Podcasts about teachers

U.S. Trade Representative Jamieson Greer is no stranger to President Donald Trump's tariff-forward trade agenda. Greer served as chief of staff to Robert Lighthizer, the U.S. Trade Representative in Trump's first administration. But now, it's Greer who's at the helm of the president's tariff implementation strategy — one that has drawn both criticism and praise from surprising places.  “I've also had members of Congress come to me, people who maybe weren't fans of tariffs two years ago, and they said, ‘This is actually real money that's coming in that can be used to pay down the debt or pay for other things or finance our reindustrialization,” Greer said. In this week's episode of The Conversation, Ambassador Greer sits down with POLITICO's Dasha Burns to explain why trade policy defies political labels, the particulars of how deals are shaping up globally and the strategy behind reconfiguring seven decades' worth of international policy.  Plus, Randi Weingarten, the president of the American Federation of Teachers, joins Dasha to explain how the battle for school funding continues to unfold, the intrinsic relationship between education and democracy and why the well-being of students should be at the top of the president's mind.

U.S. Trade Representative Jamieson Greer is no stranger to President Donald Trump's tariff-forward trade agenda. Greer served as chief of staff to Robert Lighthizer, the U.S. Trade Representative in Trump's first administration. But now, it's Greer who's at the helm of the president's tariff implementation strategy — one that has drawn both criticism and praise from surprising places.  “I've also had members of Congress come to me, people who maybe weren't fans of tariffs two years ago, and they said, ‘This is actually real money that's coming in that can be used to pay down the debt or pay for other things or finance our reindustrialization,” Greer said. In this week's episode of The Conversation, Ambassador Greer sits down with POLITICO's Dasha Burns to explain why trade policy defies political labels, the particulars of how deals are shaping up globally and the strategy behind reconfiguring seven decades' worth of international policy.  Plus, Randi Weingarten, the president of the American Federation of Teachers, joins Dasha to explain how the battle for school funding continues to unfold, the intrinsic relationship between education and democracy and why the well-being of students should be at the top of the president's mind. Learn more about your ad choices. Visit megaphone.fm/adchoices

Nearly 3,000 teachers and staff from the West Contra Costa Unified School district went on strike Thursday morning after negotiations with the district broke down. It's the latest in a series of labor disputes between educators and districts across California. Today, Jana Kadah, education reporter with Richmondside, talks to us from the field about why West Contra Costa educators walked off the job for the first time in the district's history. Links: Richmondside: Is your family prepared for WCCUSD teachers strike? Here's what to know Learn more about your ad choices. Visit megaphone.fm/adchoices

Two 'Teachers of the Year' arrested for crimes against children. A Florida man is behind bars for murdering a woman who allegedly flew from the United Kingdom to be killed. Sydney Sumner reports. See omnystudio.com/listener for privacy information.

Episode 242 digs into the messy rollout of ChatGPT for Teachers and what it means for districts. We discuss the first‑in admin problem, educator verification (pay‑stub/DNS issues), SSO/SAML concerns, the 18‑month trial/pricing uncertainty, and whether OpenAI rushed the launch to capture market share. We also cover recent news: the FTC's action against Illuminate over a 2021 data breach and the Department of Education's tentative agreements to shift programs to other federal agencies. Plus Jeff from VIZOR joins to explain asset and device management features, repair workflows, and budgeting/ROI. ———— Sponsored by: Meter - meter.com/k12techtalk Visit meter.com/k12techtalk to book a demo!   Extreme Networks - dmayer@extremenetworks.com Fortinet - fortinetpodcast@fortinet.com Lightspeed - lightspeedsystems.com VIZOR - vizor.cloud/k12techtalk   ———— Join the K12TechPro Community (exclusively for K12 Tech professionals) Buy some swag (tech dept gift boxes, shirts, hoodies...)!!! Email us at k12techtalk@gmail.com OR our "professional" email addy is info@k12techtalkpodcast.com Call us at 314-329-0363 X @k12techtalkpod Facebook Visit our LinkedIn Music by Colt Ball Disclaimer: The views and work done by Josh, Chris, and Mark are solely their own and do not reflect the opinions or positions of sponsors or any respective employers or organizations associated with the guys. K12 Tech Talk itself does not endorse or validate the ideas, views, or statements expressed by Josh, Chris, and Mark's individual views and opinions are not representative of K12 Tech Talk. Furthermore, any references or mention of products, services, organizations, or individuals on K12 Tech Talk should not be considered as endorsements related to any employer or organization associated with the guys.

LESSON 339I Will Receive Whatever I Request.No one desires pain. But he can think that pain is pleasure. No one would avoid his happiness. But he can think that joy is painful, threatening and dangerous. Everyone will receive what he requests. But he can be confused indeed about the things he wants; the state he would attain. What can he then request that he would want when he receives it? He has asked for what will frighten him, and bring him suffering. Let us resolve today to ask for what we really want, and only this, that we may spend this day in fearlessness, without confusing pain with joy, or fear with love.Father, this is Your day. It is a day in which I would do nothing by myself, but hear Your Voice in everything I do; requesting only what You offer me, accepting only Thoughts You share with me.- Jesus Christ in ACIM

Teen girls are showing the Washington State Democratic Party what bravery looks like. Teachers are being ‘interrogated' over perceived support of parental rights. Afghan terrorist or ‘Washington man?' DeSantis introduces an AI Bill of Rights. 

The First Amendment grants educators the right to speak on matters of public concern, including school policies on gender identity. Constitutional expert, lawyer, author, pastor, and founder of Liberty Counsel Mat Staver discusses the important topics of the day with co-hosts and guests that impact life, liberty, and family. To stay informed and get involved, visit LC.org.

How can we inspire true gratitude to come from within our toddlers?Join me in this episode as I talk all about inspiring gratitude from our children, even in the middle of struggle.  I share ways to use language, motivation and inspiration to use with your kids. Teachers and ECE Professionals- what type of professional development would you benefit most from?I do⁠⁠ ⁠⁠⁠⁠⁠⁠early childhood education trainings, pre-service, in-service⁠⁠⁠⁠⁠⁠⁠ ⁠and everything in between and would love to connect with you on a 1:1 call to see how I can be of service to you and the littles you work with.December 4, 2025Episode 296The 4 A's of Gratitude - Teaching Toddlers How to Show ThankfulnessAbout Your Host: Cara Tyrrell, M.Ed. is a mom or three, early childhood author, parent educator, and founder of Core4Parenting. A former preschool and kindergarten teacher with degrees in ASL, Linguistics, and Education, she created the Collaborative Parenting Methodology™ to help parents, caregivers, and educators understand the power of intentional language in shaping a child's identity, confidence, and future success.As host of the top-ranking podcast Transforming the Toddler Years, Cara blends science and soul to show adults how to “talk to kids before they can talk back,” turning tantrums into teachable moments and everyday challenges into opportunities for connection. She is also the author of the forthcoming book Talk to Them Early and Often, a guide for raising emotionally intelligent kids who thrive in school and life.Be the First to Know When Talk to Them Early and Often is Available For Preorder. Get on the list ⁠⁠⁠⁠⁠here⁠⁠! ⁠⁠⁠Interested in being a guest on the podcast? We'd love to hear from you! Complete the ⁠⁠⁠⁠⁠Guest Application form ⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠.⁠

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.

