Podcasts about teachers

This episode examines what went wrong in 2024 and how Democrats can win back the House, Senate, and White House after Donald Trump's victory in the presidential election. Our guest is one of the smartest political writers in the country. Ron Brownstein is a CNN Senior Political Analyst, and Senior Editor at Atlantic Magazine. He analyzes the factors behind Trump's win, including dissatisfaction with the economy under the Biden administration and Trump's ability to appeal to some pro-choice and economically dissatisfied voters. Brownstein suggests that Democrats will need to focus on issues like cost of living and portraying Republicans as helping the wealthy at the expense of the middle class. He also predicts that the next Democratic nominee will likely take a more centrist tone to neutralize Republican arguments on cultural issues. Overall, Brownstein sees the 2026 midterms as a strong opportunity for Democrats to regain control of Congress but notes the 2028 presidential election will present a greater challenge.Today's Bill Press Pod is supported by The American Federation of Teachers. More information at AFT.org. See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Thinking through procedures is a lot of work. Teaching those procedures is even more! But what happens when we don't spend time and energy on procedures? Listen in as Linda shares why not prioritizing procedures will sabotage your classroom management. 00:00 The Importance of Classroom Procedures 05:10 Creating Effective Procedures 11:44 Teaching and Reinforcing Procedures Get notes + links at http://teach4theheart.com/332 If you found this episode helpful, check out episode 315: Am I Too Nice? How to be Kind Without Losing Control of the Classroom at https://teach4theheart.com/315 

Karen G. Foley from the Juvenile Protective Association emphasizes the critical role of relationships in supporting children's mental health and well-being. She highlights that just as chronically hungry children cannot learn, neither can those who are emotionally hurting. The discussion explores how the organization provides school-based mental health services, fostering long-term relationships with educators, parents, and students. Karen shares insights on the importance of understanding a child's intent behind their actions and the necessity of a supportive environment for both children and teachers. The episode underscores the need for an intergenerational approach to address the struggles faced by middle school girls today, illustrating how vital it is to nurture connections that help children thrive.Karen joined JPA in 2014. She earned her MBA from the Wharton Business School at the University of Pennsylvania and a bachelor's degree from Hamilton College. Prior to joining JPA, Karen served as the President and CEO of The Hope Institute for Children and Families, serving children with autism and developmental delays across Illinois.Takeaways: Building strong relationships in schools leads to positive impacts on the entire school community. Understanding the intent behind actions can foster forgiveness and stronger relationships. Chronically hungry children can't learn, just like those who are chronically hurting. Intergenerational approaches provide unique support for middle school girls facing challenges today. Teachers need to recognize and adjust to the various ages of their students. Creating a nurturing and safe environment is crucial for children's development and learning. Websitehttps://jpachicago.org/Social Media Informationwww.linkedin.com/company/juvenile-protective-associationwww.facebook.com/JuvenileProtectiveAssociation/www.instagram.com/jpachicagoShow Sponsor – National Association for Primary Education (NAPE)https://nape.org.uk/Discover more about Education on Fire

January can feel like a tough stretch. While the world celebrates a new beginning, educators return to the same school year. The spark of August has dimmed, daylight is fleeting, and here in New Hampshire at least, the cold can feel relentless.In this three-part series, author and educator, Arlène Casimir draws from her work with hundreds of teachers in over 75 schools to offer ways to bring New Year energy to the middle of a school year. In the first episode, she highlights and explores the importance of starting with inner work. She shares insights on how to harness self-awareness to improve classroom dynamics, use mindfulness and journaling to process emotions, and incorporate personal passions into teaching to inspire students. See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Sharing and taking turns are two different actions, and one comes before the other. Join Cindy and Alison to examine these skills and ensure you are talking with children about what they are actually doing - sharing or taking turns.

In our second episode on AI in UK schools, Professor Rose Luckin explores AI integration further with three very special guests helping to lead the way with AI in their institutions. Talking points and questions may include: What is the extent of AI penetration in your schools, including teacher usage, classes avoiding it, student use, and any strategies or evaluation plans in place regarding reactive or proactive AI adoption? No AI is risk-free, so concerns around impacts on learning, creativity, authorship, assessment, and whether students genuinely understand AI-generated content are critical issues Safeguarding measures must address the risks of AI providing misleading, biased, or explicit content without consent as these technologies proliferate in classrooms Comprehensive AI training is needed for educators at all levels to ensure smooth technology transitions while maintaining human-centric learning approaches as new tools and understanding are required Guests: Adam Webster, Deputy Head (Innovation), Caterham School & CEO of Sphinx AI Scott Hayden, Head of Teaching, Learning, and Digital, Basingstoke College of Technology Chris Goodall, Head of Digital Education, Bourne Education Trust

I was born in Muskogee Oklahoma in November 27, 1973.    I lived in Guthrie from 1974 to 1990.  Moved to South Padre Island in 1990 graduated in the spring of 1992.  I was given an academic scholarship to Tarleton State University in Stephenville, Tx.  Transferred to Southwest Texas University in 1994.  Graduated with a bachelor's in fine Arts.  I started  a mural business but  helped out my friend and his house painting business when I didn't have work.  Although I've always painted murals and signs, I've gone through several other supporting jobs such as a restaurant line cook, delivery guy, plastic process line worker, construction worker, cement plant crewman, substitute teacher, art teacher, and mail carrier.  Now I've taken over my parents publishing business, Garland Publishing. Follow GuthrieAmerica: Instagram - GuthrieAmerica Facebook - GuthrieAmerica Twitter - GuthrieAmerica Follow Heady: Instagram - Heady.Coleman Facebook - Heady Coleman Twitter - Heady Coleman LinkedIn - Heady Coleman Having challenges with being consistent with your social media? Looking to connect with people in your industry, customers or people you want to learn from? You should start a podcast. I wrote an ebook on how to start a successful podcast and it's free because of our great friends at https://craftyourinsurance.com/. Download at the link: https://heady.media/ebook Download my latest ebook Hello, A Letter to Teachers at the link below. Ebook is free thanks to Dr. Michael Chandler and Edmond Dental Center (EdmondDentalCenter.Com). Download ebook at this link: https://heady.media/hello-ebook

Harry Walls begins a two-part sermon series and explores various Scriptures to uncover God's intended design for the church as it was meant to be—a Christ-honoring, life-giving, and Biblically functioning community. This week, we look at the role of elders and pastor-teachers in equipping and shepherding God's people.

This week, Shanna and Fuzz explore the invaluable resources available on Colorin Colorado, a website dedicated to supporting English learners in the classroom. They highlight the site's wealth of tools designed for teachers, parents, and administrators, making it easier to meet the diverse needs of students learning English. Listeners will learn about key features such as grade-level support, bilingual resources for families, and a comprehensive resource library filled with books, articles, and videos. Shanna emphasizes the importance of these tools for fostering an inclusive learning environment, especially for new teachers or those welcoming English learners into their classrooms. Tune in for practical insights and tips on effectively utilizing Colorin Colorado to enhance student learning and engagement.Takeaways: Colorin Colorado is an excellent resource for teachers supporting English learners in the classroom. The website offers invaluable parent resources available in both English and Spanish to assist families. Teachers can access a robust library of professional development materials and resources for various audiences. The site provides tools to help teachers sort resources by audience, enhancing usability and accessibility. New teachers can benefit from guides on teaching English learners and classroom vocabulary in Spanish. Colorin Colorado features articles, videos, and tips for effectively supporting English language learners. Links referenced in this episode:colorincolorado.comsmartinwi.combuymeacoffee.com/smartinwiMentioned in this episode:Education Podcast NetworkTech Tools for Teachers is part of the Education Podcast Network. https://www.edupodcastnetwork.com/This podcast uses the following third-party services for analysis: Podcorn - https://podcorn.com/privacyPodtrac - https://analytics.podtrac.com/privacy-policy-gdrp

Join Sue for an upcoming Live Virtual Workshop where you will learn from Sue practical tips & strategies to make a difference. In this episode, we will discuss: ✅ Autism spectrum varies widely, requiring tailored approaches for each child. ✅ Early diagnosis aids intervention, with average age around seven. ✅ Sensory and behavioural meltdowns differ and need specific strategies. ✅ Flexibility is a challenge; teaching adaptability reduces stress. ✅ Life skills like cooking teach independence and practical abilities. ✅ Motivation is key; leveraging personal interests encourages engagement. ✅ Parenting and teaching neurodiverse children require clarity and consistency. Read more about this podcast in the show notes found via the link below suelarkey.com.au/supporting-children-with-pda-and-odd Join the Facebook group specifically for this podcast www.facebook.com/groups/suelarkeypodcastcommunity/ Join my Neurodiversity Network suelarkey.com.au/neurodiversity-network/ Follow my Instagram account for regular tips www.instagram.com/sue.larkey/ To learn more about teaching or understanding ASD, please visit my website below. elearning.suelarkey.com.au

We've all either felt this way or had a conversation with a teacher that goes like this... "I would leave but I just feel like I can't" It's a widespread thought and this week we dive into WHY it is the case. What are the pros of teaching? What are the scary bits about leaving? What can you do about it if you feel this way? As always, pure honesty and openness from us, discussing real issues, trying to provide solutions and having a laugh along the way. Let us know what you think! Instagram: https://www.instagram.com/teachsleeprepeatpodcast?igsh=MXFkZ2w0Z2k4bnRuNg== TikTok: https://www.tiktok.com/@teachsleeprepeatpodcast?_t=ZG-8t0kkYOzNOT&_r=1

Revd Colin Baker unpacks Luke's account of events following Passover, when rather than setting off for home with his parents, Jesus remained in the temple courts, sitting among the teachers, listening to them and asking them questions. Colin challenges us to reflect on 3 priorities – our relationship with God, our relationship with authority figures in our lives, our desire to be right with God.

