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Why do some students wait until school counselors are walking out the door before they finally open up?It's not randomness, and it's definitely not manipulation. It's nervous system timing, and understanding it will change the way you interpret those 3:24 p.m. confessions forever.In this episode, Steph Johnson breaks down the neurobiology behind “drive-by disclosures” and explains why so many students can only share the hard stuff after the bell rings. You'll learn:• Why nervous system safety rises at the end of the school day• How control and autonomy shape when students speak• The role attachment patterns play in last-minute disclosures• How to tell the difference between a disclosure and a true crisis• What to do in the moment- without sacrificing your boundariesMost importantly, you'll hear a grounded, clinical explanation of why students trust you most at the exact moment you feel least available.If you've ever wondered, “Why now?” this episode finally gives you the answer.*********************************Want support with real-world strategies that actually work on your campus? We're doing that every day in the School for School Counselors Mastermind. Come join us! *********************************All names, stories, and case studies in this episode are fictionalized composites drawn from real-world circumstances. Any resemblance to actual students, families, or school personnel is coincidental. Details have been altered to protect privacy.
#226Have you ever played an audio or clip for your class, only to see blank stares and puzzled expressions? It's not that your students aren't listening—it's that they need tools to know how to listen. In this episode, we'll explore three essential strategies: prediction, summarizing, and focus tasks. These make listening more intentional, more engaging, and more effective. Whether your learners are novices or advanced, these techniques will help them process language with purpose and confidence.Topics in this Episode:Listening isn't passive, it's active.When students predict what they might hear, listen with a specific purpose, and summarize afterward, they aren't just hearing language they're processing it in real time. This builds comprehension, retention, and confidence, no matter the proficiency level. We are supporting the skill in ways that won't happen in real situations, but students are learning the skill of listening in our classrooms (with our support) that they will transfer to realistic situations where they will draw on these skills and have the confidence.Classroom Strategies:Prediction Before ListeningFocus Tasks During ListeningSummarizing After ListeningReady For Tomorrow Quick Win PD Course: Build Strong Listening SkillsA Few Ways We Can Work Together:Ready For Tomorrow Quick Win PD for Individual TeachersOn-Site or Virtual Workshops for Language DepartmentsSelf-Paced Program for For Language DepartmentsConnect With Me & The World Language Classroom Community:Website: wlclassrom.comInstagram: @wlclassroomFacebook Group: World Language ClassroomFacebook: /wlclassroomLinkedIn: Joshua CabralBluesky: /wlclassroom.bsky.sociaX (Twitter): @wlclassroomThreads: @wlclassroomSend me a text and let me know your thoughts on this episode or the podcast.
In this special episode of Why Distance Learning, the tables turn—Seth Fleischauer steps into the guest seat as co-hosts Tami Moehring and Allyson Mitchell interview him about the purpose, design, and future of Global Learning Live, Banyan Global Learning's next-generation experiential global learning program. They explore what authentic global learning really requires in today's classrooms—and why the medium of live virtual learning matters more than ever.Most schools want to build cultural competence, empathy, and real-world communication skills, but:Finding reliable global partners is inconsistent and often falls apart mid-year.Language learners rarely get opportunities to use English in meaningful, real-world contexts.Teachers lack simple, low-prep ways to bring global learning into existing schedules.Field trips and international travel are expensive and inaccessible for most students.The result? Global learning remains an aspiration, not a system.However, Banyan's Global Learning Live is structured, scalable model that connects students worldwide through live field trips, global collaborations, and authentic showcase moments. Seth shares how 20 years of partnership with Tsai Hsing School led to the creation of an experiential cycle that prepares students not only for academic success, but for a rapidly changing, interconnected world.What the program delivers:Live Virtual Field Trips Bringing students into real places—Portland bridges, Renaissance fairs, and more—with authentic “whoa” moments that make learning unforgettable.Global Student Collaborations Cohorts, not brittle partnerships—designed to reduce dropout risk, increase diversity, and ensure ELL accessibility.Authentic Purpose for Language Learning English isn't a worksheet—it becomes the tool students use to communicate across borders and share their original ideas.A Low-Overhead, High-Impact Design Schools can join four-week pilots with one live class per week + a showcase and asynchronous global exchange.ELL-Ready, Teacher-Friendly Materials Built to make participation meaningful for all levels, not just native speakers.Impact to date:More than 42,000 student years of distance learning delivered.Students report increased confidence expressing original ideas in English.Meaningful growth in perspective-taking, curiosity, and cultural competence.Practical steps educators can take—whether or not they join the pilot.1. Bring the world into your classroom through personal live video. Use your own life, community, or experiences as cultural text. Even small shifts build perspective-taking.2. Integrate short, purposeful global exchanges. Asynchronous collaboration—sharing artifacts, reflections, or questions—can be powerful without live schedules aligning.3. Join the Global Learning Live Spring Pilot. Schools receive a free 4-week experience including:One weekly live sessionA live virtual field tripA collaborative artifact exchangeAccess to a global cohort of classrooms across continents4. Start planning for sustained global engagement. Seth describes the future vision: a global network with diverse cohorts, built-in supports for ELL learners, and eventually a FERPA-compliant platform designed for authentic collaboration at scale.Episode LinksGlobal Learning Live – Spring Pilot Sign-UpCILC.org – Schedule Virtual Field Trips, Including Banyan's Bridges of Portland Trip
Top headlines for Monday, December 8, 2025In this episode, we explore Canada's record rise in assisted suicides, with new data showing over 5% of all deaths now occurring through the practice. We highlight Elevation Church's plans to launch Elevation College in 2026, expanding its educational mission. Plus, we cover a major legal settlement exceeding $10 million for medical school students and staff who were denied religious exemptions to the COVID-19 vaccine.00:11 Canada assisted suicide increases, 5% of all deaths: report01:02 California refuses ICE detainer for immigrant changed in death01:57 Stuart Knechtle claims Barron Trump 'very close' to converting02:40 Elevation Church announces launch of Elevation College03:31 Christian university rejects Students for Life chapter04:20 Medical school pays $10M settlement over vaccine mandate05:08 Israel slams Guinness over rejection of Israel record entries05:58 America's stunning lack of academic freedom: This viral postSubscribe to this PodcastApple PodcastsSpotifyOvercastFollow Us on Social Media@ChristianPost on XChristian Post on Facebook@ChristianPostIntl on InstagramSubscribe on YouTubeGet the Edifi AppDownload for iPhoneDownload for AndroidSubscribe to Our NewsletterSubscribe to the Freedom Post, delivered every Monday and ThursdayClick here to get the top headlines delivered to your inbox every morning!Links to the NewsCanada assisted suicide increases, 5% of all deaths: report | WorldCalifornia refuses ICE detainer for immigrant changed in death | U.S.Stuart Knechtle claims Barron Trump 'very close' to converting | U.S.Elevation Church announces launch of Elevation College | EducationChristian university rejects Students for Life chapter | U.S.Medical school pays $10M settlement over vaccine mandate | U.S.Israel slams Guinness over rejection of Israel record entries | WorldAmerica's stunning lack of academic freedom: This viral post
Teach, Task Box, Inspire: The Podcast (A Show for Special Educators)
Work refusal is one of the most common challenges teachers face, but we often make the mistake of assuming all refusals are the same. In this episode, Lisa breaks down the powerful “Can't Do or Won't Do” framework, a simple way to identify why a student is refusing work so you can respond with strategies that actually stick. You'll learn to recognize signs of overwhelm versus signs of avoidance, quickly assess the root cause, and adjust instruction, motivation, and support to help students build confidence and independence. This episode will leave you feeling clear, empowered, and ready to tackle work refusal with purpose and precision.Resources Mentioned: Free training: 3 Simple and Powerful Ways to Cultivate Independence in Your Special Education Classroom Show Notes: https://chalkboardsuperhero.com/episode110
We're living in a time when having a difference of opinion is a potential minefield of hurt feelings, emotional outbursts, and severed relationships. If this has caused you to avoid certain topics in your classroom, the growth discourse framework used by the School of Ethics and Global Leadership (SEGL) may offer a way to re-engage in these conversations. In this episode, I talk with SEGL founder Noah Bopp about how the growth discourse model works and how teachers can get started using it. ___________________________ Thanks to foundry10 and SchoolAI for sponsoring the episode. To read a full transcript of this conversationa and find links to the growth discourse guidelines and the sample lesson plan we talked about in the episode, visit cultofpedagogy.com/growth-discourse. To learn more about Grammar Gap Fillers, visit cultofpedagogy.com/grammar.
Ever wondered what it really takes to break into investment banking, private equity, or consulting — especially if you didn't come from a target school or finance major? Meet Mohit Shrivastav, one of our featured mentors at WSO Academy, who shares how students can build the right skills, find mentorship, and position themselves for top-tier finance roles — no matter their background. From practical recruiting advice to insights from his own experience guiding students through interviews and technical prep, this episode will help you understand the mindset, structure, and support that actually get results. ⏱️ Chapters 00:00 – Introduction: Who Is Mohit Shrivastav? 01:20 – How Mohit Got Started in Finance 03:00 – Early Struggles & Lessons From Breaking In 05:10 – What Inspired Him to Mentor Students 07:25 – The Role of Mentorship in High-Finance Recruiting 09:30 – Common Mistakes Students Make During Recruiting 12:00 – How to Build a Strong Resume Without Experience 14:45 – How to Prepare for Technical Interviews 17:20 – Why Networking Matters More Than You Think 20:10 – How WSO Academy's Structure Keeps Students Accountable 23:00 – Real Stories: Students Landing Investment Banking Offers 25:40 – The Transformation: From Uncertainty to Confidence 28:15 – Key Skills Every Student Should Build Before Recruiting 30:00 – Mohit's Advice for International and Non-Target Students 32:00 – The Mindset Behind Long-Term Career Growth 34:00 – Final Thoughts & Message to Future Students
The holidays can be really stressful in schools. But the holidays are also a perfect time to spread smiles in schools. What is a small but significant want to surprise staff and students? Sometimes all you need is a little sugar and a little support. In this week's episode of the This Teacher Life podcast I dive into all the details of the “holiday” Little Debbie December, If you haven't heard of it before, it's because I made it up, but I promise by the end you will have a perfect plan on how to (Swiss) roll it out in the coming weeks. This idea takes the (Zebra) cake. Episode Notes: Get TONS of Relationship Building Ideas in Rooted Classroom Course: monicagenta.com/courses 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
Alisa and Drex have a conversation with Brad and Sheri Wells about their role in sponsoring the Lyric Theatre for many years. Our Presenting Sponsor for this episode is Evettes3 Studios of Brownwood, from 3d prints to commercial paper products, shirts, hats and more! Visit them on Facebook at Evettes3 Studios! Play: Best Christmas Pageant Ever Dec 5, 2025 - Dec 14, 2025 Adults $18 Students $13 “The Best Christmas Pageant Ever” Sponsored by The Wells Team – kw Synergy….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. Christmas Hayride Concert with Tracy Pitcox Friday, December 19, 2025 - 7:30 PM CST Join us for the Christmas Hayride Concert where Christmas and Country collide! Featuring Tracy Pitcox as the Emcee and a lineup of outstanding country music singers, this truly will be the honky-tonk Christmas concert of the season!
