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Hosted by Gary Martin
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Another new commissioner joins the Wilson County Emergency Services District 2 (ESD 2) board — Chris Thuneman (third from left), who stands with Wilson County commissioners after taking the oath of office May 27. Thuneman is joined by ESD 2 board Vice President Sherry Heatherly (lr), county commissioners Gary Martin and Russell King, Judge Hank Whitman, and commissioners Jeffery Pierdolla and John “Scott” Akin. Lonnie Bodiford also joined the ESD 2 board earlier in May.Article Link
From a late start in high school track to becoming one of the fastest milers in NCAA history, today's guest has rewritten the blueprint for distance running success.Gary Martin's rise has been nothing short of electric. After a quiet freshman year at the University of Virginia, he exploded onto the national scene during the 2024 cross country season—capturing the ACC Championship with a course record and finishing 13th at nationals to earn All-American honors.But that was just the beginning.On the track, Gary has been rewriting record books: a 7:36 meet-record win in the 3000m at ACC Indoors, a Virginia school record in the 5000m, and a 3:48 mile at the 2025 Millrose Games—the second-fastest indoor mile in NCAA history. He didn't stop there, anchoring UVA's distance medley relay team to an NCAA-record time of 9:14.And long before college glory, Gary made headlines as a Pennsylvania high schooler when he ran 3:57.98 without a pacer—becoming the first from his state and just the 14th U.S. high schooler ever to break four minutes.With PRs of 3:33 in the 1500m, 3:48 in the mile, 7:36 in the 3K, and 13:16 in the 5K, Gary's resume is as fast as it is fearless.In today's conversation, Gary takes me through his training, recent record-breaking races, his mindset going into NCAA if he'll end his NCAA eligibility to go pro, his take on PA distance running, MJ v Lebron, and his thoughts going into Eugene next month.This one was an absolute blast. Don't miss an inside look at one of the best runners in the country. Tap into the Gary Martin Special. If you enjoy the podcast, please consider following us on Spotify and Apple Podcasts and giving us a five-star review! I would also appreciate it if you share it with your friend who you think will benefit from it. Comment the word “PODCAST” below and I'll DM you a link to listen. If this episode blesses you, please share it with a friend!S H O W N O T E S-The Run Down By The Running Effect (our new newsletter!): https://tinyurl.com/mr36s9rs-BUY MERCH BEFORE IT'S GONE: https://shop.therunningeffect.run-Our Website: https://therunningeffect.run -THE PODCAST ON YOUTUBE: https://www.youtube.com/channel/UClLcLIDAqmJBTHeyWJx_wFQ-My Instagram: https://www.instagram.com/therunningeffect/?hl=en-Take our podcast survey: https://tinyurl.com/3ua62ffz
Wilson County Emergency Services District (ESD) 2's newest commissioner, Lonnie Bodiford (fourth from right), stands with (l-r) ESD 2 Chief Alex Lopez, board Vice President Sherry Heatherly and board President David Nieto, county commissioners Gary Martin, Russell King, Jeffery Pierdolla, and John “Scott” Akin, and Wilson County Judge Hank Whitman after taking the oath of office April 28 during the regular meeting of commissioners court.Article Link
What a weekend! Nathan Green and UW turned heads at Penn but what about Ethan Strand and Gary Martin? Sabastian Sawe won London and staked his claim to #1 marathoner in the world although John Korir may want to argue. Former #1 Eliud Kipchoge put up a fine performance. Sifan Hassan's 4 month lay-off was too much as Tigist Assefa set a women's only world record and took home over $300,000. The Diamond League opened and Beatrice Chebet was better than ever, while Karsten Warholm got a 300m world record. What's up with Grant Holloway? And what about Faith Kipyegon's sub 4 attempt? Show notes below. Want a 2nd podcast every week? And a super soft running shirt? Join the LetsRun.com Supporters Club today for exclusive content, a bonus weekly podcast, shoe savings, and more. Cancel anytime .https://www.letsrun.com/subscribe Show notes: 00:00 Penn Relays, Diamond League, London 00:35 Start 06:16 Villanova and Penn Relays Discussion 10:54 NCAA Men's Miling analysis 20:08 Quincy Wilson 43.99 29:29 Phenoms, Evan Jager & Parker Valby 33:41 Adidas road event 41:55 London Marathon Recap 45:15 Sabastian Sawe or John Korir, Who is #1 in the World? 51:19 Evaluating Eliud Kipchoge's performance 57:00 Marathon Human Interest Stories 01:01:35 Women's Race: Tigist Assefa over Hassan 01:10:22 Weather 01:13:30 Diamond League opener and Beatrice Chebet's unbelievable close in the 5k 01:17:17 Karsten Warholm 01:20:55 Trouble for Grant Holloway? 01:23:29 Kipyegon's Sub-Four Minute Mile Attempt 01:34:19 Closing Thoughts and Supporters Club Contact us: Email podcast@letsrun.com or call/text 1-844-LETSRUN podcast voicemail/text line. Want a 2nd podcast every week? And savings on running shoes? Join the LetsRun.com Supporters Club today for exclusive content, a bonus weekly podcast, shoe savings, and more. Cancel anytime .https://www.letsrun.com/subscribe Check out the LetsRun.com store. https://shop.letsrun.com/ We've got the softest running shirts in the business. Thanks for listening. Please rate us on your podcast app and spread the word to friend.
This podcast is about an amazing woman and her journey from Wall Street to Purpose-Driven Leadership. Meet India Gary-Martin's and listen to her amazing journey to Chair the Women Business Collaborative (WBC). On this episode of On the Brink with Andi Simon, I had the great pleasure of speaking with India Gary Martin—an accomplished global executive, entrepreneur, and now the new Chair of the Women Business Collaborative (WBC). India's story is more than a professional journey—it's an inspiring narrative about opportunity, resilience, and leadership rooted in purpose. A Global Journey Rooted in Advocacy India began her career with ambitions far from Wall Street—initially pursuing drama at Spelman College, an all-women's institution that helped shape her lifelong commitment to advancing women. A pivot to business led her to Wall Street, where she spent nearly 25 years rising through the ranks and across borders, holding CEO and CTO roles in major financial institutions. Her global career took her to London, Frankfurt, Tokyo, and Hong Kong, all while raising a family and nurturing a growing passion for justice and equity. Through it all, India remained grounded in one core belief: opportunity emerges when you stay open to change. Her career was not meticulously planned but rather built through taking chances—ones that would later translate into entrepreneurial ventures and global leadership roles. From Banking to Beauty: The Entrepreneurial Chapter India's foray into entrepreneurship was sparked not only by her desire to chart her own path but by a wake-up call. After returning from a business trip, her young daughter barely recognized her. It was a moment of reckoning—and renewal. What followed was a bold leap: the launch of a green nail polish line that grew from two retail shops in London to 300 stores across Europe and the Middle East, including Harvey Nichols and Space NK. But success is never linear. Brexit disrupted the business, scaring off investors and forcing India to shut it down. “It was the hardest thing I've ever done,” she told me, “but I learned how to pivot, and that failure isn't failure—it's just learning.” Her next chapter returned her to her roots in leadership. With Leadership for Execs and Lucent Learning, India created scalable coaching and leadership development platforms for companies, governments, and nonprofits. She also launched Act Three, a community designed to support women in midlife transition. Each venture reflects her holistic vision of leadership: adaptive, inclusive, and deeply human. Carrying Forward a Vision: Honoring Edie Fraser The Women Business Collaborative (WBC), which India now chairs, was founded by the remarkable Edie Fraser, a visionary leader in her own right. Edie had a bold and clear mission: to accelerate progress for women in business by uniting the efforts of organizations, corporations, and individuals under a single collaborative umbrella. She recognized that too many were working in silos—fighting the same battles for equal pay, position, and power. Edie's vision was both simple and powerful: we can go farther, faster, together. Her leadership transformed a concept into a movement, building a platform that now connects over 80 partner organizations, dozens of corporate champions, and countless advocates committed to equity. India Gary Martin steps into this legacy with both reverence and readiness, taking WBC into its next chapter of impact. You will enjoy watching our podcast with India here: Why WBC, Why Now? India's appointment as Chair of the Women Business Collaborative couldn't have come at a more important time. As she told me, “WBC has a tremendous opportunity right now to be a beacon for women in business. It's not just about convening—it's about shaping the future.” With over 80 partner organizations, sponsors, and donors, WBC stands at the forefront of driving change. India brings to it not just experience, but a deeply reflective, philosophical approach to leadership. She believes that collaboration doesn't mean compromising your mission—it means amplifying what unites us. “I don't believe in pushing the boulder uphill,” she said. “We do this with ease because it's who we are. It's how we operate.” Leading by Redesigning the Container One of the most profound insights India shared during our conversation was about the importance of culture in shaping behavior. “People behave as the container creates,” she explained. Rather than focusing on fixing people, she argues, organizations should focus on fixing the environment in which they operate. This anthropological lens is close to my heart. Culture isn't changed with a program or a policy—it's transformed through trust, relationships, and the daily experiences that shape how people feel and behave. As India noted, work has become transactional. We must bring it back to being relational. A Call to Community As we wrapped up our conversation, India left listeners with three powerful takeaways: You are not alone. Find your tribe. WBC is one of them. Opportunity is everywhere. Even the stormiest moments will pass—every storm runs out of rain. We are better together. None of the changes we seek can happen in isolation. Collaboration is not a strategy—it's a necessity. India also shared her excitement for the upcoming Women's Capital Summit in New York City on May 21–22. This event is all about connecting women founders with funders—and building the future of shared success. “Founders and funders, please come out,” she urged. “This is a real moment for us.” Final Thoughts India Gary Martin's story reminds us that the path to leadership isn't always straight—but it is always full of opportunity if we stay open. She embodies the power of living with purpose, leading with vision, and building together. To learn more, listen to the full podcast on On the Brink with Andi Simon and be sure to check out WBC's work and the Women's Capital Summit. Let's go further, faster—together. Other podcasts you will enjoy: 432: Gloria Bohan: From School Teacher to Travel Titan 419: Jennifer Leslie: Transform your Business with Self Awareness 405: How Denielle Finkelstein and Thyme Sullivan Are Revolutionizing Period Care Additional resources for you: My two award-winning books: Rethink: Smashing The Myths of Women in Business and On the Brink: A Fresh Lens to Take Your Business to New Heights Our newest book, Women Mean Business: Over 500 Insights from Extraordinary Leaders to Spark Your Success, co-authored with Edie Fraser and Robyn Freedman Spizman All of our white papers, particularly those on Blue Ocean Strategy Our Medium publications (come friend us) Our website: Simon Associates Management Consultants Listen + Subscribe: Available wherever you get your podcasts—Apple, Spotify, Stitcher, YouTube, and more. If you enjoyed this episode, leave a review and share with someone navigating their own leadership journey. Reach out and contact us if you want to see how a little anthropology can help your business grow. Let's Talk! From Observation to Innovation, Andi Simon,PhD CEO | Corporate Anthropologist | Author Simonassociates.net Info@simonassociates.net @simonandi LinkedIn
The NCAA Indoor Track and Field championships delivered as Ethan Strand and Gary Martin traded wins in the 3000 and DMR, America may have a new 1500m star in Abel Teffra, and Jerry Schumacher and Shalane Flanagan got their first titles at Oregon. Unheralded Matthew Richtman won the Los Angeles marathon in 2:07:56 and is definitely the Dreams Become Reality runner of the weekNCAAs, America's newest stars Abel Teffra & Matthew Richtman, World Indoors Preview & Of Course Ethan Strand, Gary Martin. Plus, we give a little sneak peak at this weekend's World Indoor Championships. The biggest news of the week may have been a huge drug bust in the high school ranks as Monteverde coach Gerald Phiri was accused of doping 3 high school athletes. Want podcasts from World Indoors in China? Join the LetsRun.com Supporters Club today. Prefer to see video of this podcast? We've got it here for Supporters Club members. Show notes: 0:00 Intro music 00:24 Start 03:36 Post-NCAA Reactions and Stories 06:36 NCAA Winners and Losers: Abel Teffra a name never mentioned on LetsRun podcast before 10:06 What did Rojo learn? / Cool Brian Musau story 13:24 Crazy Dave Smith story 14:30 Coaching issues? 19:35 Men's distance races delivered 24:45 Gary Martin vs Ethan Strand 31:42 NIL / Marco Langon 37:26 Schumacher/Flanagan get title 40:44 Lananna 44:56 Final Thoughts and Rants 48:04 High School Doping Scandal: Gerald Phiri Suspension 49:47 Implications of Doping in High School Sports 54:01 Broader Implications of Doping in Athletics 01:01:10 World Indoors Preview 01:02:31 Jakob Ingebrigtsen 01:07:46 Shelby Houlahan's Return and Women's Events 01:15:18 Matthew Richtman man's surprising LA Marathon Victory 01:23:11 Crazy Strava 01:27:29 Johns Hopkins DMR 01:30:04 Closing Thoughts and Upcoming Coverage Contact us: Email podcast@letsrun.com or call/text 1-844-LETSRUN podcast voicemail/text line. Want a 2nd podcast every week? And savings on running shoes? Join the LetsRun.com Supporters Club today for exclusive content, a bonus weekly podcast, shoe savings, and more. Cancel anytime .https://www.letsrun.com/subscribe Check out the LetsRun.com store. https://shop.letsrun.com/ We've got the softest running shirts in the business. Thanks for listening. Please rate us on your podcast app and spread the word to friend. Send us your feedback online: https://pinecast.com/feedback/letsrun/9cbc2278-dd75-4b64-8437-5ff6c8680702
Gary Martin's and Riley Chamberlain's epic DMR anchors capped off a historic Day 1. Other big moments included Doris Lemngole's 5K victory, Daniel Reynolds' weight throw dominance, and the Moll twins doing what the Moll twins do best.