Get ready for an eye-opening episode of Teachers Off Duty with stories, laughs, and a rare admin perspective! _________________________________   Grab your tickets for the Bored Teachers Comedy Tour here: https://bit.ly/TODBTCT Check out our MERCH! https://shop.boredteachers.com Subscribe to our newsletter: https://www.beacons.ai/teachersoffdutypod Send us a voice message: https://bit.ly/3UPAT5a  Listen to the podcast anywhere you stream your favorite shows: Spotify: https://open.spotify.com/show/69pLuB4cKPCP8UG3eCImfP Apple: https://podcasts.apple.com/us/podcast/teachers-off-duty/id1602160612 _________________________________ Class is in session, but the teachers are off duty! In this special episode, we're joined by three incredible hosts: the hilarious Jess Merrill, Leslie Robb and the inspiring Principal Jared Lamb. Together, we dive into the dynamic—and sometimes comical—relationship between teachers and admin. From horror stories that make you say “wait, what?!” to heartwarming strategies for bridging the teacher-admin gap, this episode is a must-listen for anyone in education. Principal Lamb shares his unconventional approach to leadership, why he's traded his office for a rolling cart, and how his “teachers-first” mindset creates a positive school environment. Leslie Robb brings her signature humor to discuss relatable teacher struggles and why happy teachers make happy schools. Plus, we tackle everything from wild admin requests (handstands, anyone?) to the emotional challenges educators face daily. Whether you're a teacher, administrator, or just curious about life behind the scenes of education, this episode will leave you laughing, inspired, and ready to take on the classroom—or maybe just that next PTA meeting! Tune in, and don't forget to subscribe for more hilarious and heartfelt episodes of "Teachers Off Duty."  _________________________________ Catch us live! Don't miss the Bored Teachers Comedy Tour. Grab your tickets at BoredTeachers.com/comedy-tour. UK Comedy Tour: We're bringing the laughs to the UK in February, hitting: -London: February 7th -Glasgow: February 9th -Birmingham: February 11th -Manchester: February 12th Get ready for a hilarious time! _________________________________ Teachers get your perks!! This episode is brought to you by: Mint Mobile | Go to https://minthmobile.com/TOD for more information. Apostrophe | Go to https://www.apostrophe.com/TOD to sign up. Orgains | Go to https://orgain.com//TOD for 30% off your order. _________________________________ Follow us on all platforms @TeachersOffDutyPodcast Get Teachers Off Duty Premium to access EXCLUSIVE content at: https://teachersoffduty.supercast.com/ Check out our MERCH! https://shop.boredteachers.com/collections/teachers-off-duty Subscribe to our newsletter: https://www.beacons.ai/teachersoffdutypod  _________________________________________________ Teachers Off Duty - a Bored Teachers podcast      

Feeling unnerved by the unpredictability of our world right now? You're not alone. In this first Truth for Teachers episode of 2025, we're diving into how to practice radical acceptance as we navigate uncharted territory as educators (and as a society.) Join me as I share practical strategies I'm using right now for staying grounded, making my world smaller, and focusing on what's within my control.  We'll explore how to shift from fear to hope by embracing the opportunities hidden within unpredictability. You'll hear about my own struggles with anxiety, my word of the year (serendipity), and how unexpected blessings can arise when we let go of needing to plan and control everything. As we move into 2025, let's commit to focusing on possibility. Let's not judge situations when it's too soon to see the ripple effect of what's good and bad. Let's release the limitations of black-and-white, all-or-nothing thinking, and of judging everything as a positive thing or a negative through an immediate reaction. Let's release judgment of the situation altogether, and practice radical acceptance. Let's choose to see unpredictability not as a threat but as an invitation. Let's keep showing up, creating, and building a future rooted in hope.  Get the shareable article/transcript for this episode here.

magine gripping an Olympic barbell, its cold steel pressing into your palms. Now, with every word you speak, imagine spotters steadily adding weight—one pound at a time. Each phrase makes the bar pounds heavier until it becomes unbearable. That's the kind of weight spiritual leadership carries. This devotional is about 1100 words long. Just imagine trying to deadlift that—not a chance, right? That would be an record, If I were able to lift it. And yet, that's the reality of teaching God's truth. In James 3:1-2, we're reminded that those who teach will be judged with greater strictness. So, how do we step up to the bar without being crushed? Let's dig into that together. Welcome to the Daily Devo. Our text today is James 3:1-2. Not many of you should become teachers, my brothers, for you know that we who teach will be judged with greater strictness. For we all stumble in many ways. And if anyone does not stumble in what he says, he is a perfect man, able also to bridle his whole body. — James 3:1-2 James opens this chapter with a warning: not everyone should aspire to be a teacher. And what is his reason? Teaching God's Word comes with weightier spiritual responsibility and accountability because it carries the power to shape others' faith and lives. Misusing this gift can cause spiritual harm, so James emphasizes the weightier judgment for teachers. And honestly, these verses have always humbled and incited a holy fear in me—which is necessary for the spiritual teacher. Just so you know, I think about this every day as I approach God's Word—if I am rightly handling the weight of the Word. I do my very best to dig deep and let God's Word speak precisely as the original author intended so that I make applications to our lives that are as surgically correct as possible. But even though James warns spiritual teachers about the weight, he also acknowledges a universal truth: we all stumble or struggle to bear the burden of the weight, which reminds teachers and every one of us with a mouth about the weight of our words. For the Disperions of believers James addressed, this was a warning about the dangers of false teaching and spiritual pride. In a time of persecution and fragile church communities, their words mattered deeply. Teachers had to rely on God's truth, not their cleverness or ambition, to guide others rightly. Today, this truth is just as critical. God's Word reveals the way, the truth, and the life. Whether you are teaching it from a pulpit, leading from it in a small group, or mentoring someone one-on-one, the weight of your words about God's Word is real. Here's the key I always try to remember when communicating God's Word: it's not about my ability or strength to carry its weight. When I teach the Word, I rely on the All-Powerful God who spoke it. I let its weight rest on me and then share it with you. In the end, my prayer is that we both entrust our lives to the One who can truly bear that weight—Jesus Christ. Here's the good news: Jesus came to carry the burden we could never bear. He lived the perfect life we couldn't live—He never stumbled in word, action, or thought. And on the cross, He bore the crushing weight of sin for you and me, paying the price so we could be free from its burden. Today, you have the opportunity to let go of that unbearable weight. Jesus invites you with these words: “Come to me, all who labor and are heavy laden, and I will give you rest” (Matthew 11:28). You can let go of the barbell. All you need to do is surrender to Him. Confess your need for His grace. Believe in Him as your Savior. And follow Him as your Lord. If you're ready to make that decision, pray this with me: “Jesus, I can't carry this weight anymore. I've stumbled in many ways and need your forgiveness. Thank you for living the perfect life and dying for my sins. I believe you rose again, conquering sin and death. Today, I surrender my life to you. Be my Savior and my Lord. Amen.” If you just prayed this prayer for the first time, welcome to God's family! If you prayed because you needed to let go of some burdens again, praise the Lord! I want to walk alongside you on your discipleship journey. Follow us here daily as we grow together in God's Word and learn to trust Him more deeply. #SpiritualLeadership, #JesusOurStrength, #WordOfGod ASK THIS: How can you better rely on God's strength when teaching or sharing His Word? What burdens do you need to surrender to Jesus today? How have your words impacted others spiritually this week? What steps can you take to ensure your teaching aligns with God's truth? DO THIS: Let Jesus take the weight of the burden. PRAY THIS: Lord, I surrender the weight of my words and my life to You. Help me trust Your strength and speak Your truth faithfully. Amen PLAY THIS: Burdens.