Are we losing our ability to think critically as we rely more on AI?Episode SummaryMy guest is social psychologist Dr Guy Champniss to explore the role of behavioural science in business and the emerging challenges of AI in the workplace. We discuss why behaviour change is so hard to sell, the myth that behavioural science is only needed when everything else fails, and how organisations often overlook the human factors in transformation. Guy brings deep insight into how behavioural science is perceived inside organisations—often as a last resort when more traditional methods fail. We examine why that is, and how a better understanding of human behaviour can actually de-risk strategy, improve engagement, and lead to more successful outcomes. We also explore the psychology of AI: how we trust it, how we interact with it, and what we might be losing in the process. From loss of credibility and collaboration among employees, to the risks of over-automation and cognitive offloading, the conversation raises timely questions about what kind of future we're building, and how prepared we really are.You'll hear thoughtful takes on the challenges of selling behavioural science, powerful metaphors to help reframe the debate, and real-world examples from the classroom to the call centre. If you're curious about the intersection of technology, psychology, and organisational behaviour, this is a must-listen.About Guy Champniss Dr Guy Champniss is a social psychologist and behavioural science practitioner. He teaches at IE Business School in Madrid and consults through Meltwater Consulting. Guy's current work focuses on how AI is changing human behaviour in organisations—particularly its impact on trust, agency, and critical thinking. He's also worked extensively in the sustainability space, helping businesses drive lasting behavioural change.AI Generated Timestamp Summary[00:00:00] – Intro to Dr Guy Champniss and sets up the discussion around behavioural science and AI.[00:03:30] – Behavioural Science's Struggle for AcceptanceWhy it's often brought in too late and why it needs itself to be sold effectively.[00:10:00] – Organisational Blind SpotsHow businesses resist behaviour-led approaches and prefer short-term fixes.[00:17:30] – From Sustainability to AIGuy's journey into exploring the psychology of AI at work.[00:24:00] – AI and Human CredibilityWhat happens when AI performs better than people, and how that undermines trust. [00:30:00] – Trust and Bias in AIWhy we trust AI more when it agrees with us and the dangers that brings.[00:38:00] – AI's Impact on CollaborationHow automation can quietly erode teamwork and critical thinking.[00:45:00] – Students and AIWhat AI use in classrooms reveals about thinking, learning, and shortcuts.[00:52:00] – The Real Future of WorkWhy it's not AI replacing jobs—but people who know how to use it.[00:56:00] – Language, Labels, and ResponsibilityThe power of how we talk about tech and what it signals.LinksMeltwater Consulting, Guy's firm - https://www.meltwater-consulting.com/drguychampnissGuy on LinkedIn - https://www.linkedin.com/in/guychampniss/His academic profile at IE Business School - https://rhe.ie.edu/speaker/guy-champniss/Guy's research - https://www.researchgate.net/profile/Guy-ChampnissMcKinsey article on AI in Contact Centres - https://www.mckinsey.com/capabilities/operations/our-insights/the-contact-center-crossroads-finding-the-right-mix-of-humans-and-aiOnora O'Neil BBC Reith Lectures on A Question of Trust:Recording: https://www.bbc.co.uk/programmes/p00ghvd8Transcript: https://downloads.bbc.co.uk/rmhttp/radio4/transcripts/20020427_reith.pdfv
World news in 7 minutes. Monday 8th December 2025Today : Benin coup attempt. Mozambique displacement. US vaccine advice. Honduras no result. Argentina pistachios. India fire. Afghanistan Pakistan clash. Iran hijab. Indonesia floods. Eurovision boycott. Greece boat. France Louvre wet. Italy Pavarotti apology.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
Top Stories for December 6th Publish Date: December 6th PRE-ROLL: SUGAR HILL ICE SKATING From the BG AD Group Studio Welcome to the Gwinnett Daily Post Podcast. Today is Saturday, December 6th and Happy Birthday to Peter Buck from REM I’m Peyton Spurlock and here are your top stories presented by Gwinnett KIA Mall of Georgia. Gwinnett Chamber Foundation honors small business leaders at inaugural Power of Impact Gala Lawmakers seek Lottery money for need-based college scholarships Applications for Jackson EMC Washington Youth Tour now open All of this and more is coming up on the Gwinnett Daily Post podcast, and if you are looking for community news, we encourage you to listen daily and subscribe! Break 1: Kia Mall of Georgia STORY 1: Gwinnett Chamber Foundation honors small business leaders at inaugural Power of Impact Gala The Gwinnett Chamber Foundation held its first-ever Power of Impact Gala on Dec. 3 at Bear’s Best Suwanee, bringing together over 130 business leaders to celebrate small business growth and mentorship. Award winners included Dr. William “Bill” Russell (Legacy Business Leader), Alicia Cole of Lillies Boutique (Certification Cohort Member), and Berthine Crèvecoeur West of Westbridge Solutions (Accelerator Cohort Member). The event also celebrated the 2025 Small Business Impact Institute graduates, seven of whom earned supply-chain certifications. STORY 2: Lawmakers seek Lottery money for need-based college scholarships Georgia’s public colleges hit record enrollment this fall, with over 382,000 students, but a bipartisan Senate committee says too many are still being left behind. The HOPE Scholarship, funded by the state lottery, has helped over 2 million students since 1993, but it’s merit-based—requiring a 3.0 GPA—and doesn’t account for financial need. For low-income students juggling work and school, losing HOPE often means dropping out entirely. The committee is pushing for a $126 million need-based aid program, funded by the lottery’s $1.7 billion reserves. But not everyone’s on board. Critics argue need-based aid feels like “social welfare,” despite warnings of a growing “brain drain” as students leave Georgia for better financial aid elsewhere. Gov. Brian Kemp praised HOPE’s legacy this week, but advocates say Georgia must do more to keep talented students in-state. STORY 3: Applications for Jackson EMC Washington Youth Tour now open Jackson EMC is now accepting applications for the 2026 Washington Youth Tour—a once-in-a-lifetime, all-expenses-paid trip to D.C. from June 12-19. Four lucky high school sophomores or juniors from the Jackson EMC service area will be selected for this leadership experience. Who’s eligible? Students with strong grades, a passion for community service, and an interest in building connections. You can apply online at jacksonemc.com/wyt or be nominated by a teacher or counselor. Applications close Jan. 31, 2026. Finalists will interview on Feb. 16 with a panel of leaders. The trip includes visits to monuments, Smithsonian museums, Arlington Cemetery, and even a chance to meet Georgia’s congressional delegation. We have opportunities for sponsors to get great engagement on these shows. Call 770.874.3200 for more info. We’ll be right back Break 2: Ingles Markets - DTL HOLIDAY STORY 4: Walmart launches drone delivery service in Georgia — including Loganville No, drones won’t be squeezing down your chimney, but if you live near one of six Walmart Supercenters around Atlanta, they might just drop a package on your lawn in time for Christmas. Walmart, teaming up with Wing, announced Wednesday that drone deliveries are now a thing in metro Atlanta—just in time for last-minute shoppers. Need wrapping paper? Holiday meal ingredients? A stocking stuffer you forgot? These 12-pound drones, zipping along at 60 mph, can deliver in five minutes if you’re within six miles. For now, Georgia’s drone-enabled Walmarts are in Conyers, Dallas, Hiram, Loganville, McDonough, and Woodstock. And while this is Atlanta’s first legal drone delivery service, drones have already been making, uh, less festive deliveries—state officials recently flagged them as a growing problem for smuggling contraband into prisons. Still, for holiday procrastinators, this tech could be a game-changer. Fewer delivery trucks on the road? That’s a win for everyone. STORY 5: ‘TIS THE SEASON: Your 2025 Guide To Tree Lightings And Holiday Celebrations In And Around Gwinnett County The holidays are in full swing, and there’s no shortage of festive fun around Gwinnett County. Here’s a quick rundown: **Suwanee’s Jolly Holly Days** (Dec. 8–9): Two days of crafts, live music, a pet parade, and Santa’s grand arrival. **Lilburn Holiday Parade** (Dec. 9): Floats, bands, and Christmas characters galore. **Duluth’s Deck the Hall** (Dec. 9): Snow slides, crafts, and Santa pics. For more, check city websites! Break 3: GCPS HIRING STORY 6: Dr. Carla Price joins Northeast Georgia Physicians Group in Dacula For over 20 years, Dr. Carla Price has been a familiar face in northeast Georgia, caring for families and building relationships that last. Now, she’s bringing her expertise—and her heart—to Northeast Georgia Physicians Group Hamilton Mill. Her journey started on a farm in Fairmont, West Virginia, where she helped her grandfather care for sick cows. That early love of healing led her to West Virginia University for med school, then Savannah for residency, and eventually to Winder in 2002. Now, when she’s not at the clinic, you’ll find her on her 8-acre horse farm in Jefferson, raising chickens, riding horses, or tending to her bees. She’s also a beach lover, often escaping with her fiancé and three daughters. NGPG Hamilton Mill, located at 3575 Braselton Highway in Dacula, is open seven days a week. Call 770-848-5300 or visit ngpg.org/price to book an appointment. STORY 7: Rainbow Village marks 12th year as Subaru of Gwinnett's hometown charity Rainbow Village, a Duluth nonprofit helping families overcome homelessness, has once again been named Subaru of Gwinnett’s Hometown Charity for the 2025 Subaru Share the Love® Event. This marks 12 years of partnership, with donations from car sales and service appointments supporting Rainbow Village’s mission of “Help, Hope, Housing, and Healing.” For a nonprofit that relies on private funding for 90% of its budget, relationships like this are a lifeline. Last year’s event raised $51,475. This year? They’re aiming even higher. We’ll have closing comments after this Break 4: THE SUGAR HILL HOLIDAY Signoff – Thanks again for hanging out with us on today’s Gwinnett Daily Post Podcast. If you enjoy these shows, we encourage you to check out our other offerings, like the Cherokee Tribune Ledger podcast, the Marietta Daily Journal, or the Community Podcast for Rockdale Newton and Morgan Counties. Read more about all our stories and get other great content at www.gwinnettdailypost.com Did you know over 50% of Americans listen to podcasts weekly? Giving you important news about our community and telling great stories are what we do. Make sure you join us for our next episode and be sure to share this podcast on social media with your friends and family. Add us to your Alexa Flash Briefing or your Google Home Briefing and be sure to like, follow, and subscribe wherever you get your podcasts. Produced by the BG Podcast Network Show Sponsors: www.ingles-markets.com www.kiamallofga.com 2025 Buford Holiday Festival & Parade All-In-One Flyer Holiday Celebration 2025 – City of Sugar Hill Ice Rink – Downtown Sugar Hill NewsPodcast, CurrentEvents, TopHeadlines, BreakingNews, PodcastDiscussion, PodcastNews, InDepthAnalysis, NewsAnalysis, PodcastTrending, WorldNews, LocalNews, GlobalNews, PodcastInsights, NewsBrief, PodcastUpdate, NewsRoundup, WeeklyNews, DailyNews, PodcastInterviews, HotTopics, PodcastOpinions, InvestigativeJournalism, BehindTheHeadlines, PodcastMedia, NewsStories, PodcastReports, JournalismMatters, PodcastPerspectives, NewsCommentary, PodcastListeners, NewsPodcastCommunity, NewsSource, PodcastCuration, WorldAffairs, PodcastUpdates, AudioNews, PodcastJournalism, EmergingStories, NewsFlash, PodcastConversations See omnystudio.com/listener for privacy information.
