Podcasts about students

11-11-25 - Reading Letters To Veterans From The Students At Zaharis Elementary In MesaSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

A violent mob attacked TPUSA students and conservatives attending a gathering at UC Berkeley. This is unacceptable.See omnystudio.com/listener for privacy information.

Guest Dr. Karen Sobel-Lojeski is a pioneer in understanding how technology shapes human connection at work and beyond. She created the award-winning framework, Virtual Distance, a proven and practical set of predictive analytics that target problems and predictably strengthen trust, collaboration, and productivity across remote, hybrid, and in-person teams. As the founder of Virtual Distance International, she has advised Fortune 500 companies, government agencies, and institutions, including Coca-Cola, the US Navy, DARPA, and the World Economic Forum. A trusted advisor, former professor and researcher with affiliations at Princeton's Institute for Advanced Study, Wharton, and the Stockholm School of Economics, she is the author of Uniting the Virtual Workforce, Leading the Virtual Workforce, and The Power of Virtual Distance. Her insights have been featured in Harvard Business Review, The New York Times, Forbes, The Wall Street Journal, NPR, and other prominent publications. She is a sought-after speaker, known for energizing audiences worldwide. She holds degrees in Computer Science and Applied Mathematics from SUNY Albany and a Ph.D. from Stevens Institute of Technology, where her dissertation, Virtual Distance: A New Model for the Study of Virtual Work, won the Best Dissertation of the Year Award. Summary In this follow-up conversation, Dr. Karen Sobel-Lojeski—creator of the concept of "virtual distance"—discusses how technology continues to shape, and often erode, human connection, particularly in education. She defines virtual distance as the measurable sense of separation people feel despite being physically close, a phenomenon driven by technology-mediated communication. The model comprises three layers: physical distance, which has the least impact on outcomes; operational distance, representing the day-to-day barriers to smooth communication; and affinity distance, the emotional and relational disconnect that most strongly undermines trust, learning, and collaboration. Dr. K and Jeff revisit ideas they first discussed during the COVID-19 pandemic, when schools shifted to remote learning. While educators solved many operational challenges, they largely ignored the emotional and social costs—students' inability to connect, play, and learn together. Dr. K likens this to Isaac Asimov's story "The Fun They Had," a cautionary tale about robotic education devoid of joy and connection. The discussion shifts to current policies that restrict cell phone use in schools. Dr. K argues these measures, while well-intentioned, misidentify the real problem. Locking up phones doesn't undo decades of cultural conditioning around technology. Students' sense of self and connection has already been rewired; removing the device without addressing underlying social and emotional needs merely produces deprivation, not engagement. She urges educators to prioritize relationships, empathy, and social learning—what she calls "reconnecting to our direct experience of being human." AI, she warns, intensifies virtual distance by outsourcing creativity and meaning-making. Ultimately, she calls for a cultural and educational rebalancing that centers human connection in an increasingly digital world. The Essential Point Technological fixes—whether online learning, AI, or banning cell phones—cannot mend what they helped fray: our capacity for human connection. True learning and creativity depend on empathy, direct experience, and social bonds. Social Media klojeski@virtualdistance.com www.thepowerofvirtualdistance.com www.virtualdistance.com +1.551.580.6422

In this workshop discussion from the 2024 Rooted Conference in Dallas, four experienced ministry leaders—Connie Nelson, Isaiah Marshall, Liz Edrington, and Anna Meade Harris—tackle the important and complex topic of ministering to students who come from difficult home environments. They share why this issue is close to their hearts, explore what constitutes a challenging home life, offer practical strategies for building trust with students, and much more.About the PanelistsConnie Nelson has over a decade of youth ministry experience in Edmonton, Alberta, where she also leads in her church's college ministry and serves with a Guatemalan missions organization.Isaiah Marshall is a husband, father, and spoken word artist. He serves as Director of Ministry Development at Rooted Ministry and is a Chaplain in the Air Force Reserve.Liz Edrington is the Associate Director of Care at McLean Presbyterian Church. A counselor, professor, and award-winning author, she is passionate about gospel-centered care for youth and families.Anna Meade Harris is Rooted's Contributing Editor and co-host of the Rooted Parent Podcast. She is also the author of God's Grace for Every Family and a leading voice on ministering to single-parent families.Rooted Resources:Ministering to Teenagers with Challenging Home Lives by Connie Nelson, Isaiah Marshall, Miz Edrington, and Anna Meade HarrisMinistering to Students in CrisisFollow @therootedministry on Instagram for more updates  Follow @therootedministry on Instagram for more updates andSubscribe to Youth Ministry Unscripted wherever you listen to podcasts

In this episode we dive into one of the biggest challenges teachers face—getting students to actually care about what they're learning. Great lesson planning isn't just about standards and objectives—it's about connection, relevance, and engagement. Join us as we explore how intentional planning can transform your lessons from “just another class” into experiences that matter to your students. Quotables “Personal growth over grades. ”"That classroom environment has to be a place where they want to take risks.""When students feel known, they feel respected, and their more likely to find meaning in what their working on. " Resources from this Episode: Always a Lesson: Teacher Essentials for Classroom and Career Success:  https://amzn.to/409AUCt Join the Always A Lesson Newsletter Join here and grab a freebie! Connect with Gretchen Email: gretchen@alwaysalesson.comBlog: Always A LessonFacebook: Always A LessonTwitter: @gschultekInstagram: Always.A.LessonLinkedin: Gretchen Schultek BridgersBook: Elementary EDUC 101: What They Didn't Teach You in College Gretchen's latest book, Always a Lesson: Teacher Essentials for Classroom and Career Success, is now available on Amazon. Leave a Rating and Review: This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future. https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2 Search for my show on iTunes or Stitcher.Click on ‘Ratings and Reviews.'Under ‘Customer Reviews,' click on “Write a Review.”Sign in with your iTunes or Stitcher log-in infoLeave a Rating: Tap the greyed out stars (5 being the best)Leave a Review: Type in a Title and Description of your thoughts on my podcastClick ‘Send' Music from #Uppbeat:

REWIND! This episode was originally uploaded in September, 2023. Mary Beth Tinker, along with her brother and other students, took part in a protest against the US involvement in the Vietnam War. The protest at school lead to a case which reached all the way to the Supreme Court, and would forever change the way that students view their rights. Learn more about your ad choices. Visit megaphone.fm/adchoices

LEARN MORE at http://teach4theheart.com/363 Struggling to keep your art, music, Spanish, or PE class running smoothly? What works in a traditional classroom may not always translate to specials or elective classes. Listen in as Linda and a team member unpack proven classroom management strategies every specials teacher needs to create order, build relationships, and keep learning on track. 00:00 Introduction to Classroom Management for Specials Teachers 03:36 Understanding the Unique Challenges of Specials Classes 06:29 The Importance of Structure and Procedures 09:25 Effective Classroom Management Strategies 12:40 Dealing with Misbehavior in Specials Classes 16:23 Building Relationships with Students 19:24 Final Thoughts and Encouragement for Specials Teachers Resources/Links Mentioned: Classroom Procedures That Will Save Your Sanity: https://teach4theheart.com/procedures Classroom Management 101: https://teach4theheart.com/cm101

Lebanon Senior Sam Hornbecker intervews some of the cast of Joseph and the Amazing Technicolor Dreamcoat. Performance showtimes: Friday, 11/14 - 7pm Saturday, 11/15 - 7pm Sunday, 11/16 - 2pm Get Tickets: https://lebtix.us/LHS/jospeh/?fbclid=IwY2xjawN7LzFleHRuA2FlbQIxMABicmlkETFzUEl5WWRlTnFPcmp4VUlKc3J0YwZhcHBfaWQQMjIyMDM5MTc4ODIwMDg5MgABHrwsnGfdrI9SHfoFV733rXw59VYFQffC1rsnb4UQkYVOPuwaOy1ihd_6B5Fh_aem_FaLmPKkK6AUh5KHycol2wg  

A group of Wellington students have turned a page on history today, moving some of the last books into the capital's redeveloped central Library. Te Matapihi was forced to close its doors in 2019 when it was deemed earthquake prone but is set to reopen next year, after a spend of $216 million. Nick James reports.

Enjoy a never-before-released message Charlie delivered on the importance of Christian education, why the Gospel transcends all civilizations, and how to bring the Bible into out local communities everyday. Watch every episode ad-free on members.charliekirk.com! Get new merch at charliekirkstore.com!Support the show: http://www.charliekirk.com/supportSee omnystudio.com/listener for privacy information.

