inspiring Secondary Learners (2007), Inspiring Elementary Learners, (2008,) Differentiating in the Real Classroom (2009), Winning Strategies for Test Taking (2009).  Kathleen is featured in the video, Differentiating Instruction in the Intermediate Grades, Bureau of Education and Research (BER), 2008.Kathleen has a Masters Degree in Special Education, and a Bachelors Degree in Elementary Education.  She has also done extensive training over the years with giants in the field on topics such as differentiated instruction, brain-based learning, cooperative learning, co-teaching, coaching, and content literacy. She has presented for school districts locally, nationally, and internationally for over 30 years on various educational and motivational topics.Websitewww.kathleenkryza.comBooksTransformative Teaching: Changing Classroom Culturally, Emotionally and Academically(Solution Tree Press, Oct. 2015)Developing Growth Mindsets in the Inspiring Classroom, Inspiring Learners Press (2011)Inspiring Secondary Learners (Corwin, 2007)Inspiring Elementary Learners (Corwin, 2009)Winning Strategies for Test Taking (Corwin, 2009)Support the show

  Dr. Sonny Magana is an award-winning educational futurist, best-selling author, and pioneering educational technology researcher. Sonny is a highly sought-after leadership consultant, speaker, and instructional coach with more than thirty years’ experience helping educational systems around the world realize the power of transcendent learning. The author of numerous research studies and articles, Sonny’s newest book, Disruptive Classroom Technologies: A Framework for Innovation in Education, was recently published through Corwin Press to wide international acclaim.   A tireless advocate for transcending the status quo, Sonny founded and served as Principal of Washington State’s first CyberSchool in 1996, a groundbreaking blended learning program that continues to meet the needs of at-risk students in Washington. He is a recipient of the prestigious Milken Family Foundation National Educator Award and the Governor’s Commendation for Educational Excellence. An avid musician, yoga practitioner, and beekeeper, Sonny holds a bachelor of science degree from Stockton University, a master of education degree from City University (where he was honored with the Presidential Award for meritorious scholarship), an educational administration endorsement, and a doctorate in educational leadership from Seattle University.