Throwback Thursday! Student Content Creator featuring Rachelle Dene PothOriginally Released On: 3-12-2021This week, we're revisiting one of our timeless episodes from Leading Out The Woods! In this episode:✅ Rachelle shares her thoughts on students having input on the content they create in classrooms.✅ Rachelle discusses the paradigm shift from teachers being the “gatekeepers” of knowledge to more a facilitator of learning.Whether you're hearing it for the first time or revisiting a classic, this conversation is packed with insights that still resonate today.

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

Candidates for California governor said on Tuesday they were horrified when they learned about the mass shooting at a child's birthday party in Stockton that took the lives of four people and injured 13 others. A handful of candidates were in Sacramento for the California School Board Association's annual meeting. CSBA held a forum with the candidates, including Republican Riverside Sheriff Chad Bianco and Democrats State Superintendent of Public Instruction Tony Thurmond, former Los Angeles Mayor Antonio Villaraigosa, former State Assemblyman Ian Calderon, and former State Controller Betty Yee. As California students continue to lag behind pre-pandemic achievement levels, candidates vying to succeed Gov. Gavin Newsom say that state bureaucracy is to blame for a lackluster education system in one of the most powerful economies in the world. Teachers and elected officials agree: Education is being underfunded. As the lone Republican on stage, Riverside County Sheriff Chad Bianco stood out as the only vocal supporter of school vouchers during a gubernatorial candidate forum Wednesday focused on education.See omnystudio.com/listener for privacy information.

December in K-12 is two weeks of chaos wrapped in out-of-office replies. Teachers are hanging on until winter break, district leaders are buried in celebrations and strategy, and your carefully crafted sales push is not getting the response your dashboard hoped for. If you are still banking on December to hit revenue targets, this episode is a reality check and a reset.In this episode, Elana breaks down what December really looks like for teachers and decision makers, how to show up with human first marketing, and why your smartest plays now are relationship building, evergreen content, and getting January ready before you log off. She also shares fresh LinkedIn and Instagram trends, plus an insight from Education Week that might change how you think about pillar content.Episode show notes.Mentioned in this episode:EdTech Planner 2026Planning a full year of education marketing takes time, and you need a clear path that helps you stay relevant, consistent, and aligned with the moments that matter. Ready to make 2026 your most intentional (and effective!) year yet in education marketing? What The EdTech Marketer's 2026 Planner helps you do: Focus on what matters most to your brand and audience Plan campaigns around key education events Use proven strategies tailored to K–12 and higher ed Build a system that fuels visibility, engagement, and leads For six years, thousands of education and EdTech marketers have used this planner to guide their yearly campaigns and stay aligned with the school calendar. Download here: https://www.leoniconsultinggroup.com/edtech-marketers-planner

In this episode, EALA sits down with Krista Gauthier, Founder and President of Dyslexic Edge and Executive Director of IMSE Foundation, to explore practical pathways for supporting students who learn differently. Krista shares how these two powerful organizations are collaborating to give educators the tools needed to reach every learner through effective, evidence-based methods. To learn more check out IMSEfoundation.org and SDsquared.org. Access the full podcast transcript at https://bit.ly/5MinsWithIMSE  

Cassius Marcellus Coolidge’s most well-known art is the Dogs Playing Poker series. He was a true Renaissance man, and even patented a style of kitsch art. Research: Arn, Jackson. “Why This Painting of Dogs Playing Poker Has Endured for over 100 Years.” Artsy. June 6, 2018. https://www.artsy.net/article/artsy-editorial-painting-dogs-playing-poker-endured-100-years Barry, Dan. “Artist’s Fame Is Fleeting, But Dog Poker Is Forever.” New York Times. June 14, 2002. https://www.nytimes.com/2002/06/14/nyregion/artist-s-fame-is-fleeting-but-dog-poker-is-forever.html “The bicycling fraternity …” The Evening World. Oct. 17, 1892. https://www.newspapers.com/image-view/50674735/?match=1&terms=%22cassius%20coolidge%22 Coolidge, Asenath Carver. “The Independence Day Horror at Killsbury.” Hungerford-Holbrook Company. 1905. https://books.google.com/books?id=-04LAAAAIAAJ&dq=%22cassius+coolidge%22&source=gbs_navlinks_s Coolidge, Cassius M. (as Kash). “The Accomodating Lender.” The Cosmopolitan. Volume 2. Schlicht & Field, 1887. P. 120. https://books.google.com/books?id=P5rNAAAAMAAJ&source=gbs_navlinks_s Coolidge, Cassius M. “Improvement in the processes of taking photographic pictures.” U.S. Patent Office. April 14, 1874. https://patents.google.com/patent/US149724 “Dog Poker Art Fetches Big Bucks.” CBS News. Feb. 16, 2005. https://www.cbsnews.com/news/dog-poker-art-fetches-big-bucks/ Edwards, Phil. “Ever stick your face in a cutout? Meet the kitsch genius who invented them.” Vox. May 29, 2015. https://www.vox.com/2015/5/29/8682601/carnival-cutouts-inventor “The exciting road race …” The Evening World. Sept. 26, 1892. https://www.newspapers.com/image-view/163980688/?match=1&terms=%22cassius%20coolidge%22 “Gallinipper Mosquitos & Other Insects.” Nebraska Extension Disaster Education. https://disaster.unl.edu/gallinipper-mosquitos-other-insects/ “George A. Banker received this week …” Pittsburg Dispatch. Aug. 16, 1892. https://www.newspapers.com/image-view/76578744/?match=1&terms=%22cassius%20coolidge%22 Haddock, John A. “The Growth of a Century: as Illustrated in the History of Jefferson County, New York, from 1793 to 1894.” Sherman and Company, 1894. https://books.google.com/books?id=KyUVAAAAYAAJ&dq=antwerp+cassius+coolidge+bank&source=gbs_navlinks_s “King Gallinipper.” New York Times. April 28, 1892. https://timesmachine.nytimes.com/timesmachine/1892/04/28/104126214.pdf?pdf_redirect=true&ip=0 Lewis, Joel. “Boat Unloading: Cassius Marcellus Coolidge,” Rutherford Red Wheelbarrow 7. Issue 7, part 2014. https://books.google.com/books?id=Zu__BgAAQBAJ&lpg=PA205&dq=coolidge%20%22september%2018%2C%201844%22&pg=PA205#v=onepage&q&f=false McManus, James. “Play It Close to the Muzzel and Cards on the Table.” New York Times. Dec. 3, 2005. https://www.nytimes.com/2005/12/03/sports/othersports/play-it-close-to-the-muzzle-and-paws-on-the-table.html Martinovic, Jelena. “Beloved By All But The Art World - The Dogs Playing Poker Painting by Cassius Marcellus Coolidge.” Artsper. Feb. 27, 2025. https://blog.artsper.com/en/a-closer-look/dogs-playing-poker-painting/ “Mr. Cassius M. Coolidge, the New York artist and playwright …” Sun-Journal. Oct. 3, 1892. https://www.newspapers.com/image-view/828104988/?match=1&terms=%22cassius%20coolidge%22 “A Notable Game of Poker.” The Sun. Sept. 17, 1893. https://www.loc.gov/resource/sn83030272/1893-09-17/ed-1/?sp=7&st=pdf&r=0.147%2C0.847%2C0.213%2C0.088%2C0 “Rehearsals for ‘King Gallinipper,’ …” The Evening World. April 20, 1892. https://www.newspapers.com/image-view/50663243/?match=1&terms=%22cassius%20coolidge%22 “Reviewed Work(s): A Prophet of Peace by Asenath Carver Coolidge and Cassius M. Coolidge.”The Advocate of Peace (1894-1920), Vol. 70, No. 5 (MAY, 1908), p. 117. https://www.jstor.org/stable/20665503 “Teachers’ Institute.” Democrat and Chronicle. June 9, 1876. https://www.newspapers.com/image-view/135109029/?match=1&terms=%22cassius%20coolidge%22 “The wheelmen of the Manhattan Atheltic Club …” The Evning World. Sept. 23, 1892. https://www.newspapers.com/image-view/163977579/?match=1&terms=%22cassius%20coolidge%22 See omnystudio.com/listener for privacy information.

