Podcasts about kindergarden

Welcome back to this week's Friday Rant. Today I'm diving into a lesson on kindergartners and business. You might be wondering how they connect—well, let me tell you. Summary: While working on a large apartment complex project with various contractors, our crew was praised for excelling in the simplest areas: showing up on time, cleaning up after ourselves, and not complaining. Surprisingly, these fundamental "kindergarten rules” set us apart and held the key to standing out in the competitive world of business. Let's discuss why embracing basic principles is essential for success. Key Highlights: - The Power of Basics: Learn how adhering to simple habits like punctuality, cleanliness, and maintaining a positive attitude can set you miles ahead in business. - Revisiting the Fundamentals: John Wooden, the legendary basketball coach, focused on fundamentals like tying shoelaces as the groundwork for success. The lesson: mastering basics translates to mastery in larger tasks. - Consistent Execution: Explore why consistently executing simple principles impacts every aspect of your business, from reputation to client relationships. - The Modern Bar: Recognize that many businesses falter by ignoring basics; understanding this gap provides a competitive edge. - Back to Fundamentals: Before diving into complex strategies, ensure your foundational practices are strong, as skipping this step can lead to long-term issues. I hope this message resonates with you all. Remember, mastering the basics isn't just child's play—it's key to thriving in business. Thanks for tuning in, and until next time, let's keep building those strong foundations!

On this WPN Call #380, Dr. Jim Garlow is joined by Dr. Lisa Dunne, a dynamic, award-winning educator, author, and speaker with 25 years of classroom experience. She is the founder of Chula Vista Christian University, and has launched 32 national K to 12 homeschool academies that are dedicated to rescuing the next generation from the toxic traits of traditional education. She discusses the work she is doing to reclaim the next generation through bringing a biblical worldview back to education.     Website: https://www.cvcu.us/     Dr. Jim Garlow has partnered with Pastor Mario Bramnick and Terry Barnes to bring you World Prayer Network (WPN), which seeks out Holy Spirit given strategies for how to be an effective and contagious Christ-follower in our present national situations. WPN hosts weekly prayer calls to seek out strategies for the transformation of nations, including our own. During these live calls, we share briefings from key leaders and then pray into what we see and hear from the Lord.     Follow us on social media:  facebook.com/wellversedworld twitter: @wellversedworld instagram: @wellversedworld www.wellversedworld.org

Shannon is back with a regular guest, and your favorites, Taylor! SheShe and TT are here to recap episodes 4 and 5 of Very Cavallari, and give you all the behind-the-scenes stories and personal insight. They share their initial thoughts about reality TV, and which one of them had to convince the other it was a good idea (you might be surprised by this one). They reflect on their pre-filming lives, what jobs they were working before filming, and how they'd spend their lunch breaks together at Waffle House. From their questionable fashion choices to being neighbors sending their firstborn to “Kindergarden,” their VC days captured some big moments of their friendship. How did the producers trick Shannon and Taylor? What were Taylor's two good reasons not to film the show? Find out all the details in Episode 114: This is a Setup. TIMESTAMPS:00:00 Introduction00:39 Taylor's Kindergarten Mishap01:18 Pre-Very Cavallari Life01:46 The Journey to Reality TV03:47 Taylor's Role in the Show07:35 The Fake Job Interview15:04 Fashion Mistakes20:09 The Setup and Aftermath27:36 Confrontation with Kristen30:30 Reflecting on the Show's Brutal Moments35:15 Episode Five: The Pregnancy Reveal35:59 Behind the Scenes of Episode Five38:08 Taylor's Pregnancy Announcement42:33 The Fake Pregnancy Scene47:26 The Oscars Viewing Party48:35 Life Updates and RenovationsLINKS:Follow Shannon: https://instagram.com/probablyshannonford/Follow Taylor: https://instagram.com/taylorambermonacoFollow Probably A Podcast: https://instagram.com/probablyapodcast/Watch the full episode on YouTube: https://www.youtube.com/probablyshannonfordProduced by Dear MediaSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

This week we are doing our special Back to School episode where we offer you no useful information whatsoever and waste and hour of your precious time! This week, we dive into what David expects for his kids first year in Kindergarden, Gavin asks David the tough questions like "what's for lunch?," we are joined by former guests who offer their #1 back to school hacks, and this week we are joined by school teacher and Broadway Buff Alison Friedman who educates us on how to be good to your teachers, how to not be a crazy annoying parent, and let's us know if she really does, secretly, hate your kids.Questions? Comments? Rants? Raves? Send them to GaytriarchsPodcast@gmail.com, or you can DM us anywhere @GaytriarchsPodcast

Kindergarden Registrations are Open- July 2024 - Arabic by 98.5 ONE FM

Kindergarden Registrations are Open - July 2024 - Punjabi by 98.5 ONE FM

Kindergarden Registrations are Open - July 2024 - Chinese by 98.5 ONE FM

Er is een nieuw woord voor ouderschap, namelijk: "Gehannes". Ga maar eens een middagje kijken naar ons en alle ouders die met hun kinderen bezig zijn. Samen hebben we een ding gemeen, namelijk dat we ontzettend aan het hannesen zijn. Een mooi tafereel dat verbroederd, toch? ;-) Verder hebben we het over een verkeerde muzikale inschatting van Chris, en hoe ga je om met een kind dat jouw kind slaat? Luister mee en laat ook vooral weten wat je vindt.De Ooievaar kwam langs:Nieuwsgierig naar de mogelijkheden bij Kindergarden?Ga naar werkenbijkindergarden.nl/kinderachtig voor meer informatie.En je weet het: heb je een vraag aan ons of een gênant ouderverhaal? Stuur een DM naar ons Instagram-account: @kinderachtigdepodcast of stuur een Whatsapp-bericht naar 06 30 54 84 67.Heb je interesse om te adverteren in deze podcast? Neem contact op met adverteren@dagennacht.nlZie het privacybeleid op https://art19.com/privacy en de privacyverklaring van Californië op https://art19.com/privacy#do-not-sell-my-info.

De vraag der vragen... althans bij ons thuis dan: "Loopt Sara al?" En wat doe je met een kind van 1,5 jaar dat niet eet en alles wat ze niet wilt op de grond gooit. Is het opvoeden al begonnen en hoe pak je dat dan aan? Ach, wij weten het ook allemaal niet. En dat hoor je;-) Luister lekker mee naar een nieuwe aflevering.De Ooievaar kwam langs:Nieuwsgierig naar de mogelijkheden bij Kindergarden?Ga naar werkenbijkindergarden.nl/kinderachtig voor meer informatie.En je weet het: heb je een vraag aan ons of een gênant ouderverhaal? Stuur een DM naar ons Instagram-account: @kinderachtigdepodcast of stuur een Whatsapp-bericht naar 06 30 54 84 67.Heb je interesse om te adverteren in deze podcast? Neem contact op met adverteren@dagennacht.nlZie het privacybeleid op https://art19.com/privacy en de privacyverklaring van Californië op https://art19.com/privacy#do-not-sell-my-info.

In this episode, Dr. Olli Tikkanen takes us on a journey into the heart of early childhood movement, sharing findings from a recent study on how four-year-old children sitting and activity behaviours in kindergartens in Kouvola, Finland. This research gives us a closer look at the daily patterns of physical activity and sitting among young learners, offering valuable insights for parents, educators, and anyone interested in supporting the healthy development of children. By examining the balance between play, rest, and structured activities, Dr. Tikkanen presents a compelling case for the importance of fostering active lifestyles from a young age. The discussion delves into practical strategies employed during the study to encourage participation and engagement among the kids, such as the use of stickers and storytelling with a polar bear teddy bear. These creative approaches not only made the experience enjoyable for the children but also provided a model for how to integrate movement into daily routines in a way that feels natural and fun. The episode highlights how simple changes in the environment and daily schedule can significantly impact children's activity levels, suggesting ways that kindergartens and parents alike can create more opportunities for active play. Learn more about Fibon Kids: https://web.fibion.com/kids/ Moreover, Dr. Tikkanen explores the broader implications of the study's findings, including the potential benefits of increased physical activity for the well-being of kindergarten staff. By comparing the movement patterns of children and adults within the same setting, the episode sheds light on how creating a more active environment can have positive effects across all age groups. This thought-provoking conversation invites listeners to consider how the spaces and routines we create for our children can influence their health and happiness, emphasizing the role of community in shaping active, engaged learners. Join us as we uncover the secrets to nurturing a love for movement in the youngest members of our society, with evidence-based recommendations and heartwarming stories from the field. Whether you're a researcher, educator, or parent, this episode offers a treasure trove of ideas for encouraging a more active and joyful approach to early childhood education.   _________________________________________________________   This podcast episode is sponsored by Fibion Inc. | Better Sleep, Sedentary Behaviour and Physical Activity Research with Less Hassle --- Learn more about Fibion Kids - Activity tracking designed for children. --------- Collect, store and manage SB and PA data easily and remotely - Discover ground-breaking Fibion SENS --- SB and PA measurements, analysis, and feedback made easy.  Learn more about Fibion Research --- Learn more about Fibion Sleep and Fibion Circadian Rhythm Solutions. --- Collect self-report physical activity data easily and cost-effectively with Mimove. --- Explore our Wearables,  Experience sampling method (ESM), Sleep,  Heart rate variability (HRV), Sedentary Behavior and Physical Activity article collections for insights on related articles. --- Refer to our article "Physical Activity and Sedentary Behavior Measurements" for an exploration of active and sedentary lifestyle assessment methods. --- Learn about actigraphy in our guide: Exploring Actigraphy in Scientific Research: A Comprehensive Guide. --- Gain foundational ESM insights with "Introduction to Experience Sampling Method (ESM)" for a comprehensive overview. --- Explore accelerometer use in health research with our article "Measuring Physical Activity and Sedentary Behavior with Accelerometers ". --- For an introduction to the fundamental aspects of HRV, consider revisiting our Ultimate Guide to Heart Rate Variability. --- Follow the podcast on Twitter https://twitter.com/PA_Researcher Follow host Dr Olli Tikkanen on Twitter https://twitter.com/ollitikkanen Follow Fibion on Twitter https://twitter.com/fibion https://www.youtube.com/@PA_Researcher

Het was moederdag maar niet alles ging zoals gepland. Hoe gaat het eigenlijk met ons als stel? Zijn we gelukkig? Zo nee, hoe zorgen we ervoor dat we dat weer worden? En wat doen wij als ons kindje bij ons in bed wil komen liggen? Ook heeft luisteraar Vera een ontzettend gênant maar leuk verhaal over haar zoon en een openbaar toilet.De Ooievaar kwam langs:Nieuwsgierig naar de mogelijkheden bij Kindergarden?Ga naar werkenbijkindergarden.nl/kinderachtig voor meer informatie.En je weet het: heb je een vraag aan ons of een gênant ouderverhaal? Stuur een DM naar ons Instagram-account: @kinderachtigdepodcast of stuur een Whatsapp-bericht naar 06 30 54 84 67.Heb je interesse om te adverteren in deze podcast? Neem contact op met adverteren@dagennacht.nlZie het privacybeleid op https://art19.com/privacy en de privacyverklaring van Californië op https://art19.com/privacy#do-not-sell-my-info.