Send us a textIn this episode, Vanessa explores the top transferable skills that teachers already possess, making them highly competitive for jobs in 2025. These skills include emotional intelligence (EQ), data literacy, adaptability, project management, strong communication, and problem-solving. Vanessa explains how these abilities align with various career paths outside of education, such as project management, instructional design, user experience research, event planning, and more. She emphasizes the importance of recognizing and translating these skills for roles in fields like nonprofit work, tech, customer service, and even voice-over artistry. Teachers are well-equipped for success in numerous industries and can leverage their skills to create fulfilling second careers.Links mentioned in the show: Microsoft Learning Paths for Data Literacy Certification: Microsoft LearnTeachers in Transition Website: teachersintransition.comFree Virtual Coffee Chat or Discovery Session: Sign up hereEmail Vanessa for Support: vanessa@teachersintransition.com  Charity Navigator: https://www.charitynavigator.org   Charity Watch: https://www.charitywatch.org Please rate and review wherever you listen to your podcasts!  It really helps the show.   A transcript of this podcast can be found on it's homepage at www.buzzsprout.com

     Almost anyone can be used by the Lord to communicate divine revelation. Even a jackass can be the mouthpiece of God (Num 22:28-30). Biblically, Christians are directed to “teach and admonish one another” (Col 3:16), which shows that all believers can teach and counsel one another with the Word of God. Of course, this assumes they've been “constantly nourished on the words of the faith and of the sound doctrine” (1 Tim 4:6), are spiritually mature in their walk with the Lord (Heb 5:14), and can “speak the things which are fitting for sound doctrine” (Tit 2:1). New believers are to “long for the pure milk of the word, so that by it you may grow in respect to salvation” (1 Pet 2:2).      Throughout Scripture, God has used various persons to communicate His Word to others for their instruction and edification. God used mothers and fathers (Deut 6:6-7; Eph 6:4; 2 Tim 1:5; 3:15),[1] wise men (Prov 13:14), noble women (Prov 31:26), older mature women (Tit 2:3), prophets (Deut 4:1; 4:5; Eph 4:11), ruling officials and Levites (2 Ch 17:7-9; Neh 8:7-8), and priests (Lev 10:11; Mal 2:7; Ezra 7:10). In his letter to the Ephesians, Paul listed several communication gifts that Christ gave to His church, saying, “And He gave some as apostles, and some as prophets, and some as evangelists, and some as pastors and teachers” (Eph 4:11). This is a list of gifted men who are tasked by the Lord to provide education to Christians. Jesus gave these men to His church “for the equipping of the saints for the work of service, to the building up of the body of Christ; until we all attain to the unity of the faith, and of the knowledge of the Son of God, to a mature person, to the measure of the stature which belongs to the fullness of Christ” (Eph 4:12-13). Christ gave these gifted men to His church to help Christians advance spiritually so that they, in turn, can serve others in their walk with the Lord.      In the New Testament, the apostles were entrusted not only with preaching and evangelism but also with instructing the early church in doctrine and Christian living. For example, the apostle Paul explicitly refers to himself as “a teacher of the Gentiles in faith and truth” (1 Tim 2:7). Paul's ministry involved extensive teaching, as he wrote letters to churches (e.g., Romans, Corinthians, Ephesians) explaining theological doctrines, correcting misunderstandings, and guiding the believers on how to live in accordance with God's will. According to Hoehner: "The apostles include the Twelve, who had the office of apostleship by virtue of being with Christ (Acts 1:21–22) and having been appointed by Him (which would also include Paul; 1 Cor 15:8–9; Gal 1:1; 2:6–9). But “apostles” also included others who were recognized as apostles, such as James (1 Cor 15:7; Gal 1:19), Barnabas (Acts 14:4, 14; 1 Cor 9:6), Andronicus and Junias (Rom. 16:7), possibly Silas and Timothy (1 Th 1:1; 2:7), and Apollos (1 Cor 4:6, 9). This latter group had the gift of apostleship but not the apostolic “office” as did the Twelve and Paul. Apostles, then, were those who carried the gospel message with God's authority. “Apostle” means “one sent as an authoritative delegate.”[2]      In the New Testament, prophets were not only those who received direct revelation from God but also served as teachers of His Word. Their role involved both the foretelling of future events (Acts 11:27-28; 21:10-11) and the forth-telling or proclamation of God's truth, which included explaining and applying existing Scripture. This dual function meant that prophets acted as teachers in the early church, helping believers understand doctrine and the teachings of Christ. The role of prophets as teachers is seen in passages like 1 Corinthians, where Paul said, “One who prophesies speaks to men for edification and exhortation and consolation” (1 Cor 14:3), which were all aspects of instruction and spiritual growth. According to Chafer, “The message of the New Testament prophet is more one of forthtelling than of foretelling. He declares the message of God with exhortation and unto edification and comfort.”[3]      Prophets, by God's guidance, helped to build up the church, teaching what had already been revealed in Scripture while also giving inspired messages. Their role was critical before the completion of the New Testament, as they served as communicators of God's will and truth, similar to how teachers expound upon Scripture today. Hoehner notes, “New Testament prophets were gifts to the church to provide edification, exhortation, and comfort (1 Cor 14:3). They probably revealed God's will to the church when the biblical canon was incomplete. Since the apostles and prophets were foundational, they did not exist after the first generation of believers.”[4] Wiersbe states: "A New Testament prophet is one who proclaims the Word of God (Acts 11:28; Eph 3:5). Believers in the New Testament churches did not possess Bibles, nor was the New Testament written and completed. How, then, would these local assemblies discover God's will? His Spirit would share God's truth with those possessing the gift of prophecy. Paul suggests that the gift of prophecy had to do with understanding “all mysteries and all knowledge” (1 Cor 13:2), meaning, of course, spiritual truths. The purpose of prophecy is “edification, encouragement, and consolation” (1 Cor 14:3). Christians today do not get their spiritual knowledge immediately from the Holy Spirit, but mediately through the Spirit teaching the Word. With the Apostles, the prophets had a foundational ministry in the early church and they are not needed today (Eph 2:20)."[5]      Evangelists in the Bible were primarily focused on proclaiming the gospel and sharing the good news of Jesus Christ, but their role also included teaching. Evangelists were responsible for bringing the message of salvation to unbelievers and helping new converts understand the basics of the Christian faith. In Ephesians 4:11, evangelists are among the list of communication gifts—or gifted persons—God has provided to His church. This shows that their role, like the others listed, was to build up and strengthen the church (Eph 4:12). Evangelists did not just preach a simple message of salvation; they would have needed to teach the foundational truths of the gospel and explain what it meant to live as a disciple of Christ. Philip the evangelist is a good example. In Acts 8, he not only preached the gospel to the Ethiopian eunuch but also explained the meaning of Isaiah 53 and taught about Jesus (Acts 8:26-34). When the eunuch asked Philip about Isaiah 53:7-8, we're told, “Then Philip opened his mouth, and beginning from this Scripture he preached Jesus to him” (Acts 8:35). Philip's role in that encounter included teaching, since he had to guide the eunuch in understanding Scripture.      Pastors and teachers, as listed in Ephesians 4:11, likely refer to one person who functions in two ways.[6] Hoehner believes “they refer to two characteristics of the same person who is pastoring believers (by comforting and guiding) while at the same time instructing them in God's ways (overseers or elders are to be able to teach; 1 Tim 3:2; Tit 1:9).”[7] Daniel Wallace is correct when he states that “all pastors were to be teachers, though not all teachers were to be pastors.”[8] Concerning pastors, Wiersbe states: "Pastor means “shepherd,” indicating that the local church is a flock of sheep (Acts 20:28), and it is his responsibility to feed and lead the flock (1 Pet 5:1–4, where “elder” is another name for “pastor”). He does this by means of the Word of God, the food that nourishes the sheep. The Word is the staff that guides and disciplines the sheep. The Word of God is the local church's protection and provision, and no amount of entertainment, good fellowship, or other religious substitutes can take its place."[9] Dr. Steven R. Cook   [1] The Mosaic Law instructed the parents, saying, “These words, which I am commanding you today, shall be on your heart. You shall teach them diligently to your sons and shall talk of them when you sit in your house and when you walk by the way and when you lie down and when you rise up (Deut 6:6-7). The phrase, teach them diligently, translates the Hebrew verb שָׁנָן shanan, which means to engrave or chisel on stone. The verb is in the Piel stem, which makes it intensive (i.e., teach diligently). Here, the tongue of the parents is likened to a chisel they keep applying to their children's minds in order to engrave God's Word into their thinking (cf. Prov 6:20-23). Where and when was this activity of training to take place? Moses says, you “shall talk of them when you sit in your house and when you walk by the way and when you lie down and when you rise up” (Deut 6:7b). Sitting suggests times of rest, and walking speaks of activity. When you lie down suggests evening time, and when you rise up suggests the morning hours. These form a double merism which encompass of all of life. In this way, Deuteronomy is aimed at subsequent generations, that they might learn God's will and faithfully transmit it to their children, who will pass it along to their children, and so on. [2] Harold W. Hoehner, “Ephesians,” in The Bible Knowledge Commentary: An Exposition of the Scriptures, ed. J. F. Walvoord and R. B. Zuck, vol. 2 (Wheaton, IL: Victor Books, 1985), 634–635. [3] Lewis Sperry Chafer, The Ephesian Letter (New York: Loizeaux Brothers, 1935), 131. [4] Harold W. Hoehner, “Ephesians,” in The Bible Knowledge Commentary, 635. [5] Warren W. Wiersbe, The Bible Exposition Commentary, vol. 2 (Wheaton, IL: Victor Books, 1996), 38. [6] The Granville Sharp rule, which is a Greek grammatical rule, states that when two singular nouns are joined by “kai” and share one article, they refer to the same person or thing. It is not likely that the Granville Sharp rule applies to this passage, since the nouns “pastors” (ποιμένας) and “teachers” (διδασκάλους) are both plural. However, it's possible that the “kai” (and) in Ephesians 4:11 could function as a hendiadys, which is a rhetorical device where two terms are used to express a single idea or a closely connected concept. In this case, “pastors and teachers” (ποιμένας καὶ διδασκάλους) could be understood as describing one group of people with dual functions. If this is the case, “pastors” and “teachers” would be expressing two aspects of the same role. This interpretation aligns with the idea that the primary responsibility of pastors (or shepherds) involves teaching and instructing the flock. This is reinforced by passages such as 1 Timothy 3:2, which states that an overseer (which would include a pastoral role) must be “able to teach” (διδακτικός), and Titus 1:9, which says that an elder must hold “fast the faithful word” so that he can “exhort in sound doctrine and refute those who contradict.” [7] Harold W. Hoehner, “Ephesians,” in The Bible Knowledge Commentary, 635. [8] Daniel B. Wallace, Greek Grammar beyond the Basics: An Exegetical Syntax of the New Testament (Grand Rapids, MI: Zondervan, 1996), 284. [9] Warren W. Wiersbe, The Bible Exposition Commentary, vol. 2, 38.