Sam Crowell is professor emeritus at California State University, San Bernardino. He is the founder of the Masters Program in Holistic and Integrative Education and is also a founding member of the Network in Spirituality and Education. Currently, he serves as a doctoral faculty member at Cal State and is an affiliate faculty of the UNESCO Chair for Education for Sustainable Development with the Earth Charter at the UN chartered University for Peace in Costa Rica. Sam is also a faculty of Self-Design Graduate Institute and an invited adjunct professor at St. Michaels College in Vermont. In this podcast:How to create value spaces in an education setting that call forth relationship and sustainabilityThe importance of experiential pedagogy that call for students to embody their own deep selfUsing ritual to create educational community aware of sustainability and spirituality Teaching at Peace University in Costa Rica as part of the UN Earth Charter Click Here for a Transcript.Sam's personal vision is to live a life of love and service. Through his presentations, teaching, writing, and creative projects he aims to facilitate experiences that help others:Integrate holistic and open systems perspectives of science, learning, and sustainable culture in their lives and organizations;Cultivate practices and perspectives that nourish the inner life and awaken one's personal vision and dreams grounded in loving service;Experience spiritual transformation and engagement in the creative arts, nature, and community. Dr. Crowell writes in the field of education, social change, and personal development where he explores the implications of a trans-modernist, holistic worldview. His books include"Emergent Teaching: A Path of Creativity, Significance, and Transformation" with Rowman and Littlefield, 2013."The Re-Enchantment of Learning" with Corwin Press, 1997, 2001."Mindshifts" with Chicago Review Press, 1995, 1999, 2002."Educating Toward a New Cultural Mythology: an Analysis of Three Scientific Metaphors" unpublished.“A Global Ethic for an Interconnected World: Toward a Sustainable Future and the Well-Being of All” in progress.Sam is part of the Fulbright Specialist Program and is the recipient of both the Outstanding Teaching Award and the Outstanding Professional Accomplishments Award. BOOKSInternational Handbook on Holistic Education. Editor, Under contract with Routledge Publishing. Due date 2018.Lily’s World: A Planetary Vision for a Sustainable Future, In Progress. December, 2018.E-BOOKSEarth Charter Pedagogy: Integrating Peace Education and ESD, Book 1 in an series on Earth Charter Pedagogy, ReEnchantment Press, Kindle e-book. March, 2017. CHAPTERS “Emergent Teaching and ESD,” in Education for Sustainable Development edited by Carla Sabbatini and Damasia Ezcurra. Published by Aique, Buenos Aires, Argentina, due out 2018.“Becoming One - - Together: The Visible and Non-Visible Nature of Collaboration in Education in International Conversations of Teacher Educators: Collaborations in Education, edited by Mary Jane Harkins, Zhanna Barchuk, and Rupert Collister, 2017.PRESENTATIONS“The Implications of ESD and the Earth Charter for Teacher Education,” Invited Presentation, University deans and department chairs, Buenos Aires, Argentina, October, 2017.“Shaping the Future: Educating Through ESD,” Invited Workshop, District Administration, Buenos Aires City School District, Buenos Aires, Argentina, October, 2017.“Emergent Teaching : Discovering the Algo Mas,” Invited Presentation, San Andres University, Buenos Aires, Argentina, October, 2017.“Integrating the Earth Charter into ESD Curriculum,” Invited Workshop, Professional developers, Esucelas Verdes Program, Buenos Aires School District, Buenos Aires, Argentina, October, 2017.*”Earth Charter Forum,” Round Table discussion, International Conference on Holistic Education, University of Southern Oregon, September, 2017.“Creating Spaces for Transformation,” (with David Reid-Marr) International Conference on Holistic Education, University of Southern Oregon, September, 2017.“Mindfulness for Educators,” Principal Facilitator, Mindfulness Institute at St. Michael’s College, Colchester, Vermont, July, 2017,“Using Emergent Teaching for Teacher Development,” Invited Workshop, at the NIVOZ Institute near Utrecht, Netherlands, May, 2017.*“Earth Charter Notes on Social Transformation” Invited Presentation at an Earth charter event in Amsterdam, Netherlands, May 2017.“The Theory and Practice of Emergent Teaching: Applications for the Classroom,” Invited Workshop, at the NIVOZ Institute near Utrecht, Netherlands, May, 2017.“Transformative Learning from an ‘Emergent’ Perspective,” Invited Public Presentation, Utrecht, Netherlands, May, 2017.*“Introduction to the Earth Charter,” Invited Public Presentation to Indivisible Idyllwild, Feb. 2017.“ Introduction to the Earth Charter,” Invited Webinar, SDGI faculty, Spring, 2017.COURSESFulbright Specialist Award – “Ethics and Values for a Sustainable Future: Transformative Learning and the Earth Charter,” A week-long intensive course for the Earth Charter Center for ESD at the University for Peace, Costa Rica, July, 2017.Online course – “Transformative Learning and ESD: A Holistic Pedagogy Grounded in the Neurosciences,” The Earth Charter Center, University for Peace, Costa Rica, Spring, 2017.Doctoral Course, “Instructional Leadership and Change,” California State University, San Bernardino, Fall, 2017.PROFESSIONAL ADVISORY COUNCILInvited Advisory Board Member, Teachers College, Columbia University “Collaborative for Spiritual Development: Educating For A Democratic and Ecological Society,” a funded research project and national initiative.OTHER RESEARCHParticipated in an Duo-Ethnography with Dr. Rupert Collister on “A Holistic Approach to Teacher Training” to be published 2018.

Dr. Becki Cohn-Vargas is an independent consultant who has spoken on the subject of how to combat bullying, create identity safe classrooms, and positive school climates at conferences, schools, and universities across the United States. She has been hosted at the White House twice where she briefed President Obama’s education staff. book, Identity Safe Classrooms: Places to Belong and Learn, co-authored with Dr. Dorothy Steele, was published by Corwin Press.   She has worked as Director of Not In Our School (NIOS), a bullying and intolerance prevention project of The Working Group. She also has spent over 35 years in public education in California.   Becki co-owns the Makengue Preserve, 190 acres of virgin rainforest in Nicaragua near the border with Costa Rica. She has been leading college student groups there for the last five years to do research and community service projects.   Becki Cohn-Vargas Show Highlights How her family’s roots in Nazi Germany influenced her desire to create safe schools The definition of identity safety How to create schools that are more welcoming, validating, and safe. Creating safety for teachers as well as the students How identity safety impacts student achievement? Addressing bullying and intolerance Don’t be color blind and don’t ignore differences Routine and rituals that helps Becki be successful   Becki Cohn-Vargas Resources   Becki’s Website   Identity Safe Classrooms Website   Not In Our School Identity Safe and Inclusive School Program   Culturally Responsive Teaching and the Brain   Show Some Love BECOME A PATRON OF THE SHOW FOR AS LITTLE AS $1/MONTH DID YOU LIKE THE SHOW?  iTunes SUBSCRIBE HERE! LEAVE A 5-STAR RATING AND REVIEW   Join my hybrid group coaching & leadership development community   Text BETTERMASTERMIND to 33444   Grab your FREE 15 Phrases of Effective School Leaders    Text PHRASES to 33444 or click the link above.   Website :: Facebook :: Insta :: Twitter :: LinkedIn     SHOW SPONSORS: SCHOOL SPIRIT VENDING •Hassle-free, year-round fundraising for your school. With School Spirit Vending, we do all the work, you just cash the check •Increase school spirit with custom stickers for your school and raise funds at the same time -no upfront costs, no volunteers, no selling •Sick of the same old ways of raising money for your school? Let School Spirit Vending's hassle-free, year-round fundraising program supplement the other fundraisers you're already doing. •SSV is also giving away the Top 10 School Fundraising Ideas for 2018. Download the guide here.