It has been a weird week.Last Thursday, I received an email in my YXE Underground inbox from a gentleman named Mohammad Hussain. He said he was the Lead Press Secretary for the Prime Minister of Canada and wondered if I would be interested in having Prime Minister Trudeau on my podcast to talk about the importance of community leaders and why celebrating their work is important in building community. He also said this was not a scam email and that I should call him back.I thought it was a scam email so I deleted it and continued on with my day at Sherbrooke Community Centre where I work as Communications Leader. About an hour later, I received an email from my friend and former CBC colleague, David Shield, saying some guy from the Prime Minister's Office was trying to track me down. So I thought maybe I should call this Mohammad guy back. He didn't answer so I really thought it was a scam.Then he called me back and explained that the Prime Minister would be in Saskatoon on Tuesday, April 23rd, and would I be interested in having him on YXE Underground as a guest. Mohammad said he likes to do different types of media when the Prime Minister visits smaller cities. He came across my podcast and thought it was really good and wondered if I would be interested in having a conversation with the Prime Minister through the lens of YXE Underground.I asked if I could sleep on it and he said yes. I spoke with a couple of close friends to get their thoughts on what I should do. I was very sensitive to the fact that the Prime Minister does not fit the mandate of the podcast (he lives in Ottawa and is slightly above ground) and that he is not overly popular in our city and province. I also didn't want him to just come on the podcast and read talking points about the federal budget or all the things the government is doing.After speaking with these two friends, I was leaning no and called my dad to basically confirm what I was thinking. My dad is definitely right of centre on the political spectrum, but much to my surprise, he said I would be a fool not to do this and that I should get out of my comfort zone and interview the Prime Minister because when in your life would you ever get this opportunity again to speak with the Canadian Prime Minister one on one? I emailed Mohammad the next day and said I would do it under one condition: I wanted this to be a conversation about community and the importance of community leaders, and that if the interview didn't meet the standards I set for myself for the podcast or became an avenue for the Prime Minister to become overly political, I would not publish the episode. He agreed and then I started worrying about what questions I should ask the Prime Minister in the 25 minutes I was given with him.I am very aware of how polarizing Prime Minister Trudeau is in our city, province and country. I certainly do not agree with everything his government has done and continues to do, but I honestly thought that my podcast listeners would be curious to hear what our Prime Minister thinks of our Saskatoon community and the leaders who are making a difference.I think we had a good conversation about the importance of community leaders in Saskatoon and why having community organizations work together on issues is so important.  I am very proud of the fact that YXE Underground caught the attention of the Prime Minister's office and am grateful to everyone who has supported the podcast and continues to support it along with the people and organizations featured on it. The interview took place at Wanuskewin Heritage Park this past Tuesday, April 23rd, in one of their beautiful gallery spaces. Two chairs and a small table were set up for us and we spoke for just over 20 minutes. I want to thank the Prime Minister for taking the time to meet with me and to his team for making me feel comfortable throughout the process.  I especially want to thank Mohammad Hussian, who is a real person, for being a really wonderful person to work with, for listening to my concerns and answering my questions. Mohammad, I promise I will not delete your email if you ever send me one again.I also want to thank Saskatoon photographer Liam Richards for not only taking photos of the interview but for telling me to eat some lunch when I got to Wanuskewin to help calm my nerves. I appreciate you, Liam!If this is your first time listening to YXE Underground, welcome. There are six years worth of amazing people and organizations in Saskatoon who are doing amazing work but are flying under the radar. People like Kim Fisher and Kindergarden teacher, Mindy Macdonald. So please feel free to follow and listen to YXE Underground wherever you find your podcasts or visit yxeunderground.com to meet some wonderful community leaders here in Saskatoon. And a new episode drops May 9th featuring one Kelton Braun from Meewasin Valley Authority. He's such a great guy and you'll love his episode. Thank you for listening and for allowing me the space to explain my decision making in this unique circumstance. Cheers...Eric   Host, Producer, Editor: Eric AndersonTheme Music: Andrew DicksonWebsite: https://www.yxeunderground.com

Veel ouders hebben er stress van - de wachtlijsten in de kinderopvang. Dus klinkt het wel heel aantrekkelijk om te werken bij een bedrijf dat jou die zorg uit handen neemt en toegang tot kinderopvang garandeert. Voor werkgevers is het sinds kort mogelijk om kinderopvangplekken te kopen voor hun werknemers - en zo de wachtlijsten te omzeilen. Is dat een goede stap? Of gaat het ten koste van andere kinderopvangplekken, waardoor anderen langer op de wachtlijst staan? Presentator Hans van der Steeg in gesprek met: * Nicole Krabbenborg, directeur bij Kindergarden, zij bieden deze nieuwe vorm van kinderopvang aan

Ellenlange wachtlijsten, te weinig personeel en onenigheid in de branche. De kinderopvang kampt met problemen sinds de invoering van de Wet Kinderopvang in 2005. Kindergarden is daarom een nieuw concept gestart met een Amerikaans sausje: het aanbieden van pakketten aan bedrijven waarmee zij incidentele, vaste of andere opvang op locatie kunnen afnemen. In ‘De top van Nederland' een uitgebreid gesprek met Nicole Krabbenborg, algemeen directeur Kindergarden Presentator Thomas van Zijl vraagt haar of...  - of de collectieve opkoop van opvangplaatsen door bedrijven wel ethisch is; - hoe de verhoudingen nu liggen tussen de commerciële partijen en de non-profits in de branche; - hoe het stigma over mannelijke opvangmedewekers kan veranderen;  - of kinderopvang gratis moet worden in de toekomst;  - hoe zij-instromers aangetrokken kunnen worden om de personeelstekorten op te lossen.  Over Kindergarden  Kindergarden is een kinderopvanginstelling die voornamelijk in de Randstad actief is. Het commerciële bedrijf heeft 73 verschillende locaties en is op zijn beurt weer onderdeel van het Amerikaanse beursgenoteerde Bright Horizons. Laatstgenoemde biedt kinderopvang in verschillende landen, zoals het Verenigd Koninkrijk, India en Duitsland.  Over Thomas van Zijl  Thomas van Zijl is financieel journalist en presentator bij BNR. Hij presenteert dagelijks ‘BNR Zakendoen', het Nederlandse radioprogramma voor economisch nieuws en zakelijk inzicht, waar 'De top van Nederland' onderdeel van is. Ook is hij een van de makers van de podcast ‘Onder curatoren'.  Abonneer je op de podcast  Ga naar ‘De top van Nederland' en abonneer je op de podcast, ook te beluisteren via Apple Podcast en Spotify. See omnystudio.com/listener for privacy information.

Ellendig lange wachtlijsten en te weinig personeel. De kinderopvang kampt met problemen sinds de wetswijzing in 2005. Kindergarden is daarom een nieuw concept gestart met een Amerikaans sausje. Nicole Krabbenborg, algemeen directeur van Kindergarden is te gast in BNR Zakendoen. Macro met Boot  Elke dag een intrigerende gedachtewisseling over de stand van de macro-economie. Op maandag en vrijdag gaat presentator Thomas van Zijl in gesprek met econoom Arnoud Boot, de rest van de week praat Van Zijl met econoom Edin Mujagić.  Boardroompanel  Versuni heeft een nieuw koffie-apparaat dat Senseo moet opvolgen. En: familiebedrijven maken inhaalslag in het verbeteren van de governance. Dat en meer bespreken we om 11.10 in het ondernemerspanel met: Eduard Schaepman van Tribes    Karlijn L'Orty van MO The Movement  Pitches Twee startups staan weer te springen om te pitchen. Vandaag is het de beurt aan Nicole Bekkers van FC88 en Jaap Kotteman van Legal Advice Wanted.  Contact & Abonneren  BNR Zakendoen zendt elke werkdag live uit van 11:00 tot 13:30 uur. Je kunt de redactie bereiken via e-mail.   Abonneren op de podcast van BNR Zakendoen kan via bnr.nl/zakendoen, of via Apple Podcast en Spotify.   See omnystudio.com/listener for privacy information.

Ellenlange wachtlijsten, te weinig personeel en onenigheid in de branche. De kinderopvang kampt met problemen sinds de invoering van de Wet Kinderopvang in 2005. Kindergarden is daarom een nieuw concept gestart met een Amerikaans sausje: het aanbieden van pakketten aan bedrijven waarmee zij incidentele, vaste of andere opvang op locatie kunnen afnemen. In ‘De top van Nederland' een uitgebreid gesprek met Nicole Krabbenborg, algemeen directeur Kindergarden Presentator Thomas van Zijl vraagt haar of...  - of de collectieve opkoop van opvangplaatsen door bedrijven wel ethisch is; - hoe de verhoudingen nu liggen tussen de commerciële partijen en de non-profits in de branche; - hoe het stigma over mannelijke opvangmedewekers kan veranderen;  - of kinderopvang gratis moet worden in de toekomst;  - hoe zij-instromers aangetrokken kunnen worden om de personeelstekorten op te lossen.  Over Kindergarden  Kindergarden is een kinderopvanginstelling die voornamelijk in de Randstad actief is. Het commerciële bedrijf heeft 73 verschillende locaties en is op zijn beurt weer onderdeel van het Amerikaanse beursgenoteerde Bright Horizons. Laatstgenoemde biedt kinderopvang in verschillende landen, zoals het Verenigd Koninkrijk, India en Duitsland.  Over Thomas van Zijl  Thomas van Zijl is financieel journalist en presentator bij BNR. Hij presenteert dagelijks ‘BNR Zakendoen', het Nederlandse radioprogramma voor economisch nieuws en zakelijk inzicht, waar 'De top van Nederland' onderdeel van is. Ook is hij een van de makers van de podcast ‘Onder curatoren'.  Abonneer je op de podcast  Ga naar ‘De top van Nederland' en abonneer je op de podcast, ook te beluisteren via Apple Podcast en Spotify. See omnystudio.com/listener for privacy information.

Eight years of Tales of THATTOWN. This show could be be in second grade or its third try at Kindergarden. The spelling test at the end of the year always trips people up. Spelling Appalachia is hard. Our myriad of social media: Youtube Facebook Twitter Tumblr

Cuando llega ese momento en el que tu pequeñin/a debe entrar a la escuela y no sabes por dónde comenzar. Ya sea que acabas de llegar a Canadá o es la primera experiencia escolar de tu hij@, te contamos paso a paso como ingresar a kindergarden, las espectativas de desarrollo esperadas y cómo llegar a ese día sin lloros.

Meet Dian, Dian was a senior scientist at the National Oceanic and Atmospheric Administration, where she contributed to the 2007 Nobel Peace Prize–winning Intergovernmental Panel on Climate Change.