If we're doing our jobs right as educators, students will gradually become independent, self-directed learners capable of monitoring, directing, and actively participating in building their own learning. But what if that's not happening? What if students continue to lean heavily on their teachers for step-by-step instructions on every task, never really taking the learning process into their own hands, and as a result, limiting their growth to only what their teachers happen to spoon feed them? In this episode, author Zaretta Hammond offers five "learn-to-learn" strategies we can coach in our students, moves that build their learning power and boost their cognitive capacity. ___________________________ Thanks to Foundry10 and SchoolAI for sponsoring the episode. To read Hammond's article and get links to the book Rebuilding Students' Learning Power, visit cultofpedagogy.com/learn-to-learn. To learn more about The Teacher's Guide to Tech, visit teachersguidetotech.com.

Chronic absenteeism can feel both overwhelming and annoying because we understand there is SO much more to the story. But what if I told you there are some silly and significant things we can do to combat it? In this weeks episode of This Teacher Life, we’re showing you how something as simple as a potato can have a BIG impact on your school's attendance! Tune in as we explore 9 creative and fun ways to boost attendance that don't require fancy resources—just a little imagination and a whole lot of enthusiasm. From quirky potato-themed incentives to engaging activities that motivate students to show up every day, you’ll get practical ideas that are easy to implement and guaranteed to bring excitement to your school. If you're looking for fresh ways to keep students engaged and present, this episode is packed with inspiration that can change the game at your school. Episode Notes:  The Rooted Classroom Course Filled with TONS of Ideas for Relationship Building with Staff & Students: monicagenta.com/courses Want some Awesome PD or Consulting at Your School? Let’s Make it Happen:  monicagenta.com/PD Get a free PDF copy of Monica's Book Crushing It For Kids Here: http://bit.ly/MonicaGenta Connect with Monica on social media: Instagram: instagram.com/monicagentaed/ TikTok: tiktok.com/@monicagentaed Facebook: facebook.com/MonicaGentaEd Twiiter: twitter.com/monicagentaed

Alisa has a chat with the cast and crew of Sherlock and the Baker's Daughter   Our Presenting Sponsor for this episode is Donnie Evetts Local Real Estate Professional with The Followwell Property Group Keller Williams. Make buying or selling easy, Call Donnie Evetts. 325-998-5575! Brownwood's Got Talent 2025 Saturday, November 15, 2025 - 7:30 PM CST     Heartland REALTORS® is excited to announce a partnership with The Brownwood Lyric Theatre for a fantastic event: Brownwood's Got Talent! Our goal with Brownwood's Got Talent is to raise money for local non-profits in the community. This year, we are raising funds for The ARK, domestic violence shelter. https://lyricperformingartscompany.thundertix.com/events/252603  Play: Best Christmas Pageant Ever Dec 5, 2025 - Dec 14, 2025   Adults $18 Students $13 “The Best Christmas Pageant Ever” Get ready for a heartwarming holiday comedy in The Best Christmas Pageant Ever! When the unruly and infamous Herdman kids crash Sunday school and unexpectedly join the Christmas pageant, the entire town is horrified. Known as the “worst kids in the history of the world,” the Herdmans have never even heard the Christmas story, but they're determined to take over every major role. As rehearsals go hilariously off-track, everyone expects total disaster—but the Herdmans might just help the town discover the true spirit of Christmas in the most unexpected way. Filled with laughs, surprises, and touching moments, this family-friendly show is a joyful reminder of love, kindness, and the magic of the season. https://lyricperformingartscompany.thundertix.com/events/238209 

Enjoy a never-before-released message Charlie delivered on the importance of Christian education, why the Gospel transcends all civilizations, and how to bring the Bible into out local communities everyday. Watch every episode ad-free on members.charliekirk.com! Get new merch at charliekirkstore.com!Support the show: http://www.charliekirk.com/supportSee omnystudio.com/listener for privacy information.

World news in 7 minutes. Monday 10th November 2025Today : Philippines typhoons. Indonesia prisoners freed. Iraq election. Brazil tornado. US Musk pay. Somalia pirates. Tanzania arrests. Albania gender test. Ukraine energy attacks. UK BBC resignations. Greece Albania spiders.SEND7 is supported by our amazing listeners like you.Our supporters get access to the transcripts and vocabulary list written by us every day.Our supporters get access to an English worksheet made by us once per week.Our supporters get access to our weekly news quiz made by us once per week.We give 10% of our profit to Effective Altruism charities. You can become a supporter at send7.org/supportContact us at podcast@send7.org or send an audio message at speakpipe.com/send7Please leave a rating on Apple podcasts or Spotify.We don't use AI! Every word is written and recorded by us!Since 2020, SEND7 (Simple English News Daily in 7 minutes) has been telling the most important world news stories in intermediate English. Every day, listen to the most important stories from every part of the world in slow, clear English. Whether you are an intermediate learner trying to improve your advanced, technical and business English, or if you are a native speaker who just wants to hear a summary of world news as fast as possible, join Stephen Devincenzi, Juliet Martin and Niall Moore every morning. Transcripts, vocabulary lists, worksheets and our weekly world news quiz are available for our amazing supporters at send7.org. Simple English News Daily is the perfect way to start your day, by practising your listening skills and understanding complicated daily news in a simple way. It is also highly valuable for IELTS and TOEFL students. Students, teachers, TEFL teachers, and people with English as a second language, tell us that they use SEND7 because they can learn English through hard topics, but simple grammar. We believe that the best way to improve your spoken English is to immerse yourself in real-life content, such as what our podcast provides. SEND7 covers all news including politics, business, natural events and human rights. Whether it is happening in Europe, Africa, Asia, the Americas or Oceania, you will hear it on SEND7, and you will understand it.Get your daily news and improve your English listening in the time it takes to make a coffee.For more information visit send7.org/contact or send an email to podcast@send7.org

We all do it: promise too much, deliver too late, and thus fail to meet someone's expectations.In this Advanced level conversation, Oliver and César explore disappointment, guilt, and the strange pressure to meet other people's standards. From over-promising at work to letting friends down, we reflect on why we care more about strangers' opinions than our loved ones', and what it really means to “lower the bar.”

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Foreign agent, lone wolf or hoax. Get rid of the Filibuster. Trump accuses foreign-owned meat packers of inflating US beef prices. Students told to climb under train car at bus stop.See omnystudio.com/listener for privacy information.

Subrahmanian Seshadri, who goes by “Sesh,” is the CEO of Overleaf Books LLP and a member of the Educational Publishers Forum of the International Publishers Association, representing India, a country with a population of 1.4 billion. We discuss Writers and Illustrators of the Future and its importance to creative individuals in India. Sesh see's the value of the Contests for teh 213,000,000 middle school students. Both Contests are perfect fits for India, and we hope that new Indian voices will be discovered for the international stage.

(Group Learning Program) - Guided Breathing Mindfulness Meditation and Student QuestionsBreathing Mindfulness Meditation was the primary form of meditation employed by The Buddha to attain Enlightenment. There are many aspects of The Path to Enlightenment that one would need to learn and practice with guidance from a Teacher, however, Breathing Mindfulness Meditation should be among the top priorities for any Practitioner aspiring to attain Enlightenment.The goal of Breathing Mindfulness Meditation is to develop “Right Mindfulness”, “Right Concentration”, and to eliminate the unwholesome root of craving/desire/attachment.All discontentedness is caused by craving/desire/attachment so it is important to train the mind to not have craving/desire/attachment as part of "Developing Your Life Practice”.In this Podcast, David will guide you in a Breathing Mindfulness Meditation session and will accept questions from Students to help you develop your meditation practice and progress forward on The Path to Enlightenment.——-Daily Wisdom - Walking The Path with The BuddhaDedicated to the education of Gotama Buddha's Teachings to attain Enlightenment.https://www.BuddhaDailyWisdom.com(See our website for online learning, courses, and retreats.)Group Learning Program - LIVE Interactive Online Classes, Book, Audiobook, Videos, Podcast and Personal Guidancehttps://bit.ly/GroupLearningProgram|The Words of The Buddha - Pali Canon in English Study Grouphttps://bit.ly/PaliCanonStudyGroupFREE Book - Developing a Life Practice: The Path That Leads to Enlightenmenthttps://www.buddhadailywisdom.com/freebuddhabooksFacebook: https://bit.ly/DailyWisdom-FacebookYouTube: https://bit.ly/DailyWisdom-YoutubePodcast: https://bit.ly/DailyWisdom-PodcastSupport our efforts to share The Teachings of Gotama Buddha with you and worldwide for all people using this link.https://www.buddhadailywisdom.com/supportbuddha#buddhism #learnbuddhism #buddhismclass #buddhismcourse #enlightenment #awakening #dhamma #dharma #buddha #meditation #meditationretreat #meditationcourse #meditationclass

Subrahmanian Seshadri, who goes by “Sesh,” is the CEO of Overleaf Books LLP and a member of the Educational Publishers Forum of the International Publishers Association, representing India, a country with a population of 1.4 billion. We discuss Writers and Illustrators of the Future and its importance to creative individuals in India. Sesh see's the value of the Contests for teh 213,000,000 middle school students. Both Contests are perfect fits for India, and we hope that new Indian voices will be discovered for the international stage.