Dr. Monica Burns is a Curriculum and EdTech Consultant, Apple Distinguished Educator and Founder of ClassTechTips.com. As an educator, Monica was part of her school’s Federal Magnet Funding leadership team and was a vocal advocate for bringing 1:1 technology into her 5th grade classroom. During her tenure as a classroom teacher, Monica used iPads to create engaging, differentiated learning experience to meet the unique needs of her students. Realizing the power of tech tools in the classroom, Monica started ClassTechTips.com to provide a resource for educators and administrators on implementing EdTech in the classroom. Since starting ClassTechTips.com, Monica has presented to teachers, administrators and tech enthusiasts at numerous national and international conferences including SXSWedu, ISTE, and EduTECH. She is a webinar host for SimpleK12 and a regular contributor to Edutopia and Channel One News.  Monica is the author of Deeper Learning with QR Codes and Augmented Reality: A Scannable Solution for Your Classroom (Corwin Press, 2016) and #FormativeTech: Meaningful, Sustainable, and Scannable Formative Assessment with Technology (Corwin Press, 2017). In this episode you will learn: How Monica leads professional development for teachers around the country Why instructional coaches should listen as much as their share How to transition from the classroom to instructional coach How to develop quality interactions with technology How to personalize tech professional development for teachers How to use technology to aid in assessment How to grow a teacher blog Why Harry Wong's The First Days of School: How to Be an Effective Teacher should be required reading Why webinars are the future of PD How virtual reality can transform education Follow Monica on Twitter at ClassTechTips or read her blog, Class Tech Tips The post Monica Burns: Class Tech Tips (Episode #85) appeared first on Talks with Teachers.

Adam in his eighth year as an educator. After four years of teaching, he moved into a principal position. Now in his fourth year, Adam is the principal for grades 6 through 12 at Renaissance Academy in VA Beach. He is currently working on his dissertation at the College of William and Mary, Adam has dedicated his career to reaching and empowering all students. Adam is a 2014 American Educational Research Association 'Emerging Scholar', 2016 ASCD 'Emerging Leader', and 2016 ASCD Influence Leader. Adam is a presenter and currently blogs for Corwin Press, ASCD, and Edu-Rise.org. A student of leadership, Adam seeks to improve and learn from the world around him. Show Highlights How his parents influenced his career path Avoid servant leadership mistakes Mr Belding as a model for a principal What it’s like to take over a new building Systems that support open communication Adam’s dissertation on burnout How becoming an ASCD Emerging Leader impacted his leadership Prioritization 3 ways to find time to read and develop Resources   Adaptive Schools    Procrastinate on purpose    12 week year   Essentialism   Mindset   Leadership and the new science    5 dysfunctions of a team   Good to great   Connect   Adam on Twitter   Email Adam Do you need accountability? Text BETTERMASTERMIND to 33444 Daniel wants to work with you and help you accelerate your leadership development and increase your impact.      BECOME A PATRON OF THE SHOW FOR AS LITTLE AS $1/MONTH DID YOU LIKE THE SHOW?  iTunes SUBSCRIBE HERE! SHOW SOME LOVE: PLEASE LEAVE A 5-STAR RATING AND REVIEW Grab your FREE 15 Phrases of Effective School Leaders  Text PHRASES to 33444 or click the link above.   Website :: Facebook :: Insta :: Twitter :: LinkedIn