The Three Micz are back in the Hunting Cabin discussing Gus Macker, Kindergarden wisdom, and Wedding anticipation --- Support this podcast: https://podcasters.spotify.com/pod/show/threemicz/support

Allison Cousins is an educator and entrepreneur living in St. Louis, Missouri. She grew up in Huntsville, Alabama where she attended the University of Alabama competing in volleyball throughout her college career. Passionate about sports and education, she launched her early career into education and coaching. In 2018, through her work as a Physical Education Teacher and Athletic Director at Lafayette Preparatory Academy (educating youth Kindergarden through 8th Grade) Recognizing a gap in the availability and access to sports and extracurriculars in her school, Allison dedicated to take action and launched St. Louis City League, a nonprofit on a mission to develop the next generation of youth through engagement in school sports. Founded in 2021, City League partners with middle schools in St. Louis City to reduce the barriers for schools to sustainably develop and implement school sport programs like basketball, volleyball, soccer, cross country. Schools are facing teacher shortages and funding cuts, while consistently being called upon to meet the increasing social, emotional and learning needs of students. City League seeks to reduce the barriers for schools to provide high quality school sports and extracurricular activities for St. Louis' 9,000 middle school students. Allison is also the CEO of a St. Louis Tech Startup, Approach Dating; a new kind of dating app to find your person, in person. In this episode we cover a lot of awesome topics from the perspective of a leading edge grassroots nonprofit leader: including: 1. The power of building traction and measuring impact to build trust with your community 2. How to communicate impact and vision in a case statement 3. The importance of networking with values and mission-aligned community members as a founder 4. Creating clarity on your target donors and segmenting based on passion and interest 5. Setting up a new donor management system 6. How to connect with your audiences effectively through you website 7. Lessons learned in board management as a new nonprofit 8. Social media strategies, how to start, be consistent, and build a following 9. Building a roadmap to sustainable funding and development 10. And the overlaps between startup tech and nonprofit from a founder who lives in both worlds. Consider donating to the cause at www.stlcityleague.com