There's a difference between loving the Bible and learning how to read it. For many, study has felt complicated, clinical, or—worst of all—boring. Some of us were discipled by personalities instead of passages; others learned to chase quick application while skipping context. This week on Win Today, Faith Womack, author of No More Boring Bible Study, joins me to rediscover a way of reading Scripture that is honest, thoughtful, and engaging. We wrestle with tension instead of flattening it; we name the mistakes that teachers and pastors often make, and we rebuild a faithful hermeneutic that carries you from observation to interpretation to application without distorting the text. If you've wanted easy methods, renewed energy for the grand story, and a path to encounter the Lord in the Word—not just opinions about the Word—this conversation is your on-ramp. Guest Bio Faith Womack is the author of No More Boring Bible Study: Why Taking Scripture Seriously Is Easier—and More Exciting—Than You Think and the creator behind Bible Nerd Ministries. Her work translates serious hermeneutics into clear, repeatable practices for everyday disciples. Today isn't about academic showmanship; it's about putting tools in your hands so you can read what's there and be formed by it. Show Partner SafeSleeve designs a phone case that blocks up to 99% of harmful EMF radiation—so I'm not carrying that kind of exposure next to my body all day. It's sleek, durable, and most importantly, lab-tested by third parties. The results aren't hidden—they're published right on their site. And that matters, because a lot of so-called EMF blockers on the market either don't work or can't prove they do. We protect our hearts and minds—why wouldn't we protect our bodies too? Head to safesleevecases.com and use the code WINTODAY10 for 10% off your order. Episode Links Show Notes Buy my NEW BOOK "Healing What You Can't Erase" here! Invite me to speak at your church or event. Connect with me @WINTODAYChris on Instagram, Facebook, Twitter, and YouTube.

If you've ever wished you could peek inside your child's brain during a meltdown or when they completely shut down, today's episode is for you. We're diving into QEEG brain maps—one of the most powerful, yet most underused tools for understanding what's really driving big emotions, focus issues, and chronic dysregulation.For three decades, I've watched families bounce from diagnosis to diagnosis… ADHD, anxiety, “behavioral issues.” And while those labels can be helpful, they're often surface-level.A QEEG lets us look under the hood so we can finally stop guessing. Because when we calm the brain first, everything else follows.Why So Many Kids Get the Wrong DiagnosisParents are often told their child has ADHD simply because they're unfocused or overwhelmed. But ADHD criteria are broad—so broad that almost any dysregulated kid can fit the checklist. That's why so many families show up after trying meds, OT, tutoring, and therapy with little or no progress.A QEEG changes that.This quantitative brain map shows where the brain is overactive, underactive, or disconnected, and those patterns tell us far more than a checklist ever could. I've done over 10,000 brain maps, and they consistently reveal what teachers, therapists, and even doctors miss.A Real Story: When ADHD Wasn't ADHDOne mom, Sarah, came to me after years of trying to help her son Jack. He had an ADHD diagnosis, but nothing worked—not medication, not OT, not therapy.His brain map showed focus issues, yes… but more importantly, it pointed to learning and executive functioning patterns that suggested dyslexia. After a deeper history and a follow-up evaluation at school, dyslexia was confirmed.Suddenly everything made sense. Jack didn't need a stronger stimulant—he needed a reading intervention. Once we supported his brain through neurofeedback and the right academic supports, the whole picture changed.This kind of story is far too common.Want to stay calm when your child pushes every button?Become a Dysregulation Insider VIP and get the FREE Regulation Rescue Kit—your step-by-step guide to stop oppositional behaviors without yelling or giving in.Go to www.drroseann.com/newsletter and grab your kit today.QEEG vs EEG: What's the Difference?An EEG is a medical tool used to detect seizures. A QEEG—or quantitative EEG—measures the brain's electrical activity and compares it to normative data.It's:PainlessNoninvasiveDone with a soft cap and sensorsDesigned to map overactivity, underactivity, and connectivityThink of it like getting a satellite image of your child's brain weather patterns—where storms are brewing, where things have gone quiet, and where communication lines are overloaded.What Dysregulation Looks Like on a Brain MapA dysregulated brain can't shift smoothly between states—calm, alert, focused. On a QEEG, that shows up as:Underactivity → brain fog, low motivation, slow processingOveractivity → big emotions, anxiety, OCD-like reactionsChaotic connectivity → trouble transitioning, rigid thinking,...