Ethereal Encounters unveiled welcomes Amber K. Stone November 7th, 2025 Topic: The Magick of Stones: Lithomancy and Divination Explained Book: Amber K Stone Witchery & Divination Get The Book Here: https://amzn.to/49yTxGE Bio: Amber K is a priestess of the Wiccan faith, as well as an author and teacher. She was initiated at the Temple of the Pagan Way in Chicago in 1978, and is co-founder of the Ladywood Tradition of Wicca. She served three terms as National First Officer of Covenant of the Goddess, the largest federation of Witches' covens and solitary Witches. She has been teaching and writing about the Craft and magick for more than 45 years. Amber and Azrael Arynn K were handfasted in 1994, and married a few years later. They live in northern New Mexico at the campus of Ardantane Pagan school and retreat center, where Amber is Executive Director and Azrael is Director of Facilities. Books authored by Amber K (and co-authored with Azrael Arynn K) • True Magick: A Beginner's Guide (1991); 2nd edition (--) Llewellyn Publications • Covencraft: Witchcraft for Three or More, Llewellyn Publications 1998 • CovenCraft: The Essential Guide for Covens, Groves, Circles, and Other Pagan Groups, (with Azrael Arynn K), Independently Published, 2021 • Pagan Kids' Activity Book, Horned Owl Publishing 1998 • Candlemas: Feast of Flames (with Azrael Arynn K), Llewellyn Publications 2001 • Heart of Tarot: An Intuitive Approach (with Azrael Arynn K), Llewellyn Publications 2002 • RitualCraft: Creating Rites for Transformation and Celebration (with Azrael Arynn K), Llewellyn Publications 2006 (won the COVR award for best Wiccan-Pagan book, and Book of the Year, in 2006) • How to Become a Witch: The Path of Nature, Spirit & Magick, (with Azrael Arynn K), Llewellyn Publications 2010 • True Wand Magick: Desire, Will, and Focus, (with Azrael Arynn K), Independently Published, 2016 • Healing with the Gods and Goddesses: Divine Allies on Your Journey to Health, (with Azrael Arynn K), Independently Published, 2018 • Wicca and Witchcraft Page by Page: For Teachers and Students, (with Azrael Arynn K), Independently Published, 2019 • Stone Witchery & Divination: Lithomancy and Magick with Rocks, Gems, and Crystals, Llewellyn Publications, 2025

It's not lost on me how wrong management theories often are.I read a lot. And I know this sounds pretentious, but I'm confident enough now to say I'm one of the few people who actually studies platforms and builds one. The only reason I got here is because I'm building the Reciprocity platform with my own money, my own time, and all the embarrassment that goes with it.And that's why I see how disconnected management theory often is from the real world. We rarely capture what it feels like to actually build something — the shame, the failure, the stress, the weird looks, the feeling of being an outsider, and doing the “wrong thing” for years before anything works.Nobody writes about how hard it is to get attention.Nobody writes about being stuck in the middle — too practical for academia, too theoretical for builders.Nobody writes about waking up, wasting money, screwing up, and getting back up again.Students talk about innovation.Big companies talk about innovation.But almost nobody actually does it — because it's humiliating, slow, lonely work.The only reason I understand this now is because I was foolish enough to build something real. And once you do that, you realize how little our theories explain and how much of innovation is simply:get up, feel the shame, try again.Take care and have a wonderful day.

“Students for Life” founder & President, Kristan Hawkins exposes the lies of the feminist movement, that tells women they're not strong enough to experience the miracle of childbirth and still achieve their career aspirations. She says society convinces young women that in order to succeed they need to kill an innocent life, and abortion is “the responsible thing to do” when facing circumstantial challenges. Hawkins says the Pro-life movement is the movement of empowerment. But where does the Pro-life movement head in post-Roe America? With the proliferation of chemical abortions, Newsom's “abortion tourism”, and states like Virginia forging extreme abortion protections; Hawkins believes ending abortion isn't just about making it illegal… it's about making it unthinkable.

This week on The Pivot, Ryan Clark sits down with Dr. William F. Tate IV — fresh off his transformative tenure as president at LSU — as he takes on a new challenge: leading Rutgers University. In this candid and inspiring conversation, Dr. Tate opens up about the journey from his groundbreaking role as LSU's first African American president and first in SEC history to his vision for shaping the future of higher education in New Jersey. Ryan and President Tate get into the recent news around firing of LSU football coach, Brian Kelly (a hire Tate helped make) as well as long time Athletic Director Scott Woodward which led to the naming of Verge Ausberry as his predecessor to oversee Tiger's athletics. Tate openly shares what goes into the process, the success of all LSU sports and the importance of state universities working in harmony with state governors. They dive deep into leadership, legacy, and the lessons learned along the way — from navigating the pressures of big-time college athletics in the SEC to building a campus culture grounded in equity, excellence, and innovation. Ryan and Dr. Tate explore how faith, mentorship, and resilience have guided him, and what it means to “pivot” from success into significance. Whether you're a fan of college sports, education, or powerful personal stories, this episode delivers wisdom, humor, and heart from one of higher education's most dynamic leaders. Learn more about your ad choices. Visit megaphone.fm/adchoices

In the wake of the historic election results in Virginia many conservatives that I know are downhearted, disillusioned and depressed. Fingers begin to feel like pointing and to extrapolate on the old expression that “victory has many parents, but defeat is an orphan,” I'll add that defeat does seem to have many cousins telling them where they went wrong. However, not to sound like a Pollyanna but the Bill of Rights is still there, Virginia's Bill of Rights is still there and though we redouble our commitment to cover any attempt to violate the most sacred of America's codes, “shall not be infringed.” We need to know the good in the world. Today, so many of my friends are looking for positive things in the Conservative world. To reinforce the belief that the future is still filled with American Exceptionalism. It is with that in mind I share with you a conversation with two Virginian High School students boldly standing up for founding principles from their Turning Point USA chapter at Western Albemarle High School, Noah Coffin and Ollie Woodrow. Keep Up With The Daily Signal   Sign up for our email newsletters:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ https://www.dailysignal.com/email⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠     Subscribe to our other shows:    The Tony Kinnett Cast: ⁠https://megaphone.link/THEDAILYSIGNAL2284199939⁠ The Signal Sitdown: ⁠https://megaphone.link/THEDAILYSIGNAL2026390376⁠   Problematic Women:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠https://megaphone.link/THEDAILYSIGNAL7765680741⁠   Victor Davis Hanson: ⁠https://megaphone.link/THEDAILYSIGNAL9809784327⁠     Follow The Daily Signal:    X:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠https://x.com/intent/user?screen_name=DailySignal⁠ Instagram:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ https://www.instagram.com/thedailysignal/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠  Facebook:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ https://www.facebook.com/TheDailySignalNews/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠  Truth Social:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ https://truthsocial.com/@DailySignal⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠  YouTube:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠https://www.youtube.com/dailysignal?sub_confirmation=1⁠    Subscribe on your favorite podcast platform and never miss an episode. Learn more about your ad choices. Visit megaphone.fm/adchoices

It's YOUR time to #EdUpIn this episode, part of our Academic Integrity Series, sponsored by ⁠Integrity4EducationYOUR guests are Kaela Lindquist, Associate Dean of Students and Director of Student Accountability & Conflict Resolution, & Amy S. Kelso, Senior Associate General Counsel, Office of Legal Affairs, The University of North Carolina at CharlotteYOUR cohost is Thomas Fetsch, CEO, Integrity4EducationYOUR host is ⁠Elvin Freytes⁠How does a 32,000 student research university manage academic integrity when students say "I didn't want to download ChatGPT because I thought you'd catch me cheating"?What happens when you shift from transactional punishment to transformational education & create remediation outcomes instead of just failing students who violate academic integrity policies?How does a unique attorney administrator partnership prevent legal issues before they happen & why is trust more important than catching cheaters in preparing students for the real world?Listen in to #EdUpThank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp!Connect with YOUR EdUp Team - ⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠& ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Dr. Joe Sallustio⁠⁠⁠⁠⁠● Join YOUR EdUp community at ⁠The EdUp Experience⁠We make education YOUR business!P.S. Want to get early, ad-free access & exclusive leadership content to help support the show? Then ⁠⁠​subscribe today​⁠⁠ to lock in YOUR $5.99/m lifetime supporters rate! This offer ends December 31, 2025!