At Euros, Jakob Ingebrigtsen completed another double, Sarah Healy got Ireland its first women's track gold, & Niels Laros and Georgia Bell came up short. Ruth Chepngetich is struggling post marathon world record and the NCAA championships are this weekend and we've got a little Ethan Strand, Nathan Green, Gary Martin preview. But could the biggest story of the week be the emergence of 15-year-old miler Sam Ruthe in New Zealand? Show notes: 00:00 Introduction 06:36 Rojo poster of the week 09:40 Yared Nuguse: Class Act of the Week *CNN Profile 16:23 Jakob gets the double at Euros 22:36 Ireland gets its first female track gold 25:24 Parker Valby doesn't like the cold 27:04 Men's 800 at Euros *video *Mo aman race at Worlds 33:03 Femke vs Sydney 34:59 Wavelights at Euros 39:08 El Guerrouj's pacer 40:45 Will the "crowd" in Kingston boo the 5000 if it's slow? 43:46 Buy your tickets / World half pulled from San Diego 47:38 Ruth Chepngetich struggles in Lisbon 51:21 Abebe Aregawi returns 57:10 Sam Ruthe the next Jakob?! 01:01:55 Family talent 01:07:14 Can he be the youngest sub 4 at 15? 01:10:17 US Olympians to get $200,000 for making team 01:15:32 NCAA Indoor Championships Preview 01:28:29 Upcoming Track and Field Events Contact us: Email podcast@letsrun.com or call/text 1-844-LETSRUN podcast voicemail/text line. Want a 2nd podcast every week? And savings on running shoes? Join the LetsRun.com Supporters Club today for exclusive content, a bonus weekly podcast, shoe savings, and more. Cancel anytime .https://www.letsrun.com/subscribe Every track fan needs a VPN https://www.letsrun.com/vpn Check out the LetsRun.com store. https://shop.letsrun.com/ We've got the softest running shirts in the business. Thanks for listening. Please rate us on your podcast app and spread the word to friend. Send us your feedback online: https://pinecast.com/feedback/letsrun/8f85a426-926d-4758-b7a5-6ea5e92f9ea1
We got a room full of yappers this episode as birds fans Ethan Hermann and Vinnie Caroselli special guest in this week's episode. Alex is off this week on assignment (catching some potential records at yet another BU Meet) so the boys are here to recap big Boston performances from the week prior and USA Indoor Championships. We chat big high school performances, once again give Gary Martin his flowers, and realize that all roads somehow lead to Pennsylvania.Want to follow Cris? Follow him on Instagram at @beersandmiles. Want to follow Ethan? Follow him at @ethanjhermann. Want to follow Vinnie? Follow him at @_Vinnie.C
Jackie, Lynn, and Gary discuss the history and available scholarships through the Mellinger Foundation on the WRAM Morning Show.
This week on In My House Techno Music Show, interview with Gary Martin / Teknotika Records. Let the music Play...!!! In My House Techno Music Show continues to stay true to the mission.... "Where the TRUE stories are told and GREAT music is played!” Enjoy the show! Get connected...www.inmyhouse65.com. Support us by making a purchase from our online store: https://in-my-house-collection.creator-spring.com/
“People asked me if I was shocked crossing the line. To be honest, I didn't feel like the shock set in yet when I crossed the line because I thought I could run 3:48 or 3:49. I was really excited, but I don't feel like I was as shocked as other people. It was afterwards when someone told me I was number eight on the world all-time list. That's when I was like, ‘Wow.'”My guest for today's episode isGary Martin, a fan favorite here at CITIUS MAG since his high school days. Now he's a junior at the University of Virginia. Gary just delivered one of the fastest miles in NCAA history at the prestigious Millrose Games, running an incredible 3:48.82 – a performance that shattered his own school record and puts him at No. 2 on the all-time collegiate list and No. 8 on the world all-time indoor list.What makes this even more impressive is that he was the only collegiate runner in such a stacked field of pros and ran a very well-executed race surging through the field from being last at halfway to finishing 5th overall. Today we're diving into what this performance means for his season, his mindset going into that historic race, and how he's approaching the upcoming championship stretch. Plus, we talk about the evolution of his career at UVA and the rapid rise of collegiate milers pushing the 1500m and the mile to new limits.Host: Chris Chavez | @chris_j_chavez on Instagram Guest: Gary Martin |@gary.martin20 on InstagramSUPPORT OUR SPONSORSKETONE-IQ: Level up your training with Ketone-IQ – a clean shot of energy with no sugar or caffeine. Or try the new Ketone-IQ + Caffeine, combining 5g of ketones with 100mg of green tea caffeine for a smooth, sustained boost. It's used by pro runners like Des Linden and Sara Hall. Proven to enhance endurance, focus, and recovery, ketones are 28% more efficient than glucose. No crashes, no bonking—just next-level performance. Take the shot. Feel the difference. Save 30% off your first subscription order & receive a free six pack of Ketone-IQ withKETONE.com/CITIUSSPOKANE SPORTS COMMISSION: In Spokane, Washington, there's Spring, Summer, Fall, Winter and now, Fast.. Fifth Season is hosting elite indoor track and field events all throughout January and February. All events take place at the Podium Powered by STCU, SPOCAN's state-of-the-art indoor track facility. Learn more atSpokaneSports.com/FifthSeasonOLIPOP: I've got a question for you: how's your Dry January going? Whether you're crushing it or just dipping your toes in, our friends at Olipop are here to make it a lot more fun—and way more delicious. It's not just another soda—it's soda reimagined. Think of all the nostalgic flavors you love, but with way less sugar and a third of your daily fiber in every can. Get 25% off all your orders atDrinkOlipop.com using code CITIUS25 at checkout.
2024 - 11 - 25 Professor Gary Martin by CurtinFM 100.1 in Perth, Western Australia
Wilson County Commissioners (l-r) Russell A. King, Gary Martin, and John “Scott” Akin join Floresville Mayor Gloria Morales Cantu, State Rep. Ryan Guillen, Texas Division of Emergency Management Chief Nim Kidd, Wilson County Judge Hank Whitman, and Broaddus Construction engineer Mike Monreal to take the first dig into the ground Oct. 28 at the future site of the Wilson County Emergency Operations Center. The design plan for the center includes an 8,341 square foot building with command rooms devised for interagency collaboration. The building will be able to withstand 120 mph winds and will be equipped with capabilities for communicating...Article Link
Before coming to UVA, Gary Martin established himself as one of the fastest high school milers in U.S. history. He now excels at longer distances, too, and he's looking forward to the ACC Cross Country Championships on Friday in Cary, N.C.
2024 - 10 - 28 Professor Gary Martin by CurtinFM 100.1 in Perth, Western Australia
2024 - 09 - 30 Professor Gary Martin by CurtinFM 100.1 in Perth, Western Australia
In this episode, Pastor Gary Martin dives deep into the tough question: What do you do when your world falls apart? Drawing from the story of Samuel in 1 Samuel 16:1, he offers a powerful and practical 3-step roadmap for anyone facing heartbreak, disappointment, or confusion.Whether you're navigating loss, looking for hope, or simply in need of inspiration, this episode will encourage you to rise up, embrace healing, and move forward with faith.
Welcome to episode 244 of the Grow Your Law Firm podcast, hosted by Ken Hardison. In this episode, Ken sits down with Gary Martin Hays. Gary Martin Hays is a successful attorney based in Atlanta, Georgia. With a thriving practice in a competitive market, Gary is known for his emphasis on personal client interactions to build strong relationships and improve case outcomes. He is recognized for his use of edutainment videos to educate and entertain viewers, establishing trust and credibility in the community. Gary's extensive experience in marketing, including television, radio, and online platforms, has contributed to his firm's long-standing presence in the legal field. Additionally, his commitment to community involvement and continuous learning, as evidenced by his numerous publications, demonstrates his dedication to providing valuable legal services and resources to clients and colleagues alike. What you'll learn about in this episode: 1. Marketing Strategies: - Understand consumer needs such as addressing medical bills. - Cautiously invest in advertising, put yourself out there, and spread the word. 2. Importance of Personal Client Interactions: - In-person meetings and accessibility establish strong relationships. - Improve case outcomes through personal connections. 3. Enhancing Personal Injury Claims: - Accurate assessment of traumatic brain injuries (TBIs). - Utilization of services like Brain Cushion for valuable diagnostic tools. 4. Building Client Trust: - Demonstrate compassion and share past successes to build trust. - Create edutainment content for client engagement and education. 5. Transition and Growth of Law Firms: - Asking for help, broadening your network, and attending learning events. - Be open to feedback so you can mitigate negative reviews that could hurt your business. Resources: https://www.garymartinhays.com/ Additional Resources: https://www.pilmma.org/aiworkshop https://www.pilmma.org/the-mastermind-effect https://www.pilmma.org/resources https://www.pilmma.org/mastermind
Fórum yfir tap Íslands gegn Tyrkjum ytra. Skoðuðum nýju gull Sketchers skóna hans Harry Kane, Neville í New Balance, Andri í éS. Gary Martin hættur og Árni Guðna leyfir ÍR-ingum að dreyma aðeins lengur.
Our Senior Pastor, Gary Martin, brings a message on trusting in Jesus even in the face of the storm's of life and not letting our fear grow bigger than our faith.
Our Senior Pastor, Gary Martin, brings a message on trusting in Jesus even in the face of the storm's of life and not letting our fear grow bigger than our faith.
Chris and Steven dive into the first five issues of BLUE DEVIL (DC Comics, 1984), a comic book scientifically proven to be the most outrageously fun title of the 1980s; the madcap insanity of it all was written by Dan Mishkin & Gary Cohn, penciled by Paris Cullins, and inked by Pablo Marcos and Gary Martin. Join us, flashback party people… Circuits and Sorcery await you!COMICS ROT YOUR BRAIN! is a deep dive into ‘80s comics (plus a few notable exceptions). In this weekly podcast, screenwriters Steven Bagatourian (AMERICAN GUN) and Chris Derrick (STAR TREK: PICARD) discuss their favorite books, runs, and creators from the Bronze Age.⏱ TIMESTAMPS 00:00 - Intro + Theme Song00:47 - So who is this Blue Devil guy, anyway?03:47 - Pop Culture of the day in 198405:52 - Dick Giordano's admirably bold thoughts on DC Comics' mission in 198412:07 - What is the actual story for BLUE DEVIL?18:49 - “Fun” comics vs. “artsy-schmartsy” comics30:16 - The fascinating original “pitch document” for BLUE DEVIL36:41 - Paris Cullins' extraordinary creature design skills, epitomized by the unique look of the insectoid demon, Nebeiros47:35 - Chris blows Steven's mind by revealing that this one thing that comic artists do, y'know, that thing... Well, it has a name... Behold! "The De Luca Effect!" 01:05:06 - That good ol' green metalhead, Metallo: B+ Superman villain or total clownshow?01:10:42 - Holy Circuits & Sorcery, Batman! What happens when technology collides with ancient occult practices?!01:21:05 - Blue Devil challenges Superman to a little arm wrestling match!01:22:37 - Sparks fly! Instant romantic chemistry between Blue Devil and Zatanna01:49:07 - The historically whimsical nature of most DC Comics as opposed to Marvel's (mostly) scary “realism”02:05:48 - THAT MOMENT where Zatanna grabs both of Blue Devil's horns and kisses him on the mouth (no, really)02:07:45 - So... How exactly is BLUE DEVIL remembered today?02:13:16 - Alan Moore's WATCHMEN and Frank Miller's THE DARK KNIGHT RETURNS -- how they brought about the “grim ‘n gritty” era of comics, ending the times represented by BLUE DEVIL02:15:02 - The highwire tightrope act for writers of being simultaneously light AND heavy, detouring into critiques of DEADPOOL & WOLVERINE, plus Quentin Tarantino's entire oeuvre02:23:18 - What modern comic books actually feel like BLUE DEVIL? Let us know!
2024 - 08 - 26 Professor Gary Martin by CurtinFM 100.1 in Perth, Western Australia
Send us a Text Message.A NEW SERIES: MOTOR TRADE MENTORSIn our 2nd episode, we talk to Gary Martin who has started an EV only car sales business. Modern Heroes Car Sales came off the back of his personal interest and YouTube channel based around again EVs and some of the misinformation and knowledge gaps in the market.---------------------------------------------------------------------------------20% OFF history checks:https://vehiclescore.co.uk/?ref=SHIFTINGMETAL20OR use CODE: SHIFTINGMETAL20---------------------------------------------------------------------------------APPLY TO BE ON THE PODCAST: https://shiftingmetal.co.uk/be-on-the-podcast---------------------------------------------------------------------------------Joe Betty: @ShiftingMetal David Gott: @cardealerpro Gary Martin: @ModernHeroes ----------------------------------------------------------------------------------Found it useful or interesting? You can now show your support and buy us a coffee
Professor Gary Martin is without doubt the most active op-Ed writer in Australia. He is featured in just about all the major mastheads around the country on a regular basis. In this podcast we get to understand what it takes, the why and the how. Other than the skills, the drive, the discipline you will hear Gary say that this is his form of relief. It is his drug of choice if you like to get what is in his head onto paper. Gary talks about his appetite to continue to learn. He keeps on discovering new ways to express, amplify and engage media over these years. His $2M worth of media generated is an incredible achievement so far this year. He is awarded alumni status at Media Stable and this very humble and leader of industry and business gratefully accepts. Hope you enjoy the podcast. #BeLikeGary
2024 - 07 - 29 Professor Gary Martin by CurtinFM 100.1 in Perth, Western Australia
An interview with Gary Martin, one of SpaceBase's Advisors. Gary retired from NASA after 32 years supporting space science missions, advanced technology development, technology transfer and human spaceflight. In 2022, he became NASA's first Space Architect leading the team that developed the Vision for Space Exploration in 2004. He also served as Program Director for the International Space University for multiple years, a member of the Academic Council multiple times, and continue to Chair Team Projects for ISU programs.In 2017 he became the Senior Advisor to the Luxembourg Ministry of Economics and was instrumental in the establishment of the Luxembourg Space Agency and a multi disciplinary space masters degree, as well as a first of its kind, space resources research center in LuxembourgGary holds bachelor's degrees in Physics, Applied Mathematics, and Anthropology, and a Master's in Mechanical Engineering/Astronautical Engineering.Hosted by: Emeline Paat-Dahlstrom, Co-Founder and CEO, SpaceBaseMusic: reCreation by airtone (c) copyright 2019 Licensed under a Creative Commons (3.0)If you like our work, please consider donating to SpaceBase through the SpaceBase Open Collective. Or be a SpaceBase Patreon sponsor. (E.g. $3 dollars a month or $36 NZD a year will go a long way in supporting the production of the podcast.)