Clement Manyathela and the listeners discuss whether they gift their children’s teachers come year end. The Clement Manyathela Show is broadcast on 702, a Johannesburg based talk radio station, weekdays from 09:00 to 12:00 (SA Time). Clement Manyathela starts his show each weekday on 702 at 9 am taking your calls and voice notes on his Open Line. In the second hour of his show, he unpacks, explains, and makes sense of the news of the day. Clement has several features in his third hour from 11 am that provide you with information to help and guide you through your daily life. As your morning friend, he tackles the serious as well as the light-hearted, on your behalf. Thank you for listening to a podcast from The Clement Manyathela Show. Listen live on Primedia+ weekdays from 09:00 and 12:00 (SA Time) to The Clement Manyathela Show broadcast on 702 https://buff.ly/gk3y0Kj For more from the show go to https://buff.ly/XijPLtJ or find all the catch-up podcasts here https://buff.ly/p0gWuPE Subscribe to the 702 Daily and Weekly Newsletters https://buff.ly/v5mfetc Follow us on social media: 702 on Facebook https://www.facebook.com/TalkRadio702 702 on TikTok https://www.tiktok.com/@talkradio702 702 on Instagram: https://www.instagram.com/talkradio702/ 702 on X: https://x.com/Radio702 702 on YouTube: https://www.youtube.com/@radio702 See omnystudio.com/listener for privacy information.

Recorded live at the Expositors Collective training event at White Fields Church in Longmont, Colorado, this session features Shaun Sells teaching the core principles and habits of inductive Bible study. Designed to equip Bible teachers to handle Scripture with accuracy and integrity, Shaun's message lays out the essential path of observing the text carefully, interpreting it responsibly, and applying it faithfully.Shaun shows why the message must come from the passage rather than the personality of the preacher, how poor observation leads to poor interpretation, and why interpretation is the stage where most problems arise. He introduces practical tools like the 7-Letter Rule, demonstrates how to use word studies without drifting off course, and urges teachers to read widely so they grow in wisdom and depth. Throughout the session, Shaun emphasises that the way we study the Bible shapes who we become, warning teachers to guard their hearts from becoming more like the Pharisees than like Christ.The training concludes with a reminder that patient, honest inductive study fuels clear and confident proclamation of the Word, serving both the teacher and the church.About Shaun SellsShaun has served in ministry for nearly thirty years, including twenty four at Calvary Chapel Cheyenne, where he was youth pastor, assistant pastor, and senior pastor for eighteen years. His leadership began in the unexpected transition after the founding pastor stepped away, forcing him to learn the breadth of pastoral ministry firsthand. That experience produced a long standing desire to help pastors grow without facing those same burdens alone. Shaun now serves with Poimen Ministries, investing in the health and strength of pastors and churches around the world.Listen to an interview with Shaun Sells here: https://cgnmedia.org/podcast/expositors-collective/episode/ministry-in-motion-guest-preaching-mentorship-and-sermon-application-with-shaun-sellsFor information about our upcoming training events visit ExpositorsCollective.com Join our private Facebook group to continue the conversation: https://www.facebook.com/groups/ExpositorsCollective

In today's deeply personal and powerful episode, I'm sharing the full story behind why I am officially rebranding Teacher Let Your Light Shine to ReDream Education—and why this evolution matters for teachers, parents, founders, and families who know deep down that the traditional system is no longer working. I take you back to the beginning—my living room, six students, no roadmap, only faith and fear—and walk you through the moment I realized this was bigger than tips for teachers. It had become a movement. A revolution. And a call to redesign education from the ground up. This is not “just” a new name. It's a new chapter… a bigger vision… and a home for dreamers ready to build something different. ⭐ In This Episode, I Share: ✨ My full origin story How Lighthouse Learning started with 6 kids in my living room, no blueprint, and a dream that felt bigger than me. ✨ The exact moment I knew TLylS had outgrown its container And why I felt God pulling me toward something larger. ✨ The explosion of microschools and why this movement matters How teachers, parents, and founders are reshaping the future of education—right now. ✨ Why the name ReDream Education captures the heart of this mission This new identity is for: teachers longing for purpose again parents craving a better option for their kids founders launching microschools or hybrids current school leaders needing systems, clarity, and courage families searching for personalized, meaningful education options ✨ The updated Microschool Masterminds membership A complete weekly + monthly structure designed to help founders grow strong, sustainable schools: Deep-dive workshop Live group coaching Live Q&A Access to 50+ templates Private chat & community feedback ✨ What this shift means for YOU More clarity. More support. More systems. More purpose. More ROOM for your dream to grow.

In this episode, Therese Markow and Dr. Kevin Spencer discuss the innovative use of magic tricks as therapy for children with autism. Kevin found that teaching magic helped children with autism improve social skills, communication, and self-esteem. He developed the Hocus Focus program for schools and the Magic Therapy program for hospitals, both using simple magic tricks with common items. Kevin's research showed significant improvements in social skills and self-esteem using the Social Skills Improvement Scale (SSIS) and the Rosenberg Self-Esteem Scale (RSES). He also successfully adapted his therapy to virtual formats during the pandemic.    Key Takeaways: One of the most significant deficits of traditional social skills programs in the schools is that they try to teach social skills explicitly, through this very didactic structure, but none of that is transferred over to a real-world setting.  Doug Henning's formula for magic works well with kids on the spectrum, and really, everyone: The difficult must become habit. Habit becomes beautiful. Beautiful becomes magic.  Magic gives kids an avenue to practice social interactions and other social skills that become broadly applicable to other areas of life. In classroom settings, it gives kids a chance to practice both performing and being an audience.  Teachers and parents often see the changes before the child does, as the kids are so engaged in the learning and sharing with their friends. There are no expectations that you know how to do magic (unlike other behaviors). It allows for failure to be part of the process, which builds frustration tolerance, persistence, critical thinking, and resilience.   "All of the tricks that we teach are done with very ordinary items. It's coins and Q-tips and string and rope and paper clips and rubber bands, because we want them to recognize that the magic is connected to them. It's not connected to a prop." —  Dr. Kevin Spencer   Episode References: TDF: https://www.tdf.org/    Connect with Dr. Kevin Spencer: Professional Bio: https://kevinspencerlive.com/  Facebook: https://www.facebook.com/spencersmagic  Website: https://www.spencersmagic.com/   Books: https://www.kevinspencerlive.com/books  YouTube: https://www.youtube.com/spencersmagic  Vimeo: https://vimeo.com/spencersmagic  LinkedIn: https://www.linkedin.com/in/kevinwspencer/  Instagram: https://www.instagram.com/magicguy2012    Connect with Therese: Website: www.criticallyspeaking.net Bluesky:@CriticallySpeaking.bsky.social Instagram: @Criticallyspeakingpodcast Email: theresemarkow@criticallyspeaking.net    Audio production by Turnkey Podcast Productions. You're the expert. Your podcast will prove it.  