Students of the Word PodcastEpisode: The Danger of ApostasyHosts: Logan Peters, Juan Jarmarillo, and Joseph VillegasIn this episode, the MSOP Students talk about what it really means to fall away from the faith — and how to stay strong in God's Word.Key Verse: Hebrews 3:12 — “Take heed, brethren, lest there be in any of you an evil heart of unbelief, in departing from the living God.”Brought to you by:The Memphis School of Preaching — where the Bible is taught, lived, and loved.Learn more at msop.org Visit our linktree: https://linktr.ee/scatteredabroadnetwork Visit our website, www.scatteredabroad.org, and subscribe to our email list. "Like" and "share" our Facebook page: https:// www.facebook.com/sapodcastnetwork Follow us on Instagram: https://www.instagram.com/ the_scattered_abroad_network/ Subscribe to our Substack: https://scatteredabroad.substack.com/Subscribe to our YouTube channel: The Scattered Abroad Network Contact us through email at san@msop.org. If you would like to consider supporting us in any way, don't hesitate to contact us through this email.

Foreign agent, lone wolf or hoax. Get rid of the Filibuster. Trump accuses foreign-owned meat packers of inflating US beef prices. Students told to climb under train car at bus stop.See omnystudio.com/listener for privacy information.

Foreign agent, lone wolf or hoax. Get rid of the Filibuster. Trump accuses foreign-owned meat packers of inflating US beef prices. Students told to climb under train car at bus stop.See omnystudio.com/listener for privacy information.

Foreign agent, lone wolf or hoax. Get rid of the Filibuster. Trump accuses foreign-owned meat packers of inflating US beef prices. Students told to climb under train car at bus stop.See omnystudio.com/listener for privacy information.

In this episode, Celest and Hannah sit down with internationally renowned yoga teacher, author and brain-nerd Adell Bridges to talk about the art of creative sequencing, staying curious and finding balance between innovation and accessibility.Adell shares how she went from gymnast to yoga teacher to neuroscience enthusiast, and the exact method she uses to design her signature flows. Together, they explore:How to build creative yet grounded yoga sequences.Why planning your classes creates more freedom, not less.How to make every student feel included and empowered.The connection between novelty, safety and the brain's learning process.If you've ever felt stuck trying to be “original” in your teaching, this one's for you.About AdellAdell Bridges is a yoga teacher, writer, and educator known for blending movement, neuroscience, and curiosity in her teaching. Originally from a small town in Mississippi, she found her true home in the UK, where her yoga journey began after discovering the practice on Instagram in 2015. What started as a fascination with handstands quickly evolved into a deep passion for understanding the mind–body connection.After completing her 200-hour training in India, Adell spent years travelling the world teaching workshops, retreats, and trainings while cultivating a global online community through her platform Move With Adell. Her work now focuses on how the brain shapes movement, behaviour, and emotional wellbeing, empowering students to feel more connected, capable, and curious - both on and off the mat.At the heart of everything Adell teaches is a simple message: the only guru you need is within yourself.You can practice with Adell via her app, Move with Adell, you can follow Adell here and find out more at her website. About Alba Yoga AcademyLearn more with Alba Yoga AcademyLearn more about our Yoga Teacher Training here.Watch our extensive library of YouTube videos.Follow Hannah on Instagram.Follow Celest on Instagram 

Oklahoma's two biggest cities are providing help for utilities during the government shutdown.Undocumented students are fighting for in-state tuition.An exhibit of black equestrian life is coming to Oklahoma City.You can find the KOSU Daily wherever you get your podcasts, you can also subscribe, rate us and leave a comment.You can keep up to date on all the latest news throughout the day at KOSU.org and make sure to follow us on Facebook, Tik Tok and Instagram at KOSU Radio.This is The KOSU Daily, Oklahoma news, every weekday.

Governor Kathy Hochul is urging SUNY students to volunteer at food pantries as the federal shutdown nears 40 days and threatens food aid for millions of New Yorkers. Meanwhile, ICE is recruiting NYPD officers through social media ads promising higher pay and up to $50,000 in bonuses. Also, more New York City buses will start using cameras Monday to ticket drivers who block lanes, part of the MTA's push for faster, safer service. Plus, in this week's transit segment, a closer look at Mayor Elect Zohran Mamdani's bus plan and how controversy around the planned Gateway tunnels may have helped Mikie Sherrill win the New Jersey governor's race.

A High School senior has set up his own company to teach after school coding classes to middle schoolers in the Bay Area, overseas and online. Learning to balance life and work as a teenager.

Is TPUSA going to be a propaganda arm of Israel now? If they continue to lie to these kids, they will not survive as a company. ▶ JOIN THE ALT MIDDLE COMMUNITY ◀If you're done with the two-party system, come join the ALT MIDDLE and let's figure out how to take our country back! AMERICA ONLY!AltMiddlePodcast.com

Your dyslexic child can finally decode words, but are they still struggling to understand what they read? Have you taught the phonics, but you're now wondering where is the comprehension? For decades, reading instruction focused almost exclusively on decoding, but the latest research is forcing a massive shift. In this episode, we dive into the Simple View of Reading and explain why decoding is only half the equation. Today, you'll discover the true foundation of comprehension: knowledge! The good news is that many dyslexic students possess strong reasoning and listening abilities, meaning they are perfectly positioned to build this crucial background knowledge when we provide them with the right access. Understanding this research empowers you to ask better questions and ensure your child's learning plan is truly comprehensive. By focusing on both systematic decoding and rich content exposure, we can help them bridge the gap and become the knowledgeable, confident readers they are meant to be.Would you like to understand reports, ask the right questions, and get schools to take you seriously? Together Through Dyslexia 6-month program provides expert mentorship for parents of dyslexics and struggling readers, and you can claim your spot now at https://www.literacyuntangled.com/together-through-dyslexia! My mini-course, From Lost to Empowered: How to Get Your Struggling Reader: The 3-Step Evaluation Request Blueprint for Parents of Struggling Readers, is available now! This 3-step evaluation request blueprint walks you through everything you need to know, from documenting concerns with the right details to writing the evaluation request letter with language that triggers legal timelines, to handling what to do when schools try to push you off, and so much more. You can break through the barriers NOW and get instant access at https://www.literacyuntangled.com/from-lost-to-empowered. Topics Covered: How the massive research shift in reading instruction is here and why we need to stop focusing only on phonics [1:37] Decoding isn't enough and the reasons that comprehension requires more than just sounding out words [2:21] Why building background knowledge is the new foundation for literacy [2:59] A look at how science and social studies topics are now key for struggling readers [3:17] What to understand about prosody and why fluency is not just speed [4:53] How your child needs both systematic phonics and rich content exposure to truly thrive at reading [6:25] The red flags to watch for with reading interventions and what you can do to identify gaps in instruction that are holding your child back from knowledge [6:48] The action plan and immediate steps to take to ensure your dyslexic child accesses grade-level material [8:31] Key Takeaways: Reading comprehension requires knowledge, not just skills and decoding ability is only half the battle. Use listening to build the knowledge base. Fluency is about expression, not just speed: true reading fluency involves prosody. Links & Resources Mentioned: The Simple View of Reading (Formula) When you're ready to work with me, here are 3 ways I can help you: Claim your spot now to Together Through Dyslexia, my 6-month program providing expert mentorship for parents of dyslexics and struggling readers! Subscribe to my Podcast Literacy Untangled Podcast for bimonthly episodes on navigating the dyslexia journey with your kid. Want 1:1 help from an Orton-Gillingham expert? Book a call to see how I help kids who are struggling to learn how to read. Have a question or want a certain topic covered? Send an email to jennie@literacyuntangled.com or a DM on Instagram. I want to support parents with dyslexic children and get this content in the hands of those who need it most. Click the share button and send away! Thank you. Listen to the episode on Apple Podcasts, Spotify or on your favorite podcast platform. Connect: - Visit my website - Sign up for my newsletter - Follow me on Instagram - Join me on Facebook

Get AudioBooks for FreeBest Self-improvement MotivationFALL DOWN 7 TIMES_ GET UP 8 - The Most Powerful Motivational Speech for Success_ Students & WorkoutsGet AudioBooks for Free⁠We Need Your Love & Support ❤️https://buymeacoffee.com/myinspiration#Motivational_Speech#motivation #inspirational_quotes #motivationalspeech Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

On this episode of the VET S.O.S. Network's Veteran Educational Resources Spotlight, host Shawn Welsh welcomes Stephan Murphy, Director of Georgetown University's Military and Veteran Resource Center (MAVRC).Stephan shares his journey from the U.S. Army to higher education leadership, revealing how Georgetown empowers its more than 1,500 military-connected students through intentional programming, academic excellence, and a strong community network.Learn how Georgetown's commitment to veterans includes Yellow Ribbon participation, dynamic student organizations, career readiness programs, and collaborations that extend well beyond the classroom. Stephan also discusses the university's data-driven approach to student engagement and the power of mentorship in building the next generation of veteran leaders.If you're a veteran, service member, or military spouse considering higher education, this episode provides invaluable insight into what makes Georgetown a top choice for military-connected learners.