Imagine that you are hiring a new English teacher. None of the people who apply have any of the qualifications to teach English. No teaching degree. No English degree. No experience in the classroom. Would you hire any of them? Probably not. Now here is the irony. Many of the people making curricular and legislative decisions about education don't have the qualifications to be hired within education. This is a problem. In this episode, we hear how standardization, high-stakes testing, and policy decisions made by non-educators may be contributing to teachers' decisions to leave education. Music:  Theme Song By Julian Saporiti  “So Stark (You're a Skyscraper” by Matt LeGroulx is licensed under a CC BY-NC-SA license. “Cat and Mouse” by Scott Holmes Music is licensed under a CC  BY license. “Space (Outro)” by Andy Cohen is licensed under a CC  BY license.   “Home Fire” by Nul Tiel Records is licensed under a CC BY-NC-SA license. “Press Conference” by Blanket Music is licensed under a CC BY-NC license. “Things Change” by HoliznaCC0 is in the Public Domain.  “Living Life” by Scott Holmes Music is licensed under a CC BY-NC license. “Boulevard St Germain” by Jahzzar is licensed under a CC BY-SA license.  “Hungaria” by Latche Swing is licensed under a CC BY-NC-SA license. “Business Getaway ” by Scott Holmes Music is licensed under a CC  BY license. Transcript: I used to listen to the Dixie Chicks's song “Wide Open Spaces” before wrestling matches because I would get too wound up. It helped me slow down my breathing and relax.  In junior high and high school, I was fixated on winning and losing. I'd get a pit in my stomach, psyche myself up and out, all to my detriment. I was terrified of failing, of being a disappointment or an embarrassment.  Then I went to college. I walked-on to the University of Wyoming's wrestling team. During my meeting with Steve Suder, the head coach, he told me, “You know, you'll be walking into a room with a bunch of state champs. Are you worried about that?” I told him, “No, I'm not” because those were the guys  that I wanted to be wrestling against. I was a two-time state placer and I had nothing to lose. Suder said, “Good,” and then told me that he never won state either, but he ended up being an All-American for the University of Wyoming, so there was hope for me.  During our conversation, in between adjusting this chewed up yellow cushion he used as a back support, he told me that I was like the pretty girl's funny friend at a party. I'm not someone he noticed right off the bat, but once he got to know me, he was happy to have me around. He meant this in the best way possible, and I didn't mind.  I made the team, worked my butt off, won some matches, and lost more than I won. And I hate losing, but it felt different. I was excited to be wrestling, not nervous. Suder made it clear that his expectations were low, but he was happy to have me. I focused on gaining experience and the process and growing as a wrestler and a person. And I got to wrestle a guy named Brent Metcalf, who is the only person I wrestled that had a documentary made about him. When someone asked Metcalf why he didn't celebrate wins, he said, “I don't want to give my opponent the satisfaction of watching me celebrate, which would make it look like a big deal that I beat him.” This dude is a monster.  It was an extraordinarily humbling match. I had no control of my own body - his fingers were in my mouth at one point, but I learned what it was like to wrestle the best. It was eye-opening.  My tenure as a collegiate wrestler only lasted that year,but I remained in contact with Coach Suder off and on until his passing in 2019. And I had changed. My priorities shifted from valuing product to process.    When I became an assistant high school wrestling coach, the head coach had also wrestled for Coach Suder, and so we continued his tradition of emphasizing process. And what I noticed is that the wrestlers felt less pressure. They only tried being better today than they were yesterday. And when they have that mindset, success, though not guaranteed, is more likely. They are wrestling to compete and to score points. And even if they don't have success, they do the best they can do at that moment, and that's always worth being proud of.  In education, we focus on the product, on assessment. There is an obsession with passing or failing and we seem to have forgotten the value of process, which is where many teachers live. So today, we are going to look at how a structure of education that values standardized assessments could be contributing to teachers deciding to leave the profession, and because some of the frustrations with standardized assessment is a federal issue, which is too much to address here, we'll explore a possible solution to the high stakes assessment issue in Wyoming, which would hopefully 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 5: “Education has a Tourist Problem” Mark Perkins: I do think that for a lot of teachers who are leaving, and this is speculative, but I think it's reasonable to assume that if you alleviated some of the assessment requirements within their schools, their satisfaction would increase. I don't think that that's a jump.  This is Mark Perkins, he is an Assistant Professor of Education Research Methods at the University of Wyoming and he is talking about the survey results he gathered about teacher attrition in Wyoming. So many teachers, both teachers leaving and teachers staying, reported that they were not happy with assessments. As we've heard from teachers that left teaching, there wasn't one thing that pushed them out of teaching. It was the layering of factors. And if we want to keep more teachers from leaving, it would be worth trying to address some of the most consistent factors. Aside from overall well-being and feeling supported, assessment is one the most consistent teacher frustrations. Now before we get into what specifically teachers don't like about assessment, I think it's important to think about why education currently has assessments, and this goes back to what we talked about last episode: the purpose of education and needing to be able to measure success for whatever that purpose is. Simply put, we need to reflect on what we want kids to know and how we can measure what they know. Mark explains. Mark Perkins: And so what does school success really look like? That sounds like an interesting, easy question. It's like, Well, kids know how to do math. Well, okay. What does that look like? Well, they can add, subtract, divide. All right. So what? When you start drilling into the actual requirements to exist and inhabit the world, the factors become much more latent than what we measure. But we fixated ourselves purely on content. During our conversation, Mark explained that there are a ton of other things that we want for students: self-awareness, identity development, civic consciousness, the ability to have some gumption and as Mark phrased it, drag a horse through the mud. But none of those qualities are easy to measure, which means it's more difficult to measure a teacher's overall effectiveness. This brings us back to the focus on content.  Mark Perkins: But all of the focus has been on reading math, science and somewhat government. How does a teacher who navigates let's call it the multivariate universe of being an educator. How do you evaluate teaching for the holistic aspects of the job? While we don't?  It would be difficult to assess students and teachers in the Multivariate Universe of education, as Mark puts it, so we assess a few content areas, and only a few things in those content areas. Many mission statements want to acknowledge the whole student, but we only assess a fraction of the student.  For example, I have a grant application unit for my sophomores. They do research and write a grant to receive hypothetical funding that they can use to address a real problem within our community. I don't limit students on what kinds of problems they want to address, so students have looked at drug use or homelessness or access to sports or social justice issues.  When students submit their grant applications, we go through a selection process. Students read each other's grants anonymously and identify ones that meet all of the grant requirements and would, in their minds, best serve our community. By the end of the process, all of my classes vote on the one grant that should receive the hypothetical funding. Every year I've done this, the grants that make the final vote, the ones that all of my students have pushed forward, are philanthropic and genuinely kind. And I tell my students this, usually as I tear up, that this project gives me hope for the future because through their research, writing, discussions, and voting, they prove that they are empathetic humans. I learn much more about what my students can do through this project than any standardized assessment that I've been required to administer. And this is a frustration echoed by teacher after teacher. If the thing that is used to reflect a district's success is a bubble-sheet test, that can feel pretty disheartening. Because from the teachers' perspective, the results of those tests, the results that are reported in the paper and raise community questions like, “What are they even teaching kids in school?” those tests lack validity. They're not the best way to measure whether the kids are alright, and Mark has questions about how well these tests show what kids know and how well they predict the future success of students, which is often how standardized tests are used. Several teachers pointed to the frustration that rather than getting students ready for life beyond high school or to be a life-long learner, they are forced to think that the be-all-end-all was the ACT or SAT.  So engaging and authentic instruction gets replaced with teaching to a test. From Mark's research and work in assessment, he sees that those assessments might not be worth the time we are putting towards them. Mark Perkins: And I have a suspicion that the predictive validity of these tests is not that good. And my suspicion comes from a very large body of literature that has looked at ACT/SAT versus high school grade point average and college level English math and general college grade point average. And yet, we invest an amount of time, pressure and money on these measures. What this means is that a grade point average, though imperfect in its own right, is a better predictor of future student success, whether they are college or career bound, than a standardized assessment. So what a teacher measures in their classroom is a better indicator of future success than what a standardized assessment shows.  And if this isn't enough, the amount students are tested is tremendous. This saps their energy and the energy of teachers who have to say, “I know this is the 573rd test, but you've got this.”  Mark Perkins: We need to simplify and make assessment parsimonious. We do need to assess, but we certainly only need to take our temperature one time and evening, maybe two, when we have a cold because we know that it's going to say the same number every time. Measuring is not teaching. I want to reiterate what Mark just said - measuring is not teaching. I also want to clarify something about assessment. Teachers use informal assessments all of the time. And these are different than the high-stakes standardized assessments.  Good teaching makes use of valid and authentic assessments often. When I was writing this episode, I got talking with my wife, Jennie,  about assessment, because this is what you do when you marry another teacher. When she taught Advanced Biology, she created these elaborate group tests that students would get excited about. She used assessment as a learning tool. Her thought is that you don't know what you know until you need to apply your knowledge.  This is why I like the writing process because it's an act of creating and synthesizing. It's a great form of learning.  So the right assessment can be an informative learning tool, but the high stakes, fill-in-the-bubble, standardized assessments that teachers are frustrated with are not that. Mark explains that in order for those standardized assessments to be more valid, there should be some adjustments.  Mark Perkins: I think that we could more wisely use measurement, and education. I think one of the first problems with high stakes testing, is the fact that the majority of these tests have no impact on students. Now. You don't have to be draconian about it .But we make intelligent decisions based off of test scores. And we provide students with logical and rational incentives.  From the teacher's perspective, it's hard to convince students that the tests matter because students don't see how they are relevant to their lives. I try to give students some perspective before tests, like “No it doesn't impact your grade, but  if you go through and randomly click answers to finish early, the people who care about these tests will think you're not learning anything, and then they will change curriculum and make you guys only learn from a textbook. Do you want that?” They usually shake their heads no, but that doesn't mean they care any more about the test. Many teachers struggle to care about the tests as well. They don't like the kind of standardization the tests force that does not allow for freedom in the classroom. Shane Atkinson, who we heard from in the first episode, left teaching after 13 years, and part of his decision to leave had to do with a lack of autonomy, some of which is tied to standardization. He pointed out that there are some districts that are so standardized, their days are mapped out in a binder. Shane Atkinson: This is what you do, then you do this, here's the question you should ask, have them fill out this worksheet. Day two… I think that's been done under the guise of equity. You don't want a kid in this classroom at this school to get a much different or better education than a teacher in the classroom next door. And I get that. So the idea is, well, to keep it equitable, they should be doing the same thing in both of those classrooms during that period of their US History class. Again, you're making decisions based on a minority and applying them to everybody, even if you're doing good work. That does everybody a disservice.  The hope is that every kid will receive the same quality of education, so teachers are expected to stick to a curriculum, and in some instances, stick to a script. Much of the push towards national standardization came from the George W Bush Administration's, 2001, No Child Left Behind Act. Jaye Wacker, whose voice we heard in the first episode and who quit teaching after 31 years, felt like the No Child Left Behind Act did a lot to undermine public trust in education. And it did it through standards.  Jaye Wacker: No Child Left Behind set impossible targets. And basically year after year after year, it undermined public confidence in education. So then we needed the standards we needed to prove that we're doing something and yeah, I get it and I agree with it. You know, let's prove what we're doing. But this homogenization that we've talked about _____ High School in their curriculum, the most diverse curriculum in the state, and their kids are outperforming all these homogenized curriculums.  Part of the impossible targets from the No Child Left Behind Act included a 100% proficiency rate for all students by 2014 - this meant that all students would be able to perform at grade level by 2014. This sounds nice, it is great rhetoric because of course no one wants to leave any kids behind, but this goal disregards so many variables. Many students are below grade level because of severe physical and or learning disabilities, and some will never make it to grade level. This doesn't mean an effort to get all students to proficient is a bad goal, it's a great goal, but not reaching this goal made it look like schools were failing. But the Act made it so schools were destined to fail. Though this Act has since been replaced, along with the unrealistic proficiency rates, its negative impact on the view of education is still present. Wacker also pointed to the reality that homogenized education doesn't necessarily produce the best results. This is a pretty common view of standards. A teacher who wanted to remain anonymous said. "On a societal level, I think standards are the worst thing about education, and that's a wide-open race... In my opinion, standards have lead to a homogenization that is stunting our growth, and solve problems that don't exist. I don't want education to be the same everywhere; I want to be a local restaurant, not a McDonald's." For a more scientific point of view, my wife, Jennie, who left teaching after 7 years compares standardization to evolution. Jennica Fournier: So I think that standards homogenize things. So I don't know if your high school teacher was too afraid to teach you about evolution. But in general, we evolve best as a species if we have a really diverse gene pool. Basically if our education system was a gene pool, we'd be fucked.   So from an evolutionary perspective, species that are standardized or homogenous, don't survive adversity very well. Diversity is necessary for survival, and this includes diversity of curriculum. Jennie explained that we might struggle as a country to solve problems when everyone has been exposed to the same standardized curriculums. Jennie points out that there would be benefits to having students prioritize local issues. Jennica Fournier: So essentially we need kids to have a set of skills that match their environment at a local level in order to solve problems at their local level versus everyone in the US only knowing how to solve a generic set of problems. So many teachers see standards as an impossible bar to be reached that stifles their ability to be creative in their classrooms. Another part to the frustration with standardization and standardized assessments comes from the preparation required to take them and the pressure associated with the results. This is preparation and pressure that Mark, who discussed assessment earlier in this episode, says might be unnecessary. Molly Waterworth, who we heard from in a previous episode and who left teaching after 8 years, explains how frustrating that process of preparation was.  