The Horn Effect and Autism – Don't Lose You in Counselling Training In Episode 358 of the Counselling Tutor Podcast, your hosts Rory Lees-Oakes and Ken Kelly explore this week's three topics: Firstly, in ‘Ethical, Sustainable Practice', we discuss letting go of the outcome in counselling - why embracing client autonomy matters. Then in ‘Practice Matters', Rory speaks with Paula Jones about the Horn Effect and autism - how unconscious bias can shape perceptions of neurodivergent individuals. And finally, in ‘Student Services', Rory and Ken explore not losing yourself in counselling training - staying authentic while growing through your studies. Letting Go of the Outcome in Counselling [starts at 03:18 mins] In this section, Rory and Ken explore how holding on to an expected outcome can compromise client autonomy and therapeutic presence, highlighting the importance of letting go of the outcome in counselling. Key points discussed include: Fixating on a client's outcome may cause the therapist to override the client's direction or autonomy. Therapy is not linear - clients may change goals or progress in unexpected ways. The BACP and NCPS frameworks emphasise client autonomy and non-directive practice. Supervisors play a key role in helping counsellors identify when they're steering the process. Letting go involves being mindful, present, and trusting the client's self-directed journey. Progress may be subtle or delayed; the therapist's role is to offer presence, not direction. The Horn Effect and Autism [starts at 28:48 mins] In this week's ‘Practice Matters', Rory speaks with Paula Jones, a neurodivergent leadership consultant and coach, about the Horn Effect and how unconscious bias impacts perceptions of neurodivergent clients. Key points from this conversation include: The Horn Effect is a cognitive bias where one perceived negative trait skews the entire perception of a person. Neurodivergent individuals often experience quick, unjustified judgements in professional and social settings. Misunderstandings can arise from masking, directness, or non-normative behaviours. Paula highlights the need for neurodivergent-sensitive intake processes and safe, accepting therapeutic spaces. Therapists should be aware of their own unconscious biases and create space for clients to be themselves. The interview includes powerful personal experiences and practical suggestions for inclusive practice. Don't Lose You in Counselling Training [starts at 58:43 mins] In this section, Rory and Ken explore how training can challenge students' sense of self and how to stay grounded through the process. Key points include: Students may feel they need to become someone else to be a good counsellor. Counselling training can feel intense - it's important to maintain perspective. True personal growth enhances who you are rather than replacing your identity. Authenticity is key - it's okay to be yourself and still be professional. Supervision and personal therapy support students in processing and integrating their development. Sarah Henry joins to share insights on navigating authenticity and maintaining your core self during training. Links and Resources Counselling Skills Academy Advanced Certificate in Counselling Supervision Basic Counselling Skills: A Student Guide Counsellor CPD Counselling Study Resource Counselling Theory in Practice: A Student Guide Counselling Tutor Training and CPD Facebook group Website Online and Telephone Counselling: A Practitioner's Guide Online and Telephone Counselling Course
Six pieces of music (Three for Concert Band and Three for Jazz Band) that your students would benefit from working on and performing! To gain access to all show notes and audio files please Subscribe to the podcast and consider supporting the show on Patreon - using the button at the top of thegrowingbanddirector.com Our mission is to share practical advice and explore topics that will help every band director, no matter your experience level, as well as music education students who are working to join us in the coming years. Connect with us with comments or ideas Follow the show: Podcast website : Thegrowingbanddirector.com On Youtube The Growing Band Director Facebook-The Growing Band Director Podcast Group Instagram @thegrowingbanddirector Tik Tok @thegrowingbanddirector If you like what you hear please: Leave a Five Star Review and Share us with another band director!
Season 5 Ep 49: At Least LSU's Contract with Kiffin Is Less Than the Sum of Its Students Loan Debt and Beware the Return of Al-Queda 0:00 - Intro 1:50 - Act One: LSU's $100 Million Dollar Man Makes Student Loan Debt All the More Illegitimate 12:10 - Act Two: Beware the Reutrn of Al-Queda
The Culture of Celebration SeriesIn this second episode of The Culture of Celebration, Jocelynn explores how meaningful, equity-centered celebration goes far beyond seasonal holidays and big events.Real celebration—the kind that builds trust, belonging, and resilience—lives in the micro-moments we notice, honor, and name every single day.As students and educators navigate the emotional highs and lows of the winter season, this episode offers a compassionate, culturally responsive reframing of what it truly means to celebrate one another in ways that feel safe, affirming, and authentically human.This conversation is a continuation of the work we began in Episode 1 and beautifully connects back to your Back-to-School series, “The First 10 Days: Building Classroom Belonging.” It's the perfect mid-year reminder that the roots you planted in August need care, water, and attention in November and December.In This Episode, You'll Learn:Why the holiday season requires deeper care and cultural responsivenessJocelynn highlights how disrupted routines, varied cultural traditions, and heightened emotions make micro-celebrations especially powerful in November and December.What micro-celebrations actually are—and why they matterDiscover how tiny, intentional acts of noticing effort, growth, and courage strengthen classroom culture far more than large events or public ceremonies.How cultural competence shapes our understanding of celebrationWe often assume students want to be celebrated the way we prefer to be celebrated. Jocelynn challenges that lens and offers strategies for honoring cultural variation with humility and intention.The essential role of the AnchorED for Achievement and AAA FrameworksLearn how micro-celebrations reinforce Agency, Empowerment, Community, Hope, Opportunity, and Awareness—core components of your instructional and relational practice.Why this is the perfect time to revisit your Back-to-School workJocelynn invites educators to reflect on everything learned during The First 10 Days: Building Classroom Belonging—identity, voice, norms, storytelling—and use those insights to shape mid-year celebrations with greater care and nuance.Download the free Day 1 lesson & activities at: customteachingsolutions.com/btsfreeHow administrators can support teachers through micro-celebrationsSchool leaders receive specific, actionable ideas for recognizing the adults who hold the emotional and community labor of the school.Practical, ready-to-use micro-celebration routinesTry Joy Journals, “We Noticed” boards, one-word celebrations, shout-out postcards, or 30-second video affirmations—simple ideas teachers can implement tomorrow.Reflective Questions for EducatorsWhat small moments did I notice today that are worth celebrating?Which students thrive with public affirmation—and which prefer quiet celebration?How do my own cultural experiences shape the way I define “care” and “celebration”?What norms around celebration did we build in August? Do they still serve us now?How can micro-celebrations help stabilize or strengthen our classroom culture this season?Related ResourcesBack-to-School Lesson 1 Freebie: customteachingsolutions.com/btsfreeFocus Word Reflection Kit for culturally responsive year-end reflection (Virtual Learning Library + TPT)Connect with JocelynnInstagram: @iteachcustomLinkedIn: Jocelynn HubbardWebsite: customteachingsolutions.com
Mike Stephen talks to Sarah Conway, the new editor in chief of the Chicago Reader, about the future of the paper, discusses Chicago Public Schools student educational attainment post-graduation with the To&Through Project director of data and research Alexandra Usher, and gets the lowdown on new Holiday music from local guitarist Kevin Brown.
(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
Netflix to take over Warner Bros Discovery's film and streaming businesses in 72 billion dollar deal, giving it ownership of Harry Potter and Game of Thrones franchises. The acquisition could face resistance from regulators. Also: President Putin says Russia is ready to provide uninterrupted fuel supplies to India, which is facing heavy US pressure to stop buying oil from Moscow. Elon Musk's social media network, X, has been fined nearly a hundred and forty million dollars for breaching EU digital content rules. The largest study of the impact of deep sea mining has found that it causes significant damage to animal life on the ocean floor. Students across Germany are striking in protest at the government's decision to introduce a new voluntary military service. And people in Denmark are sending their last Christmas cards before the postal service ends its letter delivery service. (Credit: Reuters)The Global News Podcast brings you the breaking news you need to hear, as it happens. Listen for the latest headlines and current affairs from around the world. Politics, economics, climate, business, technology, health – we cover it all with expert analysis and insight. Get the news that matters, delivered twice a day on weekdays and daily at weekends, plus special bonus episodes reacting to urgent breaking stories. Follow or subscribe now and never miss a moment. Get in touch: globalpodcast@bbc.co.uk
Students are using AI tools more than ever. An Angelo State University professor designed a way to figure out if his students were using artificial intelligence on a recent paper.We speak with Will Teague, who says students are sacrificing their own agency to artificial intelligence. For sponsor-free episodes of Consider This, sign up for Consider This+ via Apple Podcasts or at plus.npr.org. Email us at considerthis@npr.org.This episode was produced by Henry Larson and Karen Zamora, with additional reporting by Ayana Archie and Lee V. Gaines. It was edited by Justine Kenin and Courtney Dorning. Our executive producer is Sami Yenigun.Learn more about sponsor message choices: podcastchoices.com/adchoicesNPR Privacy Policy
Wanna hear the FULL Episode? Sign up for the Grad Program today! Training Analysis and Methodology Discussion Louis discussed his new YouTube channel with Sonny Pazikas and Josh DeWalt, which focuses on analyzing the state of the training industry and providing reaction videos to violent encounters from a different perspective. They aim to discuss training methods without promoting their own companies, and recently defended a mutual friend's drill video against internet criticism. The group discussed the importance of understanding the "why" behind training methods, contrasting with the internet audience's focus on immediate results. Professor shared the concept of "The Four Pillars of Fighting" (mindset, tactics, skill, and gear) as a framework for understanding different approaches to self-defense training. Firearms Training Mindset Evolution The group discussed the disconnect between people's stated priorities and their actual actions, using the example of Jerry's transition from firearms training to diving instruction and subsequent return to firearms training due to controversy. They explored the concept of mindset in firearms training, contrasting the approach of those who focus on tactical skills and split times with those who emphasize practical, real-world applications like cover and movement. The conversation concluded with a discussion about military-style qualification processes and their relevance to firearms training, highlighting the differences between institutional approaches and practical, skills-based training methods. TOPICS COVERED THIS EPISODE Huge thanks to our Partners: EOTech | Spike's Tactical [0:03:03] EOTech Talk - EOTechInc.com TOPIC: Thank You for 1 Millions Views and supporting EOTech www.studentofthegun.com/blackout - Promo: STUDT20 [0:11:15] SOTG Homeroom - SOTG University TOPIC: Polar Bear attack kills man nypost.com/2025 [0:20:18] SPECIAL Guest: Louis Caras of LCAR and Students of Violence Youtube Wanna hear the FULL Episode? Sign up for the Grad Program today!