What if students realized their school was a mission field?

In this episode, renowned bassist and educator Gaelen McCormick joins us to discuss her newly released annotated edition of Franz Simandl's 30 Etudes, published by Carl Fischer. For over a century, these etudes have been a cornerstone of double bass pedagogy. Gaelen's fresh annotations bring new insights and perspectives to this essential collection. Check out Gaelen's past podcast appearances here and pick up a copy of her new Simandl edition here. Connect with DBHQ Join Our Newsletter Double Bass Resources Double Bass Sheet Music Double Bass Merch Gear used to record this podcast Zoom H6 studio 8-Track 32-Bit Float Handy Recorder Rode Podmic Sony Alpha 7 IV Full-frame Mirrorless Interchangeable Lens Camera Sony FE 16-35mm F2.8 GM Lens Sony FE 24-70mm F2.8 GM Lens   When you buy a product using a link on this page, we may receive a commission at no additional cost to you. Thank you for supporting DBHQ. Thank you to our sponsors! Upton Bass - From Grammy Award winners and Philharmonic players like Max Zeugner of the New York Philharmonic, each Upton Bass is crafted with precision in Connecticut, USA, and built to last for generations.  Discover your perfect bass with Upton Bass today!   Carnegie Mellon University Double Bass Studio is a valued part of an innovative fine arts community in a top research university. Students receive weekly private lessons and solo classes with Micah Howard, and Peter Guild teaches weekly Orchestral Literature and Repertoire. They encourage students to seek lessons and guidance from local bassists. Members of the Symphony, the Opera, and the Ballet provide annual classes and individual attention. Visit Micah's website to sign up for a free online trial lesson here. theme music by Eric Hochberg

Beach Students exists to point Students to Jesus.FOLLOW US: IG: @beachstudentsTikTok: @BeachStudentsSpotify: beachstudentsFacebook: Beach Students #beachstudents

Change Starts Here: Research Conversations is back for a brand-new season! In this first episode, hosts Dr. Eve Miller Ph.D. and Kim Yaris, M.Ed explore the secret to sustaining that back-to-school energy all year long by building strong teacher-student relationships. They dive into real stories from the field, including how a kindergarten teacher transformed a crying student into a classroom leader and why seeing students through a lens of love and potential—rather than their challenges—makes all the difference.Kim and Eve unpack the neuroscience behind why safety and connection are foundational to learning, sharing practical strategies like giving students meaningful roles, creating personal connection moments, and being intentional about building relationships with every student. They challenge educators to move beyond labels and see each student's full potential, showing that strong relationships aren't just nice to have—they're essential for opening minds to learning and creating lasting impact.Start this new season with fresh insights on the power of human connection in education. Whether you teach kindergarten or high school, these research-backed strategies and real-world stories will help you build the relationships that transform classrooms.Don't forget to like, subscribe, and turn on notifications so you never miss an episode of Change Starts Here.Download the Our Handout below:https://resources.franklincovey.com/season-6/lbrlh_k12If you want to learn more about FranklinCovey, visit us at https://www.franklincovey.com/solutions/education/Hosts: Kim Yaris, M.Ed (Associate Director of Research with FranklinCovey Education); Dr. Eve Miller (Director of Research with FranklinCovey Education)Timestamps: (00:00 - 01:21) Intro(01:22 - 05:19) The Student-Teacher Relationship(05:20 - 07:02) Neuroscience Lens of Child's Behavior and their Needs(07:03 - 09:26) How to Connect with Older Students(09:27 - 12:37) Complexity of Human Relationships(12:38 - 14:59) How to Give Love to Students(15:00 - 15:42) Resources Available to Listeners(15:43 - 20:03) How to Build Relationships with Students(20:04 - 21:36) Outro

Episode 507 ~ November 6, 2025 Podcast Info / Topics A British slalom canoer has been suspended because of the way he earned money for his training Students at McMaster University took to the water for some experiential learning Yes Christmas is still quite a ways away, but here are three items you might want […]

Ironton Education Association President Daniel Murphy and his fellow educators in their rural community live in a deep red part of Ohio - Donald Trump won 75% of the vote in Lawrence County in 2024. But Murphy says partisan labels mean nothing when it comes to making sure rural students' needs are met. In this episode, he shares what he wants all lawmakers to understand about the challenges facing rural schools. He also shares his message to his local members about the importance of electing pro-public education leaders, regardless of political party.SEE WHERE YOUR LAWMAKERS STAND | Click here to see how your representatives in the Ohio House and Senate vote on public education issues with the OEA Legislative Scorecard tool.DONATE TO THE OEA FUND | The OEA Fund is the state political action committee (PAC) for members of the Ohio Education Association. It is funded with voluntary donations from OEA members, members' families, and OEA staff to support pro-public education, pro-labor candidates, regardless of political affiliation or anything else. Dues funds are never used to make contributions to candidates or political parties. SUBSCRIBE | Click here to subscribe to Public Education Matters on Apple Podcasts or click here to listen on Spotify so you don't miss a thing. You can also find Public Education Matters on many other platforms. Click here for some of those links so you can listen anywhere. And don't forget you can listen to all of the previous episodes anytime on your favorite podcast platform, or by clicking here.Featured Public Education Matters guest: Daniel Murphy, Ironton Education Association PresidentDaniel is a proud father, first and foremost. To his children, Jasmine and Kingston, he is a hero, a teacher, and a source of unconditional love. It is from this foundational role that his mission to nurture, protect, and empower others flows. As a Physical Education teacher at Ironton Middle School, he has spent the last decade channeling that paternal energy into the gymnasium and onto the playing fields, understanding that building strong character is just as important as building strong bodies.But his classroom has no walls. For twenty years, he has been a pillar on the football field, coaching at multiple levels. In the grit and grind of practice, he has taught young athletes about discipline, teamwork, and resilience—lessons that extend far beyond the final whistle. This same unwavering dedication is offered to his faith community, where he serves as a deacon, providing spiritual guidance and support.Recognizing that his duty of care extended to the very colleagues who shape Ironton's future, he stepped into a new role three years ago as President of the Ironton Education Association. Here, he found a new arena for his passion. The same fire he brings to his students, his players, and his church, he now brings to serving his union members every single day.His mission is clear and profound: to better the work environment and culture for everyone involved in the Ironton City Schools District. He fights not just for teachers, but for the dedicated support staff, the students they all serve, and the entire ecosystem that makes education possible. He understands that a thriving school is built on respect and fairness for all.His guiding light in this work is a powerful conviction, echoed in one of his favorite quotes from Dr. Martin Luther King Jr.: “Our lives begin to end the day we become silent about the things that matter.”He has chosen a life of purposeful noise. He is not silent about fair treatment. He is not silent about safe and supportive schools. He is not silent about the things that matter to his family, his students, his fellow educators, and his community.Through his roles as a father, teacher, coach, deacon, and union leader, he demonstrates that true impact is measured not by a single grand gesture, but by the sum of a thousand daily commitments. He is a builder—of stronger bodies, sharper minds, fairer workplaces, and a more compassionate community. His story is a powerful reminder that one person's dedicated life can be the catalyst for a better world for all. Connect with OEA:Email educationmatters@ohea.org with your feedback or ideas for future Public Education Matters topicsLike OEA on FacebookFollow OEA on TwitterFollow OEA on InstagramGet the latest news and statements from OEA hereLearn more about where OEA stands on the issues Keep up to date on the legislation affecting Ohio public schools and educators with OEA's Legislative WatchAbout us:The Ohio Education Association represents nearly 120,000 teachers, faculty members and support professionals who work in Ohio's schools, colleges, and universities to help improve public education and the lives of Ohio's children. OEA members provide professional services to benefit students, schools, and the public in virtually every position needed to run Ohio's schools.Public Education Matters host Katie Olmsted serves as Media Relations Consultant for the Ohio Education Association. She joined OEA in May 2020, after a ten-year career as an Emmy Award-winning television reporter, anchor, and producer. Katie comes from a family of educators and is passionate about telling educators' stories and advocating for Ohio's students. She lives in Central Ohio with her husband and two young children. This episode was recorded on September 11, 2025.