Some of today's top storiesA suspected killer is behind bars this morning after a woman's body was found inside a trailer in South Bakersfield. Kern County Sheriff's deputies were called out for suspicious circumstances yesterday at a trailer park on South Union Avenue. And that's where the woman's body was found. 43-year-old Jesus Navarro Razo was arrested in connection to her death. The woman has not been identified as of newstime. A homicide investigation is underway in Rosamond after a man was found stabbed to death. On May 31st, deputies were called out to Harvell Street and Sierra Highway. The victim, identified as 48-year-old Gary Martin, was found in a dirt lot outside a motorhome. 42-year-old Raul Rodriguez was arrested more than a week later in connection to Martin's death. He's due in court next week.Police are searching for a suspect wanted for questioning in a fraud investigationPolice say this man made a fraudulent purchase at a business on North Chester Avenue back on February 20th. He's described as 5 feet 8 inches tall and weighs 200 pounds. Anyone with information is asked to call the BPD at 327-7111. 17 News is your local election headquarters. The Delano rent control and Lamont school board recall initiatives... will *not* make it to November ballot... because of a lack of valid signatures. 17's Jenny Huh has the update.We've teamed up with the Volunteer Center of Kern County for our 23rd annual fan drive and we've been asking for your help to keep our seniors cool and you were listening. 100 fans and $2,600 was donated right outside our studio at Compassion Corner on 22nd and L Streets. We don't have an exact total yet because so many of you made donations. Lori Honea with the Volunteer Center said seniors in need will get the fans just in time for Heat Wave number 2. There's still time to donate. Call (661) 395-9787 between 8-4 today to make a monetary donation or you can go to the center located at 1311 Eye Street and drop off a fan. The fan pickup is from 8-2 tomorrow. For all who donate, thank you for giving in the spirit of the golden empire.
Local Spotlight
Local Spotlight
Jenn Hobby and Gary Martin Hayes talk how to keep your family safe and alert
Local Spotlight
Gary Martin is a dynamic and uplifting musician who brings authenticity, excitement, deep expression, and emotion to his performances. Focusing on a personal connection to his audience, engaging and interacting with them, Gary leaves them invigorated, inspired, and motivated creating a memorable experience they will always remember and share. A passionate and spiritual performer Gary is there to soothe your soul and have you coming back for more. Gary is an authentic Chicago blues musician, martial arts master, and inspirational speaker. He has used his gifts of music and martial arts in speaking with over 2 million students across North America. Gary Martin inspires and motivates youth in making positive changes in their lives. Entrepreneurs are the backbone of Canada's economy. To support Canada's businesses, subscribe to our YouTube channel and follow us on Facebook, Instagram, LinkedIn and Twitter. Want to stay up-to-date on the latest #entrepreneur podcasts and news? Subscribe to our bi-weekly newsletter
Dr. Gary Martin, Professor of Mathematics Education at Auburn University joins Megan and Tom discussing the study that shows math is not correctly preparing students for what they major in. Credit: © Rochester Democrat-USA TODAY NETWORK via Imagn Content Services, LLC
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Vikulegur hlaðvarpsþáttur um Lengjudeildina verður á dagskrá á 433.is, má hlusta á þættina á Spotify og í öllum helstu hlaðvarpsveitum sem í boði eru, Gary Martin framherji Selfoss ræðir málin í þætti dagsins en hann hefur ekki enn náð að skora mark í deildinni í sumar. Grannaslagur gegn Ægi bíður hans á morgun. Jón Þór Hauksson þjálfari ÍA ræðir hlutina og þá staðreynd að Nordsjælland sé að kaupa Daníel Inga Jóhannesson. Lok ræðir Guðjón Pétur Lýðsson miðjumaður Grindavíkur gott gengi liðsins. Þátturinn er í boði Netgíró og Slippfélagsins.
Welcome back, Time Travelers!! For this week's episode, I'm excited to have, Gary Martin, on the show to discuss his past life regression experience. Gary explores a life on the simpler side of things, and another one which took him from rags... and presented him with an opportunity to acquire riches. How will Gary's "past life self" handle the situation? But at the end of the day, this episode is truly about a question presented by Gary, "It's about knowing yourself, right?" Gary's bio: Gary Martin is fifty-one-year-old, retail manager and single dad of three, living in sunny San Diego, California. Gary's IG: @dadgonesolo Dani's Astro Course: To learn more: https://www.thatwitchnextdoor.com/astrologyCoupon code for 10% off: TIMETOLEARNInstagram: @thatwitch.nextdoor https://www.instagram.com/thatwitch.nextdoor/Podcast: That Witch Podcast https://thatwitchpodcast.buzzsprout.com/
Welcome everyone, a little shopkeeping before we start. If you haven't already seen it on socials, we now have a merch store, two in fact, one for the US and one for Canada, to make things easier on both sides of the border. I'll leave it to the international folks to decide which one's easier for them. The links to both stores are on all the socials and they will be in the show notes of this episode. Also, on the supporting the podcast front, I must send a shout-out to Gary Martin and Nick Harvey. Thank you both for supporting the show by buying a virtual coffee. So a while back when I was introducing the episode with Mercy and Ben Bishop. I had mentioned that quite a few people have reached out to me requesting interviews with folks who are at the beginning of their careers, and this particular gentleman you're about to hear fits that bill perfectly. The thing is, though, whether you're at the start of your career or partway through it, I don't think you can help but be inspired by this gentleman's stories. When I first met him at the pre-cert course at Heartland in October, a couple of years back, he walked up to me, shook my hand, and he said, I know you're nervous, but you don't have to worry. Yes, I will be a guest on your podcast. As you will hear, at that time, he was able to count how many horses he had done, literally how many shoes he had nailed when he showed up at this course. It's a reoccurring theme, prepared or not, Riley will jump in head first at any opportunity to learn something new. I hope you enjoy this conversation as much as I did. Buy The Show A Virtual Coffee Swag Shop USA Swag Shop Canada Become a Sponsor
"Racing has always been a fun part of running for me. Focusing on that in these recent years of my running career has definitely helped." I've handed off the keys to the CITIUS MAG Podcast for this episode to our newest contributor Gary Martin. If you remember, last year he broke four minutes for the mile as a senior in high school. Now, he's a freshman at the University of Virginia and doing fantastic work. We wanted to keep following along in his career so he'll be contributing across podcasts, videos, articles and social media. In this episode, he hosts a chat with Christ School senior Rocky Hansen of North Carolina. He has a personal best of 4:00.76 for the mile and just won the boys' mile race at The New Balance Indoor Grand Prix. He's entered in the B-section of the mile for the Millrose Games, where he'll have another shot at sub-4. He's committed to Wake Forest for next year. I thought this was a cool conversation from one former high school star to the next about how to handle the pressure that comes with being in the spotlight around such a highly regarded barrier. SUPPORT THE SPONSORS OLIPOP is a prebiotic soda with only 2-5g of sugar that is actually good for your gut health. – and it's delicious. Use code CITIUS25 for 25% off non-subscription orders. Learn more at DrinkOlipop.com (click the link or use our promotional code for the discount) NEW BALANCE: You push yourself to go the distance – get the gear that helps you get the job done. Our FuelCell SuperComp Elite v3 men's running shoes are built for marathon runners who never let up. Get your pair at NewBalance.com starting Feb. 1. VELOUS FOOTWEAR: VELOUS is an active recovery footwear brand designed to help you restore, revive & Reenergize before and after you train. Two years in development, this team has created the world's most comfortable, supportive and lightweight active recovery shoe in the world. Get 20% off using code CitiusMag20. GOODR: Say goodbye to activewear sunglasses that don't stay in place, and upgrade to Goodr's 100% polarized, stylish and affordable $25 active sunglasses. Visit goodr.com/CITIUS for FREE SHIPPING and to check out all their styles. HOW TO SUPPORT THE PODCAST
The first step to solving the problem of teacher attrition is to admit that there is a problem. Some groups have already taken this step, and they are listening to teachers in order to create solutions that will retain teachers. These programs make a big difference, but their approach isn't the norm. In this episode, we hear about successful efforts to keep teachers in education, and we'll ask the question: Who should have the responsibility of keeping teachers in education? Music: Theme Song By Julian Saporiti “Sunlight” by Nul Tiel Records is licensed under a CC BY-NC-SA license. “I'm Fat” by Blanket Music is licensed under a CC BY-NC license. “Keep The Prices Down” by Blanket Music is licensed under a CC BY-NC license. “Kaptan Hayvanlar Alemi” by Hayvanlar Alemi is licensed under a CC BY-NC-SA license. “Grab a Bargain” by Scott Holmes Music is licensed under a CC BY license. “Place on my Bonfire” by Lobo Loco is licensed under a CC BY-NC-SA license. “Your Paradigm Dial” by Origami Repetika is licensed under a CC BY license. Transcipt My third grade teacher had a phone booth in his classroom. It was a full size, glass booth that was mostly sound-proof. The phone booth was the choice place to spend any indoor recess, but during class, it was used as the equivalent of a time-out. Our teacher was a mustachioed man who called his facial hair his “cookie duster” and wore tinted-glasses and thick collared polyester shirts, If a student was misbehaving, he would point that student to the phone booth, and that's where the student would remain for the rest of the lesson. Discipline reigned in his class. I'm not sure if this is a quality of 3rd grade teachers in general, but both of the 3rd grade teachers at my school at the time were strict, and my parents loved it. I appreciate some of it now, but at the time I thought it was downright oppressive - especially disciplining groups of kids together, which I'm still not a fan of. There was a week-stretch in particular where our class lost out on several recesses because a core group of kids were acting out. I don't remember what they were doing, but I remember the sinking feeling of losing out on the chance to play tetherball or football or to climb on those tractor tires that were half buried in the ground and always had a faint smell of urine. We were stuck indoors. I complained to my dad about the injustice when he picked me up from school. I ranted about inequity and being punished for something I didn't do. And I remember his response clearly. He asked me if I was part of the problem or part of the solution. He had to explain what “solution”meant, and then he told me that I needed to think about whether I was helping or hurting the situation. I realized that even if I wasn't doing anything wrong, I still might not be part of the solution. Like a whole gaggle of my parents' other truisms that I didn't want to hear at the time, this has stuck with me. We've spent the last 5 episodes looking at what factors, what problems, might be contributing to teachers leaving education. Over half of all teachers are considering leaving the profession, but there are teachers who are staying, some of them stay thanks to efforts made by organizations to convince teachers to remain in education. So, today, we're going to think about solutions that keep brilliant teachers in education, but we'll also ask the question, whose responsibility is it to keep teachers in education? This is Those Who Can't Teach Anymore, a 7-part podcast series exploring why teachers are leaving education and what can be done to stop the exodus. I'm Charles Fournier. Here is part 6: “Those Who Stay” Elizabeth Smith: I brought mimosas. I hope you don't mind. I met Elizabeth on the back patio of the Middle Fork restaurant in Lander, Wyoming. If her voice sounds familiar, it's because we heard from her earlier in the series. She wore a blue dress with flower print and she carried a binder and a tote bag. The binder had a copy of her research thesis about retention of teachers on reservations and from the bag she pulled two flute champagne glasses, a jug of orange juice, and a bottle of champagne. Elizabeth is a veteran teacher, she loves teaching, and part of why she loves it might have to do some with her background. As we drank mimosas under the shade of a tree, she told me about her unique upbringing. Elizabeth Smith: I have a very, very crazy back story. I was raised in a cult. And I dropped out of school in seventh grade. And I never went to high school. And we were raised in a situation in which we didn't have television or outside influence. So I was very isolated and programmed to believe a certain way. And so I got my GED when I was 19, the same year, I got my driver's license, I ran away from home twice, and was successfully out of the house and the religion, the high control, the second time that I left, and so my understanding of educators is completely different. A quality of early American education that we learned about in the second episode was the idea that teachers would be taught in the education system themselves and so the education hierarchy would be ingrained into them – it was almost a pre-teacher training. Elizabeth didn't go to public school, so some of these stereotypical expectations aren't perpetuated in her teaching practice, which might contribute to why she loves it. Elizabeth Smith: I love what I do. I love teaching, I have high respect for myself, in the work that I do. I know the mistakes that I make, in reflection, for the most part, I'm sure there's some that I'm unaware of, but I enjoy helping people understand themselves, you know, because it's been a huge chore of mine to be able to get to the point where I have undone all the programming that I have experienced in life. And because of her youth, she was drawn to a sense of spirituality she found in teaching. Elizabeth Smith: Coming from a really hardcore, high control, religious background. I feel like I suffered spiritual abuse. And so disconnected me from myself, in a lot of ways. And so my whole life, like I told you has been spent trying to figure out who I am. And one of the things in teaching that you'll, especially if you read my research, you'll see that the spiritual connection with making relationships with other people and knowing that what you're doing is valued is a big part of spirituality. The research Elizabeth points to was tied to her Masters Thesis. She focused on why teachers stay, especially non-native teachers, in reservation schools. What Elizabeth found is that those who stay feel a sense of acceptance, a sense of appreciation that what they bring to a community is valuable. And this is why Elizabeth stays too. She feels like what she does matters. She feels a connection to her students and, for the most part, she feels valued as a teacher. Elizabeth Smith: I've only taught on reservation schools. So I've only taught in Indian country and there is a cultural perception from Native communities that really value teachers. So that's one of the reasons why non-native teachers decided to stay and have such longevity in reservation country because there is an old school respect for teachers. I want to be transparent here. Elizabeth isn't totally satisfied with her job - we're drinking mimosas because she just finished up the school day and wanted to wind down. During our conversation, Elizabeth pointed out her frustrations, which echo many of the frustrations that we've heard in this podcast. She explained situations where she felt devalued or not listened to or stretched thin. She admitted that after teaching for 20 years, the thought of leaving education has crossed her mind, but she said that as long as this year feels like things are getting better, she plans on staying in education. And this is worth pointing out - even teachers that are staying in education by choice have frustrations. I say by choice because there are the teachers that feel stuck because they are close to retirement, need the insurance, or need the immediate income. Part of what's keeping Elizabeth, even when she has frustrations, is the fact that she feels like what she does matters and that she feels valued in her community. Those things might seem small, but we're at a point where many teachers are frustrated and feel neither value nor purpose. I have felt that. The past few years especially - it didn't feel like anything I did in my classroom mattered, and too often when I met someone new and told them I was a teacher, they'd tell me a story about how bad their kid's teachers were or how they had chewed out some teacher for something that, when they explained it to me, was just a terrible reason. They acted righteous and I felt