From studying Business Data Science to landing a role in investment banking at Centerview Partners, this is my honest story of how I discovered my path, the mistakes I made, and what I wish every student knew before starting their career. In this video, I share how I transitioned from college to corporate life — the lessons I learned outside the classroom, why real-world experience matters, and how small opportunities can lead to big growth. Whether you're a university student, career changer, or just curious about finance and personal growth, this episode will give you insight, motivation, and practical steps to help you find your direction.
If you've ever wondered what actually separates the multifamily investors who scale fast from the ones who stall out, this conversation with Don Goff—RE Mentor's top coach for nearly 20 years—is the episode you can't afford to miss. Drawing from coaching over 1,800 students and two decades of real-world investing, Don breaks down the habits, mindset, and execution patterns that consistently create winners in this business. From the critical difference between treating real estate like a hobby versus a true business, to the real reasons some investors succeed quickly while others never gain traction, Don shares clear, practical insights directly from his coaching experience. If you're an investor or entrepreneur looking for the unfiltered truth about what drives long-term success in multifamily, this episode delivers clarity, depth, and hard-earned wisdom straight from the source.5 Key Takeaways to learn fromSuccess starts with disciplined consistency—not talent.Don emphasizes that the biggest differentiator between successful and unsuccessful students is whether they commit real business hours and follow through on them consistently. Being coachable matters more than technical knowledge.Many students fail because they reinvent the wheel instead of doing the exact action steps their coach gives them; the ones who follow direction win. Your personality doesn't limit your role—your habits do.Don, an extrovert who loves underwriting, shows that strengths can evolve: he and his partner eventually became skilled at both the analytical and relational sides of the business. Staying plugged into a community accelerates belief and momentum.Students who attend events, stay connected, and surround themselves with like-minded investors progress faster and stay inspired through challenges.About Tim MaiTim Mai is a real estate investor, fund manager, mentor, and founder of HERO Mastermind for REI coaches.He has helped many real estate investors and coaches become millionaires. Tim continues to help busy professionals earn income and build wealth through passive investing.He is also a creative marketer and promoter with incredible knowledge and experience, which he freely shares. He has lifted himself from the aftermath of war, achieving technical expertise in computers, followed by investment success in real estate, management skills, and a lofty position among real estate educators and internet marketers.Tim is an industry leader who has acquired and exited well over $50 million worth of real estate and is currently an investor in over 2700 units of multifamily apartments.Connect with TimWebsite: Capital Raising PartyFacebook: Tim Mai | Capital Raising Nation Instagram: @timmaicomTwitter: @timmaiLinkedIn: Tim MaiYouTube: Tim Mai Communication is a non-negotiable skill for every operator.Don stresses that investors tolerate challenges—but never silence. Transparent communication builds trust, and avoiding tough updates destroys it.
Artificial Intelligence (AI), is heralding a profound shift in how we learn, work, and live. To gain insight into how AI is reshaping the American workforce and economy, two Brookings experts join this episode of The Current. First, Molly Kinder, senior fellow in Brookings Metro, examines how AI is impacting the American workforce today; and then Senior Fellow Rebecca Winthrop, director of the Center for Universal Education at Brookings, looks at how we can prepare our students to thrive in the future workforce. Follow The Current and all Brookings podcasts on Apple, Spotify, or wherever you get your podcasts. Send feedback email to podcasts@brookings.edu.
Join students Odane, Zachariah, Spencer, and Derric as they sit down together to discuss the topic of modesty. Interested in attending the Memphis School of Preaching, visit our website at msop.org or email admissions@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.
Dean's Chat hosts, Drs. Jensen and Richey, welcome the American Podiatric Medical Association student representatives from Temple University School of Podiatric Medicine. This episode is sponsored by the American Podiatric Medical Association! Join us, as Clauton Kum, and Diana Atar discuss how they discovered podiatric medicine, their shadowing experiences, and things that have surprised them in school. They also discuss things that have inspired them, and a series of "Rapid Fire" questions! They also share "professor shout-outs" and their roles with APMSA! Enjoy this conversation with student leaders! Also, check our Clauton's YouTube Channel - here is a recent video - https://youtube.com/shorts/JN3SdtJHL2I?si=q2n18d9dbKmxvten #Podiatry #FootAndAnkle #Residency #MedicalEducation #Surgery #PodiatricMedicine #PreMed #HealthCareCareers #DeansChat
"In this episode, Steve sits down with Mark Fairbanks, Cofounder & Executive Director of Islands of BrillianceTalking points include: Neurodiversity, Special Interest Focusing, Program Growth, and Trains!Special thank you to local Milwaukee band Paper Valley for their track "Breakaway" - check them out at https://open.spotify.com/artist/4lsijeS7nxgLPGdqnsmmz4?si=f25NjrndTsO62Q-SuRYqnAEpisode edited by Stevie Salinas, Social Media & Content Director at Experience Milwaukee"
The I Love CVille Show headlines: 36th Annual Toy Lift Going On Now At Fashion Sq Mall Nearly 1K UVA Students Join Jim Ryan On Local Run City To Rehab 2nd & 4th St Downtown Car Crossings Should Vehicles Be Able To Cross Mall On 2nd & 4th St? There Are 529 Homestays (Airbnbs) In City Of CVille How Will Fleisher's Health Background Affect Houseless? UVA's Tony Elliott Named ACC Coach Of The Year If You Need CVille Office Space, Contact Jerry Miller Read Viewer & Listener Comments Live On-Air The I Love CVille Show airs live Monday – Friday from 12:30 pm – 1:30 pm on The I Love CVille Network. Watch and listen to The I Love CVille Show on Facebook, Instagram, Twitter, LinkedIn, iTunes, Apple Podcast, YouTube, Spotify, Fountain, Amazon Music, Audible, Rumble and iLoveCVille.com.
12-5 Adam and Jordana 9a hour
Students from Denver's Manual High School take over the Radio 1190 airwaves on Dec. 5, 2025 to showcase their productions in collab with CU Boulder's Laboratory for Ritual Arts & Pedagogy (RAP LAB). Learn more at www.colorado.edu/lab/rap/
In the latest episode of The Peanut Podcast, hosts Ashton Pellom and Lauren Highfill Williams explore how colleges across the country are embracing peanuts—not just as a flavorful staple, but as a key part of thoughtful, modern allergen-management programs. This episode brings together the voices of chefs, nutrition directors, industry experts and a student ambassador to show how peanuts can stay on the menu safely, confidently and creatively.At the University of Massachusetts Amherst, Executive Sous Chef Caleb Pham oversees dining halls that serve tens of thousands of meals every day. For her, peanuts are inseparable from cultural authenticity and student expectation.“Peanut has always been an essential part of our menu design. Students come from India, Southeast Asia, China, and peanut has always been part of their cuisine.”Behind the scenes, Pham's team focuses heavily on training and daily communication to ensure accuracy and safety. “We tackle cross-contact and mislabeling through intensive allergy trainings. We constantly supervise and remind our staff of safe and sanitary practice in the kitchen.”From pad Thai to chicken satay, Pham says removing peanuts isn't an option; students simply wouldn't stand for it.UMass's best-in-class allergen strategy comes to life in the approach led by Sabrina Hafner, associate director of nutrition. Her team engages students with food allergies long before they arrive on campus—through orientation questionnaires, proactive communication and personalized consultations.And when it comes to peanuts, Hafner is clear: “We don't ban peanuts. Providing an environment where students feel empowered helps set them up for adult life, because peanuts are really not going anywhere.”Across the country, campuses are rethinking old assumptions about allergen safety. Valeri Lea, founder of Sherman Moritz LLC and consultant to the National Peanut Board, sees a major evolution. “The trend used to be avoidance, but we're seeing a real shift. Full exclusion doesn't create a safer or more inclusive environment.”Lea shares how universities are implementing proven systems and how strong processes build campus-wide confidence. “You can serve peanuts safely with strong operational systems in place. It really starts with confidence built on the back of a good process.”Rounding out the episode is Macy Moates, a student at Clemson University and an NPB Health Nut Club Ambassador. From food trucks to unexpected peanut-powered snacks, Moates says peanuts surprise students with both flavor and functionality. “There are so many things with peanuts in them. They're so nutritious. I can eat them midday, and I'm good for a while.”This episode highlights how peanuts support cultural authenticity, nutrition, inclusion and real-world readiness. Listen to the full episode of The Peanut Podcast to hear these stories firsthand—and discover why when peanuts are missing, something's missing.
On a new Teachers' Lounge Podcast, an Ottawa High School special education teacher helping her students transition to college…from knowing their rights to picking their classes.