Ramsey Merritt, Improving Students' Turn & Talk Experience ROUNDING UP: SEASON 4 | EPISODE 5 Most educators know what a turn and talk is—but are your students excited to do them?  In this episode, we put turn and talks under a microscope. We'll talk with Ramsey Merritt from the Harvard Graduate School of Education about ways to revamp and better scaffold turn and talks to ensure your students are having productive mathematical discussions.  BIOGRAPHY Ramsey Merritt is a lecturer in education at Brandeis University and the director of leadership development for Reading (MA) Public Schools. He has taught and coached at every level of the U.S. school system in both public and independent schools from New York to California. Ramsey also runs an instructional leadership consulting firm, Instructional Success Partners, LLC. Prior to his career in education, he worked in a variety of roles at the New York Times. He is currently completing his doctorate in education leadership at Harvard Graduate School of Education. Ramsey's book, Diving Deeper with Upper Elementary Math, will be released in spring 2026. TRANSCRIPT Mike Wallus: Welcome to the podcast, Ramsey. So great to have you on. Ramsey Merritt: It is my pleasure. Thank you so much for having me. Mike: So turn and talk's been around for a while now, and I guess I'd call it ubiquitous at this point. When I visit classrooms, I see turn and talks happen often with quite mixed results. And I wanted to start with this question: At the broadest level, what's the promise of a turn and talk? When strategically done well, what's it good for? Ramsey: I think at the broadest level, we want students talking about their thinking and we also want them listening to other students' thinking and ideally being open to reflect, ask questions, and maybe even change their minds on their own thinking or add a new strategy to their thinking. That's at the broadest level.  I think if we were to zoom in a little bit, I think turn and talks are great for idea generation. When you are entering a new concept or a new lesson or a new unit, I think they're great for comparing strategies. They're obviously great for building listening skills with the caveat that you put structures in place for them, which I'm sure we'll talk about later. And building critical-thinking and questioning skills as well.  I think I've also seen turn and talks broadly categorized into engagement, and it's interesting when I read that because to me I think about engagement as the teacher's responsibility and what the teacher needs to do no matter what the pedagogical tool is. So no matter whether it's a turn and talk or something else, engagement is what the teacher needs to craft and create a moment. And I think a lot of what we'll probably talk about today is about crafting moments for the turn and talk. In other words, how to engage students in a turn and talk, but not that a turn and talk is automatically engagement. Mike: I love that, and I think the language that you've used around crafting is really important. And it gets to the heart of what I was excited about in this conversation because a turn and talk is a tool, but there is an art and a craft to designing its implementation that really can make or break the tool itself. Ramsey: Yeah. If we look back a little bit as to where turn and talk came from, I sort of tried to dig into the papers on this. And what I found was that it seems as if turn and talks may have been a sort of spinoff of the think-pair-share, which has been around a little bit longer. And what's interesting in looking into this is, I think that turn and talks were originally positioned as a sort of cousin of think-pair-share that can be more spontaneous and more in the moment. And I think what has happened is we've lost the "think" part. So we've run with it, and we've said, "This is great," but we forgot that students still need time to think before they turn and talk. And so what I see a lot is, it gets to be somewhat too spontaneous, and certain students are not prepared to just jump into conversations. And we have to take a step back and sort of think about that. Mike: That really leads into my next question quite well because I have to confess that when I've attended presentations, there are points in time when I've been asked to turn and talk when I can tell you I had not a lot of interest nor a lot of clarity about what I should do. And then there were other points where I couldn't wait to start that conversation. And I think this is the craft and it's also the place where we should probably think about, "What are the pitfalls that can derail or have a turn and talk kind of lose the value that's possible?" How would you talk about that? Ramsey: Yeah, it is funny that we as adults have that reaction when people say, "Turn and talk."  The three big ones that I see the most, and I should sort of say here, I've probably been in 75 to 100 buildings and triple or quadruple that for classrooms. So I've seen a lot of turn and talks, just like you said. And the three big ones for me, I'll start with the one that I see less frequently but still see it enough to cringe and want to tell you about it. And it's what I call the "stall" turn and talk. So it's where teachers will sometimes use it to buy themselves a little time. I have literally heard teachers say something along the lines of, "OK, turn and talk to your neighbor while I go grab something off the printer."  But the two biggest ones I think lead to turn and talk failure are a lack of specificity. And in that same vein too, what are you actually asking them to discuss? So there's a bit of vagueness in the prompting, so that's one of the big ones.  The other big one for me is, and it seems so simple, and I think most elementary teachers are very good at using an engaging voice. They've learned what tone does for students and what signals tone sends to them about, "Is now the time to engage? Should I be excited?" But I so often see the turn and talk launched unenthusiastically, and that leads to an engagement deficit. And that's what you're starting out with if you don't have a good launch: Students are already sort of against you because you haven't made them excited to talk. Mike: I mean those things resonate. And I have to say there are some of them that I cringe because I've been guilty of doing, definitely the first thing when I've been unprepared. But I think these two that you just shared, they really go to this question of how intentionally I am thinking about building that sense of engagement and also digging into the features that make a turn and talk effective and engaging.  So let's talk about the features that make turn and talks effective and engaging for students. I've heard you talk about the importance of picking the right moment for a turn and talk. So what's that mean? Ramsey: So for me, I break it down into three key elements. And one of them, as you say, is the timing. And this might actually be the most important element, and it goes back to the origin story, is: If you ask a question, and say you haven't planned a turn and talk, but you ask a question to a whole group and you see 12 hands shoot up, that is an ideal moment for a turn and talk. You automatically know that students are interested in this topic. So I think that's the sort of origin story, is: Instead of whipping around the room and asking all 12 students—because especially at the elementary level, if students don't get their chance to share, they are very disappointed. So I've also seen these moments drag out far too long. So it's kind of a good way to get everyone's voice heard. Maybe they're not saying it out to the whole group, but they get to have everyone's voice heard. And also you're buying into the engagement that's already there. So that would be the more spontaneous version, but you can plan in your lesson planning to time a turn and talk at a specific moment if you know your students well enough that you know can get them engaged in.  And so that leads to one of the other points is the launch itself. So then you're really thinking about, "OK, I think this could be an interesting moment for students. Let me think a little bit deeper about what the hook is." Almost every teacher knows what a hook is, but they typically think about the hook at the very top of their lesson. And they don't necessarily think about, "How do I hook students in to every part of my lesson?" And maybe it's not a full 1-minute launch, maybe it's not a full hook, but you've got to reengage students, especially now in this day and time, we're seeing students with increasingly smaller attention spans. So it's important to think about how you're launching every single piece of your lesson.  And then the third one, which goes against that origin story that I may or may not even be right about, but it goes against that sort of spontaneous nature of turn and talks, is: I think the best turn and talks are usually planned out in advance.  So for me it's planning, timing, and launching. Those are my elements to success when I'm coaching teachers on doing a turn and talk. Mike: Another question that I wanted to unpack is: Talk about what. The turn and talk is a vehicle, but there's also content, right? So I'm wondering about that. And then I'm also wondering are there prompts or particular types of questions that educators can use that are more interesting and engaging, and they help draw students in and build that engagement experience you were talking about? Ramsey: Yeah, and it's funny you say, "Talk about what" because that's actually feedback that I've given to teachers, when I say, "How did that go for you?" And they go, "Well, it went OK." And I say, "Well, what did you ask them to talk about? Talk about what is important to think about in that planning process." So I hate to throw something big out there, but I would actually argue that at this point, we have seen the turn and talk sort of devolve into something that is stigmatized that often is vague.  So what if instead of calling everything a turn and talk, you had specific types of turn and talks in your classroom. And these would take a little time to routinize; students would have to get used to them. But one idea I had is: What if you just called one "pick a side"? Pick a side, it tells the students right away what they need to do; it's extremely specific. So you're giving them one or two or—well not one, you're giving them two or three strategies, and you're telling them, "You have to pick one of these. And you're going to be explaining to your partner your rationale as to why you think that strategy works best or most efficiently." Or maybe it's an error analysis kind of thing. Maybe you plant one n as wrong, one n as right. And then you still ask them, "Pick a side here. Who do you agree with?" And then you also get a check for understanding because the students around the room who are picking the wrong one, you're picking up data on what they understand about the topic.  Another one you can do is, you could just call it "justify your thinking." Justify your thinking. So that just simply says to them, "I have to explain to the person next to me why I'm thinking the way that I'm thinking about this prompt or this problem."  So that could also be a "help their thinking." So maybe you put up someone's thinking on the board that is half baked, and now their job is to help that person. So that's a sort of deeper knowledge kind of thing too.  And then the last one is we can turn the "What do you notice? What do you wonder?" [activity] into a routine that is very similar to a turn and talk, where both people have an opportunity to share what they're wondering or what they're noticing.  But I think no matter what you call them, no matter how you routinize them, I think it's important to be more specific than "turn and talk." Mike: You use the word routinized. It's making me think a lot about why we find routines to have value, right? Because once you teach a particular routine, kids know what it is to do said routine. They know what it is to show up when you're doing Which one doesn't belong? They know the role that they play. And I think part of what really jumps out is: If you had a series of more granular turn and talk experiences that you were trying to cultivate, kids actually have a sense of what it is to do a turn and talk if you are helping thinking, or if you are agreeing or disagreeing, or whatever the choice might be. Ramsey: That's right. For me, everything, even when I'm working with middle and high school teachers, I say, "The more that you can put structures in place that remove those sort of barriers for thinking, the better off you're going to be." And so we could talk more too about how to differentiate and scaffold turn and talk. Sometimes that gets forgotten as well.  