In this enlightening episode of New Teacher Talk, educator Jameelah Wright dives deep into the crucial yet often overlooked topic of teacher self-care. Learn six practical strategies that can transform your well-being without overwhelming your already busy schedule. From creating your personal sanctuary to building a strong support network, Jameelah shares battle-tested approaches that work in the real world of education. Plus, discover how the innovative Finch app can turn self-care into an engaging daily habit through gamification. Whether you're a first-year teacher or a seasoned educator, this episode offers the guidance you need to prioritize your own wellness. #TeacherSelfCare #TeacherWellness #TeacherLife #EducatorWellness #TeacherMindfulness #TeacherMentalHealth #TeacherTips #NewTeacherTalk #TeachersOfInstagram #EducatorsOfInstagram

The Foundation for Education and Social Justice Africa says it has received an alarming number of reports of under and unqualified educators, including students, hired to teaching posts at some independent or private schools across the country. As the new academic year approaches, the foundation is calling on schools across the country to prioritize transparency by disclosing the qualifications of their teaching staff to parents. To find out more we are now joined on the line by Hendrick Makaneta, education activist from the Foundation for Education and Social Justice

The Tokyo metropolitan government will establish a program to support the repayment of student loans for those who will start working as teachers or technical civil servants in Tokyo in April or later, Governor Yuriko Koike said Sunday.

In this episode of the Knowledge for Teachers podcast, Nick Hart takes us on an inspiring journey from his beginnings in sports science to becoming a school leader in Dubai. A respected voice in educational leadership, Nick shares insights from his blog and books, delving into the evolution of his leadership style. He discusses the critical role of context in decision-making, introduces the concept of the school year's rhythm for structured improvement and highlights the importance of trust in fostering strong school communities. Tune in for practical advice and thought-provoking ideas on navigating the complexities of educational leadership. Resources mentioned: Nick Hart's books:  Creating a strong culture and a positive climate in schools  Impact: a five part framework for making a difference in schools Nick Hart's blog posts discussed in this episode:  Leadership handbook 5.0 School improvement: Rhythm of the year Culture setting | More than words A model for school improvement Vivianne Robinson Mary Kennedy Dr. Neil Gilbride Bryk and Schneider Ambition Institute - The persistent problems of school leadership AERO You can connect with Nick: Twitter: @MrNickHart Linkedin Website: mrnickhart.wordpress.com   You can connect with Brendan: Twitter: @learnwithmrlee Facebook: @learningwithmrlee Linkedin: @brendan-lee-kft Website: learnwithlee.net   Support the Knowledge for Teachers Podcast:  https://www.patreon.com/KnowledgeforTeachersPodcast   A Systematic and Structured Approach to Teaching Primary Mathematics - 10 hr Online (Live) Course While there's been strong momentum for the science of reading, what about maths? In this course, I will explore what the research reveals about effective maths instruction, highlighting the importance of aligning teaching with how learning happens. Across these sessions, I will go beyond summarising research and delve into practical implications, showing teachers how to bring these concepts to life in the classroom. Highly interactive, the sessions will offer plenty of opportunities for teachers to engage, practice, and respond.   More info https://www.learnwithlee.net/a-systematic-and-structured-approach-to-teaching-primary-mathematics/ 10% off Discount code: MATESRATES  

What do you like to do most in Sabbath School and church? Sing songs? Give an offering? Listen to stories about Jesus? "And Jesus grew in wisdom and stature." LUKE 2:52, NIV. We learn so that we can help others.

What do you like to do most in Sabbath School and church? Sing songs? Give an offering? Listen to stories about Jesus? "And Jesus grew in wisdom and stature." LUKE 2:52, NIV. We learn so that we can help others.

Welcome to Grace in Focus radio. Today, Bob Wilkin and Colin Jackson are answering a question about the meaning of faith, and what is meant by “faith alone.” What are some of the hurdles or struggles with believing the faith alone message? What are some verses that can help in clearing these hurdles? Please listen

A near-death experience profoundly transformed Speaker A's life, leading to a spiritual awakening that filled them with beautiful energy and a newfound sense of self-worth. After recovering in the hospital, they found themselves free from the urge to drink alcohol and eager to share their insights about life after death, emphasizing that the soul continues to exist in a beautiful realm. The conversation delves into how this experience reignited Speaker A's artistic passions, despite previously being discouraged from pursuing art and music during their childhood. They candidly discuss the negative impact of teachers and societal expectations on their self-esteem and ambitions, highlighting the struggles many face in pursuing creative paths. Ultimately, Speaker A's journey serves as a testament to the resilience of the human spirit and the importance of following one's passion, even against the odds.Takeaways: The near death experience led to a profound spiritual awakening and self-discovery. After the experience, I felt an overwhelming sense of peace and love for myself. Despite lacking formal training, I embraced my artistic talents after my spiritual awakening. Teachers' discouraging words during my youth impacted my self-worth and artistic aspirations. The belief that death is not the end can inspire others to seek spiritual growth. Pursuing art and music can be challenging due to societal pressures and financial instability.

This week on Kankakee Podcast News: A $30,000 reward is offered to solve a tragic New Year's Day shooting, a high-speed chase ends in Kankakee, and international teachers join District 111 to address staffing shortages. Plus, updates on local infrastructure, new businesses, and upcoming events. Stay informed with the latest stories from around Kankakee County!Send us a textSupport the show

Some theatre teachers are asking the State Board of Education to increase the endorsement level requirement for educators. They spoke at the board's first meeting with four new members on Friday.

DESCRIPTION:Teaching can be both rewarding and exhausting, and maintaining energy throughout the school year is essential. In this episode, Tem shares practical strategies to help teachers manage exhaustion, set boundaries, and prioritise their well-being no matter the time of year, helping teachers thrive in and out of the classroom. Tune in for actionable tips, encouragement, and inspiration to keep you fuelled and fulfilled throughout your teaching journey.KEY TAKEAWAYS:Prioritise your well-being with practical self-care strategies to recharge and stay energised year-round.Celebrate your wins, no matter how small, and use positive affirmations to maintain confidence and focus on your accomplishments.Build long-term habits for self-care by scheduling regular activities that bring joy and revisiting your “why” to stay connected to your teaching purpose.Connect with your teaching community for support and encouragement, fostering shared experiences and advice to sustain your well-being.Go to Mastering teaching to unlock exclusive content, strengthen your skills and access resources to help level up and thrive in your teaching profession for the price of a coffee!BEST MOMENTS:"Have specific boundaries in place""Take small, actionable steps to help us feel energised and recharged""Have the confidence to say no""Our well-being is vital"VALUABLE RESOURCES:Go to Mastering teaching to unlock exclusive content, strengthen your skills and access resources to help level up and thrive in your teaching profession for the price of a coffee!EPISODES TO CHECK OUT NEXT:How to re-build positive relationships with studentsHow To Protect Your Time and EnergyABOUT THE HOST:Since embarking on her teaching journey in 2009, Tem has been on a mission to empower students to reach their fullest potential. Specialising as a Secondary Physical Education Teacher, Tem also has experience in Special Educational Needs (SEN) as a class teacher in an SEN provision. With an unwavering commitment to helping students become the best versions of themselves, Tem believes in the power of education to shape not just academic prowess, but character and resilience. Having mentored numerous teachers throughout her career, she is not only shaping young minds but also nurturing the growth of those who guide them.ABOUT THE SHOW:The podcast for teachers of many years, trainee teachers or Early Career Teachers (ECTs). Join Tem as she delves into the diverse world of teaching, offering valuable insights, tips, and advice on a variety of teaching strategies to help teachers thrive as classroom practitioners. CONNECT & CONTACT: Email: tem@helpingteachersthrive.comLinktree: https://linktr.ee/temsteachingtipsInstagram: instagram.com/temsteachingtipsLinkedIn: linkedin.com/in/tem-ezimokhai-23306a263 Get bonus content on Patreon Hosted on Acast. See acast.com/privacy for more information.