Trump dismisses “affordability” as a Democrat con job amid record low poll numbers. Harry Enten argues Trump has doomed the GOP in the midterms. Hillary Clinton says critics of Israel are just ignorant of history and get their news on TikTok. Marco Rubio fearmongers about radical Islam expanding territory. Dan Bongino is dubbed “something of a clown” in an FBI report card. Ron Lauder praises Sheldon Adelson as Israel's “one-man state department.” A lobbyist reveals that pro-Israel donors doing ‘a lot of outreach' to JD Vance. Americans are using “buy now, pay later” services more than ever. IRS agents may be forced to watch OnlyFans at work. Learn more about your ad choices. Visit podcastchoices.com/adchoices
Your College Bound Kid | Scholarships, Admission, & Financial Aid Strategies
In this episode you will hear: (02:47) QFL #1 Hilary and Mark answer a question from an anonymous listener who wants to know if an admission officer can tell when a student gets help with their college essays (18:24) QFL #2 Kate and Susan join Mark to answer several questions that Emily from Columbus has about dual enrollment courses. (41:46) Interview: Mark interviews Tom Ellett, the chief experience officer at Quinnipiac University. Tom gives some sage advice on things students can do to be successful while in college Preview v Tom Ellett gives his unique background that includes two transfers while he was a student, and multiple roles at several different colleges v Tom was the first chief experience officer at any US college, and he explains to us what is involved in this role v Tom explains how he has used his experiences at all of his other schools to improve student life at Quinnipiac v Tom explains how the challenges college students face has changed over the years and decades on college campuses v Tom gives his advice about things a student can do to increase his or her chances of graduating, and you are going to want to listen closely because Tom's advice is priceless v Tom explains why he is so bullish about Living Learning communities on college campuses v Tom explains why he likes to live on campus, even in his 50's and early 60's Recommended Resource Guide to help first year students complete the Common Application- Application guide for first-year students Speakpipe.com/YCBK is our method if you want to ask a question and we will be prioritizing all questions sent in via Speakpipe. Unfortunately, we will NOT answer questions on the podcast anymore that are emailed in. If you want us to answer a question on the podcast, please use speakpipe.com/YCBK. We feel hearing from our listeners in their own voices adds to the community feel of our podcast. You can also use this for many other purposes: 1) Send us constructive criticism about how we can improve our podcast 2) Share an encouraging word about something you like about an episode or the podcast in general 3) Share a topic or an article you would like us to address 4) Share a speaker you want us to interview 5) Leave positive feedback for one of our interviewees. We will send your verbal feedback directly to them and I can almost assure you, your positive feedback will make their day. To sign up to receive Your College-Bound Kid PLUS, our new monthly admissions newsletter, delivered directly to your email once a month, just go to yourcollegeboundkid.com, and you will see the sign-up popup. We will include many of the hot topics being discussed on college campuses. Check out our new blog. We write timely and insightful articles on college admissions: https://yourcollegeboundkid.com/category/blog/ Follow Mark Stucker on Twitter to get breaking college admission news, and updates about the podcast before they go live. You can ask questions on Twitter that he will answer on the podcast. Mark will also share additional hot topics in the news and breaking news on this Twitter feed. Twitter message is also the preferred way to ask questions for our podcast: 1. To access our transcripts, click: https://yourcollegeboundkid.com/category/transcripts/ 2. Find the specific episode transcripts for the one you want to search for and click the link 3. Find the magnifying glass icon in blue (search feature) and click it 4. Enter whatever word you want to search. I.e. Loans 5. Every word in that episode when the words loans are used will be highlighted in yellow with a timestamps 6. Click the word highlighted in yellow and the player will play the episode from that starting point 7. You can also download the entire podcast as a transcript We would be honored if you will pass this podcast episode on to others who you feel will benefit from the content in YCBK. Please subscribe to our podcast. It really helps us move up in Apple's search feature so others can find our podcast. If you enjoy our podcast, would you please do us a favor and share our podcast both verbally and on social media? We would be most grateful! If you want to help more people find Your College-Bound Kid, please make sure you follow our podcast. You will also get instant notifications as soon as each episode goes live. Check out the college admissions books Mark recommends: https://yourcollegeboundkid.com/recommended-books/ Check out the college websites Mark recommends: https://yourcollegeboundkid.com/recommended-websites/ If you want to have some input about what you like and what you recommend, we change about our podcast, please complete our Podcast survey; here is the link: https://docs.google.com/forms/d/e/1FAIpQLScCauBgityVXVHRQUjvlIRfYrMWWdHarB9DMQGYL0472bNxrw/viewform If you want a college consultation, text Mark at 404-664-4340, or email us at yourcollegeboundkid@yahoo.com All we ask is that you review their services and pricing on their website before the complimentary session; here is link to their services with transparent pricing: https://schoolmatch4u.com/services/compare-packages/
Send us a textStart the New Year strong and grow a healthy, thriving youth ministry...if you'd like to work with us, check out GrowYourYouthMinistry.com *** Sometimes warning signs inside of a youth ministry can be subtle while other times they can be very loud and clear...either way, we need to be paying attention and address them as soon as possible. In this episode, we unpack six warning signs that signal trouble in your student ministry and begin the process of diagnosis so that we can restore momentum, culture, and depth to youth group. This conversation is one that youth pastors need to have and will help build a youth ministry students love and invite friends to. Be sure to subscribe, share with a youth leader, and leave a review!=========We love hearing from you all and we do our best to provide powerful and insightful youth ministry content on a weekly basis to be that coach and mentor you may not have, but desperately need.If you have an episode idea, please E-Mail us at MinistryCoachPodcast@gmail.com!If you have it on your heart to support this ministry, please consider going to our Patreon page at: www.patreon.com/ministrycoach=========You may also enjoy these episodes:(#074) Going from New Student to Student Leader in Youth Ministry(#156) How to Minister to the 4 Different Types of Students in Youth Ministry(#197) How to Gain Control of a Wild Youth Group - Leading Up Front in Youth Ministry=======
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Send us a textNew Medbridge Cyber Monday Discount ends tomorrow (Dec. 5th)!Use Promo Code PTSNACKSCYBER25 to get:$101 off the Education Plan$126 off the Premium Plan+$20 Amazon Gift CardPlus, let me know what additional content you would be interested in!Support the showNeed CEUs? Unlock unlimited online courses, live webinars, and certification-prep programs with MedBridge. You'll get: Thousands of accredited, evidence-based courses across multiple specialties (PT, OT, AT, SLP) that count for state-license CEUs. Access anytime, from your office, phone, or home—perfect for busy clinicians. One annual subscription, no per-course fee. Special offers: Use code PTSNACKSPODCAST at checkout and save over $100. Students use code PTSNACKSPODCASTSTUDENT for a discounted annual plan. Studying for the NPTE? Check out PT Final Exam — they've helped thousands of students pass with confidence. Use code PTSnacks at checkout for a discount. Stay Connected! Follow so you never miss an episode. Send your questions via email to ptsnackspodcast@gmail.com Join the email list HERE Support the Show:Shar...
When Dan Greenberg began his term as OEA Vice President in July, he faced a learning curve as he started to learn the ropes in his new role. But, while he was new to his office in the OEA HQ building in Columbus, he was no stranger to union leadership. In this episode of the podcast, Dan shares his thoughts about how he's using the lessons he learned as a longtime Local leader in Sylvania - especially the lessons around organizing and building relationships - to guide his work for OEA members and the learners they serve now.SHARE YOUR THOUGHTS | If you'd like to share your feedback on the Public Education Matters podcast, including your ideas for what you'd like to hear about - or talk about - on future episodes, please email educationmatters@ohea.org. 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: Dan Greenberg, Ohio Education Association Vice PresidentA 28-year junior high and high school English teacher from Sylvania, Dan Greenberg became OEA Vice-President in 2025. Dan has served as President of the Sylvania Education Association for the past 10 years, and a total of 23 years as a local officer. Additionally, Dan also served six years as an NEA Director, seven years as an OEA Director, and three years as NWOEA Vice-President. During this time, he served on numerous OEA committees as well.Dan's public education advocacy extends beyond the Association. In 2013, Dan founded a grassroots public education advocacy group, the Northwest Ohio Friends of Public Education, to engage educators and community members on issues such as school funding and the overuse and misuse of standardized testing. Over the past decade, Dan's leadership in this space has led to him serving on the board for the statewide advocacy group, Public Education Partners, and the national organization, the Network for Public Education.Throughout his leadership journey, Dan has prioritized building relationships and creating spaces for educators to have a voice in decisions affecting our schools. He firmly believes that public education does not have to be a partisan issue and looks forward to the opportunity to work with Democrat and Republican elected officials to meet the challenges facing public education and our students.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 10, 2025.