Wisconsin lawmakers are currently reviewing how the Department of Public Instruction handles educator sexual misconduct and grooming of students. This was sparked by an extensive investigation by Cap Times reporter Danielle DuClos. Host Bianca Martin speaks with Danielle about her year-long research into the prevalence of sexual misconduct by educators in Wisconsin, DPI's investigatory capacity, and the potential legislative changes.

Hosts Joe and Jamie hit the road all the way to Atlantic City, New Jersey to the 2025 New Jersey Educators Association Conference. Speakers, teachers, leaders, companies and the one and only Malala Yousafzai were highlights of this year's convention and Joe and Jamie were there to cover all of it. Listen as they speak to County Teachers of the Year winners, former NJ Teachers of the Year and so many other enthusiastic educators like themselves. Season 3 is brought to you by our principal sponsor, Teachers' Insurance Plan. Check out their website below for more information and to get a quote: http://bit.ly/4mQC27G Teachers' Insurance Plan: auto insurance that brings exclusive educator savings and exceptional customer care to New Jersey and Pennsylvania educational employees. Check out Historically Correct with Nick Ferroni! https://www.youtube.com/playlist?list=PLZrhqv_T1O1ukMQIMWvQ16nVwN8KJQJZU Here's the book by Stefanie Lauchenauer “Let the Glitter Settle” on Amazon. You can also find it wherever books are sold! https://www.amazon.com/Let-Glitter-Settle-Mindfulness-Teens-ebook/dp/B0FTV1TQWT We want to hear from you! Shoot over an email and say hi: podthebalancingact@gmail.com Don't forget to subscribe! Leave us a comment! Follow Facebook - podbalact JoeandJamie Instagram - @podthebalancingact TikTok - @thebalancingactpodcast Twitter - @podbalact Youtube Channel - The Balancing Act - YouTube Part of the Human Content Podcast Network Learn more about your ad choices. Visit megaphone.fm/adchoices

Mary Jo Papich, known for her avid support and leadership in arts education, is the cofounder and was the first president of the Jazz Education Network. She has been recognized nationally and internationally for her efforts in arts education.A music educator and fine arts administrator for over thirty-five years, Papich has garnered many honors and awards. Mary Jo's recent accolades include having received the prestigious Medal of Honor from Midwest Clinic and the Lifetime Jazz Education Achievement Award from Downbeat magazine. JEN has honored her with giving the Mary Jo Papich Women in Jazz Scholarship to deserving students at their annual conference. Tau Beta Sigma band sorority presented her with the Outstanding Service to Music Education Award, and Chicago Jazz Institute presented her the Outstanding Jazz Educator of the Year Award in 2018.Papich serves on the selection committee for the NARAS Grammy Music Educator of the Year Award, and on the board of directors and chairs the JEN Outreach/Community Engagement program, which has touched more than 60,000 lives since she started it in 2010. MJ produces student jazz festivals in Puerto Vallarta and New Orleans and continues to work with students in Peoria Public Schools. Papich is the editor of The Jazzer's Cookbook: Creative Recipes for Players and Teachers, published by Meredith Music.

Send us a textJingle Bells, PE Nation!Today I share how to run Reindeer Games, a winter-themed PE event that trades endless laps for creative stations, safe movement, and real learning. We cover setup, scheduling with large classes, inclusive music, budget decor, and a full menu of flexible, fun games.• two-day versus one-day event planning• mirrored station tracks for large groups• safety choices for outdoor and indoor spaces• winter-themed stations that build skills• inclusive music and simple decor• smooth rotations and student leadership• bridging stations to the next unitHappy teaching,Dave-Kindergarten PE Games and Activities ebook ($3.99 for 10 activities)-Check out supersizedphysed.com for more resources, including free PDFs, articles, and courses to help with your PE program. Please leave a review to help grow this podcast and keep pushing our profession forward.-Team Building Games Ebook ($4.99 with preview): https://www.teacherspayteachers.com/Product/Team-Building-Games-and-Activities-for-PE-Class-14063095Grab my free copy of the Outside PE Checklist as a reference that includes equipment, procedures, transitions, and other essentials for successful outdoor teaching-Free resources include Substack and Medium articles with PE tips, games, and strategies-High Fives and Empowering Lives  book available as an ebook or paperback-Paperback or download: HERE-Amazon Ebook: HERESupport the showBecome a supporter of the show: https://www.buzzsprout.com/385837/supportSupport the showBecome a supporter of the show: https://www.buzzsprout.com/385837/support

In this episode, Ryan shares the honest, often-overlooked reasons school leaders struggle to launch Project Based Learning—even when everyone knows it works. Whether you're wrestling with teacher buy-in, traditional systems, or shifting school culture, this episode breaks down the five biggest barriers and gives you practical ways to overcome them. What We Cover 1. Wrong pitch, wrong audience Most PBL rollouts fail at hello. Innovators, early adopters, and the early majority need different invitations. You can't pitch the same way to everyone and expect momentum. 2. Traditional education inertia is real We've operated in a traditional learning model for over a century. It's comfortable, predictable, and familiar. PBL requires pushing a giant cultural boulder—but there is a way to move it. 3. Teachers are trained, but leaders aren't ready When instructional practices evolve but evaluation, systems, and PD don't, teachers eventually retreat back to what's safe. PBL collapses when leadership isn't aligned and trained. 4. Leaders are trained, but teachers aren't equipped Top-down mandates always fail. Ryan explains how to build a “grassroots movement” where teachers ask for PBL—without forcing it. 5. They don't know how awesome PBL really is When educators visit authentic PBL schools, witness the culture shift, talk to students, and see the engagement—everything changes. Most resistance is lack of exposure. Key Takeaways Buy-in isn't about convincing—it's about invitations. PBL fails when leadership, teachers, and systems aren't aligned. Traditional learning inertia is strong, but it can be redirected. The best way to grow PBL isn't mandates—it's movement-building. When educators see PBL done well, they want in. Real-World Examples Mentioned Building internal PBL systems in Missouri and Ohio Site visits to PBL model schools like Rise Elementary and Columbus, Indiana How schools see immediate improvements in: Engagement Attendance Discipline Test scores Connect With Ryan: ryan@magnifypbl.com

TES reports parent allegations against teachers have risen by a third in just one year. Some 12.2 per cent of state school teachers were the subject of an allegation from a parent in 2024-25 - up from 9.1 per cent in 2023-24, the research suggests. The number of allegations against teachers made by students, while lower, has also increased, rising from 8.1 per cent to 9.5 per cent over the same time period. This survey was carried out by Edapt. The panel discusses this issue in schools - Featuring Yasmin Omar, Rae Whitehouse, Christopher Vowles.