On this Selected Shorts program, host Meg Wolitzer presents stories about journeys—physical and emotional—that end in unexpected places.  In “A Woman Driving Alone,” by Marie-Helene Bertino, the main character travels s long way to see a friend, but seems also to be escaping a challenging moment in her life.  The piece was commissioned for Selected Shorts' anthology Small Odysseys, and is read by Amber Tamblyn.  In Tom Perrotta's “Nine Inches”, a teacher drives only across town, to chaperone a middle school dance, but almost gets into trouble himself.  The story is performed by Santino Fontana. 

We're two weeks into 2025, and as part of our New Year's series, we're diving into the world of tech. But before we get started, if you missed last week's episode on new books, be sure to check it out—we left you with a bit of a cliffhanger that we'll resolve at the beginning of this episode!Technology is constantly evolving and is everywhere around us, so if it feels overwhelming to keep up, don't worry—we've got you covered. Remember, tech should make your life easier, not harder. That's why we recommend sticking with the platforms you already know and love (hello, Google Docs!). Many of these tools have received helpful updates and are more powerful than ever.In this episode, we'll discuss how to make the most of familiar tools, approach AI intentionally, and streamline your tech organization for better planning. Plus, we'll share some new tech tools you should check out this year!If you'd like more support, this month in Happy Hour, we're going deep into teacher digital planning and organization (and sharing Trello templates!). Join us here!Tools Mentioned:Google DocsGoogle SlidesPadletEdpuzzleCommonLitPictory MilanoteGoogle TasksTrelloSHOW NOTES: https://www.bravenewteaching.com/home/episode239"Send us a message - please include your contact information so we can chat soon!"Purchase your copy of Role Call here and then be sure to claim your free bonus here!Support the show

In this episode Denver Riley and Lauren Antonio join me for a heartfelt and humorous discussion about teaching, empathy, and navigating unexpected challenges. From recounting chaotic airport experiences in Newark to exploring the emotional weight teachers carry in the classroom, we reflect on the importance of creating safe spaces for students. We also share anecdotes about students' "trauma dumps," our strategies for fostering emotional well-being through initiatives like Wellness Wednesdays, and the challenges of staying neutral during heated election seasons. Takeaways: Empathy is a Skill: Teachers often find themselves as emotional pillars for their students, making empathy a crucial skill that many educators refine daily. Navigating Student Trauma: Teachers frequently act as the first point of contact for students dealing with deep emotional burdens, especially early in the school day. Wellness Wednesdays Make a Difference: Creating weekly moments for stress relief, like walks or coloring, helps students and teachers decompress from the pressures of academic life. Teachers as Role Models: Students look to teachers during uncertain times, such as election seasons, for stability and guidance on managing emotions. Balancing Personal and Professional: Educators must navigate their own feelings while supporting students, often requiring them to leave personal stress at the door. — Want to Learn more about Denver Riley and Lauren Antonio? Instagram: @keepingupwithms.b_ & @msantonioec Tiktok: @keepingupwithms.b_ — Don't be shy come say hi: andrea@human-content.com and podcasterandrea.com Watch on YouTube: @educatorandrea Listen Anywhere You Podcast: Apple, Spotify, PodChaser, etc. — A Human Content Production Learn more about your ad choices. Visit megaphone.fm/adchoices

You can enjoy exclusive and intense erotic audio by grabbing your copy of the Sensual Awakening App on the Apple Store,or downloading the very unofficial and unapproved Android version from WyldeInBed.com Step into a world of sensual passion and spicy romance with our latest erotic audio story, “Teachers Pet" Join Michelle as she embarks on a journey back to the halls of her old high school, where memories of unfulfilled longing and forbidden temptation await. This steamy tale is perfect for anyone who craves erotic romance laced with nostalgia and intense, rekindled desires.Michelle thought she had left her teenage years—and her teenage crush—far behind. But when she returns to her alma mater for a reunion event, she finds herself face-to-face with Mr. Anderson, the teacher who had once ignited her deepest fantasies. Michelle's intention is simple: to finally put her lingering feelings to rest and move on with her life. Yet, as she stands before him, she realizes that the fire of her desire is far from extinguished—it's burning hotter than ever.A Journey of RediscoveryAs Michelle reconnects with Mr. Anderson, the boundaries of their student-teacher relationship blur, giving way to a whirlwind of emotions and sensual encounters. The story delves into Michelle's inner turmoil and mounting desire, capturing the tension and excitement of rekindled passion. Every glance, every touch, every whispered word between them heightens the sensual passion that has been simmering for years.The Allure of Forbidden Romance"Teachers Pet." is an intoxicating blend of spicy romance and emotional depth. Michelle's journey is one of self-discovery and the pursuit of forbidden love, making it a tantalizing listen for anyone who has ever harbored a secret crush or longed for a second chance at passion. The erotic tension between Michelle and Mr. Anderson is palpable, creating a narrative that is both deeply erotic and profoundly moving.Immersive and Sexy NarrationWhat sets "Teachers Pet." apart is its immersive and sexy narration. The narration captures every nuance of their interactions, from the hesitant beginnings to the explosive climaxes. As you listen, you'll feel the heat of their attraction and the urgency of their need, making you a part of their erotic journey.Themes of Desire and FulfillmentAt its core, "Teachers Pet." is a story about the power of unfulfilled desires and the lengths we go to satisfy them. Michelle's return to her old school is not just a physical journey but an emotional and erotic one. The story explores themes of longing, forbidden love, and the sweet agony of rekindled passion, making it a compelling listen for fans of erotic romance and sensual passion.Why You Should ListenIf you're looking for an erotic audio story that combines spicy romance with a deep emotional connection, "Teachers Pet." is the perfect choice. The chemistry between Michelle and Mr. Anderson is electric, their encounters are steamy, and the narrative is both engaging and deeply satisfying. This is a story that will not only ignite your senses but also touch your heart.Indulge in Erotic RomanceDon't miss out on the chance to experience Michelle's journey of rediscovery and passion. "Teachers Pet." is an erotic audio story that will captivate you from start to finish, leaving you breathless and yearning for more. Press play and let Michelle's story of sensual passion and spicy romance sweep you away.---Experience "Teachers Pet." today and immerse yourself in a world where past desires are reignited and new passions are discovered. Indulge in the ultimate erotic audio experience and let your fantasies come to life.

After eight months of contentious talks that cost CEO Pedro Martinez his job, Chicago Public Schools teacher contract negotiations are entering a decisive phase. Chalkbeat Chicago's Becky Vevea explains. Host - Jon HansenReporter - Becky VeveaRead More Here Want to donate to our non-profit newsroom? CLICK HEREWho we areBlock Club Chicago is a 501(c)(3) nonprofit news organization dedicated to delivering reliable, relevant and nonpartisan coverage of Chicago's diverse neighborhoods. We believe all neighborhoods deserve to be covered in a meaningful way.We amplify positive stories, cover development and local school council meetings and serve as watchdogs in neighborhoods often ostracized by traditional news media.Ground-level coverageOur neighborhood-based reporters don't parachute in once to cover a story. They are in the neighborhoods they cover every day building relationships over time with neighbors. We believe this ground-level approach not only builds community but leads to a more accurate portrayal of a neighborhood.Stories that matter to you — every daySince our launch five years ago, we've published more than 25,000 stories from the neighborhoods, covered hundreds of community meetings and send daily and neighborhood newsletters to more than 130,000 Chicagoans. We've built this loyalty by proving to folks we are not only covering their neighborhoods, we are a part of them. Some of us have internalized the national media's narrative of a broken Chicago. We aim to change that by celebrating our neighborhoods and chronicling the resilience of the people who fight every day to make Chicago a better place for all.