For many Chinese students, winter once meant chilly classrooms and bundled-up uniforms. Now, it brings free ski passes and extra family time. This new wave of "snow holidays" meets a generation's craving for movement, experience, and hands-on learning. As cities roll out offerings from free ski lessons to ice-fishing festivals, we are witnessing an ambitious attempt to transform snow into a genuine opportunity. / Have you stolen some sugarcane (17:58)? On the show: Niu Honglin, Steve & Fei Fei
Tutita Casa, Anna Strauss, Jenna Waggoner & Mhret Wondmagegne, Developing Student Agency: The Strategy Showcase ROUNDING UP: SEASON 4 | EPISODE 7 When students aren't sure how to approach a problem, many of them default to asking the teacher for help. This tendency is one of the central challenges of teaching: walking the fine line between offering support and inadvertently cultivating dependence. In this episode, we're talking with a team of educators about a practice called the strategy showcase, designed to foster collaboration and help students engage with their peers' ideas. BIOGRAPHIES Tutita Casa is an associate professor of elementary mathematics education at the Neag School of Education at the University of Connecticut. Mhret Wondmagegne, Anna Strauss, and Jenna Waggoner are all recent graduates of the University of Connecticut School of Education and early career elementary educators who recently completed their first years of teaching. RESOURCE National Council of Teachers of Mathematics TRANSCRIPT Mike Wallus: Well, we have a full show today and I want to welcome all of our guests. So Anna, Mhret, Jenna, Tutita, welcome to the podcast. I'm really excited to be talking with you all about the strategy showcase. Jenna Waggoner: Thank you. Tutita Casa: It's our pleasure. Anna Strauss: Thanks. Mhret Wondmagegne: Thank you. Mike: So for listeners who've not read your article, Anna, could you briefly describe a strategy showcase? So what is it and what could it look like in an elementary classroom? Anna: So the main idea of the strategy showcase is to have students' work displayed either on a bulletin board—I know Mhret and Jenna, some of them use posters or whiteboards. It's a place where students can display work that they've either started or that they've completed, and to become a resource for other students to use. It has different strategies that either students identified or you identified that serves as a place for students to go and reference if they need help on a problem or they're stuck, and it's just a good way to have student work up in the classroom and give students confidence to have their work be used as a resource for others. Mike: That was really helpful. I have a picture in my mind of what you're talking about, and I think for a lot of educators that's a really important starting point. Something that really stood out for me in what you said just now, but even in our preparation for the interview, is the idea that this strategy showcase grew out of a common problem of practice that you all and many teachers face. And I'm wondering if we can explore that a little bit. So Tutita, I'm wondering if you could talk about what Anna and Jenna and Mhret were seeing and maybe set the stage for the problem of practice that they were working on and the things that may have led into the design of the strategy showcase. Tutita: Yeah. I had the pleasure of teaching my coauthors when they were master's students, and a lot of what we talk about in our teacher prep program is how can we get our students to express their own reasoning? And that's been a problem of practice for decades now. The National Council of Teachers of Mathematics has led that work. And to me, [what] I see is that idea of letting go and really being curious about where students are coming from. So that reasoning is really theirs. So the question is what can teachers do? And I think at the core of that is really trying to find out what might be limiting students in that work. And so Anna, Jenna, and Mhret, one of the issues that they kept bringing back to our university classroom is just being bothered by the fact that their students across the elementary grades were just lacking the confidence, and they knew that their students were more than capable. Mike: Jenna, I wonder if you could talk a little bit about, what did that actually look like? I'm trying to imagine what that lack of confidence translated into. What you were seeing potentially or what you and Anna and Mhret were seeing in classrooms that led you to this work. Jenna: Yeah, I know definitely we were reflecting, we were all in upper elementary, but we were also across grade levels anywhere from fourth to fifth grade all the way to sixth and seventh. And across all of those places, when we would give students especially a word problem or something that didn't feel like it had one definite answer or one way to solve it or something that could be more open-ended, we a lot of times saw students either looking to teachers. "I'm not sure what to do. Can you help me?" Or just sitting there looking at the problem and not even approaching it or putting something on their paper, or trying to think, "What do I know?" A lot of times if they didn't feel like there was one concrete approach to start the problem, they would shut down and feel like they weren't doing what they were supposed to or they didn't know what the right way to solve it was. And then that felt like kind of a halting thing to them. So we would see a lot of hesitancy and not that courage to just kind of be productively struggling. They wanted to either feel like there was something to do or they would kind of wait for teacher guidance on what to do. Mike: So we're doing this interview and I can see Jenna and the audience who's listening, obviously Jenna, they can't see you, but when you said "the right way," you used a set of air quotes around that. And I'm wondering if you or Anna or Mhret would like to talk about this notion of the right way and how when students imagined there was a right way, that had an effect on what you saw in the classroom. Jenna: I think it can be definitely, even if you're working on a concept like multiplication or division, whatever they've been currently learning, depending on how they're presented instruction, if they're shown one way how to do something but they don't understand it, they feel like that's how they're supposed to understand to solve the problem. But if it doesn't make sense for them or they can't see how it connects to the problem and the overall concept, if they don't understand the concept for multiplication, but they've been taught one strategy that they don't understand, they feel like they don't know how to approach it. So I think a lot of it comes down to they're not being taught how to understand the concept, but they're more just being given one direct way to do something. And if that doesn't make sense to them or they don't understand the concepts through that, then they have a really difficult time of being able to approach something independently. Mike: Mhret, I think Jenna offered a really nice segue here because you all were dealing with this question of confidence and with kids who, when they didn't see a clear path or they didn't see something that they could replicate, just got stuck, or for lack of a better word, they kind of turned to the teacher or imagined that that was the next step. And I was really excited about the fact that you all had designed some really specific features into the strategy showcase that addressed that problem of practice. So I'm wondering if you could just talk about the particular features or the practices that you all thought were important in setting up the strategy showcase and trying to take up this practice of a strategy showcase. Mhret: Yeah, so we had three components in this strategy showcase. The first one, we saw it being really important, being open-ended tasks, and that combats what Jenna was saying of "the right way." The questions that we asked didn't ask them to use a specific strategy. It was open-ended in a way that it asked them if they agreed or disagreed with a way that someone found an answer, and it just was open to see whatever came to their mind and how they wanted to start the task. So that was very important as being the first component. And the second one was the student work displayed, which Anna was talking about earlier. The root of this being we want students' confidence to grow and have their voices heard. And so their work being displayed was very important—not teacher work or not an example being given to them, but what they had in their mind. And so we did that intentionally with having their names covered up in the beginning because we didn't want the focus to be on who did it, but just seeing their work displayed—being worth it to be displayed and to learn from—and so their names were covered up in the beginning and it was on one side of the board. And then the third component was the students' co-identified strategies. So that's when after they have displayed their individual work, we would come up as a group and talk about what similarities did we see, what differences in what the students have used. And they start naming strategies out of that. They start giving names to the strategies that they see their peers using, and we co-identify and create this strategy that they are owning. So those are the three important components. Mike: OK. Wow. There's a lot there. And I want to spend a little bit of time digging into each one of these and I'm going to invite all four of you to feel free to jump in and just let us know who's talking so that everybody has a sense of that. I wonder if you could talk about this whole idea that, when you say open-ended tasks, I think that's really important because it's important that we build a common definition. So when you all describe open-ended tasks, let's make sure that we're talking the same language. What does that mean? And Tutita, I wonder if you want to just jump in on that one. Tutita: Sure. Yeah. An open-ended task, as it suggests, it's not a direct line where, for example, you can prompt students to say, "You must use 'blank' strategy to solve this particular problem." To me, it's just mathematical. That's what a really good rich problem is, is that it really allows for that problem solving, that reasoning. You want to be able to showcase and really gauge where your students are. Which, as a side benefit, is really beneficial to teachers because you can formatively assess where they're even starting with a problem and what approaches they try, which might not work out at first—which is OK, that's part of the reasoning process—and they might try something else. So what's in their toolbox and what tool do they reach for first and how do they use it? Mike: I want to name another one that really jumped out for me. I really—this was a big deal that everybody's strategy goes up. And Anna, I wonder if you can talk about the value and the importance of everybody's strategy going up. Why did that matter so much? Anna: I think it really helps, the main thing, for confidence. I had a lot of students who in the beginning of starting the strategy showcase would start kind of like at least with a couple ideas, maybe a drawing, maybe they outlined all of the numbers, and it helps to see all of the strategies because even if you are a student who started out with maybe one simple idea and didn't get too far in the problem, seeing up on the board maybe, "Oh, I have the same beginning as someone else who got farther into the problem." And really using that to be like, "I can start a problem and I can start with different ideas, and it's something that can potentially lead to a solution." So there is a lot of value in having all of the work that everyone did because even something that is just the beginning of a solution, someone can jump in and be like, "Oh, I love the way that you outlined that," or "You picked those numbers first to work on. Let's see what we can use from the way that you started the problem to begin to work on a solution." So in that way, everyone's voice and everyone's decisions have value. And even if you just start off with something small, it can lead to something that can grow into a bigger solution. Mike: Mhret, can I ask you about another feature that you mentioned? You talked about the importance, at least initially, of having names removed from the work. And I wonder if you could just expand on why that was important and maybe just the practical ways that you managed withholding the names, at least for some of the time when the strategy showcase was being set up. Can you talk about both of those please? Mhret: Yes, yeah. I think all three of us when we were implementing this, we—all kids are different. Some of them are very eager to share their work and have their name on it. But we had those kids that maybe they just started with a picture or whatever it may be. And so we saw their nerves with that, and we didn't want that to just mask that whole experience. And so it was very important for us that everybody felt safe. And later we'll talk about group norms and how we made it a safe space for everyone to try different strategies. But I think not having their names attached to it helped them focus not on who did it, but just the process of reasoning and doing the work. And so we did that practically I think in different ways, but I just use tape, masking tape to cover up their names. I know some of—I think maybe Jenna, you wrote their names on the back of the paper instead of the front. But I think a way to not make the name the focus is very important. And then hopefully by the end of it, our hope is that they would gain more confidence and want to name their strategy and say that that is who did it. Mike: I want to ask a follow up about this because it feels like one of the things that this very simple, but I think really important, idea of withholding who created the strategy or who did the work. I mean, I think I can say during my time in classrooms when I was teaching, there are kids that classmates kind of saw as really competent or strong in math. And I also know that there were kids who didn't think they were good at math or perhaps their classmates didn't think were good at math. And it feels like by withholding the names that would have a real impact on the extent to which work would be considered as valuable. Because you don't know who created it, you're really looking at the work as opposed to looking at who did the work and then deciding whether it's worth taking up. Did you see any effects like that as you were doing this? Jenna: This is Jenna. I was going to say, I know for me, even once the names were removed, you would still see kids sometimes want to be like, "Oh, who did this?" You could tell they still are almost very fixated on that idea of who is doing the work. So I think by removing it, it still was definitely good too. With time, they started to less focus on "Who did this?" And like you said, it's more taking ownership if they feel comfortable later down the road. But sometimes you would have, several students would choose one approach, kind of what they've seen in classrooms, and then you might have a few other slightly different, of maybe drawing a picture or using division and connecting it to multiplication. And then you never wanted those kids to feel like what they were doing was wrong. Even if they chose the wrong operation, there was still value in seeing how that was connected to the problem or why they got confused. So we never wanted one or two students also to feel individually focused on if maybe what they did initially—not [that it] wasn't correct, but maybe was leading them in the wrong direction, but still had value to understand why they chose to do that. So I think just helping, again, all the strategies work that they did feel valuable and not having any one particular person feel like they were being focused on when we were reflecting on what we put up on display. Mike: I want to go back to one other thing that, Mhret, you mentioned, and I'm going to invite any of you, again, to jump in and talk about this, but this whole idea that part of the prompting that you did when you invited kids to examine the strategies was this question of do you agree or do you disagree? And I think that's a really interesting way to kind of initiate students' reflections. I wonder if you can talk about why this idea of, "Do you agree or do you disagree" was something that you chose to engage with when you were prompting kids? And again, any of you all are welcome to jump in and address this, Anna: It's Anna. I think one of the reasons that we chose to [have them] agree or disagree is because students are starting to look for different ways to address the problem at hand. Instead of being like, "I need to find this final number" or "I need to find this final solution," it's kind of looking [at], "How did this person go about solving the problem? What did they use?" And it gives them more of an opportunity to really think about what they would do and how what they're looking at helps in any way. Jenna: And then this is Jenna. I was also going to add on that I think by being "agree or disagree" versus being like, "yes, I got the same answer," and I feel like the conversation just kind of ends at that point. But they could even be like, "I agree with the solution that was reached, but I would've solved it this way, or my approach was different." So I think by having "agree or disagree," it wasn't just focusing on, "yes, this is the correct number, this is the correct solution," and more focused on, again, that approach and the different strategies that could be used to reach one specific solution that was the answer or the correct thing that you're looking for. Tutita: And this is Tutita, and I agree with all of that. And I can't help but going back just to the word "strategy," which really reflects students' reasoning, their problem solving, argumentation. It's really not a noun; it's a verb. It's a