devalued by association. What picked me up was this project - the one that you're listening to right now. A podcast that explores why teachers were leaving education was a thought I have talked with my wife about since she left teaching, but I never pursued it. Not until I saw and applied for a Fund for Teachers Fellowship, which is a grant for teachers who want to create their own form of professional development. This seems small, but it's kind of mind-blowing and has made a world of difference for me. Stephanie Ascherl: Teachers don't usually get a lot of choice. Professional development is determined for them, it's very top down. This is Stephanie Ascherl, she is the Chief of Staff at Fund for Teachers, and she's worked for the organization going on 18 years. Stephanie Ascherl: What's unique about Fund For Teachers is that we empower the teacher to tell us, no one at Fund for Teachers will ever tell you what you should do to be a better teacher because we really trust that you know yourself and your students better than anybody. Stephanie was not a teacher herself though she wanted to be a teacher when she was younger. Stephanie Ascherl: I wanted to be a teacher until I was in high school. As you can tell I'm soft spoken. And I had a teacher who just was like, You're gonna have to learn how to talk a little bit louder, or find another way to give back. When she started with Fund for Teachers, she really loved it, and I can see why. What stands out about Fund for Teachers as an organization is that they listen to teachers. Even though Stephanie wasn't a teacher herself, she does exactly what we asked of legislators last episode, she, and the rest of her organization trust educators. Stephanie Ascherl: I think, you know, here in Houston, we see think tanks, you know, may have a conversation with a group of teachers that then they take what they think they heard to the state legislator who then makes policy change, but why can't the teacher just talk directly to the legislature, like there's, we don't need all these middlemen, we need to invite teachers to the conversation and to participate actively in and with the people who are making decisions, and maybe how we're choosing the people who make decisions also needs to be looked at. Fund for Teachers is not a government organization. They are a non-profit, and Stephanie acknowledges they can't be the saviors of the American Educational system all on their own, but she knows that they are at least making a difference. Stephanie Ascherl: I'm not naive, I know, there's bigger problems that we don't have control over. But I do hope that the, you know, we award about 350 to 400 teachers a year that those 300 to 400, people feel like they can do it another year, that they can keep moving forward, not just for their students, because that's what we hear so often is I don't want to leave the kids but that we really make them feel like they can do this for themselves. And that there are people that care, there are people that are invested. I felt this tremendously. This fellowship did so much to make me feel valued, that there was someone out there who was rooting for teachers, and it makes a difference in teachers wanting to continue teaching - even if it's just for one more year. Stephanie Ascherl: In a very small study we did regionally that teachers who received Fund for Teachers, fellowships are more likely to stay in the classroom than their counterparts who did not receive a fellowship. And this study is incomplete. But it also showed that teachers who just applied so people who could feel like there is opportunity, there is hope. And even just thinking about their practice, maybe in a different way. That even they stayed a little bit longer. Even with their positive impact, Stephanie pointed out that people in academics or other educational bodies have been somewhat dismissive of what Fund for Teachers is doing for educators. Stephanie Ascherl: Somebody referred to us, like as a warm hug once and I was like, You know what, I don't even care because we are a hug, and people need a hug. And people need that encouragement. And that's not going to make everyone happy. But I care about those three or 400 people I interact with a year, and that's really my priority. For a teacher feeling burned out and devalued, a hug is pretty dang nice. I needed that acknowledgement that I am a professional and enough of an expert to recognize what I need to be happy and successful in the classroom for another year. Policymakers, School Boards, Districts! Take note! When trying to solve the problem of teacher attrition, think WWFFTD. What would Fund for Teachers Do? Start by listening to teachers, let them decide what they need, and be encouraging and supportive - teachers need both a metaphorical and literal hug right now. Acknowledgement is validating, and it gets at the heart of what Fund for Teachers wants to do despite how teachers are being treated across the country. As we've heard before, teachers haven't been treated like professionals. Stephanie thinks it is in part because non-educators don't want to think about it. Stephanie Ascherl: I just think that, generally, as a society, we choose not to understand what happens in schools. Stephanie Ascherl: People put their blinders on. And they don't want to acknowledge that there is an issue that needs to be solved. And they don't want to know any different because then you'd have to take action. When there's this kind of like, monolithic, almost problem. It's almost like you just don't know where to begin to help. And so you don't know what to do. And then you're almost frozen to inaction. For Stephanie, for Fund for Teachers, this shift towards action and treating teachers as professionals to be valued begins with valuing education, which means inviting teachers to the table when decisions about education are being made. They are doing this by awarding grants for projects that are created by teachers. To get teachers feeling invested, they need to be involved, they need to be invested in. Stephanie Ascherl: Fund For Teachers, invests in teachers, and we invest in their self designed professional development. Why should we treat teachers any different than any other professional. If I want to go learn more about marketing, or how to engage my board or things like that, I can do that. And why would we deprive teachers of that opportunity? And districts aren't meeting that need? And that's where fund for teachers kind of comes in? Along with giving teachers the resources and freedom to design professional development that is individualized, Fund For Teachers also puts a lot of faith in what teachers get out of the fellowship. Remember a few episodes back when we talked about authentic experiences feeling superficial once they are measured? A part of why Fund for Teachers helps keep teachers in education and excited about learning is because they remove the barriers that teachers typically run into: like a lack of autonomy, feeling devalued, and being held to inauthentic standards Stephanie Ascherl: We're not really into data. So we're not some we're not, we're very different from a lot of organizations that, you know, while we're trying to get there, it's never really been about improving test scores. It's really about what your problem is today, and how we can help you solve it. And so when we talk about impact, it can come in many forms is a teacher feeling renewed, and recognized for their efforts, and they want to stay in the classroom for another year. That then it kind of morphs into students seeing what could happen if I had my own agency, if I took control of my learning, what kind of change could I make in my community or my, just my school or my life. So it has this this wide like spectrum of benefits. And they're really dependent on the teacher themselves in the project that they did. In simpler terms, Stephanie said their organization wants teachers to feel good about themselves, which is an absolute need for teachers at the moment. Stephanie Ascherl: But I think holistically as an organization, we want teachers to walk away feeling trusted, respected, and encouraged because we know they're not getting that. I'm proof - this approach works. But again, they're a small non-profit organization. What Fund for Teachers is doing, is not a national solution to teacher attrition on their own, but it could serve as a model. And Stephanie hopes that's what happens. Stephanie Ascherl: I really look forward to the day that Fund for Teachers doesn't have to exist, because that would mean that teachers are getting the resources they need. And professional development that is meaningful and authentic is just happening. It's not this really unique thing, because Fund for Teachers is the only organization in the country that allows teachers to design their own professional development. But until schools have the funding and willingness to give teachers the freedom for authentic teacher-driven professional development, Fund For Teachers will be here, and they can be a spark or a lifeline for teachers that want to stay. And even if they're that warm hug for teachers, they're a warm hug that offers resources too. Here's what Stephanie has to say to teachers that might need that something extra to keep their morale up and to keep their interest in teaching. Stephanie Ascherl: We're offering you up to $5,000 an individual to do something during the summer that you know is going to make you a better teacher. And that's going to have a great the greatest impact on your students and school community. And we'd really encourage you to take advantage of that. Not only for yourself, but for your students. As Stephanie pointed out, the fellowship gives teachers a ton of freedom - more than I've ever experienced as a high school teacher. I got to choose what I wanted to do. So, I focused on research, writing, and activism through podcasting, so that I could create authentic units tied to each of those things back to my classroom. And it has been an amazing experience. It feels so good to be trusted as an expert and a professional. So much so, that I got emotional when I told Stephanie this. The start of this year was the best I have felt coming back to school in several years. I had a sense of confidence and purpose that are a direct result of this fellowship. Other teachers who have received their own fellowships reported similar reactions. They were thrilled to be treated like professionals. And these kinds of experiences can translate to effectiveness in the classroom when teachers are trusted to apply what they've learned into the classroom. When teachers feel confident and trusted and excited about what they do, that has a direct result on the experiences of students. Lindsey Freeman, a former High School Agriculture Teacher, has a great example of the impact teachers can have on students when they feel good about what they are doing. Lindsey Freeman: And when you're traveling with students, you've got to make sure that they're fed and watered and taken care of, and it's a little ag pun Ag can provide those unique opportunities for lots of adventures, field trips, and activities because they are often associated with the Future Farmers of America, or FFA, which is a club that has events and competitions that kids can take part in. Lindsey Freeman: So that's a lot of pressure for the teacher to make sure that not only they have their basic needs taken care of, but they're having the experience that maybe I had when I was in their shoes. And so we went on a trip one time, and I had some students with me, and I can remember I'm driving the suburban, and I'm just thinking, like, we're listening to music here. But these kids aren't really talking to each other. Are they having a good time? I don't know if I'm doing my job, right. And then so we go, and we do our thing. And then we come back, and we're on our way back. And this kid is sitting in the passenger seat, and he says, This has been the best week of my life. This has stuck with Lindsey as a highlight of her teaching career. And for this student to have had the best week of his life, he needed a teacher like Lindsey who felt supported in her role and who had the resources to take her students on an adventure. Lindsey liked teaching high school, but she took advantage of an opportunity to work at the University of Wyoming on a whim. She is still active in Wyoming education, and when I sat down with her, she had just been hired on as the Ag Program Director at Laramie County Community College. We sat in her new classroom surrounded by Cow Anatomy Flip Charts and diagrams explaining different pork and beef cuts, and Lindsey pointed out that as we work towards change that will help keep teachers, it can't just be policy-based. Lindsey Freeman: I think policy can go a long ways to help do some things, but it can only go so far. And so I think we have to think beyond policy to try to find, and because there's many factors to the problem, there's probably many solutions to the problem. As we heard multiple teachers point out throughout this series, there isn't a single factor that is pushing teachers out of education - it's a layering of factors. So, Lindsey thinks there needs to be a multitude of solutions. Lindsey Freeman: I don't think you can pinpoint one thing. And I think that maybe we're kind of spinning our wheels where we're trying to combat this teacher shortage, is we're trying to pinpoint the one thing, or the handful of things. But there are a few things that would help. Lindsey kept coming back to one thing that could do a lot to help teachers want to become teachers and to stay once they are teachers. Lindsey Freeman: I hate to say that it's all about the money. But it's hard even to recruit young people to enter the teaching profession, when they could go with the same set of skills and competencies and make a lot more money. I don't think teachers go into teaching to get rich, but they have to they have to be able to maintain a decent lifestyle, or they're gonna go do something else. And then and then they can so I don't think it's, I don't think it's realistic to expect teachers to, you know, live in poverty and continue to do this job. Every time the call to pay teachers more comes up, we hear the rebuttal, “Well, where will that money come from?” and Lindsey acknowledges that that is a problem that needs to be solved. Lindsey Freeman: Because like, where does that extra funding come from, to, you know, support, teacher salaries. But I totally understand that, that if there was an easy solution, we would have probably found it by now. With this said, there are efforts to raise the wages of teachers at a national level. Most recently, Florida Congresswoman Frederica Wilson introduced the American Teacher Act, which would raise the minimum starting teacher salary to $60,000 and adjust for inflation. To put this into perspective, the United States' average starting teacher salary, according to the National Education Association in the 2020-2021 school year, was just below $42,000. This Act, if passed, would help. Lindsey pointed to one more adjustment that needs to occur as we recruit and train teachers. Lindsey Freeman: We have to do a better job of showing young people how hard teaching is, and still encouraging them to pursue teaching as a profession in spite of that, because it's not going to be easy. And I think maybe that's part of the reason why we lose so many teachers early on, is because they're, we didn't we were upfront with them and honest with them about how hard it actually is because, like, personally, for me, I'm afraid that they're going to not want to teach after like I, you know, tell them and this is hard, this is hard. People go into education with misconceptions about what teaching is going to be. Like we talked about in an earlier episode, teaching isn't a movie. Lindsey wants to have a system that helps people recognize just how difficult teaching will be and to support and help teachers through the difficulties of teaching. Lindsey has been working with a group of people trying to address these difficulties in teaching. Lindsey Freeman: Yeah, so I've been working at the University of Wyoming, with a group of faculty and well, a large group, actually, that they're developing a Wyoming Educator Mentor Corps. And so there's a lot of work going into mentoring. And hopefully, that can eventually and we might have to be patient, but hopefully, that can eventually trickle down into helping early and mid career teachers. Not just survive, you know, but actually be successful in like their job. The Wyoming Teacher-Mentor Corps is a program designed by the University of Wyoming to, quote, “foster teacher excellence and provide expert support for emerging teachers.” The idea behind the program is that teachers, especially new teachers, need support, and veteran teachers often want to take a new step in their career. Currently, if a veteran teacher wants to progress their career that usually means becoming an administrator. This program hopes to give veteran teachers some agency and purpose by helping other teachers. To learn more about the Teacher-Mentor Corps, I met up with Colby Gull, who is the Managing Director for the trustees education initiative in the College of Education at the University of Wyoming, and is a part of the Mentor Corps. Colby Gull: So really, the idea behind the Mentor Corps is we want teachers to be happy in their job. Colby has five kids, and he