As Stanley Tucci reflects, "Given the circumstances in today's world, the parallels between then and now are impossible to ignore. It's an incredible story, but it's also happening today, to millions of people . . . It's a story about people in a certain place and time, and what happened to them, and what happened to them has happened before, and has happened since, and will continue to happen. Unless we as the human race begin to understand that we are all the same.” What would you do if fascism and antisemitism seized your homeland? In his award-winning podcast, documentarian David Modigliani takes listeners on a gripping journey through his family's escape from Italy in 1938. Pack One Bag, featuring actor Stanley Tucci, delves into Modigliani's grandparents' love story—his grandfather, a prominent book publisher who once advised Mussolini but later turned against him. As Modigliani retraces their steps across Italy, he uncovers hidden Fascist spy documents, personal family diaries, and a poignant Jewish love story that echoes through time. *The views and opinions expressed by guests do not necessarily reflect the views or position of AJC.  Listen – AJC Podcasts: The Forgotten Exodus: with Hen Mazzig, Einat Admony, and more. People of the Pod:  Gov. Josh Shapiro and AJC CEO Ted Deutch on Combating Antisemitism Mijal Bitton on What It Means to Be a Jew Today The Next Chapter in Catholic-Jewish Relations What's Next for the Abraham Accords Under President Trump? You can reach us at: peopleofthepod@ajc.org If you've appreciated this episode, please be sure to tell your friends, and rate and review us on Apple Podcasts or Spotify. __ Transcript of Conversation with David Mogdiliani and Stanley Tucci: Manya Brachear Pashman:   As a documentary filmmaker, David Modigliani has created a variety of works on politics in America, improv comedy, and the improv comedy of politics in America. But during the pandemic, he discovered the love letters of his grandparents, written moments before they fled fascist Italy. Those letters led him to produce a more personal project – an award-winning podcast series starring Stanley Tucci, titled Pack One Bag. David is with us now to talk about that journey.  David, welcome to People of the Pod.  David Mogdiliani:   Thank you so much for having me. I'm so glad to be here. Manya Brachear Pashman:  So, at the core of your podcast, Pack One Bag, is the story of your grandfather, a Nobel Prize winner who fled Italy in 1938 and this was a story that you heard as a young man, as a teenager, right? But if you could share with our listeners what that story was, when you originally heard it. David Mogdiliani:  Yeah, so my grandfather, I was just a five year old kid when he won the Nobel Prize for Economics in 1985. But as I became a teenager and started to grow up, I became sort of fascinated by their love story, the story of escape.  Which was basically that my grandfather, Franco Modigliani, had been a 19 year old kid in Rome when Mussolini passed the racial laws against Jews like him, and he didn't know quite what to do, and he was so fortunate that he had fallen in love with this girl from Bologna named Serena Calabi, whose family had really been planning for this moment for many years, had had the foresight and the privilege to move resources outside of the country, put together an exit strategy, and when they fled Italy for Paris in the fall of 1938 they invited him to join them. They invited their daughter's boyfriend to join them. And the family was in Paris for about nine months and then made it onto the Normandie, a French ocean liner that left the coast of France in August of 1939 and turned out to be the last boat out of mainland Europe before Hitler invaded Poland and World War II began. So that kind of fairy tale escape, a whirlwind romance, that getting married, you know, in Paris on the run, and arriving in the US, kind of just in the nick of time, was the kind of origin story that I grew up with as a kid. Manya Brachear Pashman:  And how did your grandmother's family know how to read those tea leaves?  David Mogdiliani:  My grandmother's father had been known as ile de libri, the king of the books in Italian because he had founded and run along with his wife, something called La messaggerie italiane, which was the biggest book distribution business in all of Italy. It gave him resources and an understanding of where things might be going in Europe in the 1930s so I had known all of that. But when I sort of became more interested in this project and wanted to learn more, and dug into some boxes that my dad had, 19 boxes of my family's documents, we found inside them, a couple of letters from Benito Mussolini to my great grandfather, the king of the books, and that kind of was a staggering moment to see the signature of the future dictator of Italy there at the bottom of the page.  Mussolini had been a lefty socialist newspaper editor in 1914, 1915, and when he had been kicked out of the Socialist Party for supporting Italy's intervention and involvement in World War I, the Socialist Party had kicked him out, and he had decided to start his own newspaper. He needed help doing that, and it turns out that my great grandfather had not only advised him on sort of launching his startup newspaper, but had also funneled a secret subsidy from the French government to Mussolini to fund this paper. So I was relieved to learn that he later had broken with Mussolini, you know, didn't follow sort of the whole fascist experiment, but that he had a sense of Mussolini's temperament, his character. And really, after Mussolini killed a political opponent of his in 1924, a couple of years after coming into power, that is when my great grandfather said, if things continue this way, there's no future for us in this country. Manya Brachear Pashman:  And when you say your great grandfather, the king of the books, concluded that there was no future for us, did he mean your family, or did he mean the Jewish community? David Mogdiliani:  I think at that time, in 1924, he meant our family, and I suppose also those who were not interested in kind of following a blindly fascist authoritarian dictator to the extent that he might transform the country. One of the things that I was sort of fascinated to learn in this project was that Italy was, in fact, a very inclusive place for Jews.  In 1870, the country was sort of unified, and the Jews who had been in ghettos across Italy for hundreds of years, were released, became really central part of Italian society, which was a very tolerant society. Mussolini, in fact, had a couple of Jews in his cabinet. As late as 1935 had a Jewish lover. And it was not really until a later stage of Mussolini's fascism that he very swiftly turned against the Jews, eventually passing the Leggi Razziali, the racial laws, which really instituted a whole set of restrictions that only got worse. Manya Brachear Pashman:  So talk a little bit about your process. I mean, how did you piece together this saga and all of the many pieces of this story that you had not known before, this saga that eventually became 10 episodes of your podcast. David Mogdiliani:  Yeah, you know, during COVID, a lot of people baked banana bread. I pulled out my grandparents' love letters. I had always wanted to interview them to document– I had been a documentary filmmaker for many years and to capture their story–and I kind of just never got around to it. Before I did it, they died. They passed away. And so I had kind of been living with a sense of guilt about that.  But I was in a new romance with a woman named Willa. We had become quarantine mates during the pandemic, she was really curious about the seeds of this family story that I'd shared with her. And we pulled out these love letters, which, in fact, my grandmother had translated into English for her grandchildren, because she really wanted them to know how you know, love had gotten them through the horror of that period. And pulling out those love letters, I was sort of stunned by how fresh and relevant they seemed. Not these kind of black and white mementos from a time gone by, but in a world where there was increasing authoritarian leadership around the world where antisemitism was on the rise, again, their letters to one another, which were going back and forth between Rome and Bologna. They were dealing with these questions, how do we deal with rising fascism? How bad is the antisemitism getting, and what do we do about it? And inside of those boxes, we found not only letters from Mussolini, but kind of the other part of the story. You asked me about the story I grew up with the fairy tale escape that was kind of the baseline that I was operating from. What I had not fully understood was that when my grandfather fled Italy with his girlfriend, and the king of the books, and was so fortunate to escape with them, he left behind his whole family, including his mother and his older brother, Giorgio. And eventually, as World War II kicked off, as they got into the Nazi occupation of Rome, all he could do was read about, you know, the Nazis invading his hometown, what was going on abroad, and he had lost touch entirely with his brother, and yet, what We found inside of these 19 boxes was a 25 page letter from my grandfather's brother, Giorgio, from the older brother that he'd left behind.  And that 25 page letter, it had come just after the war ended. And it said, essentially, you know, we survived. And there's so much to tell you, you know, here's how. And it was just this page turning epic of how my grandfather's brother had shepherded his young family through the war, how they had hid in a small hill town outside of Rome, how he had taken on fake identity, and his little children had learned their fake names and identities and how to cross themselves and go to church and pose as though they were Catholic, and ultimately, how they had made it all the way through to the liberation of Rome. And that, to me, felt like this whole other world, the kind of parallel universe that my grandparents had escaped, the experiences that they might have had if they'd not been so fortunate to be among. Those who were able to flee, and that, along with the question of, why do we have these letters from Mussolini, you know, in the basement, and what's going on with the king of the books, all of that made me want to go back to Italy to dig into my family's past, to better understand this story, to find, you know, answers that could inform my present moment.  At the time, you know, I thought, well, I'll need someone to help me, an audio engineer, at least if we're going to do a podcast. And Willa said, Well, you know, or I could do it. She had learned some audio skills in film school, and I had this question of, like, is this a good idea? Like mixing my budding romance with, you know, digging into my family's, you know, unknown history, but her curiosity had kind of inspired me to dig into this story in the first place, and so we set off together back to Italy with kind of no idea of just how far that adventure would take us. Manya Brachear Pashman:  So I should explain that that saga, you tell that saga in the 10 episodes of the podcast, and the voice of your grandfather is actually that of actor Stanley Tucci. How did you connect with Stanley about this project, and what was it about the project that appealed to him? David Mogdiliani:  I knew that we wanted to bring not only the personal investigative nature of kind of solving some of these mysteries, putting together the pieces, but also to bring to life the experiences and the stories of the characters in this podcast. And so I knew that I could bring to life the voices of my grandparents, which I remembered so well, but I really wanted to bring to life as well the king of the books, my great grandfather, and whenever I thought about him as this kind of debonair Italian, you know, media magnate who got his family out of dodge just in time, he seemed like this kind of cultured, congenial hero that someone like Stanley Tucci might play.  And I'd been in touch with Stanley Tucci a few years prior in regards to his searching for Italy series, we almost worked together on that the scheduling didn't work out, but we'd formed a relationship, and so I shared with him, Hey, I'm digging into the story. I'm finding all this incredible stuff. I want to tell it in audio. And he said, I'd love to help. How can I be part of this? In addition to those more standard documentary techniques. We also do a little bit of kind of creative storytelling, and it's wonderful to have Stanley Tucci do that.  We travel to London, where he lives, and did two long recording sessions with him, and he, having Italian parents and grandparents of his own, speaking Italian well, was able to snap right into that character. He needed very little direction, and it was a great joy to hear him kind of bring that character to life. Manya Brachear Pashman:  And in fact, you had a conversation with him about his own family history and the importance of connecting to that. And I want our listeners to hear a clip of that conversation.   __ David Mogdiliani:  Okay, so tell me, I guess what drew you to the story. Why spend some time doing this?  Stanley Tucci: Well, a number of things. I'm interested in Italian history, Italian stories, Italian people. I'm interested in World War II, and given the circumstances in today's world, you can't help but be interested in the parallels of that time and our time. It's your family story. It's an incredible story, but it's something that's happening today. It's happening as we speak. It's happening all over the world to literally millions of people. David Mogdiliani:  I know you get asked this a lot, but what was your first connection to learning about Italy and its history and what happened to there? Stanley Tucci: My mother's father fought in World War I. He was a corpsman, and he was up in the Alps, and I mean, like the worst fighting, but he never spoke of that. But we were always told about our family history. We were able to live in Italy when I was a kid, and we were able to go visit my family. This is in the early 1970s down in Colombia, and that was fascinating, because it wasn't even 30 years after the war. But that history was really important to us, and the way that those stories were really funny that they would tell, or really frightening that they would tell. And like basically every Italian family, those stories were always told at, you know, dinner parties, at gatherings, at holidays, and you always had a connection with your family. You were always doing things with your family.  Sometimes you were like, Why are we here? No one seems to be getting along, you know. But that said, it's invaluable. Understanding that history, knowing those people. And I really love this story because it's a universal story. It is an Italian story, but it's not an Italian story. It's a Jewish story, but it's not a Jewish story.  It's a story about people in a certain place and time, and what happened to them. And what happened to them has happened before and has happened since and will continue to happen. Unless we as the human race begins to understand that we are all the same. That's why I like this story. It's about hope for equality. ___ Manya Brachear Pashman:  David, you use the word refugee. I'm just curious if your grandparents considered themselves refugees, given the timing of their departure and then the timing of what their relatives that they left behind experienced. David Mogdiliani:  Yeah, and I know actually they specifically did. There's a letter, when my grandmother fled with her parents in early September of 1938. Her father had told her, we're going to leave in the morning. We're going to make this look just like we're going on vacation so we don't draw any undue attention. And I want you to pack one bag and we'll take off in the morning. And they went ahead to Paris, and they were joined there a few weeks later by my grandfather, who had to settle some of his affairs in Rome and get his act together.  And so there are letters from my grandmother, having just arrived in Paris, writing to her boyfriend back in Rome and hoping that he's going to come soon. And she says, quite specifically, we're in this tiny hotel room, and we're really refugees now, everything feels quite different. She, of course, had come from this privileged background. She grew up in this beautiful villa on the hill above Bologna that her father had built, a villa that they had to abandon very quickly. And so she was sort of encountering the reality of being outside of her comfort zone, of not having sort of the comforts that she had grown up with and wishing and hoping that her beloved would join her soon, which would kind of allay some of her anxiety as a refugee.  I think they also felt that sense of being unsettled through their nine months in Paris, from the fall of 1938 until the summer of 1939 being unsure of whether war might break out during that period, my great grandfather, my grandmother's father, the king of the books, he found that his bank accounts inside of Italy had been blocked by the fascist regime, something that we uncovered in more detail in the archives in Rome as we dug into these fascist documents that were kept about all of this persecution, and they had this sense of being unsure of quite when they would leave and how far kind of the tentacles of the fascist regime might extend. And so I do think that they felt like refugees, even if they themselves did not encounter one tenth of the horrors that the family members who remained behind did.  Manya Brachear Pashman:  We have a narrative podcast series called The Forgotten Exodus that really speaks to that. It's about Jews fleeing the Middle East and leaving their homes behind. I mean, that's what you're doing, is you're leaving your home behind, even if you were hated in your home, even if you faced violent antisemitism, it was still home. I'm curious how much your family was fleeing fascism, or were they fleeing antisemitism? Were they fleeing more of one than the other, or did they go hand in hand? David Mogdiliani:  Yeah, well, I think that their initial plans that my great grandfather, the king of the books, was making, were related more to fascism, to his understanding of Mussolini and to political violence and how far things might go. But in the summer of 1938 as he began to get information about the coming racial laws against Jews, and in early September of 1938 when the racial laws were passed such that Jewish children could no longer go to public schools. Teachers couldn't teach at public schools or universities if they were Jewish. Jews could not own a business with more than 99 employees. They couldn't have domestic help of non Jews.  And that initial, you know, set of restrictions against them only increased that fall in the following months, you know, obviously getting to the point eventually that Jews could own nothing, that even the debts that they owed to other people should be diverted to the state. But the beginning of those racial laws is quite literally what they were fleeing when they then decided to execute their exit strategy. It was the promulgation of the racial laws that caused them to leave. Manya Brachear Pashman:  In other words, they began to develop that exit strategy because of fascism. It was initially kind of envisioned as a flight from fascism, but when the culture became antisemitic. That was the trigger. David Mogdiliani:  Exactly. Manya Brachear Pashman:  What have I not asked you, David, that you think is a really important point to mention. David Mogdiliani:  I would say, just about the love and humor that's such a big part of this story. My grandparents were, you know, constantly bickering at one another in this very loving way that we capture in the podcast, just the jump start of their romance was amazing to me. I mean, my grandmother came into Rome with her father, the businessman. She encountered this young kid who she later called il tipo ridiculo, meaning the ridiculous character, because he was just sort of a pesky all over the place, you know guy. And when she came back a second time, he had this plan to take her out, and he had concocted this outing up the Via Appia Antica, which is the ancient road outside of Rome. They got to know each other a little better, and she let him just steal a little kiss at the end of that little date. And the next morning, when she was going back to Bologna, he showed up at the train station in this suit, you know, two sizes too big for him. He's pacing the platform, and he had come to declare his undying love for her.  He was so worried that she was going to get a marriage proposal from a fancy guy in Bologna, and he felt like he had to state his case. And she was like, you know, you got to calm down. You know, it was just a kiss. You know, this is really over the top. And she told him, I want you to not write to me for three months. She really wanted this kind of cooling off period. She said, then write to me if you want. And let's see, you know, if we really have a connection. And so three months later, she's in Bologna, and she gets this package from Rome, and on the top it says: Oh aspettato tre meze, signora di tatoreza. (I waited three months, Madam Dictator.) Ma ogna notte teo scritto. (But every night I wrote to you.) And she opens it up, and there's 91 little letters inside. So every night he had written to her, and then he had saved them and sent them all at the end. So these kind of dramatic, you know, acts of romance and love, the way that they got married inside of the fascist Italian consulate in Paris, that was a huge part of their story, and I think a huge part of what got them through that very anxious, you know, experience. Manya Brachear Pashman:  You talk about how this moment in history jumpstarted your grandparents' romance. Do you mind sharing with listeners what happened to that girlfriend who tagged along and helped you with this project? David Mogdiliani:  It's probably about 3% you know, of the overall story. We're really focused on the story of my grandparents, my great grandparents. But yes, this girlfriend Willa that I had, that had sparked curiosity about my grandparents story when we pulled out the love letters four years ago, as she then came with me as we went back to Italy, digging into the archives, interviewing our cousins, bringing this story to life, and of course, brought us a lot closer together.  Our own relationship continued on, and we were married last year. And just about three and a half months ago, we welcomed our first child, Marcello Vita Modigliani, Vita meaning life in Italian which was a family name. So yes, my own romance has been part of this story as well.  Manya Brachear Pashman:  David, thank you so much. I really appreciate you doing this project and then coming and speaking with us about that. It really is quite relevant and quite instructive. And so thank you so much.  David Mogdiliani:  Thank you. It's been a pleasure to be here, and folks can find pack one bag anywhere they listen to podcasts, Apple, Spotify, but really anywhere, including at packonebagshow.com. You can stream it straight from the website there at packonebagshow.com and thanks so much for this wonderful conversation. I really enjoyed it.  Manya Brachear Pashman:  If you missed the last episode, be sure to tune in for the conversation between AJC CEO Ted Deutch and Pennsylvania Governor Josh Shapiro. In that conversation on the ground in Philadelphia, Governor Shapiro and Ted talked about the antisemitism the governor has faced, the importance of nuance and how simply there is none when it comes to expressions of anti-Jewish hatred. 