very active process. And sometimes we, as teachers, we're so excited to have our students get the right answer that we forget the fun in mathematics is trying to figure it out. And I can't help but think of an analogy. So many people love to watch sports. I know Jenna's a huge UConn women's basketball… Jenna: Woohoo! Tutita: …fan, big time. Or if you're into football, whatever it might be, that there's always that goal. You're trying to get as many more points, and as many as you can, more points than the other team. And there are a lot of different strategies to get there, but we appreciate the fact that the team is trying to move forward and individuals are trying to move forward. So it's that idea with the strategy, we need to as teachers really open up that space to allow that to come out and progressively—in the end, we're moving forward even though within a particular time frame, it might not look like we are quite yet. I like the word "yet." But it's really giving students the time that they need to figure it out themselves to deepen their understanding. Mike: Well, I will say as a former Twin Cities resident, I've watched Paige Bueckers for a long time, and… Tutita: There we go. Mike: …in addition to being a great shooter, she's a pretty darn good passer and moves the ball. And in some ways that kind of connects with what you all are doing with kids, which is that—moving ideas around a space is really not that different from moving the ball in basketball. And that you have the same goal in scoring a basket or reaching understanding, but it's the exchange that are actually the things that sometimes makes that happen. Jenna: I love it. Thank you. Tutita: Nice job. Mike: Mhret, I wanted to go back to this notion that you were talking about, which is co-naming the strategies as you were going through and reflecting on them. I wonder if you could talk a little bit about, what does co-naming mean and why was it important as a part of the process? Mhret: Mm-hmm. Yeah. So, I think the idea of co-naming and co-identifying the strategies was important. Just to add on to the idea, we wanted it all to be about the students and their voice, and it's their strategy and they're discussing and coming up with everything. And we know of the standard names of strategies like standard algorithm or whatever, but I think it gave them an extra confidence when it was like, "Oh, we want to call it—" I forgot the different names that they would come up with for strategies. Jenna: I think they had said maybe "stacking numbers," something like that. They would put their own words. It wasn't standard algorithm, but like, "We're going to stack the numbers on top of each other," I think was maybe one they had said. Mhret: Mm-hmm. So I think it added to that collaboration within the group that they were in and also just them owning their strategy. And so, yeah. Mike: That leads really nicely into my next question. And Anna, this is one I was going to pose to you, but everyone else is certainly welcome to contribute. I'm wondering if you could talk a little bit about what happened when you all started to implement this strategy showcase in your classroom. So what impacts did you see on students' efficacy, their confidence, the ways that they collaborated? Could you talk a little bit about that? Anna: So I think one of the biggest things that I saw that I was very proud of was there was less of a need for me to become part of the conversation as the teacher because students were more confident to build off of each other's ideas instead of me having to jump in and be like, "Alright, what do we think about what this person did?" Students, because their work became more anonymous and because everyone was kind of working together and had different strategies, they were more open to discussing with each other or working off of each other's ideas because it wasn't just, "I don't know how to do this strategy." It was working together to really put the pieces together and come to a final agree or disagree. So it really helped me almost figure out where students are, and it brought the confidence into the students without me having to step in and really officiate the conversation. So that was the really big thing that I saw at least in some of my groups, was that huge confidence and more communication happening. Mhret: Yeah. This is Mhret. I think it was very exciting too, like Anna was saying, that—them getting excited about their work, and everything up on the board is their work. And so seeing them with a sticky note, trying to find the similarities and differences between strategies, and getting excited about what someone is doing, I think that was a very good experience and feeling for me because of the confidence that I saw grow through the process of the kids, but also the collaboration of, "It's OK to use what other people know to build upon the things that I need to build upon." And so I think it just increased collaboration, which I think is really important when we talk about reasoning and strategies. Mike: Which actually brings me to my next question, and Jenna, I was wondering if you could talk a little bit about: What did you see in the ways that students were reasoning around the mathematics or engaging in problem solving? Jenna: Yeah, I know one specific example that stood out was—again, that initial thing of when we gave a student a problem, they would look to the teacher and a little bit later on in the process when giving a problem, we had done putting the strategies up, we'd cocreated the names, and then they were trying a similar problem independently. And one of my students right off the bat had that initial reaction that we would've seen a few weeks ago of being like, "I don't know what to do." And she put a question mark on the paper. So I gave her a minute and then she looked at me and I said, "Look at this strategy. Look at what you and your classmates have done to come together." And then she got a little redirection, but it wasn't me telling her what to do. And from there I stepped away and let her just reference that tool that was being displayed. And from there, she was able to show her work, she was able to choose a strategy she wanted to do, and she was able to give her answer of whether she agreed or disagreed on what she had seen. So I think it was just again, that moment of realizing that what I needed to step in and do was a lot smaller than it had previously been, and she could use this tool that we had created together and that she had created with her peers to help her answer that question. Anna: I think to add onto that, it's Anna, there was a huge spike in efficiency as well because all these different strategies were being discovered and brought to light and put onto the strategy showcase. Maybe if we're talking about multiplication, if some student had repeated addition in the beginning and they're repeatedly adding numbers together to find a multiplication product, they're realizing, "Oh my goodness, I can do this so much more efficiently if I use this person's strategy or if I try this one instead." And it gives them the confidence to try different things. Instead of getting stuck in the rut of saying, "This is my strategy and this is the way that I'm going to do it," they became a little more explorative, and they wanted to try different things out or maybe draw a picture and use that resource to differentiate their math experience. Mike: I want to mark something here that seems meaningful, which is this whole notion that you saw this spike. But the part that I'm really contemplating is when you said kids were less attached to, "This is my strategy" and more willing to adopt some of the ideas that they saw coming out of the group. That feels really, really significant, both in terms of how we want kids to engage in problem solving and also in terms of efficacy. That really I think is one to ponder for folks who are listening to the podcast, is the effect on students' ability to be more flexible in adopting ideas that may not have been theirs to begin with. Thank you for sharing that. Anna. I wonder if you could also spend a bit of time talking about some of the ways that you held onto or preserve the insights and the strategies that emerged during a showcase. Are there artifacts or ways that a teacher might save what came from a strategy showcase for future reference? Anna: So, I think the biggest thing as a takeaway and something to hold onto as a teacher who uses the strategy showcase is the ability to take a step back and allow students to utilize the resources that they created. And I think something that I used is I had a lot of intervention time and time where students were able to work in small groups and work together in teams and that sort of thing, keeping their strategies and utilizing them in groups. Remember when this person brought up this strategy, maybe we can build off of that and really utilizing their work and carrying it through instead of just putting it up and taking it down and putting up another one. Really bringing it through. And any student work is valuable. Anything that a student can bring to the table that can be used in the future, like holding onto that and re-giving them that confidence. "Remember when this person brought up that we can use a picture to help solve this problem?" Bringing that back in and recycling those ideas and bringing back in not just something that the teacher came up with, but what another student came up with, really helps any student's confidence in the classroom. Mike: So I want to ask a question, and Tutita and Mhret, I'm hoping you all can weigh in on this. If an educator wanted to implement the strategy showcase in their classroom, I want to explore a bit about how we could help them get started. And Tutita, I think I want to start with you and just say from a foundational perspective of building the understanding that helps support something like a strategy showcase, what do you think is important? Tutita: I actually think there are two critical things. The first is considering the social aspect and just building off of what Anna was saying is, if you've listened carefully, she's really honoring the individual. So instead of saying, "Look," that there was this paper up there—as teachers, we have a lot on our walls—it's actually naming the student and honoring that student, even though it's something that as a teacher, you're like, "Yes, someone said it! I want them to actually think more about that." But it's so much more powerful by giving students the credit for the thinking that they're doing to continue to advance that. And all that starts with assuming that students can. And oftentimes at the elementary level, we tend to overlook that. They're so cute—especially those kindergartens, pre-K, kindergarten—but it's amazing what they can do. So if you start with assuming that they can and waiting for their response, then following up and nurturing that, I think you as teachers will get so much more from our students and starting with that confidence. And that brings me to the next point that I think listeners who teach in the upper elementary grades or maybe middle school or high school might be like, "Oh, this sounds great. I'll start with them." But I want to caution that those students might be even more reticent because they might think that to be a good math student, you're supposed to know the answer, you're supposed to know it quickly, and there's one strategy you're supposed to use. And so, in fact, I would argue that probably those really cute pre-K and kindergartners will probably be more open because if anyone has asked a primary student to explain what they have down on paper, 83 minutes later, the story will be done. And so it might take time. You have to start with that belief and just really going with where your class and individuals are socially. Some of them might not care that you use their name. Others might, and that might take time. So taking the time and finding different ways to stay with that belief and make sure that you're transferring it to students once they have it. As you can hear, a lot of what my coauthors mentioned, then they take it from there. But you have to start with that belief at the beginning that elementary students can. Mike: Mhret, I wonder if you'd be willing to pick up on that, because I find myself thinking that the belief aspect of this is absolutely critical, and then there's the work that a teacher does to build a set of norms or routines that actually bring that belief to life, not only for yourself but for students. I wonder if you could talk about some of the ways that a teacher might set up norms, set up routines, maybe even just set up their classroom in ways that support the showcase. Mhret: Yeah. So practically, I think for the strategy showcase, an important aspect is finding a space that's accessible to students because we wanted them to be going back to it to use it as a resource. So some of us used a poster board, a whiteboard, but a vertical space in the room where students can go and see their work up I think is really important so that the classroom can feel like theirs. And then we also did a group norm during our first meeting with the kids where we co-constructed group norms with the kids of like, "What does it look like to disagree with one another?" "If you see a strategy that you haven't used, how can you be kind with our words and how we talk about different strategies that we see up there?" I think that's really important for all grades in elementary because some kids can be quick to their opinions or comments, and then providing resources that students can use to share their idea or have their idea on paper I think is important. If that's sticky notes, a blank piece of paper, pencils, just practical things like that where students have access to resources where they can be thinking through their ideas. And then, yeah, I think just constantly affirming their ideas that, as a teacher, I think—I teach second grade this year and [they are] very different from the fourth graders that I student taught—but I think just knowing that every kid can do it. They are able, they have a lot in their mind. And I think affirming what you see and building their confidence does a lot for them. And so I think always being positive in what you see and starting with what you see them doing and not the mistakes or problems that are not important. Mike: Jenna, before we go, I wanted to ask you one final question. I wonder if you could talk about the resources that you drew on when you were developing the strategy showcase. Are there any particular recommendations you would have for someone who's listening to the podcast and wants to learn a little bit more about the practices or the foundations that would be important? Or anything else that you think it would be worth someone reading if they wanted to try to take up your ideas? Jenna: I know, in general, when we were developing this project—a lot of it again came from our seminar class that we did at UConn with Tutita—and we had a lot of great resources that she provided us. But I know one thing that we would see a lot that we referenced throughout our article is the National Council of Teachers of Mathematics. I think it's just really important that when you're building ideas to, one, look at research and projects that other people are doing to see connections that you can build on from your own classroom, and then also talking with your colleagues. A lot of this came from us talking and seeing what we saw in our classrooms and commonalities that we realized that we're in very different districts, we're in very different grades and what classrooms look like. Some of us were helping, pushing into a general ed classroom. Some of us were taking kids for small groups. But even across all those differences, there were so many similarities that we saw rooted in how kids approach problems or how kids thought about math. So I think also it's just really important to talk with the people that you work with and see how can you best support the students. And I think that was one really important thing for us, that collaboration along with the research that's already out there that people have done. Mike: Well, I think this is a good place to stop, but I just want to say thank you again. I really appreciate the way that you unpack the features of the strategy showcase, the way that you brought it to life in this interview. And I'm really hopeful that for folks who are listening, we've offered a spark and other people will start to take up some of the ideas and the features that you described. Thanks so much to all of you for joining us. It really has been a pleasure talking with all of you. Jenna: Thank you. Anna: Thank you Mhret: Thank you. Tutita: Thank you so much. 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
Joshua Clark Davis is an associate professor of U.S. history at the University of Baltimore. He spent eight years researching, combing through police and civil rights activists' records, as well as news reports, to piece together acts of police violence and surveillance during the Civil Rights Movement. His research is now detailed in his new book, “Police Against the Movement: The Sabotage of the Civil Rights Struggle and the Activists Who Fought Back.” On Wednesday’s edition of “Closer Look,” Davis joined the program to talk more about his findings and what he wants readers to walk away with after reading it. Plus, engineering students, in their junior year, at Kennesaw State University will take part in a two-year study that will align classroom learning with the needs of modern industry. The students will use the story circles methodology, which is commonly used in group settings and encourages techniques like active listening, two-way dialogues, and reflection. We hear from Kennesaw State University researcher Awatef Ergai and Shane Peterson, associate professor of German, who secured a $200,000 grant from the National Science Foundation to launch the study.See omnystudio.com/listener for privacy information.