Molly Waterworth: ACT/SAT prep, hated that. Totally hated it. And I never really figured out a way to do it super meaningfully. It just felt really meaningless because I just couldn't connect it to anything relevant. I just have to say to the kids, “I'm doing this so that you know the format of the test, and that's why we're doing this.” It's not fun. There's no way to have a discussion about whether or not somebody answered the correct question on ACT/SAT practice. My biggest motivator and the thing that brought me the most joy in teaching English was discussion and parsing through complexity and finding our collective way through something big and doing ACT/SAT prep just didn't ring that bell. Having to teach towards a test that doesn't seem valuable, or to work towards standards for the sake of standards can leave teachers feeling powerless. I don't know that anyone likes to feel powerless, to feel like their hands are tied behind their backs. Several teachers decided to leave education for jobs that gave them more autonomy, where they didn't feel like they were jumping through hoops.   I personally have never been a fan of doing things just because. If I am required to give a test, I want to know that it matters. I do the same for my students, I want all of their work to feel relevant beyond the classroom. Most teachers are the same. They want to know that what they are doing is relevant, and many don't feel like the layers of standardized tests are relevant.Students, like most other humans, want to feel like what they do matters.  At least that's what Anjel Garcia wanted from her education.  Anjel Garcia: Kids just don't have any respect or like reason to care about school, and I think that connects back to they don't know what they are doing there.  Anjel took my college-level English class and graduated last year. She is a phenomenal artist - I have one of her paintings hanging in my classroom - and she is going to college for art. For Anjel, she thinks school should help students find a direction for their lives.  Anjel Garcia: I think it's to find a passion and to find something that you want to pursue in life. But we're at the point where you're only doing it so that you can cram and learn that information, and then forget it the day after the test. They're not actually doing it in a way that's teaching kids how to find interests. Which is something that many teachers enjoy. Engaging students in the joy of learning to find their interests is such a gratifying part of the job. And helping students identify interests means teachers would be able to individualize education for students. As we heard last episode, this is what many students want in their education - individualization. So a shift in the mission and a deprioritization of standardized assessment could create a structure that ends up valuing individualization. If we don't make this shift, we will continue with a structure that devalues individualization and does not promote the joy of learning. This is what that feels like to Anjel. Anjel Garcia: It's kind of extreme…with the prison system, they treat everyone the same way. They treat them like animals. They aren't treated in a way that rehabilitates them to be better people or to be prepared in the world, and I think that sort of connects to school.  Students shouldn't feel like this, and teachers often feel powerless when it comes to assessment. To ease student pushback they rely on the district, state, or national mandate. The “Sorry guys, we have to do this.” So a shift to prioritizing the joy of learning will be a positive shift not only for keeping teachers but for making education something that students find joy and value in.  Still, despite teacher frustrations and the possible lack of validity of standardization and standardized tests, they are present because there has been a historic problem with equity in education in the United States. This is why Marguerite Herman sees value in standardization. Marguerite has a master's degree in education, has some experience teaching, and served two terms as a School Board Trustee. And she agrees that there are some downsides to the standards, but she was pretty adamant that they are necessary.  Marguerite Herman: To standardize things, you lose a lot, but you also have these assurances that again… I use the term bean counter. I don't want to be dismissive of that responsibility - bean counters have to answer themselves to others. I've known Marguerite since I was in Kindergarden - she used to help with religious ed when I was little, and I went to high school with her kids. When she was on the school board, I could always count on her to attend events I put on for my students - author visits or student projects. Marguerite is involved and someone I knew would be well-informed and honest with me about her role on the School Board and about education policy.  When I told her that teachers are frustrated with standardization and assessments, she acknowledged teacher frustration but defended assessments because they offer quality assurance and a way to make educational funding decisions, even if the standardized assessments are imperfect.   Marguerite Herman: You know, with funding comes accountability. And to some extent, people want a number, especially legislators who are not educators. They want to know, what's your competence here, what's whatever you're proficient in. Anytime you index a number, there's just a lot of data that's lost because you're reducing, you're obscuring, a lot of nuance. You don't get any nuance, frankly. It's imperfect, but you need something, and I'm not challenging that.  Marguerite explains that something is needed to ensure that all students are benefiting from their public education. And her job as a Trustee on the School Board was to ensure that.  Marguerite Herman: Well, once again, the statute kind of lays it out. At the school board, we are elected as trustees, and let me just dwell a moment on the word trustee, which is that you have undivided loyalty to a beneficiary. That word was picked. It's not like a delegate and something like a representative. You don't represent a sub constituency. You represent every child in this district - they are the beneficiaries. So everything you do, you should have in your mind, “I am using all the possessions, the assets of our district, to provide for the educational benefit of every child.”  I want to pause on this definition for a moment because there has been some divisiveness on school boards across the country. Marguerite's definition is succinct -  Trustees serve their beneficiaries, so Board Members serve kids. This means the tribalism that has moved into school boards across the country should get left at the door. School boards serve students and no one else. And when I say students, I mean all students across the religious, racial, sexual, gendered, intellectual, and political spectrums. This is no small feat to serve such a diverse spectrum of students, but that should be the goal despite what interest groups think or who is in the capital. And this is why Marguerite is adamant that even if our current system is imperfect, we need something. I agree, we need something, but I don't think what we have currently is that something. And Marguerite explains that the data  that the legislators  want don't come from what a teacher sees.  Marguerite Herman: The feds want their numbers, and the legislature wants its numbers. “This is the teacher's honest opinion of the learning that went on” and said, “Yeah, that's fine. But you know, show me the test score, show me the performance I want to see”. And so, you know, we dance to a lot of different bean counters.  So the people that want to track progress, as Mark pointed out earlier in this episode and Marguerite reiterates here, don't necessarily want to hear what a teacher has to say about a student's success - even though a teacher is an expert and is highly aware of their students' capabilities. And even though, as we heard Mark explain earlier, a student's gpa, made up of teacher grades, is often a better indicator of a student's future success than the results of a standardized assessment. But teachers aren't trusted. The feds, the legislature, whoever it is that is running quality assurance wants an easily read progress report that covers a few content areas.  Remember the idealism about the purpose of education from last episode - it often fizzles at the feet of a standardized structure that takes the word of a test over that of a teacher, the human who actually knows the kid. Idealism and authentic learning and genuine human growth are harder to measure than the few content areas that can be measured on a bubble sheet. Still,  I know Marguerite is right - the assessments and the standards are a way to document, in an easily measurable way, that an effort is being made to assure an equitable education for all. That does not mean the way we assess nor the assessments themselves are valid, good for kids, or good for teachers. So let's change them! Let's make our purpose of education, our assessments, our measurements good for kids and good for teachers! Right? It should be easy! We know that kids want to feel like what they do matters, that they want curriculums that are more individualized. Right? So we need to talk with someone who understands how these things work, and how changes could be made to the current system. Here's Chris Rothfuss. Chris has been a college professor, he has run a college summer program for high school students, and he is the father of kids in the public school system. He is also the Senate Minority Floor Leader in the Wyoming State Senate and a member of the Joint Education Committee. Chris was one of two Wyoming legislators to get back to me, and the only one who agreed to meet with me.  Chris Rothfuss: The intent of that Accountability Act, as it ended up looking, was to figure out which districts and specifically which schools were struggling, and then provide them with the resources, a system of supports, to build them up and make them better.  The Wyoming Accountability in Education Act was adopted in 2013. It took over federal accountability requirements established by the No Child Left Behind Act and preceded by the Every Student Succeeds Act or ESSA. ESSA requires states to give annual statewide tests in reading/language arts and math to every student in third through eighth grade and once when they are in high school, and in science at least once in each of grades 3-5, 6-9, and 10-12. So the Wyoming Accountability Act, through the Legislature and Wyoming Department of Education, interprets federal requirements and sets goals for student and school achievement. So what assessments are used, how students are assessed, and how many assessments are given beyond the federal requirement is dictated by the state. And Chris acknowledges that there might be an issue with assessments.  Chris Rothfuss: We may be overtesting. If there were a way that we could do sampled testing if we could be a little more thoughtful about how we're doing it, if we're not using it as a direct educational instrument, then we don't need every student tested, we really just need a statistical representative sample.  But at this point, testing for a statistical representative sample is not how assessments are being used. Federally we have to test every student in most grades at least once a year, but many students are tested much more than this. Even so, I like the idea of shifting to a statistical representation especially if it means less tests. Statistical representative sample testing is already used at the federal level by the National Center for Educational Statistics - an entity of the US Department of Education. The National Assessment of Educational Progress or NAEP tests, also known as the Nation's Report Card, are given every two years to randomly selected fourth and eighth graders to test English and Math. So we already have a model for using these statistical representative sample tests, and it might be worth seriously considering how to do this - to quit overtesting. Chris calls the amount of tests part of the unintended consequences of standardization.  Chris Rothfuss: So we in Wyoming adopted some world class standards. The unintended consequence, though, as you set that as your mission, teach all of these students all of these standards, is that you've only got so much time in a day. And you've got more standards than you're capable of teaching in a school year. So when that becomes your priority, and you know, you're going to be tested on your knowledge of those standards, and you know, you're expected to improve your knowledge of those standards. As you're thinking through our well, what are we going to do with each of our days, you don't think head to the mountains? I think about heading to the mountains on a daily basis, but that doesn't mean we get to go to them. These unintended consequences of standards and assessments are a reality. The individualization of instruction and the exploration that teachers talked about last episode are often a casualty of an overwhelming amount of standards that must be covered. But a move towards individualization, and less emphasis on standardized assessments is possible. But it will require a legislature that is informed and understands what adjustments should be made in education. Chris Rothfuss: I don't think there's necessarily a misconception that the folks that are making decisions about education, don't understand education. That's regrettably probably accurate. Chris points out that many of the people with the power to make policy decisions about education think they are qualified to make decisions about education because they once went through the education system. Many of these people want to run education like a business, like a factory. They use words like stakeholders and incentivize, and they want annual progress reports. These are people that don't necessarily acknowledge or make decisions about education based on best practices. Chris Rothfuss: I spent the first I don't know how many years of my time in the legislature trying to ensure that our Wyoming education model did not utilize that pay for teacher performance. Because the literature makes it very clear that that is the wrong approach. Best Practices make it very clear that that's the wrong approach. But policymakers so often choose that approach because they don't take the time to really understand why it's an awful approach.  Folks like legislators disregarding best practice or research-based practice is a foundational aspect of why teachers are leaving education. Teachers are experts in their field, but education has a tourist problem. You know, those people who are close enough to education to feel like they are a part of the system, but the actual educators, the educational locals if you will, don't see it the same way.  And  teachers are tired of being dismissed or treated like they aren't experts. The educational tourists assume that their time as students makes them an expert in education - policy is put into motion by folks who aren't informed enough about education to be making decisions.  This is so frustrating as an educator. Nothing irritates me more than a non-educator, upon finding out I'm a teacher, starts telling me how I should do things. It's almost as bad as sitting next to an arm-chair quarterback trying to explain how Josh Allen should be throwing the ball differently.  Chris is aware of this frustration of having unqualified people making decisions about education, and he is at a loss as well. Chris Rothfuss: Education is certainly not a business. But at the same time, imagine you were a business and you were hiring for the job. Instead of electing for the job, you would immediately eliminate the entire slate. And this would be true of so many of the things so many of the positions, so many elected officials. If it were a list of applicants and you were the hiring officer, you'd just be like not qualified, not qualified, not qualified. How did we get to the point where our elected officials And the folks that we put in charge could never even get a job at the institution they're being put in charge of. Think about that. Many of the people in positions to make policy decisions about education do not have the qualifications to be hired within the education system. Why do we accept this?  When the people in charge of the institution aren't involved in the institution, they aren't informed enough to be making decisions that are in the best interest of those people, the students and teachers and administrators, that are in that institution daily. This results in bad policy or policy fueled by animosity towards education or animosity towards any federal institution.  