But I think the other piece I would love to point out here is around—you're right, turn and talk is so ubiquitous. And what that means, what I've seen in schools, if I've seen, I'll go into a school and I might watch four different teachers teach the same lesson and the turn and talk will look and feel differently in each room. So the other advantage to being more specific is that if a student—let's say they went to, because even in an elementary school you might go to a specialist, you might go to art class. And that teacher might use a turn and talk. And what happens is they sort of get this general idea around the turn and talk and then they come into your room with whatever the turn and talk was in the last class or however the teacher used it last year. So to me there's also a benefit in personalizing it to your room as well so that you can get rid of some of that stigma if it wasn't going well for the student before, especially if you then go in and scaffold it. Mike: Let's talk a little bit about those scaffolds and maybe dig in a little bit deeper to some of the different kinds of routinized turn and talks. I'm wondering if you wanted to unpack anything in particular that you think would really be important for a teacher to think about as they're trying to take up the ideas that we've been discussing. Ramsey: And one of the simplest ones to implement is the Partner A, Partner B routine. I think maybe many of your listeners will be like, "Yeah, I use that." But one of the pieces that's really important there is that you really hold students accountable to honoring Partner A's time. So when Partner A is speaking, Partner B needs to be trying to make—you know, not everybody can do the eye contact thing, but there are some things that you can recommend and suggest for them. Maybe they have something to take notes on. So this could be having whiteboards at your rug, it could be clipboards, it could be that they have a turn and talk thought-catcher notebook or folder.  And it doesn't matter what it is, but not everyone has the same processing skills. So we think about turn and talk sometimes as spontaneous, but we're forgetting that 12 students raised their hand and they were eager. What about the other 12 or 15? If they didn't raise their hand, it could be that they're shy but they have something on their mind. But it also could be that you just threw out a prompt and they haven't fully processed it yet. We know kids process things at different times and at different speeds. So incorporating in that—maybe it's even a minute up top. Everybody's taking their silent and solo minute to think about this prompt. Then Partner A is going to go. It's about equity and voice across the room. It's about encouraging listening, it's about giving think time. Mike: Well, I want to stop and mark a couple things.  What occurs to me is that in some ways a podcast interview like this is one long turn and talk in the sense that you and I are both listening and talking with one another. And as you were talking, one of the things I realized is I didn't have a piece of paper with me. And what you were saying really connects deeply because even if it's just jotting down a word or two to help me remember that was a salient point or this is something that I want to follow up on, that's really critical. Otherwise, it really can feel like it can evaporate and then you're left not being able to explore something that might've been really important.  I think the other thing that jumps out is the way that this notion of having a notepad or something to jot is actually a way to not necessarily just privilege spoken communication. That if I'm going to process or if I'm going to try to participate, having something like that might actually open up space for a kid whose favorite thing to do isn't to talk and process as they're talking. Does that make sense? Ramsey: Totally. I had a student in a program I was working with this summer who was 13 years old but was selectively mute. And the student teachers who were working in this room wanted to still be able to do a turn and talk. And they had her still partner with people, but she wrote down sentences and she literally held up her whiteboard and then the other student responded to the sentence that she wrote down on her whiteboard. So that's real.  And to your other point about being able to jot down so you can remember—yeah, we have to remember we're talking about six-, seven-, eight-, nine-year olds. We're fully functioning adults and we still need to jot things down. So imagine when your brain is not even fully developed. We can't expect them to remember something from when they haven't been allowed to interrupt the other. And so I think going on now what you're saying is, that then makes me think about the Partner A, Partner B thing could also sort of tamper down the excitement a little bit if you make another student wait. So you also have to think about maybe that time in between, you might need to reengage. That's my own thinking right now, evolving as we're talking. Mike: So in some ways this is a nice segue to something else that you really made me think about. When we were preparing for this interview, much of what I was thinking about is the role of the teacher in finding the moment, as you said, where you can build excitement and build engagement, or thinking about the kind of prompts that have a specificity and how that could impact the substance of what kids are talking about. But what really jumped out from our conversation is that there's also a receptive side of turn and talk, meaning that there are people who are talking, but we also don't want the other person to just be passive. What does it look like to support the listening side of turn and talk? And I would love it if you would talk about the kinds of things you think it's important for educators to think about when they're thinking about that side of turn and talk. Ramsey: I would say don't forget about sentence starters that have to do with listening. So often when we're scaffolding, we're thinking about, "How do I get them to share out? How do I get them to be able to address this prompt?"  But one of the easiest scaffolds that I've heard for listening—and it works very, very well—is, "What I heard you say is, blank." And so then the receptive student knows that a—tells them they have to be listening pretty carefully because they're about to be asked to repeat what the other person said. And this is an age-old elementary school sort of piece of pedagogy, is a call and response situation. But then we want to give them a stem that allows them maybe to ask a question. So it's, "What I heard you say was, blank. What I'm wondering is, blank." So that takes it to the next thinking level. But again, it's about being really specific and very intentional with your students and saying, "When it's Partner B's turn, you must lead with, 'What I heard you say is,' and only then can you get to your thinking or asking questions." Mike: That's huge. I think particularly when you think about the fact that there may be status issues between Partner A and Partner B. If Partner A is seen as or sees themselves as someone who's good at math and that's less true for Partner B, the likelihood of actually listening in a productive way seems like it's in danger at the very least. So I see these as tools that really do, one, build a level of accountability responsibility, but also level the playing field when it comes to things like status between two students. Ramsey: I would agree with that, yeah.  I think, too, we always want to be mixing our groups. I think sometimes you get, when I think about those sort of people or those students who—you can walk into any classroom and you right away can look around the room, if you've seen enough math teaching, you can see the students who have the most confidence in math.  So another piece to sort of leveling that field is making sure that your turn and talks are not always built on skill or high-level conceptual understanding. So that's where it might be helpful to have a more low-floor task, like a What do you notice? What do you wonder? But using the turn and talk routine of that. So it gives people more of a chance to get involved even when they don't have the highest level. It's kind of like the same idea with a Which one doesn't belong? [task] or a typical number talk. But, so you as the teachers have to be thinking about, "OK, yesterday we did one that was comparing two people's strategies, and I know that some of my students didn't quite understand either one of them. So today, in order to rebuild some of that confidence, I might do a version of a turn and talk that is much more open to different kinds of thinking." Mike: You started to go there in this last conversation we had about supporting the receptive side of turn and talk. I did want to ask if we can go a little bit deeper and think about tools like anchor charts. And you already mentioned sentence prompts, but sentence frames. To what extent do you feel like those can be helpful in building the kinds of habits we're talking about, and do you have any thoughts about those or any other resources that you think are important scaffolds? Ramsey: Yeah. I have seen some really, really wonderful teachers bring in such a simple way of activating an anchor chart and that is especially—it's easier to do an inquiry-based learning, but I think you can do it in any kind of classroom—is, when a student presents their thinking early on in a unit, and let's say we're talking about comparing fractions. And they say, "This is how I compared fractions," and you're annotating and you're charting it up for them as the teacher, you can call that strategy, "Maya's strategy." And so now it has a little bit more stickiness for both the students and for you. Now you know that there's a specific mathematical name for that strategy, but the students don't necessarily need to know that. You could put it in parentheses if you want. But I have seen that be really effective, and I've actually heard other students go, "I'm going to use Maya's strategy for this one," and able to then look and reference it.  I think what happens sometimes with the anchor charts is, we still live in a sort of Pinterest world, and some people want those anchor charts to be beautiful, but they're not actually useful because it was drawn up perfectly and it's lovely and it's pretty, but the students don't have a real connection to it. So the other piece to that is the cocreation of the anchor chart. So it's not just naming the student; it's also going through it step by step. Maybe they're leading through it, maybe you're guiding it. Maybe you're asking probing questions. Maybe you throw in a turn and talk in the middle of that sort of exploration. And then students have a connection to that piece of paper. Anchor charts that have been created during your prep period, I guarantee you will have very little effect. So that's how I feel about those. I also love, I call them like mini anchor charts, but they sit on tables. In recent years I've seen more and more, especially in elementary classrooms—and I've encouraged them at the middle school and the high school level—of putting in a little, I don't really know the best way to describe it for listeners, but it sits on the tabletop, and it's almost like a placard holder. And inside of that you put a mini version of an anchor chart that sits at the students' tables. So if you're doing turn and talks at their desks, and they're sitting in desks of four, and that's right there in front of them with some sentence starters or maybe your very specific routines—pick a side!—and then you have the three steps to picking aside underneath. If that's sitting on the table right in front of them, they are much more likely to reference it than if it's on the wall across the room. That gets a little trickier if you're down at the rug if you're doing turn and talks down at the rug, but hey, you can get a slightly bigger one and stick a few down on the rug around them too if you really need to. Mike: I love that. That seems powerful and yet imminently practical. Ramsey: I've seen it work. Mike: Well, this happens to me every time I do a podcast. I have a lovely conversation, and we get close to the end of it, and I find myself asking: For listeners, what recommendations do you have for people who either want to learn more or would like to get started implementing some of the ideas we discussed today? Ramsey: Sure. I mean the biggest one that I tell both new teachers and veterans when you're looking to sort of improve on your practice is to go watch someone else teach. So it's as simple as asking a colleague, "Hey, do you know anybody who does this really well?" In fact, I've led some [professional development trainings] at schools where I've said, "Who in the room is great at this?" And a few people will throw their hands up, and I go, "Great. Instead of me explaining it, I'm going to have you tell us why you're so successful at that." So the easiest one is to go watch someone who has this down.  But for some of the things that I've mentioned, I would think about not biting off too much. So if you are someone who your turn and talks, you readily admit that they're not specific, they're fully routinized, and they don't go well for you, I would not recommend putting in four new routines tomorrow, the A/B partner thing, and making the anchor charts for the tables all at once. What I always say is try one thing and also be transparent with the students. It goes a really long way, even with seven-year-olds, when you say, "Alright guys, we're going to do a new version of the turn and talk today because I've noticed that some of you have not been able to share as much as I would like you to. So we're going to try this, which is for me, I hope it allows both people to share and afterwards you can let me know how that felt." Students really appreciate that gesture, and I think that's really important if you are going to try something new to sort of be transparent about it. Oftentimes when teachers implement something new, it can feel like, not a punishment, but it's almost like a, "Ooh, why is she changing this up on us?" So letting them know also creates a warmer space too, and it shows them that you're learning, you're growing. Mike: I love that, and I think that's a great place to stop.  Ramsey, thank you so much. It has really been a pleasure talking with you. Ramsey: Thank you. Like you said, I could do it all day, so I really appreciate it. I wish everyone out there well, and thanks again. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org  