Kelly interviews Class Tech Tips founder and educational author, Monica Burns. Monica Burns is an EdTech & Curriculum Consultant, Apple Distinguished Educator and Founder of ClassTechTips.com. In her role as a classroom teacher she used iPads one to one with her students to create engaging, differentiated learning experiences. Monica visits schools to work with PreK-12 teachers to make technology integration exciting and accessible and has presented to numerous national and international audiences including SXSWedu, ISTE and EduTECH. Monica is a regular contributor to Edutopia and the author of Deeper Learning with QR Codes and Augmented Reality: A Scannable Solution for Your Classroom (Corwin Press, 2016.) Deeper Learning with QR Codes and Augmented Reality: A Scannable Solution for Your Classroom Monica's newsletter: http://eepurl.com/bI9rR5Monica's blog: ClassTechTips.comFollow Monica onTwitter: @ClassTechTipsMonica's Facebook Page: Facebook.com/classtechtips Monica's Pinterest Page: Pinterest.com/classtechtips Mentioned in this podcast: • Monica's book: Deeper Learning with QR Codes and Augmented Reality • Into Thin Air by John Krakauer • Adobe Spark • Donor's Choose: Teacher's getting funded for their classroom projects. 

Dr. Spike C. Cook is currently the principal at Lakeside Middle School and the former principal of RM Bacon Elementary School, both in Millville, NJ.  He is a life-long learner who enjoys collaborating with other educators throughout the world to improve teaching and learning.   Spike’s first book, Connected Leadership: It’s Just a Click Away, was released by Corwin Press in the fall of 2014. This book focuses on the need to be connected and practical steps necessary to make it a reality. Spike’s second book Breaking Out Of Isolation: Becoming a Connected School Leader was released in August of 2015. Spike wrote this book with Jessica Johnson and Theresa Stager about the isolation that plagues school leaders, and how to overcome it through social media. You can connect with Spike on Twitter @drspikecook Spike’s Blog: http://drspikecook.com/ Spike’s Podcast: https://itunes.apple.com/us/podcast/principalpln/id911466521   About EducatorsLead: Educators Lead is a podcast created to help launch educators into the next level of leadership. This show is for you if you are interested in educational leadership as an assistant principal, principal, superintendent, teacher or someone who hopes to be a school leader one day. Educators Lead offers inspiration and practical advice to help you lead more effectively. Jay Willis interviews school leaders three days a week to discuss why and when these educators made the decision to move into school leadership, challenges along the journey, and stories that made it all worthwhile. Educators Lead is a great resource for any educator looking to make a greater impact. Educate. Inspire. Lead. www.educatorslead.com

GIVEAWAY ALERT:  Follow @PrincipalStager and mention this episode (educatorslead.com/theresastager) on Twitter for your chance to receive a free copy of her latest book "Breaking Out of Isolation: Becoming a Connected School Leader"!    About Theresa: Theresa Stager is a Co-Host of PrincipalPLN podcast which can be found at principalpln.com and on iTunes. She is currently in her third year as Building Principal and Lead Learner at St. Mary Catholic School in Rockwood, MI. She has implemented a 1:1 iPad program and is excited to be able to merge her love of technology, learning and education with this position. She lives in Huron Township, MI with husband Brian and two children Audrey and Jacob. Theresa believes that as long as you are making the decisions that are best for kids, you can’t go wrong. Theresa earned her Bachelor of Music Education from Wayne State University in Detroit, MI in 2003 and a Master in Educational Administration (Assessment and Evaluation) at University of Michigan-Dearborn in 2007. She taught for 8 years as a public school music educator teaching general music and band starting in 2003 as well as co-directing the high school vocal music program. She also worked for 2 years as an Implementation Director at an Human Resources company until 2013. Ms. Stager has been an accompanist at St. Blase Catholic Church in Sterling Heights, MI since September 1998. She accompanied a 180-member choir at Carnegie Hall in New York City with guest artist Liam Lawton as well as performing with a host of artists at the National Association of Pastoral Musicians (NPM) in Detroit, 2010. Her biggest musical accomplishment was being asked to perform for Pope Benedict XVI in Rome during November, 2012 concert tour throughout Italy, and playing the organ at St. Peter’s Cathedral during a mass. Mrs. Stager has worked as a guest accompanist for GIA Publications and can be heard on Stephen Petrunak’s Dove Award-Nominated Album “Love Beyond All Measure” Theresa has presented at many music, administration and technology conferences in her career. Her music education blog was nominated and chosen as one of the Top 75 eCollegeFinder Music and Arts Enthusiasts Award Winners. Theresa was featured in Dr. Spike Cook’s first book “Connected Leadership: It’s Just a Click Away.” Theresa, along with Dr. Spike Cook and Jessica Johnson have cowritten their first book “Breaking Out of Isolation: Becoming a Connected School Leader” published by Corwin Press.   About EducatorsLead: Educators Lead is a podcast created to help launch educators into the next level of leadership. This show is for you if you are interested in educational leadership as an assistant principal, principal, superintendent, teacher or someone who hopes to be a school leader one day. Educators Lead offers inspiration and practical advice to help you lead more effectively. Jay Willis interviews school leaders three days a week to discuss why and when these educators made the decision to move into school leadership, challenges along the journey, and stories that made it all worthwhile. Educators Lead is a great resource for any educator looking to make a greater impact. Educate. Inspire. Lead. www.educatorslead.com