Chris Rothfuss: We've moved away from having a supportive team of pro-education legislators on the education committee that was struggling and working to do what was best for K-12 public education and really working hard to now over the last few years, embracing this mentality that our public schools are failing, and that somehow, for profit, religious charter schools from out of state will solve our problems, or decreasing funding will solve our problems, or belittling teachers and calling them out. Maybe holding them responsible for tiny actions or making them post everything that they're doing every single day online for parents to nitpick is somehow going to help. We haven't really in the legislature seen anything that I would call a strong positive pro education proposal in probably the last four years, But what we have seen are policies that attack educators or education as a whole, and this is exhausting as a teacher. For many this adds to the feeling of being disrespected. If our elected officials, people who are seen as community leaders, are attacking education from an uninformed platform, it perpetuates a devaluing of education, thus a devaluing of teachers. And teachers are tired of it, and it's contributing to why they are quitting.   Chris Rothfuss: We have some of the least informed policy makers shouting the loudest about their beliefs in education, that they're entirely unqualified to bring forward and promote. And yet, by being the loudest voice in the room and an angry voice, it's just easy to generate a mob mentality of support behind you, and to advance what is effectively bad policy and bad legislation, so we're seeing that.  And what's scary is that these poorly informed policymakers are in positions to make policy change, to make lasting impacts on education that will further ostracize teachers, hurt students, and likely make more teachers leave the profession.  Marguerite gave an example of a policymaker putting a footnote in a budget bill that tried to reject teaching Next Generation Science standards, which, as Marguerite put it Marguerite Herman: Which is like modern science. We hear about evolution, you know? I think we kind of got that one settled. Let's question gravity, shall we? Okay. I'm making fun of it, but it was, teachers had no idea it was awful. That's what happens when the legislature, which is politics, let's face it, folks, gets into the curriculum, they do not have the expertise. And then Pollock's politics doesn't always produce the greatest results, let's just say. Chris had examples of bad bills too. Chris Rothfuss: Teachers Not in Legislature In fact, when we hear when we when we bring legislation when we got some horrible bill that's coming before us in the legislature, like the horrible bill we had last year that would have required everything that teachers were doing, be posted on the web. Awful bill, bad premise, and certainly awful motivation. As far as I can tell, the only motivation is, you know, we don't know which books to burn if we don't have a full list.  So that awful bill, we didn't have a lot of teachers come up and provide public testimony against that bill, you think the whole classroom would be full, right up until you realize that no, all of those teachers were teaching at that moment in time, and would have had to take time off from teaching to come provide testimony against that lousy bill. So we don't hear the chorus of voices from the expert educators, we hear the chorus of voices from the folks that have the free time to come and yell at us. This is a great irony. Teachers who would have strong opinions about such a bill and who would be impacted by the bill, are not able to advocate in person because they are doing their jobs. And at a moment when substitutes are in short supply, leaving school to attend the legislative session is even more difficult.   Still, teacher advocacy was something that both Chris and Marguerite pointed to in terms of making a difference in policy. Policy includes curriculum choices and assessment choices. But for a teacher to speak up about assessment or curriculum requires a level of vulnerability that many teachers don't feel comfortable with.  Chris Rothfuss: Well, it's certainly understandable that when the teaching community has its strong supportive views for diversity of educational materials that are and that view is effectively contrary to a school board that again, is usually not expert, or particularly proficient in pedagogy or or education. It's going to be disconcerting for the teachers to step up and advocate because again, they're in fear for the protection and preservation of their job, and it's a flaw with our system.  I have felt this constantly over the last eight months as I've interviewed folks, researched, written, and produced this podcast. I don't know who I might offend or upset - Wyoming has a mighty small population And I don't know what impact this series could have on my job. It's a risk, but dammit, I'm tired of seeing teachers at the end of their tethers. I'm tired of being a teacher at the end of my tether. Something has to change. We need to fix this.  We need to listen to the experts, to teachers who know what they're doing, who know what good assessment looks like, who know what engagement looks like, who know the power of relationships, and who know that teachers are stretched thin. And Chris says, teacher voices could make an impact.  Chris Rothfuss: And public testimony does make a difference. And believe me if those 250 educators were able to show up and weren't obligated to be teaching at that point in time. That'd be very compelling. Beyond speaking up in legislative sessions, part of the solution to retaining teachers, might require some reflection on the roles of everyone in the multivariate universe of education. So my question to both Chris and Marguerite was if teachers should have more of a role on school boards. I asked this because many teachers point to the reality that school boards are made up of non-teachers. Not many other professional boards are run by people outside of the particular field. Marguerite was adamant that teachers should not be on school boards - she explained that's not how the statute is written. And Chris worked through the question in a very diplomatic manner, but he acknowledges a problem with people getting on school boards who are there for the wrong reasons.  Chris Rothfuss: This gets back to the question of who should govern whom and how. You'll have some people on an average school board, typical school board, that know something about education, hopefully. And then you've got people that are just mad about education. And then you've got people that are pointedly trying to slant education towards specific interest groups interests, that might be fully counter to K-12. Chris sees value in teacher expertise, but like Marguerite, he points to the possible conflict of interest with having teachers on the board.   Chris Rothfuss: It is hard to have someone on a governing body that is in the role that the body is governing as a voting member, although that can be dealt with, you can have some votes that they're there for, like the policy decisions they are included in, but maybe not the personnel decisions, there's a lot of possibilities there. So I'm one that certainly is concerned that we do not have anywhere near enough expertise on our school boards. There's no obligations for qualifications. So a lot of the problems we have stem from that lack of expertise. And ideally you want to balance.  Having some balance is a step towards a system that will retain teachers. In order to keep teachers in education, it will be important that teachers have a voice in education policy and decision making. Teachers shouldn't be a scapegoat when things go wrong, nor should they be excluded or put in positions where they exclude themselves from decision making positions because they fear retaliation or because they are so busy that they can't make room for something else.  We need to reimagine and consider the roles of everyone tied to the education process because right now, the teachers working with kids and engaging in the education process are often left out of the conversation. Dylan Bear, a teacher we heard from a few episodes ago, had the best analogy for how we should think about everyone's role in education.  Dylan Bear: Imagine, a fence, you know, like a round pen for a horse. The respect has to come from all angles for someone to learn. And you have to have the community showing respect of the education system, you have to have parents showing respect, you have to have the students show respect to the teacher showing respect for that. And so this ring of respect has to be there, of the education system. Or else if one of those falls out, like have a parent, dad or mom say, I'm not dealing with my kid at school, I call the principals and then once that happened, that kid got out of the pen because now he goes the path of least resistance to leave the education system.  The key image that Dylan is presenting here is the ring of respect that requires everyone associated with education to have a role, and trusting each other to cover their role. And for Dylan, even though he points to an analogy of a horse pen, he says this could take place anywhere.   Dylan Bear: And it doesn't have to be four walls and bricks and the fence at the school. I think that's such a weird way to learn. I love going to the mountains and going on trails where now you're vulnerable, and you want people to respect you and trust you. You look at the different environments for education, so different. But yeah, trying to get what needs to change to me is you have to have communities that value teachers that don't want to use that negative language. You have to have kids who value it. So education has to be a collective of support with and around kids. To gain that support and trust and collectivity we need to have a clear purpose of education - this echoes last episode. Right now, we base the purpose of education on how we evaluate students or how we can cover a tremendous amount of material. An unintended consequence of having so much material to cover is that education might feel like a grind to students. A grind without a sense of purpose makes it difficult for students to care. So to shift what is happening in the classroom and to create a structure in which roles are clear and supportive of one another in education, Chris thinks legislators should start by listening to teacher concerns. Chris Rothfuss: So when we hear from our teachers, what their real concerns are right now, and when they come back to me as a legislator and say, mental health is the problem for both students and teachers. We should listen. And we should adjust because at the end of the day we're not these rulers that are supposed to be at a distance and making proclamations. Our job is to listen and to learn from folks that know what they're talking about. And then try to put in place policies that affect change that enable everyone to do what they want to do and are trying to accomplish. And particularly in the public education system, we have that constitutional obligation to provide this high quality education for all.  For Chris, the role of legislators is to seek out experts to inform their decisions about policy that will impact those experts. So, for policy about education, legislators ought to speak to educators. And to do so in a way that is welcoming and doesn't just put more work on teacher plates. Chris also pointed out that to help mental health, which would contribute to keeping teachers, he thinks there should be a push to shift our priorities away from developing workers, which ideally means a shift away from high stakes assessment.   Chris Rothfuss: Honestly, if our first priority was joy in learning. As job number one, just imagine how much more we would learn. And that's the message that comes if we want to set it at the legislative level, we want to set it at the school district level. It does come from the policy leaders setting what is the mission? And right now our mission is develop workers. Chris explained that the role of legislators is to set the education mission, which could be seen as a purpose of education. And he thinks, especially at this present moment of teacher attrition and teachers and students both struggling with mental health, that the mission should prioritize the joy of learning. And if that mission is set, evaluative practices and accountability models can be adjusted. This will then dictate how school boards will work to achieve the new mission's objectives. It's a top-down shift, but if the top (legislators) consult the bottom (teachers and students) then it's more of a down-top-down shift? Whatever it is, it might help. Chris said that he would even be willing to take a drop in proficiency if we have happy kids and happy teachers.  Chris Rothfuss: My absolute ideal is to heavily prioritize joy in the classroom, and to focus our efforts, our resources, our activities, and our prioritization towards building joy in the classroom, with the expectation that with that joy, you would be addressing mental health issues, both for the teachers and for the students. And I'd love to see where that takes us. And what that means is ratcheting back this prioritization to build robots and the prioritization of score high on tests. And I'll take a 10% less proficient happy group. I will. At the end of the day, they can learn a little more math later. And if they're happy about education, then I think they'll have an opportunity to learn a little more about math later.  This mission would also shift the roles of us, the collective us, parents, teachers, administrators, legislators, community members, everyone, to not think of our K-12 experience as the only time we should be learning. If there was an assumption that learning was a lifelong process, Chris believes that we might have a cultural shift that results in valuing and enjoying learning, which would have a major impact on how teachers are viewed.  Chris Rothfuss: We think that you have an education phase in life. We've built a system around the idea that you have an education phase, phase one. Phase two and beyond never get any more education. Avoid, if possible. I would love a system where everyone just kind of keeps going back to school.  The move towards life-long learners that Chris is proposing would be a conceptual shift, but it could be supported concretely by a move away from overtesting or overemphasis on testing. Because our current system requires testing, this might mean we reimagine what testing looks like all together. Could it be a conversation? Something more authentic than a bubble sheet? Federal regulations have some flexibility there. Either way, the amount of attention given to Summative or End of Course testing is focusing on a product and not the process. Focusing only on the product is not creating a culture that loves learning - it's kind of the opposite. It's creating anxiety and pressure around learning. So if we can lessen the stress by drastically cutting back the amount and pressure of assessments, maybe we can focus on process and create a joy of learning.  So, by shifting priorities away from high stakes testing, we can stop structuring education in a way that prepares only for tests. This might mean loosening the grip on what curriculum can look like or what courses can be offered. For example, I once taught a course at the University of Wyoming called the history of Swing Dancing. We looked at the correlation of historic events and their impact on popular culture. When the class ended, a group of girls continued their final project and created a club on campus called Real Women Real Bodies. This class encouraged students to continue learning beyond the restrictions of the semester.  When I proposed to create this class for the high school setting in my district, it was declined because it didn't fit within the Guaranteed and Viable Curriculum. So a shift might allow us to create new, novel courses that might inspire students to continue learning and growing well beyond the course. Such a shift will likely reinvigorate teachers who almost all have unique expertise and would love to incorporate such things into a course.  So, as Chris pointed out, to adopt a new educational direction, it must start with a shift in mission at the legislative level - hopefully fueled by teacher input. And I think it can happen, especially in a state like Wyoming that wants to be a national leader in education - it even says so in the Wyoming Accountability Act.   So creating a mission that prioritizes the joy of learning by focusing on process over product could happen.  Then how the decision is implemented should trickle down. Hopefully, this would result in teachers wanting to stay in education. And if all of this happens, if we can make that allegorical ring of respect and support that Dylan mentioned,  just imagine how much better the education will be for our students. Students will ideally feel that joy of learning and feel like what they do in school has purpose because that's what many of them want from school.  This is idealistic. But when making changes, we need to strive for idealism and not be guided by fear. Because what we have now is not working. Many people are aware of this and are already taking steps to make changes that will hopefully make education better and help keep teachers in education. Next episode, we're going to take a look at what people are doing to help keep teachers in education. This includes Task Forces, Mentoring Programs, Fellowships, and more. 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. Our theme song is by Julian Saporiti. All other music can be found on our website. A special thanks to Anjel Garcia, Mark Perkins, Shane Atkinson, Jaye Wacker, Jennica Fournier, Marguerite Herman, Chris Rothfuss, and Dylan Bear for taking time to sit down and chat with me. If you are interested in seeing Mark Perkins' full report, “Teacher Attrition in Wyoming: Factors to Consider” you can find the link in the transcript for this episode and on our instagram page @thosewhocantteachanymore.  This podcast is funded in part by the Fund for Teachers Fellowship.