In this episode, we sit down with Dr. Robert Gray, Associate Professor of University Pedagogy at the University of Bergen in Norway, to explore a fundamental question about the purpose of higher education: should learning be an act of consumption or production? Maybe the best learning experiences don't simply ask students to absorb information—they invite students to actively re-write and co-create knowledge with the teacher.Dr. Gray's research draws on Roland Barthes' concepts of "readerly" and "writerly" texts, arguing that valuable learning happens when students are encouraged to "re-write" their classroom materials and become active producers of meaning. We discuss how students bring diverse perspectives and contexts to shared texts and lectures, creating something new and innovative from the materials we provide. As educators, we are challenged to foster an active, collaborative campus culture where learning becomes genuinely additive and co-creative.Learn more about Dr. Gray's research in his article: “Learning Is [Like] an Act of Writing: The Writerly Turn in Teaching and Learning in Higher Education”Other materials referenced in this episode include:Barthes, R. (1975). The pleasure of the text (R. Miller, Trans.). Hill and Wang. (Original work published 1973).

Andrew Marotta - Educator, Author, Speaker, Leader, and Former NCAA Basketball Official - The Surviving & Thriving Movement. This is episode 797 of Teaching Learning Leading K12, an audio podcast. Andrew Marotta is the Director of Academic Services & communications in Port Jervis, NY.  He was Principal & AP for the last 20 years in the great small city of Port Jervis. He took on a new challenge in the 23-24 school year moving to this director position giving him some more flexibility to travel and present nationally as an inspirational speaker.  He is a husband, father, adjunct professor of school leadership, former Division 1 men's college basketball official, speaker, & author.   Andrew is also the leader of the Surviving & Thriving movement.  Andrew is an energizing & impactful speaker, author, and school leader.  He lives the words on his logo & strives to positively #IMPACT all he meets.  A master storyteller, Andrew engages his audiences and fellow leaders with authentic and heartfelt stories, memorable props, and collaborative, fun, &, thought-provoking activities.  Additionally, Andrew officiated Men's Division 1 college basketball at the highest level for almost 20 years.  ACC, A-10, CAA, Patriot, IVY, MAAC, & the NEC were the conferences he worked on all the while being a school Principal.  This was quite challenging & Andrew survived & thrived through it all.  Being relentless, showing presence, confidence, and an understanding of people & pressure in the spotlight are all things he learned and brings to his audience while speaking to them on leadership & perseverance. He is a highly sought-after motivational speaker and the author of 5 leadership books, most recently completing a collaborative, inspirational book entitled HATS: Heartfelt Acts for Teachers, Students, & Staff. He is married for 22 years to his high school sweetheart Jennifer & is blessed with three wonderful kids: Claire, Matthew & Tessa! So much to learn and think about! Great conversation! Thanks for listening! Thanks for sharing! Before you go... You could help support this podcast by Buying Me A Coffee. Not really buying me something to drink but clicking on the link on my home page at https://stevenmiletto.com for Buy Me a Coffee or by going to this link Buy Me a Coffee. This would allow you to donate to help the show address the costs associated with producing the podcast from upgrading gear to the fees associated with producing the show. That would be cool. Thanks for thinking about it.  Hey, I've got another favor...could you share the podcast with one of your friends, colleagues, and family members? Hmmm? What do you think? Thank you! You are AWESOME! Connect & Learn More: https://andrewmarotta.com/ https://www.facebook.com/andrew.marotta.735# https://www.instagram.com/marottaandrew/ https://www.youtube.com/channel/UC21PBGcsk_ttdMLoglQLFEQ/videos?view_as=subscriber https://x.com/andrewmarotta21 Education Leadership and Beyond Podcast https://andrewmarotta.com/latest-blog/ https://andrewmarotta.com/book/ Length - 54:17

Greg talks to Alisa Childers about helping students respond to progressive Christianity in a discussion about her new book, a student edition of Another Gospel? A Lifelong Christian Seeks Truth in Response to Progressive Christianity.   Topics: Interview: Alisa Childers, author of Another Gospel? Student Edition: A Lifelong Christian Seeks Truth in Response to Progressive Christianity (00:00) Mentioned on the Show:  Alisa Childers Another Gospel? Student Edition: A Lifelong Christian Seeks Truth in Response to Progressive Christianity by Alisa Childers The Legend of the Social Justice Jesus by Greg Koukl