explained that he wants his kids to be with teachers who are happy and who love them. Colby Gull: If they get teachers who are unhappy and feel unsupported and don't love their jobs, and don't love the kids, because they don't love the work, then that's not a that's not a good place for anybody. And so we hope that the Mentor Corps can help provide that support, so that teachers do feel supported and loved, and they do have a place to get additional support. And they can so that we will build a community of teachers who can support each other, whether you're in the same school or the same district or the same state. We want to have that support system built and structured. Colby was a high school teacher, a principal, and a superintendent. He has a good idea of what it feels like to be an educator, and he wants a system that would have supported someone like him who felt overwhelmed when he got into the classroom. Colby Gull: And then I got in the classroom, and it wasn't what I expected. And the kids weren't all eager to learn and excited for me to be there, they did not love me and think I was amazing. And I would just, I would get home, I'd wrap up the school day and just feel downtrodden. Because teaching is hard. This is a theme. Colby emphasizes the difficulty of education because it isn't something that seems to get a lot of legitimate attention. For Colby, we can help prevent teachers from leaving education by starting in teacher preparation programs, which might need a little adjustment themselves. Colby Gull: In teacher prep programs, our faculty are like, they went through a teacher prep program, they were classroom teachers, and this is how it's been done. So somebody's probably gonna get mad at me. But we've always had this same mindset of this is how it's done. But I think fear, I think, discomfort on students part on teachers part on parents part. Well, that's not how we did it. This, that's not how I've ever done my classroom, why would I change now. And the legislature wants a little more control over things than that. And it's easy, it's easy to measure, seat time, it's a little harder to measure some of the other things that we're trying to measure. So Colby wants to see a shift in what we value, maybe this would mean a shift towards the joy of learning, like Chris Rothfuss said last episode. This is where the Mentor Corps will help. Colby Gull: I think that when we're new in a position, we don't know what we don't know. So we don't know what questions to ask. And having somebody that has some experience that has some training in mentoring. We will be helpful to just preemptively say, here's something that's coming up. When I spoke with Colby this summer, they were just getting ready to train a cohort of teachers to be mentors. In many of these episodes, we've discussed the value of expertise. When thinking about what teachers need, it's worth speaking with teachers. With this said, in order to train mentors to help other teachers, the Mentor Corps has sought the expertise of entities outside of education to address some of the issues educators are having within education. Colby Gull: And we're not focusing on any K-12 skills that you would technically think about as K-12 . But we're going to focus on how to communicate effectively how to talk to somebody, and how to listen to somebody so that when you're sitting with your mentor and mentee having a conversation, it's meaningful, and there's good feedback going both ways, which is another skill we're going to work on is, is giving and receiving feedback. Along with better communication, the program will help train mentors, with the help of Leadership Wyoming, to find a better work-life balance, which is a major struggle for teachers. Colby Gull: We get out of balance really easily. And I think to a large measure that is to the detriment of our mental emotional health. And so we have, we have a strand on work life balance. And so we'll get introduced into that. And then we'll do a little piece about friendships and building relationships and having a trusting relationship, and confidentiality so that when they walk away, they'll have an introduction, all of those skills. And that's what we'll focus on over the 18 months are those skills and how they develop them. So mentors will work through the mentorship program over the course of 18 months. Colby Gull: And that's what our funding is for is for those three cohorts of mentors. So by the end, we'll have trained 60 mentors, 60 or so mentors. And then we'll develop a model of how that gets spread down through the state. So we can have a bigger impact than just 60. Because there are 350, some odd teacher opening jobs in Wyoming. So we need to have enough mentors to support all of those new teachers. The goal of the Teaching-Mentor Corps is to help teachers support teachers. They want to give teachers some agency and help construct a support system that will hopefully help both new and veteran teachers stay in education. This is a noble goal. Fund for Teachers and the Teaching-Mentor Corps won't solve teacher attrition on their own, but they will help keep some teachers in education. But as Lindsey pointed out, we still need solutions that result in valuing teachers, which means paying teachers better. When I asked Colby if the mentors participating in the Teacher-Mentor program will be paid for their mentorship of other teachers, he said no, not at this time. The program is a pilot and they could only get enough funding to pay for the training for the mentors. This is no fault of Colby or the program. I think this program is wonderful, and I would encourage anyone in Wyoming interested to apply to become a mentor. But I do want to pause and draw attention at the larger reality this points to. When it comes to keeping teachers in education, the burden often lands right back on teachers. The solutions to keeping teachers often requires more work, more time, and more stress, all for minimal to no compensation. Whether this is mentoring other teachers, going to legislative sessions or school board meetings, being on committees or task forces, writing for grants or fellowships, or making a podcast, it all takes time and almost all of it is done during a teacher's “free time.” When will the burden of keeping teachers in education fall to non-educators? Will it be when enough teachers leave? Will it be when teacher attrition gets to a point that becomes inconvenient for non-educators? I honestly don't know that we'll get to this point because people that teach care so much - that might be their tragic flaw. Several of the teachers that I spoke with over the course of this project were working on their own projects or going back to school to try to be part of the solution. And they do it because they care. These are people like Gary Martin who taught on the Wind River Reservation and went back to school for education. His dissertation is looking at how student trauma is being transferred to teachers and contributing to their attrition rate. Gary Martin: Well, the attrition is crazy, because it's like, there's no stability, like teachers are staying like one or two years. And then next, you know, they're going to another district and I don't know about a lot of the students in, in other areas of state, but it's just like, students in general need, like stability. I mean, it's, the stability factor is lacking, especially when teacher that attrition is so high. He knows that teachers leaving is hurting kids, but the onus should not be placed on teachers to stay so that kids aren't hurt. That rhetoric is used often, and it's tremendously manipulative. The programs that are trying to support teachers need to be funded and supported, and the burden of keeping teachers can't be placed solely on teachers. Meanwhile teachers are realizing that they have a lot of really great skills that can be applied in other careers - contrary to the thought that those who can't do, teach. So if we want to keep teachers from leaving education, it might mean shaking up the way things have been done and taking some notes from groups like Fund for Teachers or the Teacher Mentor Corps who are actively trying to help teachers by asking teachers what they need, so that maybe we can have a system where teachers want to stay. Or, teachers will keep leaving because they can. Next time, we will be hearing from teachers who have left teaching, how they left, and how their lives are now. That will be next time, in the conclusion of Those Who Can't Teach Anymore. With only one episode left, we want to hear from you. We want to hear your reactions to the podcast, or personal stories about education. If you are interested, please record a voice message that includes your name, background, and message, and send your recording to those who can't teach anymore at gmail.com for the chance to be included in a bonus episode. As always, thank you so much for listening. Be sure to subscribe to our podcast, leave a review, and share episodes with everyone you can think of. Word of mouth has done wonders for getting this podcast to people who need to hear it. This episode was produced by me, Charles Fournier. It was edited by Melodie Edwards. Other editing help came from Noa Greenspan, Sarah-Ann Leverette, and Jennica Fournier. Our theme song is by Julian Saporiti. All other music can be found on our website. A special thanks to Stephanie Ascherl, Lindsey Freeman, Colby Gull, Elizabeth Smith, and Gary Martin for taking time to sit down and chat with me. If you are interested in applying for a Fund for Teachers Fellowship you can find their website at fund for teachers dot org. If you are interested in learning more about the Wyoming Teacher-Mentor Corps, there is a link in the transcript to this episode, and I will provide a link on our instagram page @thosewhocantteachanymore. This podcast is funded in part by the Fund for Teachers Fellowship.
What's the purpose of education? If you were to ask 10 different people this question, you may get 10 different answers. Education shouldn't be this complex, but getting people to come to a consensus on anything right now is a challenge. This can be a problem. If teachers are expected to meet ambiguous goals, it can lead to burnout and frustration. In this episode, we hear how conflicting values in education may be contributing to teachers' decisions to leave. Music: Theme Song By Julian Saporiti “Your Paradigm Dial” by Origami Repetika is licensed under a CC BY license. “Room With a View” by Jahzzar is licensed under a CC BY-SA license. “Business Getaway ” by Scott Holmes Music is licensed under a CC BY-NC license. “I Was Different” by Ov Moi Omm is licensed under a CC BY license. “Sunny Afternoon” by HoliznaCC0 is in the Public Domain. Transcript: In the spring of 2016, Julian Saporiti, the guy that made the theme song for this podcast, asked me if I wanted to help him teach a summer road trip class for the University of Wyoming. It was easy to say yes, and this class ended up being one of the most influential educational experiences that I've ever had. Many of our students felt the same way. One of them, Sam Mallory, even talked about it in his graduation speech. Sam Mallory: Two years ago about this time of year, I was officially enrolled in the most influential course in my college experience And what made this class so significant likely had to do with the fact that we valued experience over product, which is a pretty non-traditional approach to a college course.. Our Syllabus included the following: Introductions: Julian Saporiti - Instructor /Guitarist. Charles Fournier Advisor/ Contemplation Mentor Books: Jack Kerouak's On The Road and John Steinbeck's Travels with Charlie Music: Songs and lyrics for sing-alongs Assignments: This list included items like helping a stranger, keeping a journal, and dancing in the moonlight Safety Measures: Information about bear country, how to react if lost, and how to create a cross-draft in your vehicle to fart rather than holding it in and risking feeling sick Traveling Recommendations for Women: A list focused on hygiene and affirmations created by wife, Jennie, who is a brilliant traveler but opted to stay home to plan for classes and manage our new ornery dog Lastly: “Be Amazed. Be Present.” We set out for two weeks across Wyoming, Idaho, and Montana. We danced to music by firelight in the Tetons under the Milky Way. I taught a pair of girls how to build a fire and when they asked what I thought about feminism, we read parts of The Vagina Monologues while lighting things on fire- one of those girls just wrote an award-winning screenplay. We observed the wildlife of national parks and saw some animals as well. I love this model for education. A kind of structure of non-structure that gives students a chance to grow autonomy and learn on the go. It was an experience, and the students were, if not changed, greatly impacted by that course. Julian and I were too. I tried to apply some of the elements of this course to my high school classes the next school year. I wanted kids to sit around a fire and have conversations, to worry less about grades or tests, and to focus on collaborative experiences that result in knowledge acquisition. Then the school year started. My fire pit idea was struck down, and the weight of standardized assessments, and everything else settled into place. My idealism was smothered by bureaucratic reality. There's nothing quite like having your grand plan for the new school year get deflated by October. And this brings me to a question that I have continuously returned to as a teacher when this happens - What's the point of education? Why are we here? The answer is ambiguous, and that uncertainty has led to conflict and confusion in education. So on the show today, we will ask “What's the purpose of education?” Because if we can't come to a consensus, teachers will continue to be expected to meet all of the competing thoughts about for what education is for. This is frustrating and adds to the stress and burnout that is leading teachers to find careers that might have more clearly defined parameters. This is Those Who Can't Teach Anymore, a 7-part podcast series exploring why teachers are leaving education and what can be done to stop the exodus. I'm Charles Fournier. Here is part 4: “Why Are We Here?” Why we educate kids seems like it should be an easily answered question. But in my conversations with all levels of people involved in and around education, there wasn't a clear consistent answer: Gary Martin:We have to work on their cognitive skills, you know, the critical thinking. Christy Chadwick: I think we have this idea that the purpose of education is to raise the next generation. But now, it sort of feels like a control factor. It feels like we're just controlling society through education. Caskey Russell: Fostering creativity in the students, critical thinking, removing kind of cultural blind spots, providing kind of an equal access all across the board, regardless of class race, getting an idea of community, American community as the kind of multicultural tapestry. Lindsey Freeman: I mean, that's a big part of it is workforce development. But just citizens, I mean, our government or politicians, like everything that our world needs to continue starts in the classroom. Jaye Wacker: Oh, my gosh, to protect a democratic republic. You know, pure and simple. We have to be educated, we have to be able to see through the bullshit, you know. Jennica Fournier: I thought my role was to teach students about chemistry and biology. But I think sometimes there's the expectation that you're babysitting them. or that you're keeping them safe. Shane Atkinson: I really tried to make it about the human connection. Elizabeth Smith: The purpose of education is to train our people to be worker bees, and to have the skills necessary to devote their entire lives towards the betterment of a few elite versus the greater good of all. It's a lot, and that can be a problem. And there is a split between the ideal for what education is for and the reality that often stifles idealism. What we do know is that an educational system is inherently political because it reflects a country's values. But what is valued in the US is continuously evolving and hard to pin down. Education started in the Americas as a way to teach kids how to be a part of their community. Then it started to shift with colonization. Education went from being morality focused - teaching literacy so that people could read the Bible. To Democracy and assimilation focused - forcing people to fit a standard ideal while emphasizing being an active citizen. To worker focused - creating industrialized systems to set people up to enter the workforce. To academic and standards focused - standardizing curriculum with the intent to compete on the global scale. But now, as demonstrated by the crazy political climate, what we value as a country is unclear, so what education should look like is also unclear. This lack of clarity is landing at the feet of teachers. And having a job with no clear and agreed upon objective is frustrating. Should teachers be focused on standardized tests, on learning, on mental health, on social health, on morality, on graduation rates? It's not clear. But what is clear, is that having more of a shared value system would be valuable. A shared vision of what education is for. This would give teachers a clear objective that does not leave room for the petty arguments that are at the heart