There's a belief support for first-time principals is falling short. Newstalk ZB analysis has found 970 principals quit in the past three years – one in five within their first year. Retirements jumped 26% over the same period. Secondary Principals' Council Chair Kate Gainsford told Mike Hosking other countries have solid systems to prepare principals, but we don't. She says part of the role teachers can get used to while they're middle and senior leaders, but part can't be learnt until you're actually in the role. LISTEN ABOVE See omnystudio.com/listener for privacy information.

The third installment of our Charles Sumner episode covers how, two days after Charles Sumner delivered an incendiary speech before the senate, Representative Preston Brooks of South Carolina came into the Senate chamber and attacked Sumner at his desk. Research: "Sumner, Charles (1811-1874)." Encyclopedia of World Biography, Gale, 1998. Gale Academic OneFile, link.gale.com/apps/doc/A148425674/GPS?u=mlin_n_melpub&sid=bookmark-GPS&xid=95485851. Accessed 31 Oct. 2025. “Roberts v. City of Boston, 5 Cush. 198, 59 Mass. 198 (1849).” Caselaw Access Project. Harvard Law School. https://case.law/caselaw/?reporter=mass&volume=59&case=0198-01 “The Prayer of One Hundred Thousands.” https://www.senate.gov/artandhistory/history/resources/pdf/PrayerofOneHundredThousand.pdf Alexander, Edward. “The Caning of Charles Sumner.” Battlefields.org. 3/6/2024. https://www.battlefields.org/learn/articles/caning-charles-sumner Beecher, Henry Ward. “Charles Sumner.” Advocate of Peace (1847-1884) , MAY, 1874. Via JSTOR. https://www.jstor.org/stable/27905613 Berry, Stephen and James Hill Welborn III. “The Cane of His Existence Depression, Damage, and the Brooks–Sumner Affair.” Southern Cultures , Vol. 20, No. 4 (WINTER 2014). Via JSTOR. https://www.jstor.org/stable/10.2307/26217562 Boston African American National Historic Site. “Abiel Smith School.” https://www.nps.gov/boaf/learn/historyculture/abiel-smith-school.htm Boston African American National Historic Site. “The Sarah Roberts Case.” https://www.nps.gov/articles/the-sarah-roberts-case.htm Child, Lydia Maria. “Letters of Lydia Maria Child.” Houghton, Mifflin and Company. 1883. https://archive.org/details/lettersoflydiam00chil Commonwealth Museum. “Roberts v. The City of Boston, 1849.” https://www.sec.state.ma.us/divisions/commonwealth-museum/exhibits/online/freedoms-agenda/freedoms-agenda-8.htm Frasure, Carl M. “Charles Sumner and the Rights of the Negro.” The Journal of Negro History , Apr., 1928, Vol. 13, No. 2 (Apr., 1928). Via JSTOR. https://www.jstor.org/stable/2713959 Gershon, Livia. “Political Divisions Led to Violence in the US Senate in 1856.” JSTOR Daily. 1/7/2021. https://daily.jstor.org/violence-in-the-senate-in-1856/ History, Art and Archives. “South Carolina Representative Preston Brooks’s Attack on Senator Charles Sumner of Massachusetts.” U.S. House of Representatives. https://history.house.gov/Historical-Highlights/1851-1900/South-Carolina-Representative-Preston-Brooks-s-attack-on-Senator-Charles-Sumner-of-Massachusetts/ Longfellow House Washington's Headquarters National Historic Site. “An Era of Romantic Friendships: Sumner, Longfellow, and Howe.” https://www.nps.gov/articles/an-era-of-romantic-friendships-sumner-longfellow-and-howe.htm Lyndsay Campbell; The “Abolition Riot” Redux: Voices, Processes. The New England Quarterly 2021; 94 (1): 7–46. doi: https://doi.org/10.1162/tneq_a_00877 Mahr, Michael. “Sumner vs. Cane.” National Museum of Civil War Medicine. 5/24/2023. https://www.civilwarmed.org/sumner-vs-cane/ Meriwether, Robert L. “Preston S. Brooks on the Caning of Charles Sumner.” The South Carolina Historical and Genealogical Magazine , Jan., 1951, Vol. 52, No. 1 (Jan., 1951). Via JSTOR. https://www.jstor.org/stable/27571254 Mount Auburn Cemetery. “Charles Sumner (1811-1874): U.S. Senator, Abolitionist, & Orator.” https://mountauburn.org/notable-residents/charles-sumner-1811-1874/ National Park Service. “Charles Sumner and Romantic Friendships.” https://www.nps.gov/articles/000/charles-sumner-and-romantic-friendships.htm Potenza, Bob. “Charles Sumner.” West End Museum. https://thewestendmuseum.org/history/era/west-boston/charles-sumner/ Ruchames, Louis. “Charles Sumner and American Historiography.” The Journal of Negro History , Apr., 1953, Vol. 38, No. 2 (Apr., 1953). https://www.jstor.org/stable/2715536 Senate Historical Office. “Senate Stories | Charles Sumner: After the Caning.” United States Senate. 5/4/2020. https://www.senate.gov/artandhistory/senate-stories/charles-sumner-after-the-caning.htm Sinha, Manisha. “The Caning of Charles Sumner: Slavery, Race, and Ideology in the Age of the Civil War.” Journal of the Early Republic , Summer, 2003, Vol. 23, No. 2 (Summer, 2003). Via JSTOR. https://www.jstor.org/stable/3125037 Sumner, Charles. “Barbarism of Slavery.” 6/4/1860. https://dotcw.com/documents/barbarism_of_slavery.htm Sumner, Charles. “Freedom National; Slavery Sectional.” 8/26/1852. https://en.wikisource.org/wiki/Freedom_National;_Slavery_Sectional Sumner, Charles. “The equal rights of all.” Washington, Printed at the Congressional globe office. 1866. https://archive.org/details/equalrightsofall00sumn Tameez, Zaakir. “Charles Sumner: Conscience of a Nation.” Henry Holt and Co. 2025. United States Senate. "The Crime Against Kansas.” https://www.senate.gov/artandhistory/history/minute/The_Crime_Against_Kansas.htm United States Senate. “REPORT.” 5/28/1856. https://www.senate.gov/artandhistory/history/resources/pdf/SumnerInvestigation1856.pdf United States Senate. “The Caning of Senator Charles Sumner.” https://www.senate.gov/artandhistory/history/minute/The_Caning_of_Senator_Charles_Sumner.htm Various, “Southern Newspapers Praise the Attack on Charles Sumner,” SHEC: Resources for Teachers, accessed October 31, 2025, https://shec.ashp.cuny.edu/items/show/1548. See omnystudio.com/listener for privacy information.