This week we head over to Fruitport to meet Ian Herrygers. Ian was diagnosed with leukemia when he was in Kindergarden. From specialized schooling, to leaving home forever, Ian's story of beating cancer is one for the books. Tune in for more on Ian's story, and listen up for more from The Share Chair Podcast.

Wie der Balanceakt „Vielfalt“ Elementarpädagog*innen gelingt. „Eine konkrete Anleitung mit Checklisten kann es nicht geben“, sagt Barbara Lehner, Lehrende und Forschende an der FH Campus Wien vom Studiengang Sozialmanagement in der Elementarpädagogik. Kaum eine Berufsgruppe steht Vielfalt in so mannigfaltiger Weise gegenüber wie Elementarpädagog*innen. Mit Beispielen aus der Praxis regt Lehner zu Reflexion an und zeigt, wie professionelles Handeln und Inklusion in Kindertagesstätten gelingen kann.

Guest of the appointment is a prominent figure in the Columbian architectural scenario, Giancarlo Mazzanti, who has dedicated part of his professional life to confer a new identity, a quality environment, and social welfare to poor, unprivileged areas of his country, demonstrating that architecture can offer effective opportunities for a social redemption. Graduated from the Universidad Javeriana de Bogotá, he completed his postgraduate studies in architectural history, theory, and industrial design at the University of Florence in Italy, founding shortly afterward his practice, El Equipo de Mazzanti, in the city of Bogotá.He realized very young the famous ‘Spain Library' in the city of Medellin, followed by a wide range of projects from schools, libraries, sports facilities, museums, masterplans and installations, that have gained wide national and international recognition.Awarded many times first prize and honorable mention in occasion of the most renowned Biennals, from the Venice Architecture Biennal to the Colombian, the Ibero-American and the Pan-american, he has won among other important recognitions, the Locus Foundation's Global Award for Sustainable Architecture, Paris, and has the honor to have his works included in the permanent collections of the Museum of Modern Art, MoMA, in New York, the Museum Georges Pompidou in Paris, and the Carnegie Museum of Art, CMOA, in Pittsburgh. He believes in an architecture as action and, as an authentic activator and mediator, proposes multi-program public spaces that stimulate and foster relationships and interactions.The conversation starts from that architecture of social value that has always seen him involved in the attempt to mend situations of severe inequality and marginalization, trying to understand how he had the chance to play a relevant role with his interventions in a difficult country like Columbia, for long time dominated by the violence of drug-wars and a diffuse, extreme poverty. We speak then about one of his first works, the simple but extremely iconic and brilliant gesture that characterizes the Spain Library, an architectural act considered by Mazzanti of real value, because not limited only to one function but embodying, as a hub of new opportunities, the potentiality to multiply public uses according to the needs of the poor neighborhood.The intriguing synergy between the topography of the terrain and the organization of his works is another fundamental part of an architecture that, above suggesting familiar presences, aspires to grow organically with the context. The famous Four Sport Scenarios, a fusion of poetry and great flexibility, a porous public building conceived to host the 2010 South American Games, with the uninterrupted sequence of undulating profiles of its roof bands, coated in several shades of green, plays on the idea of a large green canopy, perfectly integrated with the surrounding mountainous landscape. Working on the modularity system of the bands has helped to envisage and propose an adaptability that, in consideration of the rapidly changing society we are experiencing, fits, almost with the same qualities of a tree, to new situations. A building able to expand and develop over time also without the author.This operative strategy, finalised to deepen modules, aggregations of patterns, far from rigid functional programs, has been applied with prototype configurations to many elementary schools, as Timayui Kindergarten and 21, Atlantico Kindergarten, 21 different plots, in north of Colombia, in a region vulnerable to floods, responding to diverse topographical or programmatic requirements, with very limited budgets and timeframes.Two other exemplar proposals, the attractive tree-like canopy, made of translucent polycarbonate dodecahedron modules, of Forest Hope, a small but particular significant sign able to provoke a multi-generational response in a depressed periphery of Bogota, lacking of basic, public infrastructures, and Pies Descalzos School, a more ambitious realization, conceived as a modular sequence of intersected hexagons, with patios, trees and public spaces, dominating from the top of a hill an equally harsh reality of a community living in miserable conditions, have both opened a dialogue with people, gaining their trust and confidence in effective, possible changes in their unfortunate existences.According to an idea of architecture not as an object in itself but capable for using Mazzanti's words, to “trigger behaviors and new dynamics, encouraging people to act in ways they will never think to act”, the fundamental approach of the practice to every project is the involvement of the community, in processes of co-creation, giving an effective voice to their hopes and expectations. The experience has significantly imprinted one project in particular, Marinilla Educational Park that, ensuring an authentic, vibrant interactive, social scenario based on encounters and exchanges, preserves a cultural identity.Another important topic, how to encourage a de-contextualization of the traditional cold, aseptic environment of healthcare centres, arises from a proposal of more than 10 years ago, suggesting a green and liveable atmosphere for healing experience, a vision that has been later implemented for the refurbishment of the Fundación Santa Fe, a hospital in the centre of Bogotá,The conversation concludes by touching the concept of ‘play' and the relevant role it performs in all works as a contribution to a more human and creative architecture, far from rigid and controlled programmes of functional efficiency.

Rutina para un nuevo yo: Escribir a diario lo opuesto a lo que nuestra mente nos diga, creemos el nuevo abecedario del amor propio, no importa la edad que tengas NUNCA ES TARDE PARA ENCONTRARTE CONTIGO MISMA bendiciones 3333

In episode 265, the girls are joined by comedian and writer Clare O'Kane! They talk about Clare's upbringing in San Jose, how she found comedy, how her parents encouraged her, working at Saturday Night Live, and so much more! Check out Clare's website to listen to her album, find out where she is touring, and more! Follow Clare on Twitter at @clareokaneclare and on Instagram at @clareisokane.See omnystudio.com/listener for privacy information.

*Morgan White Jr. filled in on NightSide*It's almost time to start hitting the books again! The carefree summer is almost over, and the back-to-school anxiety has almost begun. Many parents will soon be faced with the challenge of how to calm their child's first grade fears. Morgan welcomed educational psychologist Dr. Ronda Goodale who shared advice on how to help your children transition to the next grade level.

In tonight's story, we meet Nutmeg the kitten on her first day at Kitten Kindergarten. Hear how much fun she has drawing rainbows, making new friends, and listening to a story.Abbe, as always, will start tonight's episode with a quick introduction to help your little ones get cosy before she begins reading the relaxing bedtime story, written especially for children and accompanied by calming sleep music. This magical mix will help your kids sleep tight, all through the night. Subscribe today so you don't miss the next episode.

Citizens happy Democrats fear they are less safe and Drag Queens call Hochul and Adams crazy for Kindergarden with Trannys --- Support this podcast: https://anchor.fm/mike-k-cohen/support

Become a VIP Sponsor of our Youtube Channel Julio Peterson III is a well traveled and professional singer and Songwriter who is here to today to share his journey and his latest Business Venter "Mr. Petes Playhouse". Julio Petersen III was born and raised in St. Croix, U. S. Virgin Islands, where he discovered his musical talents in the fourth grade.  Throughout his High School years, he performed as a lead vocalist in a local reggae/calypso band.  Julio also performed in two original musicals with Tony award winner, Lillias White (The Life, Fela) and Broadway Composer/Director, Timothy Graphenreed (The Wiz).  Upon completion of High School in 2006, Julio attended the University of the Virgin Islands as a Music Education Major.  At this time, he also won the title of Mr. St. Croix, U.S. Virgin Islands.  After one semester, he decided to Enlist into the U.S. Army as an Active-Duty Soldier.  In 2008, Julio competed and won Military Idol, which was the military's version of American Idol.  This allowed him to audition and eventually become selected as a performer in the 2009 Army Soldier Show.  The Army Soldier Show is a live Broadway-style variety production comprised of all military members. They traveled and toured around world entertaining other military members and their family.  At the end of the tour, Julio was ordered to deploy to Baghdad, Iraq in support of Operation Iraqi Freedom, for 12 months.  During the deployment, Julio was selected to direct the Gospel Choir at the Chapel on base.  He was also able to obtain his Associates Degree in Business, at that time. In 2012, after returning from Iraq, Julio was again selected to perform in the Soldier Show.  As the tour came to an end, so did his Active-Duty contract.  Julio then decided to continue serving the country as an Army Reserves Soldier until May 2015.  Julio founded his former Theatre Company “JPete Theatre Company” in 2014 which produced five Main Stage productions, in Houston TX.  He has worked with several Theater Companies in Houston, to include The Ensemble Theater's Young Performer's Program, and Texas Southern University's Theater Department.  Julio attained his bachelor's degree in Vocal Performance (Theatre minor) from Texas Southern University in 2017, and currently works as a Theatre Teacher in Houston Independent School District, where he won his campus' “Teacher of the Year” award in 2019. In 2020, during the COVID-19 Pandemic, Julio and Kirk Rojas created a Children's YouTube channel called “Mr. Pete's Playhouse” which is steadily growing in popularity and resulted in the forming of APATNA Media.

Interview German section Kindergarden Lara L 直播專訪台北歐洲學校德國部幼兒園園長Veronika! 讓你一小時就搞懂德國幼兒園！ e 小彩蛋！ 如果你有意願申請歐洲學校, 卻因為疫情不方便進去參觀？這次就讓園長帶你直擊台北歐洲學校的教育現場！小朋友們遊樂的地方、上課的教室、使用的教具都有哪些？德國部第一次大公開！千萬不能錯過的直播！ 訪問內容： a 德國幼兒園的教育理念 v 跟其他的雙語幼兒園有什麼不一樣？ e 幼兒園的一日作息, 看看孩子們上課的地方 銜接小一德國部特有的大班 -Flex 0 a 德國小學部教室參觀 德國小學部課表 幼兒園/小學申請方法條件 對於入學有任何的問題, 請直接台北歐洲學校德國部： https://www.tes.tp.edu.tw/....../student-leadership...... Powered by Firstory Hosting

So I'm sitting here outside in the sun, some flashbacks of my childhood and you know, random scripture flashes across my brain, Ecclesiastes 1:9- there's nothing new under the sun. You're absolutely right. We may have more technology and children may be a little more outspoken than previous generations; but so were you at some point. So I ask the question, ‘what are you teaching your kids?' But also, ‘what are you learning from kids?' That's what season 3 is all about; learning. You find out that kids are born innocent and it's what they're taught that shapes their prospective and personality. Come listen to my conversations with grade school kids (Kindergarden-12th grade) and notice that the questions are the same, but the answers change the older they become. So let's get started! --- Support this podcast: https://anchor.fm/detangle/support

Welcome to the kitchen table, Neighbor Pkarlgh! Our houseguests are physically in the house with us, for once. Normally, when Juan and Melodee are in town, we selfishly keep them all to ourselves, and we talk and play games without recording anything. But, today, we're sharing a portion of our conversation, in which we discuss speaking TRUTH without lacking LOVE. (This is one of Juan's favorite topics.) "I've given a lot of thought to this Truth and Love debate that we're all having... One of my favorite authors is CS Lewis, and he says the enemy always introduces errors into the world in pairs of opposites..." -Juan DeVevo Can we think of examples of speaking Truth without love? And what do Harriet the Spy and Rosie O'Donnell have to do with this? Plus: the Peaches tells the DeVevos about a "gender non-binary" Kindergarden teacher who is brainwashing 5-year-olds in a nearby town. While Christians have been agonizing over whether they're loving enough, the culture has been taken over by crazies who have no problem telling your children there's such thing as "neither boy nor girl." You can see Juan and Melodee on the Casting Crowns Drive-In Tour. Details at castingcrowns.com. Also, become part of John Branyan's Comedy Clique by visiting johnbranyan.com and clicking around until you find a problem with the website and get frustrated and email us at nextdoor@johnbranyan.com

FOLLOW REVIEW & RATE ⭐️ ⭐️ ⭐️ ⭐️ ⭐️ --->    Smitty waits in the pumpkin patch for the elusive Possumhead Man. All Things - Unexplained is made possible by listeners like you! Support us as   an ATU Patron or buy the hosts a drink.Check out Dr. Mounce's cryptid-filled books at squatching.com.____________________________________________________________________________________________________________________________________________________Music from Youtube Audio Library: * Schizo by Anno Domini Beats.* Kindergarden by Coyote Hearing.* Midnight in the Graveyard by Twin Musicom is licensed under a Creative Commons Attribution 4.0 license.https://creativecommons.org/licenses/by/4.0/Source: http://www.twinmusicom.org/song/252/midnight-in-the-graveyardArtist: http://www.twinmusicom.org____________________________________________________________________________________________________________________________________________Artwork: 5ddiamondpaintings.com ____________________________________________________________________________________________________________________________________________All Things - Unexplained is a Coma Toast Tacos production.FOLLOW REVIEW & RATE⭐️ ⭐️ ⭐️ ⭐️ ⭐️ ★ Support this podcast ★

On this episode of the Bambino Podcast, Bam's father reads the book titled "Only My Dad And Me" by Alyssa Satin Capucilli get the book on Amazon: https://amzn.to/3mnJ6eLPlease rate, subscribe, review, and shareAll episodes will be featured on https://SimplePrunes.com

Subscribe to our Youtube Channel Christopher P. Brown is a former preschool, kindergarten, and 1st-grade teacher. He is also an award-winning researcher, teacher educator, and professor of early childhood education in the Department of Educational Leadership and Policy at the University of Texas at Austin. His research centers on how education stakeholders across a range of political and educational contexts make sense of and respond to policymakers' reforms. His most recent two books examine issues surrounding kindergarten. The first, Ready for kindergarten? Freeing yourself from the readiness trap so that you and your child will succeed in kindergarten, seeks to replace any worries families might have about sending their child to kindergarten with wisdom and confidence. The second, Resisting the kinder-race: Restorying joy to early learning, examines how kindergarten has become a place that races children from skill-to-skill, what that means for children on a day-to-day basis, why it must change, and how everyone in the early childhood and elementary school communities must take part in the reform process. Across these two books, and all his work, Christopher's goal is to understand and advocate for early learning environments that foster, sustain, and extend the complex educational, sociocultural, and individual goals and aspirations of teachers, children, and their families. Buy The Book

Fall is in the air so it's time to grab your favorite pumpkin spiced beverage or in Frank's case an overload of your favorite pumpkin spiced beverage. Frank talks about planning a fantastic Fall for his family, finding the perfect pumpkin patch, going to the carnival, his son and school, and much more!