of so many educational dilemmas that are driving teachers out. I think we can get there. I spoke with people from all over the political spectrum for this podcast, and I am certain that we can get to a shared set of values. Juan Laden: Fundamentally, we need to make available within our teaching environment the understanding of other people and the possibilities for children to do so many things. Juan Laden sat down with me at the Lander Bake Shop. I had set up a microphone and taped up a sign with two questions: Why are teachers leaving Education? And What is the Purpose of Education? Because I don't want to hassle folks, I sat quietly with my dirty chai and waited for people to come to me. Juan sidled over in a dutch cap, still chewing on a pastry, and starting answering questions before he even sat down. Juan Laden: I think they're good teachers, and that's why they're leaving. And so that's, are you recording this? Good, good? Juan is a lot of things. He has never been a public school teacher, but he was an experiential climbing instructor for the National Outdoor Leadership School or NOLS, he has traveled around and lived in Europe, he is knowledgeable in many things including plumbing and photography, and he knows a lot about pedagogy, this is a word educators use to talk about the method or practice of teaching: Juan Laden: And basically, I think the concept in America of education is filling a receptacle, and that is not what it's about. What Juan is referring to is also called the banking method - the idea is that a student's educational experience is to get packed full of information, and that's it. The banking method is not a popular pedagogy because it lacks a need for critical thinking and creativity and disregards the fact that students come to school already possessing knowledge. Many folks I spoke with push against this focus of education - to pack kids full of information. Juan agrees, and he explained that he thinks education should feel more like caving. Juan Laden: I'm a caver and talk about exploration. Most people don't like the idea of caving. I tell them they just had a difficult birth and never got over it. But you know, it's like, what a trip. You're exploring to the max. When you find a new cave…the dream of all cavers is to find the big, going cave, like, “Wow, there's a hole and you go in there, and it goes, and it goes, and there's more.” The idea that you're actually going where no one's been before, and that's what exploration is. It is a very deep drive in all humans to start out with - that curiosity, that emotional need to explore is driven by curiosity. Exploration was a tenet of that Road Trip class, and something I wish my high school classroom had more of now. We gave the students the freedom to choose where they wanted to go and how they wanted to get there. This is how we ended up at a hot spring called Chicken Soup in Idaho. Idaho wasn't even in our original plan. The desire to explore was also an ideal across many of my conversations with teachers about what education is for - to help students jump into a metaphorical or literal cave. But the reality of teaching in a public school setting is that this ability to delve into curiosity is often devalued by what is required in the curriculum, community pressures, or a lack of resources. And the breadth of information that needs to be covered in a curriculum sometimes does not allow for depth or the chance for student exploration. I know of several projects that students would learn from and enjoy that were dead on arrival because they did not meet a curricular requirement or wouldn't work for a specific standardized assessment. Such limits can take away from the joy of teaching and we've already seen that it can lead to teachers quitting. Exploration is something worth valuing, but based on how our system is currently structured, it isn't valued enough. To get another idea about this question, we're going to take a step back and start with what an educational jack-of-all-trades says about the purpose of education. I met up with Colby Gull at his office. Colby is the Managing Director for the trustees education initiative in the College of Education at the University of Wyoming. I asked him what the purpose of education is: Colby Gull: That is too complex of a question for your podcast, probably. This shouldn't be the case. To me, this is part of the problem. I wish education could be simpler. For instance, for their final project during the road trip class, a pair of students designed and printed a t-shirt for the class. And they created a slogan for each person in the course. Mine read “Just trying to teach people not to be assholes.” And you know, that sums up my pedagogy pretty well. But Colby's right. Our country's current view of education is very complex. We can't easily say that education should be for exploration like Juan says, or that education is trying to teach people not to be assholes like my t-shirt motto says. And our system might be too complex. We might be trying to layer in too much. And Colby, who was a teacher, principal, and superintendent, is aware of that. Here he is again with another answer that tries to better address the complexities for what he sees as the purpose of education: Colby Gull: I think we have to help our students to gain some basic knowledge, some basic skills around academic areas. We want them to understand how to read and to ask good questions. And we want them to understand some mathematical things and solve problems. But we also want to give them opportunities to explore new ideas and new ways of thinking about things and to analyze their own thinking, and , ”Why is my opinion that? Maybe it should be something else?” But I think the purpose of all of that is to help students to be prepared to go out and reach their potential, and to do great things and challenge thinking and make things better for themselves and for the people around them. Colby's answers show his expertise. He is a guy that spends his life thinking about education and helping to train and retain teachers, and through all of his roles, he has had to deal with the bureaucracy and politics of education more intimately than most teachers ever do. What a teacher might value does not include the political nature of education And this is where the conflict comes in. Something like the Road Trip Class, is my ideal education structure because it also reflects my values. But that does not work in public education. Teacher values and idealism often collapse against the layers of the education system's bureaucracy. And it's disheartening. So we end up with statements like Colby's second answer. It covers a lot but it is also pretty generalized. It sounds like an institutional response to the question, or a mission statement - their purpose of education proclamation. To compare, here is the mission statement from the United States Department of education: “The United States Department of Education's mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.” And here are a few more mission statements to compare to from districts across the country. Try to guess where they're from: “We ensure equitable access to a transformative educational experience grounded in the assets of our students, staff, and community.” Here's Another: “To ensure high levels of learning for all students. To continuously develop our capacity to function as a collaborative culture.” One more: “Our commitment is to prepare each student to become a career and college ready citizen. We will partner with families and the community to provide an engaging and challenging education in a safe and positive environment.” Each of these mission statements, from the US Department of Education to districts from three different time zones across the US have similar and vague declarations. They feel like a fortune - “You are about to rediscover a lost connection to your past.” I get why the mission statements are vague. They are meant for a diverse population, and each family within that population should be able to see some value in these mission statements because public education is for everyone. But this is also where we can run into problems. The way I read “preparing each student to become a career and college ready citizen” is unique from what the administration, or students, or parents, or even other teachers may think. Do I think a person needs to avoid spaghetti straps to be a productive citizen? Not really, but I do think knowing how to work towards and meet a deadline would help. So why does a vague purpose of education lead to teachers leaving the profession? Because many educators are finding that their interpretation of these missions and goals are in conflict with those of the administration, school board, or community. Values are not aligning. Which creates stress and sometimes forces a choice, do what they believe in and create conflict, or compromise their values and feel miserable. Every now and then there are times when idealism aligns within the classroom, which can create amazing moments. For Allison Lash, who was an art teacher in New York City that we heard from last episode, building community and learning in her mind require providing students with new experiences and opportunities. Allison Lash: That's the kind of thing that I love bringing to kids like these little snippets and experiences that they might not get in the classroom. When her second graders were learning about rocks and gemstones from books, Allison organized a field trip to the Museum of Natural History because she knew they had an amazing collection. Allison Lash: And I took all the kids out of the Bronx and into Manhattan. And as we're and I rev them up, like for the field trip, and I told them we're leaving the Bronx, we're leaving the Bronx because so many of them have never left the Bronx are there. So many of them never left like many of them lived in the projects, the building. And so they only traveled from the building to school a block away in the supermarket like this. These like four streets, basically. And the kids when we were driving over the water and on the bridge to get to Manhattan, they were all screaming when they said we're leaving the Bronx. So I love, I love being able to do that. The ability to leave the space of the school often creates authentic learning experiences for students. These are experiences that connect students to their communities, which is a common value presented in school district mission statements. But there are limiting factors to leaving the space of the school. This is where idealism can be deflated because much of the modern purpose of education is now tied to keeping kids safe. This is why we practice having lockdowns. Lauren Schumacher spoke to me about how fear and wanting to keep kids safe impacts how we view the purpose of education. Lauren Schumacher: And I think, sadly, with all the violence, you know, the school shootings situations, continue to make our country want to fence our buildings in and put doorbells on and all that which I understand. But in the same breath, we need to be removing them from the fences and getting them out into communities. I think that is more of the direction we need to move education. I was really excited to talk to Lauren. I set up an interview station outside next to the Valley Bookstore in Jackson Hole, Wyoming. I didn't meet Lauren first, I met her whole family. Her daughter saw my signs about teachers leaving and said, “My mom is going to want to talk to you” before she ran back from the direction she came to get her mom. Lauren was on vacation with her family. She is an administrator in Florida, and she had previously taught in both Missouri and Florida, but everything she talked about matched what teachers in my home state brought up. In terms of the purpose of education, Lauren echoes the idea of wanting more experiential learning that gets kids into their communities. Lauren Schumacher: I think we need to step away from the traditional brick and mortar, and get our kids out and learning. But, as Lauren pointed out earlier, with threats of violence in schools, education might be moving the other direction. I hate this. We desperately need to be moving towards mobility and freedom and exploration - not away from it. When I reflect on that road trip class, there were elements of risk - absolutely - but we didn't structure our educational experience around fear. Nor did threats feel looming like they do in modern education. When I answer my classroom door, I always have a pen in hand - it's the sharpest object in my room, and I look through the window to check who is at my door, and what is in their hands before I let them in. Every time I answer the door, I play through a scenario of an active shooter. Our doors stay locked and shut because the statistics show that locked and shut doors save lives, and we value student lives. But this is the setting in which we are trying to teach exploration and wonder. It's hard to have idealistic values and believe the purpose of education is for exploration in a locked room. So I have to return to the question, “What is the purpose of education?” Because if it's to protect kids from violence and shootings, this is a heavy burden to ask teachers to carry. And the weight of it is becoming too much for many educators. Such expectations make teachers feel like their job descriptions have shifted. And this is where more complexity comes in. Rather than being facilitators of learning, critical thinking, and exploration, teachers are having to do any number of things. Ron Ruckman: I think that's the awesome part of teaching is that you get to be all those things, you know, but it puts a huge mental drain on teachers. This is Ron Ruckman, we heard a little bit from him in the second episode. Ron taught for 23 years and quit to run his construction business that he has with a friend. A business that does not require Ron to have to engage with much other than completing projects. Part of why Ron left had to do with a purpose of education that required too much from him. Ron Ruckman:That's the problem. I think that for me that that has finally just kind of wore me out. The needs of kids beyond way beyond science, just the stuff I teach my subject matter. I do so much more. I spend so much time and it seems like I've spent more and more time as my teaching career has gone on. Kids seem to be a lot more needy of that kind of attention, and then we have one counselor. She can only do so much. She's got a line at her office most days, and it's like, you just have to wear all those hats to be the teacher, be the counselor, be the be mom and dad. That's the reality for some kids. Ron recognizes that these kids need more than content. Mental health matters, even more so with the pandemic. In 2021, the CDC reported that nearly half of teenagers reported feeling sad or hopeless over the last year, and schools are a great resource for students who are struggling, but most school counselors are constantly busy because they have so many students needing help. Some of that overflow lands on teachers. For some teachers, who are not qualified or professional counselors, this is too emotionally taxing. So is this the purpose of education? To support the mental health of students? If it is, how does this match the structure of our education system? For Ron, he knows students need support, and he also believes that education needs to focus on things that are relevant to his content. Ron Ruckman: It's important that we keep teaching critical thinking. My district recently held a professional development day where local business people explained what they want our schools to prepare students for. One of the things they pointed to was the ability to think critically and problem solve. Another was the ability to value and communicate with other people. To actively engage in a civilized manner and recognize not everyone shares the same perspective. Ron Ruckman: If you're not willing to feel cognitive dissonance, if you're not willing to feel that uncomfortable feeling of what you thought, and then realizing that maybe that wasn't the truth. I had an uncle that always taught me you can learn something from everybody. And that includes every little fifth grader that I've ever had come through my room. Every single person I meet, I learned something from. That's what a teacher should be doing is teaching kids that you need to make your own opinion, but you need to consider all the data and all the opinions of others and put it all together and then make your own educated opinion. Ron values critical thinkers that have a growth mindset. He does not want learning to stop for people once they graduate. For Ron, if the purpose of education is to grow an active and informed citizenry, which harkens back to what the founding fathers wanted of education, then learning should be lifelong. Ron Ruckman: It's okay to change what you believe in. When you consider more evidence, you know, and as you go through life, you learn more things and you see more things and, you know, and that I think a lot of people don't like that. We can't just be stuck in one way of thinking all of our life, otherwise, you're just gonna be very unhappy. So through science, Ron was helping students think critically and communicate with one another and form opinions all while addressing students' other needs - which ended up wearing him out by the time he left his job. For Ron, the purpose of education isn't finite, and