This week, I owe Texas an apology. Between discovering that Tex-Mex might be the best food on Earth and listening to a kindergarten voicemail about baby mama drama, I had no idea where this episode would go. But then my kids started planning how to get rid of a body, a student declared his future as a midwife, and somehow we still managed to end with a heartwarming story about my sister's new baby and a resource to help your students love writing again. Takeaways: Andrea finally admits she was wrong about Texas and Tex-Mex might be elite cuisine. A kindergartener exposes her “husband's other babies” in the classroom. Andrea's kids invent a disturbingly creative plan for “body disposal.” A student's career quiz leads to a midwife meltdown and a hilarious OB-GYN story. Andrea gets personal about her sister's baby's birth, gratitude for NICU staff, and the importance of helping kids embrace discomfort. -- Teachers' night out? Yes, please! Come see comedian Educator Andrea…Get your tickets at ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠teachersloungelive.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ and ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Educatorandrea.com/tickets⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ for laugh out loud Education! — Don't Be Shy Come Say Hi: www.podcasterandrea.com Watch on YouTube: @educatorandrea A Human Content Production Learn more about your ad choices. Visit megaphone.fm/adchoices

Join Cindy and Alison as they highlight the impacts of chronic absenteeism on children's development and learning, as well as strategies to combat this national epidemic.Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cindy's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKA

Otis Kelly is a husband, father, pastor and community leader.Follow Guthrie America:Instagram: @GuthrieAmericaFacebook: GuthrieAmericaTwitter: @GuthrieAmericaFollow Heady Coleman:Instagram: @Heady.ColemanFacebook: Heady ColemanTwitter: @HeadyColemanLinkedIn: Heady ColemanLooking to grow your brand, connect with your audience, or build your voice in your community?Starting a podcast is one of the best ways to do it.I wrote a free ebook on how to launch a successful podcast, made possible by our friends at Craft Your Insurance.Download it here: https://heady.media/ebookNew Resource: "Hello, A Letter to Teachers"A free ebook written for educators, thanks to support from Dr. Michael Chandler and Edmond Dental Center.Download it here: https://heady.media/hello-ebook

Let's call this the 10,000 likes method.Ready?You wanna get 10,000 likes?Tell people they're okay.Tell 'em they are right.Tell them they've been wronged.It's not their fault.Go blame your parents.Teachers.Trump.Pick a name.Play the blame game.Then for good fun…Tell 'em struggle means progress.Tell 'em the dents in their car mean they're “driving.”Keep struggling.You're getting there.You can do it.Yeah.Do that.You'll get likes.Lots of 'em.Because people love being told they're right…While nothing changes.Me?I don't give a poop about likes.I care about lives.And yeah, anyone can go on ChatGPT and pump out something sweet and soft that people love to tap a heart on.Same rhythm.Same tone.Same echo.It's everywhere.And yeah, I use AI…But not to write me.I use it to argue with.To sharpen my teeth.To show me where I'm full of crap.To show me where I'm clear.But I gotta ask…Why the hell are you listening to something that doesn't have a soul…to fix your soul?Oh right.Because it tells you…Hey, what you're doing is fine.You're doing great.It's not your fault.It feels good.I get it.It's like saying you can drive on whatever side of the road you want.The joke is, “Victoria takes her half out of the middle.”America drives on the right side.Australia drives on the proper side.Drive American here…You won't be driving long.But for sure…It wouldn't be my fault.Suzy Q's mom taught me how to drive.My dad taught me how to drive a stick shift.Not your fault.See how easy that is?And if your car's got dents…Even better.More dents means you're “trying harder.”Keep going.Keep smashing into stuff.Likes love that.But I'm not here for likes.I'm here because I lived through hell.At 12, I wet the bed.Doctors told me I had scoliosis.Told me I'd be crippled.Living in a brace.Wheel chair city.They were wrong.Later att 23, I got beat to death when I was a rookie prison guard..PTSD became my way of life because...I took a job that killed my dreams.Actually, I let my dreams die, so I could take that job. Because no little boy dreams of being a prison guard.I learned something way coolio…PTSD is imagination out of control.It's echoes in your darkness.On loop.And I swear now, most of the world has PTSD.They're just calling it “struggle” or “healing” or “the journey.”Anything but what it is. And it's an option…Go enjoy the video, and reach out anytime!Mr. Twenty Twenty“Man's faith in God is measured by his confidence in himself.” - Neville Goddard.

Replayed on November 30, 2025. Doug's insightful interview with Tommy O'Brien, for your listening pleasure.

Ended Up Walking in Vancouver - FAAF 241In this 240th episode, I share my daily reflection posted on BlueSky, TwiX @bryoncar and YouTube shorts @FreshAirAtFiver, from November 17-21, 2025. Check out the WHOLE SPOTIFY PLAYLIST I put together with all the listens mentioned below:>>> bit.ly/EE241FreshAirAtFivePlaylist

Why would the Jewish religious leaders reject Jesus despite his obvious mastery of Scripture? In John 7:14-18, we discover the answer: they failed to recognize that Jesus's teaching came directly from God the Father. When Jesus taught openly at the Feast of Booths, the crowds marveled. How could this man teach the Law without formal rabbinic training? Jesus's response reveals two crucial truths: First, his teaching came not from human tradition but from the Father who sent him. Second, Jesus exposes why the religious leaders couldn't recognize his authority: their hearts. Those who genuinely seek to do God's will recognize divine teaching. Teachers who seek their own glory reveal themselves as frauds, but Jesus consistently pointed to the Father's glory: proof of his truthfulness. This passage confronts us with an urgent question: If Jesus speaks with divine authority, will we heed his words? Our eternal destiny depends on our answer.

The Soul's Curriculum: Decoding Your Toughest TeachersHave you ever felt like you're stuck in the same difficult class? This week on Everything Saged, unlocks the spiritual blueprint behind every major challenge in your life: Soul Contracts. These aren't random events; they are sacred lessons you chose for your ultimate spiritual mastery.It's time to stop feeling controlled by fate and start seeing the curriculum of your soul.In this powerful episode, we decode the toughest lessons and give you the tools to graduate:The Hardest Agreement: Why the foundational contract with your parents (including the lessons of their transition) was essential for your sovereignty.Instant Aversion: Why you instantly dislike certain people—is it past life trauma, or a reflection of your own unacknowledged shadow?The 5 Signs of a Teacher: How to spot a binding soul contract and recognize when the lesson is finally complete.Spiritual Sovereignty: Learn how to bypass the drama and accelerate your growth by mastering the lesson through conscious self-reflection, rather than painful repetition.The 3-Step Release Ritual: A powerful process, including the Sovereign's Prayer, to honor and definitively close any contract that is currently holding you back.Step into your power. Your toughest teachers are waiting for you to claim the wisdom they hold.