Pat and Bo talk about Bo's first week of first grade and how he was his Kindergarden teachers TA (teachers assistant) and how he plans on being his first grade teachers TA also.They also discuss how much Bo loves Science and MathCurrently a parent win!To send Alora, Bo, or Pat a questions or comment email at:Email --- beastmodekids201@gmail.comFollow Pat @ INSTAGRAM --- thepatrickdavy  https://www.instagram.com/thepatrickdavy/FACEBOOK  --- https://www.facebook.com/patrick.davy.39

Dig our explorations of working lives? Please check out my Patreon and show your support.  Hit that follow button and please share Studs with your people. Get in touch on Insta, Twitter, Facebook, or at StudsPod [at] gmail [dot] com.Our theme song is Nile's Blues by Kevin MacLeod (incompetech.com). Licensed under Creative Commons by Attribution 4.0 License. Special thanks to Liv Hunt for logo design and Rotem Fisher for audio mastering. Be kind and stay healthy. Thanks for listening to Studs. Love y'all.★ Support this podcast on Patreon ★

Welcome to the kitchen table, Neighbor Pkarlgh! Our houseguests are physically in the house with us, for once. Normally, when Juan and Melodee are in town, we selfishly keep them all to ourselves, and we talk and play games without recording anything. But, today, we're sharing a portion of our conversation about speaking TRUTH without lacking LOVE. (This is one of Juan's favorite topics.) "I've given a lot of thought to this Truth and Love debate that we're all having… One of my favorite authors is CS Lewis, and he says the enemy always introduces errors into the world in pairs of opposites…" -Juan DeVevo Can we think of examples of speaking Truth -without- love? And what do Harriet the Spy and Rosie O'Donnell have to do with this? Plus: the Peaches tells the DeVevos about a "gender non-binary" Kindergarden teacher who is brainwashing 5-year-olds in a nearby town. While Christians have been agonizing over whether they're loving enough, the culture has been taken over by crazies who have no problem telling your children they can be "LGBT kiddos." You can see Juan and Melodee on the Casting Crowns Drive-In Tour. Details at castingcrowns.com. Also, become part of John Branyan's Comedy Clique by visiting johnbranyan.com and clicking around until you find a problem with the website and get frustrated and email us at nextdoor@johnbranyan.com

Welcome to the kitchen table, Neighbor Pkarlgh! Our houseguests are physically in the house with us, for once. Normally, when Juan and Melodee are in town, we selfishly keep them all to ourselves, and we talk and play games without recording anything. But, today, we're sharing a portion of our conversation about speaking TRUTH without lacking LOVE. (This is one of Juan's favorite topics.) "I've given a lot of thought to this Truth and Love debate that we're all having… One of my favorite authors is CS Lewis, and he says the enemy always introduces errors into the world in pairs of opposites…" -Juan DeVevo Can we think of examples of speaking Truth -without- love? And what do Harriet the Spy and Rosie O'Donnell have to do with this? Plus: the Peaches tells the DeVevos about a "gender non-binary" Kindergarden teacher who is brainwashing 5-year-olds in a nearby town. While Christians have been agonizing over whether they're loving enough, the culture has been taken over by crazies who have no problem telling your children they can be "LGBT kiddos." You can see Juan and Melodee on the Casting Crowns Drive-In Tour. Details at castingcrowns.com. Also, become part of John Branyan's Comedy Clique by visiting johnbranyan.com and clicking around until you find a problem with the website and get frustrated and email us at nextdoor@johnbranyan.com

Hola, En este episodio te cuento de mi aventura como madre primeriza de niña de Kindergarden que va a la escuela en un país diferente con reglas diferentes y limitaciones de mamita profesional. Todo una odisea. Escúchalo y cuéntame si tienes algún consejo para mi! Me encuentras en Instagram, Facebook o Pinterest. Únete ya a mi newsletter para consejos y opiniones, hazlo aqui.  Cuídate, Lesly

Join us for season 2 of Grand Rounds Podcast, Disruption.We welcome our brother, Adam Weiss.  He was a founding partner of Scout Capital, a hedge fund that closed in 2014.  Adam talks about Kindergarden disruption and financial disruption.  We tackle a conversation about gender and risk, competence and creative genius.  The urge to disrupt to destruct, and disruption for good.  We disrupt out of boredom, aggression, discomfort with authority, and in an attempt to solve a problem someone else should have been solving.  To some of us, the world doesn't look right and we can't resist meddling with it.

Jeff leans into his midlife crisis and jumps into narcissism by starting his verbal memoir going all the way back to his earliest memories.

Amanda Evans is a Play Therapist, Intuitive Energy Healer, and Founder of Mind Body Soul Miracles, a program that provides support to families on their healing journey.As a former Kindergarden teacher, Amanda realized just how important it was for adults to learn how to feel safe, loved, accepted and connected in order to help children to do the same.This experience, along with her personal journey recovering from a brain injury, gave Amanda insight into the extraordinary healing powers of play, love, and connection.Through Mind Body Soul Miracles, Amanda works with children and families to help them take health and happiness into their own hands. She empowers parents and children to move away from past trauma or limiting narratives in order to embrace their own magic.-------------------------------------------Links from this episode:Website: https://www.mindbodysoulmiracles.com/LinkedIn: https://www.linkedin.com/in/amanda-evans-006713193/Instagram: https://www.instagram.com/mind_body_soul_miracles/------------------------------------------Mind of a Mentor is produced by Ossa, a podcast network on a mission to increase the visibility, influence and earning power of women and minority voices in the podcast industry.Podcasters: Join our interactive community & get free access to monetization, promotional opportunities and exclusive resources for podcast growth & development. To apply or for more information, visit joinossa.comAdvertisers: Is your business interested in podcast advertising? We specialize in small-to-medium, high-growth podcasts & personalized customer support. Visit joinossa.com to get started.You can find more information on the guest featured in this episode and on every episode of Mind of a Mentor -- plus lots of great podcasting content -- on ossacollective.comMind of a Mentor is hosted by Marla Isackson, Founder & CEO of Ossa. Connect with Marla on LinkedIn: https://bit.ly/2zq3W59Questions? Email support@ossacollective.comFollow Ossa on Social Media:Facebook: @ossacollectivenetwork / https://bit.ly/2NEf9roInstagram: @ossacollective / https://bit.ly/30HozpETwitter: @ossacollective / https://bit.ly/34bradNLinkedIn: @ossa-collective / https://bit.ly/2ZGBACNEnjoying Mind of a Mentor? Please rate, review & subscribe to our show! (link works on mobile only) https://apple.co/2Knky3wMind of a Mentor is an Ossa original show hosted by Marla Isackson, Founder and CEO of Ossa Collective women's podcast network. For more information about Ossa, visit: https://ossacollective.com/Follow Ossa on Socials- Instagram: https://www.instagram.com/ossaforpodcasters/LinkedIn: https://www.linkedin.com/company/ossa-collective/Facebook: https://www.facebook.com/ossacollectivenetwork

Cadillac is going to be mostly if not all electric by 2030, one man's likes and dislikes for Detroit's design, kids are failing kindergarten in affluent Michigan school districts, essential Michigan movies, and the Detroit Lions lose again.

My son will start Kindergarten (thank God for spell check-why is Kindergarden spelled that way?) next year and in my neck of the woods, “Kinder prep” is all the buzz. Is it REALLY necessary to have our kids take extra classes to prep for KINDERGARTEN? I share what I've learned from some school teachers I know and what they think is really important about it. Links to check out: Sign up for updates: www.drjaywarren.com/dadhood Join The Dadhood Journey Private Facebook Group Follow Jay Warren on Instagram: @doctorjaywarren Learn about Men of Iron: www.drjaywarren.com/menofiron

For generations, teachers have been using Scholastic Reading Club to help their students foster a lifelong love of reading. Judy Newman, President of Scholastic Reading Club, joins us to talk about the unique business, its book-selection process, and her team of book-loving editors. We're also joined by teacher-customer turned employee Carol Levine; Editorial Director David Allender; and Reading Club Teacher Advisor Beth Prince.   Guests: Judy Newman. President, Reading Club and E-Commerce. Judy oversees Scholastic Reading Club, the company's school-based book distribution channel which has been a treasured tradition for teachers and students since 1948. Scholastic Reading Club reaches more than 1 million teachers and 26 million children in classrooms nationwide every year. The Club's e-commerce platforms on Scholastic.com made Internet Retailer's Hot 100 list in 2009. In 1999, Judy created Scholastic Reading Club's ClassroomsCare initiative, which helps children understand the value of reading and giving. Scholastic donates up to 1 million books to children in need when students in each participating classroom read 100 books. Judy also oversaw the development of Clubs Ordering On-Line (COOL), a service that allows teachers to submit Reading Club orders via the Internet, and Parent COOL, which enables families to submit book orders to their teachers online. Judy also currently serves as Chairman of the Board of Reach Out and Read. Carol Levine, Director of Special Events David Allender, Editorial Director, Scholastic Reading Club Beth Prince, Kindergarden teacher at Hearst Elementary School in Washington, D.C., and Scholastic Reading Club Teacher Advisor. Additional Resources: Learn more about Scholastic Reading Club here. Read the Judy Newman at Scholastic blog.

Stefanie opens up this solo show with her and Lynette by telling everyone about an upcoming interview she's got planned for her Nick show 'Parental Discretion with Stefanie Wilder Taylor'. Stefanie then moves on to discussing a blog post she recently wrote about the decisions her daughter Matilda has been making and thanks the For Crying Out Loud community for being exceedingly supportive of that post and the message therein. Stefanie then tells a story about Matilda's new school and a tardiness incident that took place very early in Matilda's Kindergarden class. Even after some time has passed, Stefanie is very very frustrated with Matilda's teacher and talks with Lynette to try and get some perspective from a mommy friend. Lynette also shares the current book she's reading on grit and raising kids. To wrap the show up the ladies take Facebook questions and address a recent story told on The Adam Carolla Show about Olga giving Natalia a spanking.