Episode Notes: -Thomas has had a wealth of experience teaching middle school and high school. Then he went to graduate school at the University of Chicago. He worked with Benjamin Bloom. He has had the amazing opportunity to learn from such remarkable minds as this.  -We have to give credit to those brilliant people who came before us. Tom worked with Chicago Public School as a Curriculum Evaluator and the Director of Research and Development. Then he moved into a university position at the University of Kentucky. -He realized he had not taught at the elementary level, so he took a leave from the university and went to go live that experience in her second grade classroom. It has had a profound influence on his work ever since.  -2024 Learning Forward Conference - Evaluating Professional Learning Experiences.  -Donald Kirkpatrick - Evaluating Programs in Business and Industry - 4 Levels of Learning Evaluation for Professional Learning in Business Industry Participants reaction Participants learning How it impacted practice How did it improve productivity? -Built off this model with a fifth level- All levels are important, but yet, all are different. -Organizational support and change - what is necessary to gain a high level of implementation? -Active ongoing sustained support from building leaders. -When you plan instructional learning, you have to start at level 5 - look at the evidence we have on student learning and find what improvements we want to make there.  -Begin with the end in mind - Covey -If you plan well, evaluation takes care of itself. -We need to recognize that there has never been significant improvement in education on any measure, in any level, in the absence of significant professional learning experiences offered to the educators you have involved. Not all professional learning is effective. But there has never been improvement with the absence of it.  -Need Surveys - Needs versus symptoms - analyze the situation well to address the true needs as opposed to symptoms. -If you manage learning well, you do not have to worry about managing your learners.  -What evidence do educators most want to gauge their effectiveness as educators? -Teacher Observation: Please don't watch me, watch my kids.  -Common Formative Assessment  -Bottom line - if my students didn't get it, it did not work, no matter how the educator ‘felt' the lesson went. -Whether or not it works is not defined by what we do, it is defined by what our students are able to do.  What can I do differently? What else can I try? -Teachers are the most dedicated professionals that I know, across all professions. They are dedicated to making a positive influence on their students.  -Ralph Tyler - Before you can teach anyone anything there are two fundamental decisions to make. What do you want them to know and be able to do? And you must decide what evidence you accept to verify they learned it.  -Success is tied more to motivation than anything else. -Students persist at activities in which they can find success. (Think kids with video games). -It has everything to do with success.  Every time they play that video game. They have a chance to improve their score. They had another opportunity for success. They can be successful by following this process. If you show kids they can be successful, they will be. You have to build it in, really early. Build that success into everything we do! We all want success. -How fast can you see results from a  new approach, curriculum, or program? -Two weeks! If we do not see results in two weeks then teachers will be reluctant to continue and likely go back to what they know as tried or true from before. What can we see in two weeks? -Coaches hold the key to give these individual educators exactly what they want to be successful with their students.  -Experience shapes attitudes and beliefs, changing the experience. There are direct relations between changes in student learning and the shifts in attitudes and beliefs of students. Show kids they can be successful learners, and they will believe in themselves that they are effective in the learning process. The same holds true in parents.  -Remember the Titans movie Connect with Thomas: -tguskey.com -Learning Forward -Education Week- regular blog -guskey@uky.edu -Twitter/x tguskey@gmail.com -Phone number on his website