it became too much for him to continue. One last thing about Ron. When considering the purpose of education, there is some speculation that teachers are using education as a place to spew a political agenda. Ron is adamant that this is incorrect. Ron Ruckman: Well, and that's part of the part of my, just kind of my disgust with the public right now is the image of teachers being, you know, we're out there to indoctrinate kids or whatever that bullshit is. And I'm sorry to use that word, but that it is, it's bullshit. That one will get me fired up more than anything else, you know, we're there to just teach them about the subjects that, you know, that we're in, you know, and we're not out there to indoctrinate. No teacher that I spoke with or know of is actively trying to indoctrinate students. That is not the purpose of education in their minds. Some teachers even joked that they wished they could indoctrinate students - then maybe students would do their homework and turn things in on time. But this fear of indoctrination from non-educators is a problem, making it more difficult to define the purpose of education simply. In my ideal for education, I get to act as a facilitator of curiosity. I help students explore their interests by guiding them towards relevant resources, and I feel like it's my job to not be offended. I want students to be able to ask honest questions about whatever they're interested in. And at no point will I stop a curious student and say, “I'm sorry, you cannot address that in this room. This room is for English content only.” or “That does not fit within our mission statement.” I want to be able to stray from content in my classroom, but it does not match a view of education that is content specific and easily measured. There seems to be a fear that anything outside of a content area is indoctrination or a deviant plot to warp the minds of children - muwahahaha. It's asinine and disregards the fact that expecting teachers to only teach content and nothing more is missing a big part of what education is. Ron Ruckman: I think the expectation, honestly, is that that's all you do is teach your subject, and that's all you should ever, you know, and what they don't realize is, these kids need so much more. And I think there's so much more on our plate as a teacher than what the public thinks is there or even expects us to do, but we don't have a choice. We, you know, we would have, you know, we'd have no, we'd have utter chaos. You know, if we didn't wear all those hats Going into a classroom and only trying to teach content, while addressing nothing else, rarely works. This is why guest speakers sometimes flounder - they assume their expertise is enough to engage students - and they get eaten alive. But the focus on content can't be dismissed. Standards and standardized assessments are a constant quality of modern education. Is this what we value? Content that will be assessed on a standardized assessment? In reality, assessments are the main measurable expectations that are placed onto schools. And for many teachers, if the purpose of education is to only have students do well on a test, then that is enough of a reason to quit teaching. Teachers are having to balance teaching content that students will be tested on with their values and ideas about the social, emotional or cultural things that are harder to measure but necessary for a well-functioning classroom. And having to be responsible for a list of ambiguous immeasurables is draining and pushing teachers out. Ron Ruckman: I mean, now we are basically caretakers of those kids. We met Rachael Esh last episode, she left teaching to write children's books, and she felt like the foundation of her teaching experience was based on relationships: Rachaeel Esh: And even when you learn when you go into teaching, you know this. The number one thing they teach you is relationships, build relationships, don't worry about the content until you have the relationships because we know they're not going to listen to you if they don't respect you or care about you to get that other information. So you've got to build that. You've got to have your expectations.The purpose of education, I mean, it's just, it's all encompassing. Raising a kid takes a community and I feel like teachers are a big part of that community. Rachael wants to foster kindness and curiosity and empathy. This sounds like it would fit the tenets from the mission statements from earlier, but what stands out to me is her point that content is secondary. Many teachers recognize that without a relationship, it's very difficult to teach any sort of content. Relationships are part of what made that road trip class so successful. Relationships are what those guest speakers are lacking. I've even heard kids specifically say, they will refuse to do work or try to learn from a teacher they don't like. So to get to content, some of these other things are having to be addressed, which adds to what teachers are already doing and are hard to measure or track. There are also a few differing views on what makes up content. Several teachers drew a line between content tied to learning and exploration and content for standardized assessments. Rachael Esh: So just being like, hey, good job on all your hard work. We're number one for our scores again, and it's like, I don't care. And so if that's what we're celebrating, I don't really want to work here. Because that's not what's important to me. And so like, how about we celebrate this the teacher that tried a new lesson and fell on their face? Like Good job family? Because that's what we teach our kids. But do we let our teachers fail? No. So I just don't agree with it. Rachael wanted to teach in a space that allowed for teachers to experiment in their classrooms. To try things and fail, but she felt like the test scores were what her district valued. They prioritized high scores over experiences and what Rachael thought of as authentic learning. I understand this. Getting a taste of a structure like the road trip class that allowed for authentic learning because it was exploration based makes it really hard to go back to prioritizing high scores. Rachael Esh: I cannot stand another freakin meeting talking about. But does the standard say that? What does modeling mean? What does this mean? I don't care. I'm sorry, I don't need to break down the exact definition of a word in order to teach the general concept. And I am going to make time to teach what these kids really need to know in life, which is not that. The focus on standards hasn't always been the norm. As I said earlier, education has shifted its focus as our country's values have shifted. And part of the confusion could have to do with modern education holding onto outdated values for public education. Values that don't match a modern world or modern ideals. Though that may be true, teachers are still having to work in this environment that lacks clear objectives. This is stressful. We often hear, just do what's best for kids when it feels like bureaucracy is getting heavy. But what I think is best for kids might include calling them by their chosen name, holding them accountable for their actions, pushing them to reach high expectations, or providing them with various pieces of text that give unique perspectives. These might sound great, but for each of the examples I just listed, I have had a situation where a parent, student, administrator, or fellow teacher disagreed with me to the point that we needed to have a meeting about our perspectives. And the reality is, I can't say who is right or wrong based on our educational system, there's no clear answer. For many teachers, having to defend why, in their professional opinion, their view of education is valid, is just not worth it. And being accosted by parents or administrators or school boards gets old really quickly. Ron talked about the lasting impact of these conflicts: Ron Ruckman: Yeah, it's scary to me still, I mean, parents, parents, I, when I have parents get in my face, I hate it even now. And most of the time, and well, like, I would say, 99% of the time parent goes away happy. And I sit there and dwell on it for the next five days, you know, and it totally wrecks my whole mental state for a long time. You know, and I just don't think parents realize, you know, they come in, and they're fired up, because they hear one story from their kid, and then they come in, and they're all fired up, and they leave and they're, they're fine. But I've, you know, it's, it's almost like, you know, you're almost traumatized by it for a little bit, you know, and that I know, that sounds dumb, but that, that is something that just kind of happens, you know, and I feel like because I like to make everybody I'm kind of a people pleaser, you know, I like everybody to be happy with me all the time. Every teacher I know has a getting chewed out story - when a parent cornered and then screamed at them in their own classroom or demanded retribution because they refused to believe their child would ever lie to them so the teacher must be lying. These moments leave scars And this shows that even if there isn't a shared view for the purpose of education, there might be a consensus that devalues teachers making it acceptable to treat them this way. And when it comes to making changes to keep teachers, I don't know what the answer is. But I know that valuing teachers and education would help. Because I do know that a lot of teachers that left education love teaching, but many of them didn't feel like they or their work were valued. I also know that education is for students. So to identify what the purpose of education should be, it might be worth asking students what they need? What do they value? Jonah Zeimens: I feel like education has lost real world application in a lot of things. This is Jonah Zeimans. Jonah was a student of mine a few years ago. He took my college level English course, and we've stayed in contact since. Jonah is currently going to college to become an Ag teacher. He was a high achieving student. He was involved with FFA at a national level. He even spoke at graduation. And with all of these accolades, he still wishes his high school experience could have been a little different. Jonah Zeimens: I wish it was a lot more individualized. What I don't love about our school system right now is that we're so standardized and trying to get everyone to meet the same requirements every step of the way. And I can understand maybe while students are younger, the importance of that, but once folks start figuring out what they want to do with their life a little bit more, it'd be nice to have a little bit more experimentation there. I think about this a lot going, the ag education, I would have loved to have taken more ag classes while in high school. Jonah hit on an issue many teachers talked about in frustration with standards and standardized tests. Students value individualization. With individualization comes exploration and the ability to get excited about their futures. Teachers love fostering this work, and if we look back to the mission statements from earlier, individualized instruction meets several of their requirements. But this is not feasible in our current approach to education. Even if teachers want to create individualized instruction, they often run into the issue of navigating standards, or having time, or managing huge classes. But what Jonah is saying is an ideal. I would get behind a purpose of education that focused on students' individual goals, and I know of a lot of teachers that would do the same.. But a few things would have to change to make this approach feasible and not burn teachers out. Teachers would need smaller class sizes. Building in-depth individualized learning plans for 150 students isn't practical or healthy. So if we value teacher well-being and individualized learning, education needs funding for more teachers and more facilities so classes can be smaller. That would be a start to reaching a consensus on what education is for. I spoke with another recent graduate about the same issues. Landon Trujillo was a wrestler of mine. I coached with his dad for several years, and when Landon graduated he gave me a picture from state wrestling. Someone caught the moment when Landon melted into my chest right after he won the state championship. The picture frame says family on it. It's on my desk as I work on this podcast. Landon didn't love the structure of school. Landon Trujillo: Um, I'm a pretty social person. So I really liked the social aspect. And just a bunch of friends there people to talk to all the time. Some things I didn't like is like, how, by the book, everything is. 90% of teachers teach the same, in my opinion. It's just work for a grade, and then get your grades and that's pretty much it. I can see why Landon thinks education is about getting a good grade. As a teacher, this is disheartening. When working towards standards is the priority, the things that foster the joy of learning feel like they get pushed aside. Grades become more valuable than experiences or individualized instruction. These are the times when I look back to that road trip class I told you about and think about how far away I am from that wonderfully structured course. From the things I value as a teacher. From being in a setting with a shared purpose - to explore and not be assholes. If teachers do not think what they do has purpose, it will be hard to keep them in a job. Part of what gives teachers purpose is autonomy and trust and an ability to explore authentic learning experiences. Things that everyone I spoke with values. But teachers are having to prioritize things that are considered measurable. Assessments and standards are used as tools of measurement, but the things I and many teachers value are hard to measure. I could not measure the impact that roadtrip class had on students in any tangible way, but I know it had an impact. I can't measure my relationships, and if I tried, they would feel superficial. This is why some education feels superficial, because it values measurement over authenticity. And teachers are leaving this system, but our country can keep teachers if we shift our values to what teachers and students already value, which does not include high stakes testing or standardization. Next time, we will take a look at the impact standardization and high stakes testing have on the classroom, and how this impact plays a role in teachers' decisions to leave education. Chris Rothfuss: They switched to a standards oriented approach where they were targeting competency and individual standards as their evaluative structure for student success, as opposed to a grading format. And I think that's a more sophisticated and more thoughtful approach to evaluating educational needs and educational accomplishment. That will be next time on Those Who Can't Teach Anymore. Thank you for listening. Be sure to subscribe to our podcast, leave a review, and share episodes with everyone you can think of. This episode was produced by me, Charles Fournier. It was edited by Melodie Edwards. Other editing help came from Noa Greenspan, Sarah-Ann Leverette, and Jennica Fournier. Voice Acting by Chris and Haylee Brayton, Britni Shipman, and Ben Zoller. Our theme song is by Julian Saporiti. Road Trip songs were performed by the Great American Roadtrip class of 2016. All other music can be found on our website. A special thanks to Elizabeth Smith, Juan Laden, Colby Gull, Allison Lash, Lauren Schumacker, Ron Ruckman, Jonah Zeimans, Landon Trujillo, Gary Martin, Caskey Russell, Jaye Wacker, Jennica Fournier, Shane Atkinson, Lindsey Freeman, Christy Chadwick, and Rachael Esh for taking time to sit down and chat with me. If you are interested in hearing more about Rachel Esh and her books, check out our instagram page @thosewhocantteachanymore to see a video of her. This podcast is funded in part by the Fund for Teachers Fellowship.
On this episode of Word balloon, host John Siuntres sits down with The Dude, Artist Steve Rude, who discusses his return to the worlds of Nexus and The Moth, in his self published line of books, Rude Dude Comics. As The Dude himself says. "I think back at that 10 period of nothing when all the (Nexus fans) kept writing us... there were so many more stories to tell. Internally I kept saying it myself, "this is not right, I have to use all skills I've accumulated my experience and clout to comeback to these characters , and bloody well keep going with them...The people who buy (Nexus) have expectations that every time they purchase something and know what (Baron and Rude) are capable of, they had better not let you down, and that's what's in my mind when I'm drawing Nexus.You're not going to feel horrible when you read my books, you will feel excited and elated and you'll want to see more."The current plan is to finish the Nexus return arc, Space Opera, then release the new Moth arc. "You oughta see what (writer) Gary Martin has planned. It's nuts!" In the interview, Rude discusses how he and writer Mike Baron got together to create Nexus for Capital City Comics, the early influences of Jack Kirby, and Alex Toth on his work, and his view of the 1980's direct market compared to today's comic book landscape. In addition to new stories revolving around his co created new characters Oragami and The Silencer , Rude also wants to bring back romance stories and his own spin on horror, in his anthology book, Amazing Dude Tales .