World news in 7 minutes. Friday 5th December 2025Today : Macron Ukraine betrayed. UK Russian responsibility. Spain trafficking. DRC rail project. Senegal protests. Honduras no result. US Perry ketamine. Palestine Shabab killed. China Macron. India Putin. New Zealand Ikea.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
Megyn Kelly is joined by Chamath Palihapitiya, co-host of the “All-In” podcast, to discuss the state of the Trump administration as 2025 comes to an end, ways he can focus on fixing the economy for different groups of Americans, what his plans should be ahead of the 2026 midterms, the viral clip about rich tech wives who focus on fighting for equity and climate change, whether they could better serve society by taking on other sorts of jobs, bombshell new reporting about the dangers of COVID vaccines, a potential cover-up of COVID vaccine-related deaths in children, and more. Then Dave Aronberg and Phil Holloway, MK True Crime contributors, join to discuss the Fani Willis criminal case against Trump officially ending, the drama of the case and how Ashleigh Merchant helped bring down Willis, the January 6 pipe bomber mystery, the Blaze report that's getting major pushback now, Will Smith's alleged friend suing Jada Pinkett Smith for millions, the wild lawsuit allegations, and more. Then NYU students Amelia Lewis and Summer Armstrong join to discuss the assault against Amelia on the street in NYC in broad daylight, how Summer helped find the video footage, the way Megyn and the X community helped get the alleged assailant arrested, his lengthy rap sheet, and more. Palihapitiya- https://x.com/chamathAronberg- https://substack.com/@davearonbergHolloway- https://x.com/PhilHollowayEsqLewis- https://www.tiktok.com/@amelia.lewis506 Subscribe to MK True Crime:Apple: https://podcasts.apple.com/us/podcast/mk-true-crime/id1829831499Spotify: https://open.spotify.com/show/4o80I2RSC2NvY51TIaKkJWYouTube: https://www.youtube.com/@MKTrueCrime?sub_confirmation=1Social: http://mktruecrime.com/ Geviti: Go to https://gogeviti.com/megynand get 20% off with code MEGYN.Tax Network USA: Call 1-800-958-1000 or visit https://TNUSA.com/MEGYNto speak with a strategist for FREE todaySelectQuote: Get the right life insurance for YOU, for LESS. Save more than 50% at https://selectquote.com/MEGYN Follow The Megyn Kelly Show on all social platforms:YouTube: https://www.youtube.com/MegynKellyTwitter: http://Twitter.com/MegynKellyShowInstagram: http://Instagram.com/MegynKellyShowFacebook: http://Facebook.com/MegynKellyShow Find out more information at:https://www.devilmaycaremedia.com/megynkellyshow Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.
Today on the LOOPcast, we break down America's new “Accommodation Nation,” where elite campuses are flooded with disability claims and students can't pass middle-school math. We look at why most Americans now say college isn't worth it, then unpack Trump's new Invest America accounts and the Dells' multi-billion-dollar boost. Plus: big Catholic converts at ASU, a key conservative win in Tennessee, the Word of the Year (“rage bait”), and the rise of therapy as a religion.TIMESTAMPS0:00 - Welcome back to LOOPcast!4:53 - Breaking News Trump pardons Cuellar7:23 - Rise of students claiming disability accommodations41:30 - Trump Accounts for children49:00 - Josh's early twilight zone59:18 - Good news1:07:52 - Wikipedia 2025 top searches1:12:00 Twilight ZoneEMAIL US: loopcast@catholicvote.org SUPPORT LOOPCAST: www.loopcast.orgThis podcast is sponsored by Charity Mobile! Get your FREE PHONE as a new Charity Mobile user with every new line plus a FREE power bank while supplies last, now through February 2, with promo code LOOPCAST at https://bit.ly/LOOPcast_CharityMobileSubscribe to the LOOP today!https://catholicvote.org/getloop Apple Podcasts: https://podcasts.apple.com/us/podcast/the-loopcast/id1643967065 Spotify: https://open.spotify.com/show/08jykZi86H7jKNFLbSesjk?si=ztBTHenFR-6VuegOlklE_w&nd=1&dlsi=bddf79da68c34744 FOLLOW LOOPCast: https://x.com/the_LOOPcast https://www.instagram.com/the_loopcast/ https://www.tiktok.com/@the_loopcast https://www.facebook.com/LOOPcastPodcast Tom: https://x.com/TPogasic Erika: https://x.com/ErikaAhern2 Josh: https://x.com/joshuamercer Daily Prayer: Heavenly Father, I come before you seeking your calming presence to bring peace to my troubled heart. My soul feels like a restless sea, tossing and turning with worries. I place my trust in your boundless love, knowing that you will heal the stress and anxiety that weights me down and burdens me. Light up the darkness Lord and let your light shine the way for me. Amen.All opinions expressed on LOOPcast by the participants are their own and do not necessarily reflect the opinions of CatholicVote.
What will America look like in the next decade? How will AI reshape the workforce? And what role should universities play as campuses across the country struggle with polarization, antisemitism, and the limits of free expression?In today's conversation, I sit down with Jeanette Nuñez, President of Florida International University and former Lieutenant Governor of Florida. She shares her journey as the daughter of Cuban immigrants, the values that shaped her, and the lessons she's learned from decades of public service and leadership.This episode goes deeper than politics, it's about resilience, opportunity, freedom, education, and what it means to lead during one of the most divided cultural moments in recent memory.In this episode, you'll learn:- Why resilience is the single most important skill young people need- How FIU became the #1 university for social mobility- What Miami's explosive growth means for students and employers- How universities must navigate free speech, polarization, and safety- The real impact of AI on jobs and students- How immigration shapes leadership, identity, and gratitude- What FIU teaches about upward mobility and the American Dream- Why Florida is becoming a global magnet for talent and innovation- What Gen Z needs most to thrive in a rapidly shifting worldIf this conversation gives you a new perspective on leadership, education, or the future of America, share it with a friend.Like this episode? Leave a review here: https://ratethispodcast.com/commondenominatorTimestamps: 00:00 – Take the Shot: Opening Message on Leadership & Failure01:06 – Introducing President Jeanette Núñez02:15 – What Inspires a Life in Public Service?02:56 – Early Career: FIU to Jackson Memorial to Public Office04:10 – Saying Yes to the DeSantis Ticket04:34 – Transitioning from Politics to University Leadership04:55 – A Cuban-American Childhood in Miami07:35 – Building Resilience in the Next Generation10:21 – Social Mobility, Miami's Melting Pot, and FIU's Mission11:00 – How Her Leadership Style Has Evolved Over Time13:05 – Free Speech vs. Polarization After the Kirk Tragedy13:48 – Creating the FIU Presidential Speaker Series16:55 – Bringing More Ideological Diversity to FIU's Campus19:30 – Rising Anti-Semitism on Campuses Nationwide23:12 – Supporting Jewish Students and Responding to Incidents26:05 – Campus Security Measures & Threat Prevention27:00 – The Role of University Leadership in Times of Crisis29:30 – Why Universities Must Model Civil Disagreement30:10 – Parents, Students & Community Expectations of FIU31:35 – The Importance of Critical Thinking in Higher Education32:20 – How FIU Equips Students for a Complex Workforce33:55 – Leadership Lessons from a Life in Politics34:40 – What Keeps Her Motivated in Times of National Division35:20 – The Role of Education in Healing a Fractured Society36:50 – Encouraging Students to Take Risks & Seek Purpose37:30 – Faith, Community & Responsibility in Modern Leadership38:00 – Looking Ahead: The Future of FIU and Florida's WorkforceLearn more about Jeanette's work: president.fiu.eduFollow @fiupresident: https://www.instagram.com/fiupresident/
What if the biggest predictor of your child becoming a lifelong reader has nothing to do with phonics programs, library incentives, or natural talent and everything to do with protecting space in their day? Cognitive psychologist Dr. Daniel Willingham joins Ginny to reveal the surprising truth about how kids learn, why background knowledge matters more than ever, and why reading aloud long past early childhood gives kids an academic and emotional advantage. With warmth and clarity, Dr. Willingham explains the “fourth grade slump,” the power of expertise, and how AI is reshaping the skills our kids will need most in the future. This episode offers a hopeful and doable path for families who want to reclaim reading in a screen-saturated world. You'll learn why limiting screens is the single most effective way to help kids choose reading for pleasure. Dr. Willingham shares why children don't need perfection, programs, or pressure; they need a home where learning is valued, distractions are dialed down, and reading is woven into the family rhythm. Encouraging, practical, and deeply grounding, this conversation shows that every parent can raise a reader starting today. Have fun. Start now. Get your copy of Why Don't Students Like School here Get your copy of Outsmart Your Brain here Get your copy of Raising Kids Who Read here Learn more about your ad choices. Visit megaphone.fm/adchoices
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