A lot of people have a lot to learn about what Career Tech Education is and the amazing opportunities it offers for students in Ohio, whether they're pursuing paths to careers, college, or the military. In this episode, the president of the Greene County Career Center Education Association gives us an education on CTE in our state, his path to becoming a Career Tech educator, and what Career Tech educators learned from each other at the first-ever OEA Career Tech Leaders Retreat in the fall. 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, including YouTube. Click here for links for other platforms 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.SOCIAL SECURITY FAIRNESS | For too long, the federal Government Pension Offset and Windfall Elimination Provisions of the Social Security Act have unfairly hurt Career Tech educators, who often enter the education profession after private sector careers. At the end of 2024, Sen. Sherrod Brown's Social Security Fairness Act passed in Congress. Click here to read OEA's statement on the landmark legislation. Featured Public Education Matters guest: Doug Picard, Greene County Career Center Education Association President Doug Picard is in his sixth year as a manufacturing and engineering instructor at the Greene County Career Center (GCCC) in Xenia, Ohio. Before joining GCCC, he served 21 years in the U.S. Air Force, where he taught in classrooms, developed avionics test programs, and authored technical policies. At GCCC, his teaching emphasizes human-centered design and adaptive technologies to support underrepresented communities. Picard has also collaborated with the University of Dayton and Central State University as a research mentor for their Global STEM Research Experience for Teachers where he studied engineering in developing areas in Ecuador and India. Over the next three years, he will work with these universities, along with Wright State University, on a National Science Foundation-funded Research Experience for Teachers focused on electronics and semiconductors.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 October 14, 2024.

In this episode, Michelle and guest Stuart Lodge dive into the highs and lows of teaching, offering practical tips and strategies to not just survive but thrive in the classroom. Stuart inspires educators to stay the course, avoid burnout, and master the art of 'seeing around the corner.' From overcoming challenges to reigniting your passion for teaching, this episode is your guide to turning obstacles into opportunities. Don't leave before the miracle happens—tune in and rediscover your spark!

Rest area evacuated and teachers… by 904 Now

Mari Cahalane, Head of the BT Young Scientist and Technology Exhibition.

Top headlines for Wednesday, January 8, 2025In this episode, we explore the departure of a renowned atheist from a secular advocacy group's board after they faced internal disagreements over an article supporting the traditional definition of sex. Next, we turn our focus to New Jersey, where new legislation aims to tackle the state's teacher shortage by eliminating the basic skills test requirement for aspiring educators. Finally, we hear from a former CIA officer who candidly shares the challenges of maintaining Christian faith in a profession often steeped in deception.Subscribe to this PodcastApple PodcastsSpotifyGoogle PodcastsOvercast⠀Follow Us on Social Media@ChristianPost on TwitterChristian Post on Facebook@ChristianPostIntl on InstagramSubscribe on YouTube⠀Get the Edifi AppDownload for iPhoneDownload for Android⠀Subscribe 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 NewsRichard Dawkins leaves FFRF for pulling blog defending binary sex | U.S.New Jersey teachers no longer have to pass basic literacy test | EducationPassion 2025: Levi Lusko warns against chasing 'empty successes' | Church & MinistriesEx-CIA officer recalls struggling to live out his faith at agency | PodcastAlbanian Orthodox Church leader in ‘critical condition' | WorldPope Francis names first woman to head major Vatican office | WorldLifetime registered sex offender leads Texas church | Church & Ministries

In this episode, we try to talk about our favorite fictional science teachers. Things that bring us joy this week: English Teacher (https://www.fxnetworks.com/shows/english-teacher) Lee Movie (https://www.leemovie.com/) Intro/Outro Music: Notice of Eviction by Legally Blind (https://freemusicarchive.org/music/Legally_Blind)

Chicago Public Schools start off the new year with more controversy as the teachers union accuses CEO Pedro Martinez of being responsible for stalled contract negotiations, a claim he disputes. “In fact, it's just the opposite,” he says. So, what's next? And could there be a strike? Reset gets the latest from Chalkbeat Chicago reporter Reema Amin. For a full archive of Reset interviews, head over to wbez.org/reset.

Conversations is bringing you a summer treat — a collection of Sarah's most memorable guests through out the years. In 2018, Shanelle Dawson's family were the subject of a hit true crime podcast which helped convict her father Chris Dawson of her mother's murder. Now she's reclaiming her own story and the story of her mother Lynette.Help and support is always available by calling Lifeline on 13 11 14Shanelle Dawson was four years old when her mother Lynette disappeared from the family home. Shanelle's teenage babysitter, a former student of her father's was moved into the family home soon afterwards. She began wearing Lynette's wedding ring, and her clothes, and became a reluctant stepmother to her two daughters.Shanelle was raised believing her mother had abandoned her. But over 30 years later, after the family was the subject of a hit true crime podcast called The Teacher's Pet, in 2022 Chris Dawson was found guilty of his wife's murder and sentenced to 24 years in prison.Throughout her life, Shanelle was dealing with the aftermath of trauma, lies and family violence.But she also found the strength to confront her father and to create an entirely new life for herself and her own daughter.This episode of Conversations contains discussion about family history, family secrets, domestic violence, murder, grooming, missing people, mother-daughter relationships, crime, cold cases, crime reporting, podcasts, true crime podcasts, media, Northern Beaches, Sydney, NSW, Australia, The Australian, Hedley Thomas, The Teacher's Pet, Lynne Dawson, Chris Dawson, Lynette Dawson murder, family violence, victims, childhood trauma, teachers, high school, emotional violence, psychological violence, domestic abuse, babysitter, cover-up, missing bodies, stepmothers, step sisters, extended families, autobiographies, deception, misogyny, law, court cases, criminal courts, convictions, sentencing, victim impact statements. 

In this episode of the Language on the Move podcast, Brynn Quick speaks with Dr. Sue Ollerhead. Dr. Ollerhead is currently a Senior Lecturer in Languages and Literacy Education and the Director of the Secondary Education Program at Macquarie University. Her expertise lies in English language and literacy learning and teaching in multicultural and multilingual education contexts. Her research interests include translanguaging, multilingual pedagogies, literacy across the curriculum and oracy development in schools. Dr. Ollerhead is currently editor of TESOL in Context, the peer reviewed journal of the Australian Council of TESOL Associations. She serves on the executive board of the English as a Medium of Instruction Centre (EMI) at Macquarie University. Brynn and Sue chat about an article that Sue has recently written for the Australian Association for Research in Education entitled “Teachers Truly Know Students and How They Learn. Does AI?”. They discuss the emergence of AI platforms like ChatGPT and how these platforms are affecting teacher training. A wonderful companion read to this episode is Distinguished Ingrid Piller's Can we escape the textocalypse? Academic publishing as community building. If you liked this episode, check out more resources on technology and language: Will technology make language rights obsolete?; the podcast Tech Won't Save Us; and Are language technologies counterproductive to learning? If you enjoy the show, support us by subscribing to the Language on the Move Podcast on your podcast app of choice, leaving a 5-star review, and recommending the Language on the Move Podcast and our partner the New Books Network to your students, colleagues, and friends. For additional resources, show notes, and transcripts, go here. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network