Archbishop Wood track star and Virginia commit Gary Martin joins the show to discuss his historic 2022 campaign, the work behind the scenes to succeed at that level, and why he chose UVA. Colin and Jack discuss the 2022 NBA Finals and reveal their updated predictions for the Stanley Cup Finals. This episode was powered by The Original Fudge Kitchen, shipping fudge and sweet treats all across the country. www.fudgekitchens.com
What a week. 3 high schoolers (Gary Martin, Connor Burns, Rheinhardt Harrison) went sub-4 in the mile in the same week with 2 in the same race! We had 2 men go sub 8 in the same steeple for the first time since 2012, we had some 400m hurdle madness from Sydney McLaughlin and Karsten Warholm for every different reasons, a Scot beat all the Ethiopians at the 10,000m champs, and right before this podcast recorded major twitter drama broke out between Sha'Carri Richardson and Rae Edwards. Plus the NCAA Track and Field Championships are this week. Train Smarter This Summer: Our summer training has helped high schoolers, sub 4-minute milers, and anyone passionate about running get faster. Check it out today. FREE with Supporters Club membership https://www.letsrun.com/coaching Join the Supporters Club to get all the LetsRun.com content and a 2nd podcast every week (and this podcast when it immediately drops), plus save 20% on Running Shoes and get a Free Summer Training Plan. https://www.letsrun.com/subscribe?from=public Start - 3 high school sub 4s in a week 9:29 400m hurdles craziness - Sydney McLaughlin's doesn't count, Karsten Warholm has an ice bag on his hamstring before race is over 25:04 Men's steeple in Rabat was amazing. We get 2 sub 8's in the 1st race since 2012 / Jager not running Rome / The "British" model not followed in Rabat 36:07 Ethiopian 10,000m Women's Trials - Eilish McColgan wins, Y2 and Almaz Ayana don't make teams 44:04 Jon shows his hatred for Scottish and Welsh people and Americans 46:46 Men's 10,000m talk 56:08 NCAAs start Wednesday- Mini Preview- Nico Young and Katelyn Tuohy going for NCAA titles #1 66:50 Raes Take and Sha'Carri Richardson go to war- drug accusations and more End AIRWAAV® ENDURANCE Performance Mouthpiece is here! (Sponsor) The AIRWAAV® ENDURANCE Performance Mouthpiece is here! Airwaav is a relatively new training tool that launched late in 2020 after nearly 16 years of research. Now they have the ENDURANCE model that provides a more snug fit, keeping the mouthpiece in place for endurance athletes who relax their jaw during long-distance workouts or races. The AIRWAAV performance mouthpiece fits along your bottom teeth and directs your tongue down and forward creating the “optimal airway opening” resulting in: Increased airway opening by up to 25% resulting in an immediate 28.5% respiratory rate reduction during a steady-state run Increased endurance — by reducing respiratory rate by 20%, resulting in less lactic acid production Faster recovery times — by reducing cortisol build-up by up to 50% LetsRun listeners can save 10% with the code "LR10" Dig into the science and put AIRWAAV to the test. Click here to try it out. Contact us: Email podcast@letsrun.com or call 1-844-LETSRUN Join our Supporters Club and take your running fandom to the highest level. Get all the LetsRun.com content, a second podcast every week, savings on running shoes, and a lot more. https://www.letsrun.com/subscribe Check out the LetsRun.com store. https://shop.letsrun.com/ We've got the softest running shirts in the business. Thanks for listening. Please rate us on itunes and spread the word with a friend. There is a reason we're the #1 podcast dedicated to Olympic level running. Support LetsRun.com's Track Talk by contributing to their tip jar: https://tips.pinecast.com/jar/letsrun
Chris is solo this week, and although Julie is dearly missed we have a big show! We have 2 High School track super stars: Gary Martin and Juliette Whittaker join the show. We first talk to Gary about his sub 4 min mile in a HS race - the fastest sub 4 in an all High School race ever - 3:57. His time is 5th ever overall for HS. Gary tells us about his record breaking season and we get the details of the day he broke 4 and what we did after the race. We are then joined by Juliette Whittaker, who recently broke 2 minutes in the 800 meters. She is only the 2nd female to break the 2 minute barrier. We also talk to her about her "regular" High School experiences like almost missing her fastest race of her life because of traffic. We touch on her Dad as her coach, her Dad who was a star runner at Georgetown in the 90s. We finish with Juliette asking her if she is going to compete with the seniors and try to make the World Team in Eugene, or compete for a spot on the U20 team that goes to Columbia this Summer. We bring them both together at the end. We address a tweet from FastWomen.com and finish with a test. Spoiler, the both pass with flying colors.
Gary Martin, the only high schooler besides Jim Ryun to go sub 4 in a high school mile race without a rabbit, joins us at 71:29 to talk about his amazing run, his love of the sport, and a lot more. (We have 31 minutes of highlights of our talk with Gary included today. To get the full 44-minute podcast with Gary which dropped last week, join our Supporters Club today. ) Sha'Carri Richardson is back racing and just in time as the Pre Classic is Saturday. (To get our 2nd podcast every week and our podcast previewing Pre, join the LetsRun.com Supporters Club today https://www.letsrun.com/subscribe?from=public We're also including our LetsRun.com Summer Training Program) The Birmingham Diamond League is in the books, Abel Kipsang keeps winning, Trayvon Bromell got DQd, and how should the false start rule be changed? Keely Hodgkinson looks like a superstar, but can she have a rivalry with Athing Mu if she never beats her? High Schoolers Juliette Whittaker and Cade Flatt ran the #2 times ever in NYC, did the pre-race showers have something to do with it? (Sponsor) The **AIRWAAV® ENDURANCE Performance Mouthpiece is here!** Airwaav is a relatively new training tool that launched late in 2020 after nearly 16 years of research. Now they have the ENDURANCE model that provides a more snug fit, keeping the mouthpiece in place for endurance athletes who relax their jaw during long-distance workouts or races. The AIRWAAV performance mouthpiece fits along your bottom teeth and directs your tongue down and forward creating the “optimal airway opening” resulting in: Increased airway opening by up to 25% resulting in an immediate 28.5% respiratory rate reduction during a steady-state run Increased endurance — by reducing respiratory rate by 20%, resulting in less lactic acid production Faster recovery times — by reducing cortisol build-up by up to 50% LetsRun listeners can save 10% with the code "LR10" Dig into the science and put AIRWAAV to the test. Click here to try it out. Train Smarter This Summer: Our summer training has helped sub 4-minute milers and hobby joggers get faster. Check it out today. https://www.letsrun.com/coaching Show notes: 0:00 Breaking news right after we record: Athing Mu, Matthew Centrowitz OUT of Pre, Trayvon Bromell in, Shelby Houlihan issues statement 1:00 Airwaav Endurance Mouthpiece is here - Save 10% with code LR10 here: https://www.airwave.com/LR10 2:51 Start regular pod - Intro, Rojo pumped to be going to Pre, Jon soccer gloating 9:44 Juliette Whittaker and Cade Flatt 2nd fastest high school 800s ever 21:53 The Thunderstorm effect the key to running fast? 25:41 Sha'Carri Richardson returns to racing. What to make of it? 34:34 Aaron Brown gets beat in "B" Diamond League 100, but win "A" 100 35:33 Should the false start rule be changed? 47:08 Keely Hodgkinson impresses, Can she have a rivalry with Athin Mu if she never wins? 55:35 100 ends the Pre meet, not the Bowerman mile - Marcell Jacobs out, but it is great (and even greater with addition of Trayvon Bromell after podcast recording) 63:38 Duane Ross the new coach at Tennessee 66:59 Thread of Week: Cooper Teare and Jakob Ingebrigtsen rivals 71:29 Gary Martin (guest) on being the 2nd high schooler ever (and the fastest and first since Jim Ryun) to go sub 4 in a high school only mile without a rabbit Contact us: Email podcast@letsrun.com or call 1-844-LETSRUN and hit option 7 for the secret podcast voicemail. Join our Supporters Club and take your running fandom to the highest level. Get all the LetsRun.com content, a second podcast every week, savings on running shoes, and a lot more. https://www.letsrun.com/subscribe Check out the LetsRun.com store. https://shop.letsrun.com/ We've got the softest running shirts in the business. Thanks for listening. Please rate us on itunes and spread the word with a friend. There is a reason we're the #1 podcast dedicated to Olympic level running. Support LetsRun.com's Track Talk by contributing to their tip jar: https://tips.pinecast.com/jar/letsrun
"Right after I ran it, there was so much commotion with people coming up to me and talking to me that for the first half-hour after the race, it didn't settle in. I went on a cooldown by myself and it started to set in. Honestly, I started to tear up a little bit because it's incredible to think of where I've come from. I knew I was in shape to run sub-four. I thought I could do it. It's a big difference between actually going out there and doing it and just thinking you can do it. I realized the company that I'm in and it's pretty surreal." Archbishop Wood High School (PA) senior Gary Martin joins the podcast. Earlier this month, Gary made headlines by becoming the 14th US high school boy to break four minutes for the mile by running 3:57.98 at the Pennsylvania Catholic League Championship. He is the fifth-fastest high school miler of all-time indoors or outdoors but he is the fastest high schooler to ever do it against high school only competition. He solo'ed the race and beat Jim Ryun's 3:58.6 miles record, which stood since 1965. In this episode, you'll get to know Gary better, what motivates him and what's got him most excited about his potential and his future at the University of Virginia. We also take a bunch of your listener questions submitted from Instagram. SUPPORT THE SPONSORS GARMIN: Music. Training. Data. The Garmin Forerunner 245 Music is my favorite running partner. You do the running. This GPS running smartwatch does the thinking. It even gets to know you and your body better, mile after mile and song after song. Get one for yourself here >> https://bit.ly/3Pcu0qo HYDROW: Hydrow is a state-of-the-art rowing experience. Hydrow works 86% of major muscle groups, compared with only 44% from cycling. That's twice the benefit in half the time! It's a perfect low-impact workout to add to your training cycle for both endurance and resistance training. Use code CITIUS100 for $100 off of the rower (stackable with any current offerings) >> https://hydrow.com/ OREGON22: We are less than 60 days until the World Athletics Championships in Eugene, Oregon (7/15-24). The outdoor track season is underway and the journey to Hayward has begun. Don't miss out. Buy your tickets today to see the world's best athletes in action at the first-ever world outdoor championships being held on U.S. soil. You can get your tickets by visiting WorldChampsOregon22.com/Tickets
Pennsylvania high schooler Gary Martin did something that had only been done once before, by Jim Ryun in 1965, go sub 4 in the mile in a high school race without a rabbit. Former prep phenom Katelyn Tuohy blasted a 4:06 1500m, Maria Garcia Romo blasted NCAA record holder Eliud Kipsang at SECs in the 1500, Yared Nuguse's NCAA career is over, there were some amazing sprint performances at the conference meets, and DII star Christian Noble turned some heads by not only turning pro before NCAAs, but also signing as a male with New Balance. We break it all down and discuss whether Newbury Park XC was the best high school team ever in any sport and whether Matthew Centrowitz, Donavan Brazier, or Jenny Simpson are in trouble. Want to Train Smarter this Summer? The LetsRun.com Summer Training Program is back. From the high schooler wanting to be a college star, to a more recreational runner just wanting to get in shape, this program is for you. 100% Money back guarantee. Details here https://www.letsrun.com/coaching Compression Boots Without the Wires! Therabody RecoveryAir JetBoots The next generation in recovery. Free 60-day money-back guarantee trial. Exclusive FastFlush technology, RecoveryAir flushes out metabolic waste more fully and brings back fresh blood to your legs at three times the speed of competitors. https://www.therabody.com/letsrun to try today. (Sponsor) Show notes: 0:00 LetsRun.com Summer Training program - Train with the best this summer 4:10 Gary Martin joins Jim Ryun as the only high schoolers to go sub 4 without a rabbit in a high school race. What does it mean? Is he even the best high school miler in the country right now? 23:47 Was Newbury Park XC the best high school team ever in any sport? 29:55 Katelyn Tuohy 4:06 1500m 43:10 Yared Nuguse's NCAA career is over 52:46 Dylan Jacobs running fast 56:08 D2 Christian Noble goes pro and New Balance signs and American male 65:31 Mario Garcia-Romo crushes NCAA record holder Eliud Kipsang at SECs 67:59 Brandon Miller struggles at SECs 72:12 Britton Wilson's amazing SEC meet 79:06 Asbel Kiprop admits to doping? 82:39 USATF Distance Classic preview- Jager in steeple, great men's 1500, return of Emma Coburn and Isaiah Harris 90:19 Who is more in trouble Jenny Simpson, Matthew Centrowitz or Donavan Brazier? End: Therabody RecoveryAir JetBoots The next generation in recovery. Free 60-day money-back guarantee trial. Exclusive FastFlush technology. Support LetsRun.com's Track Talk by contributing to their Tip Jar: https://tips.pinecast.com/jar/letsrun Send us your feedback online: https://pinecast.com/feedback/letsrun/5b349ec9-cf9d-412c-869f-cc64fa4b086f
Kyle Merber and Chris Chavez host After The Final Lap live from The Armory in New York City for the 2022 New Balance Indoor Nationals. We are joined by special guest host Trayvon Bromell. – On the final day of the championship meet, we saw Cade Flatt of Benton, Kentucky run the No. 3 U.S. HS boys all-time 800m mark in 1:48.86. He joined us to share why he isn't afraid to talk about going for the high school record. – Roisin Willis of Stevens Point, Wisconsin continued her incredible indoor season by adding a national title to go along with her indoor 800m record. – Juliette Whittaker of Mt. De Sales (Maryland) ran the fourth-fastest girls high school mile in 4:37.23 by leading the race wire-to-wire. – Gary Martin of Archbishop Wood High School (Pennsylvania) won the boys mile in 4:02.34 along with three other boys under 4:03. He's not afraid to talk about sub-four minute mile aspirations. + Much more New Balance Nationals Indoors 2022: You can find live results, entries and a schedule of events here: https://results.armorytrack.com/meets/11230 For more information on the meet and race videos visit NBNationals.com HOW TO SUPPORT THE PODCAST Interested in sponsoring the show? Reach out to Chris at chris@citiusmag.com for advertising, sponsorship and partnership offerings.
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