Charlotte Danielson joins Justin Baeder to discuss her book, Talk About Teaching! Leading Professional Conversations.Interview Notes, Resources, & Links Purchase Charlotte's book, Talk About Teaching! Leading Professional Conversations.Learn more about the Danielson FrameworkWebinar with Corwin Press on Talk About Teaching!About Charlotte DanielsonCharlotte Danielson is the creator of the Danielson Framework for Teaching, which is the basis for teacher professional growth and evaluation systems in more then 20 states. A former economist, and a graduate of Cornell, Oxford, and Rutgers, Ms. Danielson has taught at all levels, from kindergarten through university, and is today an internationally-recognized expert in the area of teacher effectiveness, specializing in the design of teacher evaluation systems that both ensure teacher quality and promote professional learning.

The Total Tutor Neil Haley will interview Dr. Spike Cook. Dr. Spike C. Cook is currently serving in a leadership position as the Principal of RM Bacon Elementary for the Millville Public School District located in the City of Millville, New Jersey. He joined RM Bacon staff in April of 2011. Since that time, he has been influential in increasing technology use with students and teachers, reorganized the Basic Skills Program, and worked on improving the climate and culture of the building.   He began his educational career in 1999 and has worked in higher education, middle school and elementary school. Dr. Cook has served as a counselor, teacher, adjunct professor, Executive Director, vice principal, guidance director and principal. His blog “Insights Into Learning” received a nomination for the Best Administrator Blog by Edublogs.  Dr. Cook has presented at numerous state and local conferences. In addition, he has presented at the 2012 ASCD Texas in Dallas, 2013 ASCD National Conference in Chicago, and the 2013 National Association for Elementary School Principals in Baltimore. He was the keynote speaker at the Millville Public Schools Opening Day for over 1,200 staff. Dr. Cook was one of the featured “connected educators” in the 2014 Corwin Press book, “Digital Leadership” by Eric Sheninger.

In episode 32 of Principally Speaking, I have a great time connecting with Steven Anderson, a.k.a. web20classroom on Twitter.  I discover that we were both science teachers and both were proud members of the marching band, although he was likely much better at the tuba than I was at the trumpet.  More importantly, Steven shares insight regarding Administrators and technology, the power of being connected, and ideas from his latest book, Content Curation: How to Avoid Information Overload. You can check out Steven's website and blog here.    This is the first episode of Principally Speaking to be sponsored by Corwin Press.  Thank you very much to Ariel Price, Lisa Lysne and everyone else at Corwin for your support!    

In this episode, I talk with Boston area Tech Director Andrew Marcinek, author of The 1:1 Roadmap from Corwin Press.  We'll talk about Andrew's experience organizing 4 EdCamps, his work creating an awesome Student Help Desk class, as well as a model for optional professional development that worked at his school district.  One of my favorite parts of the conversation is when he talks about a student that was able to develop their own application in order to solve a problem at their school.  I would highly recommend the 1:1 Roadmap along with Digital Leadership and Pure Genius if you're an educational leader that is striving to move your school forward, particularly with respect to innovative programs and opportunities for students.  You can connect with Andrew on Twitter @andycinek.   

Raymond Smith joins Justin Baeder to discuss his book, Evaluating Instructional Leadership: Recognized Practices for Success.Interview Notes, Resources, & Links Purchase Raymond's book, Evaluating Instructional Leadership: Recognized Practices for SuccessFollow @DrRLSmith on TwitterAbout Raymond SmithDr. Raymond Smith speaks, writes, and consults about leadership development with Visible Learning and Corwin Press, and has worked in K-12 leadership, administrator preparation, and higher education.

Mr Carter is the author of Corwin Press' "OnPurpose: How school cultures form strng character.'

Corwin Press bring us the author of "A Gendered Choice " designing and implenting single sex classrooms