Teaching then vs. teaching now — the glow-up, the chaos, and the comedy you won't believe.   Our brand new "Is it Friday Yet" Comedy Tour is now on sale for 2026! Don't forget we are finishing off the year on TOUR...Catch the Bored Teachers Comedy Tour coming to a city near you this December! Tickets going fast: https://bit.ly/TODBTCT  PLUS book your hosts for a speaking event at your school: https://teacherspeakers.com/  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/3hHNybdOJb7BOwe0eNE7z6?si=840ced6459274f98  Apple: https://podcasts.apple.com/us/podcast/teachers-off-duty/id1602160612  _________________________________   Teachers get your perks!! This episode is brought to you by:    Betterhelp | Go to https://betterhelp.com/TOD to get 10% off today   Rakuten | Go to Rakuten.com today register for your FREE membership and get your siging bonus.   _________________________________ This week on Teachers Off Duty, Bri, Anna, and our newest co-host Jessica dive into a hilarious, chaotic, and shockingly relatable conversation about Teaching THEN vs. Teaching NOW — and let's just say… things have changed A LOT. From victory parades, doghouse punishments, and Catholic school trauma to scripted curriculum, red-pen drama, tech overload, middle school chaos, and why today's grading systems make ZERO sense… this episode is nonstop stories, teacher truths, and belly laughs. Plus, we're talking about everything from classroom management hacks and the power of productive struggle (instead of helicopter teaching) to how and when sarcasm actually works with kids, why admin support can completely make or break your school year, and how today's grading systems have changed the game. We also get into tech overload in the classroom, what it's really like teaching middle school chaos, the pressure on ELA teachers to be "perfect" spellers, and why kids today have zero fear of calling you by your first name.  Listen now & don't forget to subscribe!  Follow your hosts:  Briana Richardson @HonestTeacherVibes  Anna Kowal @ReadAwayWithMissK  Jessica Hawk @MyTeacherFace Follow us on all platforms @TeachersOffDutyPodcast _________________________________ Teachers Off Duty - A Bored Teachers©️ Podcast

Top Stories for November 29th Publish Date: November 29th PRE-ROLL: SUGAR HILL ICE SKATING From the BG AD Group Studio Welcome to the Gwinnett Daily Post Podcast. Today is Saturday, November 29th and Happy Birthday to Vin Scully I’m Peyton Spurlock and here are your top stories presented by Gwinnett KIA Mall of Georgia. Piedmont Oncology Opens Early Detection Pancreatic Cancer Clinic, First of Its Kind in Georgia You can now use a digital driver’s license to buy beer, cigarettes in Georgia Musical events, attractions to get into the magical spirit of the holiday season 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: Piedmont Oncology Opens Early Detection Pancreatic Cancer Clinic, First of Its Kind in Georgia Piedmont Oncology just opened Georgia’s first Early Detection Pancreatic Cancer Clinic, and honestly, it’s a big deal. Pancreatic cancer is brutal—13% five-year survival rate, no screening test, vague symptoms that sneak up on you. But this clinic? It’s here to change that. Dr. Andrew Page, the clinic’s medical director, says early detection is everything. “Education about risk factors is critical,” he explained. The clinic will focus on genetic counseling, research collaborations with NIH and Mayo Clinic, and, hopefully, developing a much-needed screening test. None of this would’ve happened without donors like Purple Pansies. Their support is saving lives. STORY 2: You can now use a digital driver’s license to buy beer, cigarettes in Georgia Big news for Georgians: you can now use a digital driver’s license to buy alcohol, tobacco, and other age-restricted items. Yep, your phone just got even more useful. The Georgia Department of Driver Services (DDS) announced the update Monday, calling it a “major step forward” in modernizing IDs. But here’s the catch: it’s up to individual businesses to accept them. No guarantees. Oh, and don’t try using a screenshot—doesn’t count. Retailers need a special mDL reader to scan the license, and staff still have to verify your age. Progress? Sure. Perfect? Not quite yet. STORY 3: Musical events, attractions to get into the magical spirit of the holiday season It’s that time again—holiday magic is everywhere, and Atlanta’s got no shortage of ways to celebrate. From concerts to tree lightings, here’s what’s happening: Holiday Shows at the FOX Theatre: Lauren Daigle’s Behold Christmas Tour (Dec. 4): Grammy-winning magic. Christmas Together (Dec. 6): Amy Grant, Cece Winans, and Michael W. Smith. A Drummer Boy Christmas (Dec. 8): for King + Country’s festive storytelling. Elf the Musical (Dec. 16–20): Buddy’s heartwarming journey. Nutcracker! Magical Christmas Ballet (Dec. 23–24): Ballet meets acrobatics. Festive Attractions: Stone Mountain’s Flight to the North Pole (Nov. 8–Jan. 4): Help Santa save Christmas. Garden of Lights (Nov. 15–Jan. 11): Stroll through dazzling displays. Georgia Aquarium Holidays (Nov. 14–Jan. 2): Twinkling lights, Santa, and sea life. Don’t miss these great events! 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: Student loan change could drain nurse pipeline, Ga. dean warns Nursing is no longer considered a “professional degree” by the U.S. Department of Education, and nurses are, understandably, furious. The change, tied to the “One Big Beautiful Bill”, means nursing students can’t access the $200,000 loan cap reserved for professional programs. Instead, they’re stuck with a $100,000 limit—less than what many need to cover tuition. Linda McCauley, dean of Emory’s Nursing School, didn’t hold back: “In a time when we desperately need more nurses, why make it harder? It feels like they didn’t think this through.” The fallout? Fewer nurses, more debt, and a lot of frustration. STORY 5: Flight delays: Here are your rights when flying over the holidays in 2025 Stuck at the airport? Here’s a tip: if your flight’s delayed more than three hours (domestic) or six hours (international), you’ve got rights. Travel expert Katy Nastro says airlines must offer a refund or rebook you—your choice. But here’s the catch: no double-dipping. You can’t get both. And meal vouchers? Only if the delay’s the airline’s fault, like staffing or mechanical issues. Hotels? Depends on the airline. The Department of Transportation even published a guide for what airlines owe you. Pro tip: screenshots of your license don’t count for ID. Break 3: BUFORD HOLIDAY FESTIVAL STORY 6: Forsyth school board approves use of same alarm system in place at Apalachee High School Forsyth County schools are stepping up safety with a $2.4 million Centegix alarm system, approved by the Board of Education this week. You’ve probably heard of these “panic alarms”—they’re the same system credited with the quick response during the tragic Apalachee High School shooting last year. Teachers and staff wear a button they can press in emergencies, instantly alerting law enforcement without fumbling for a phone. The system also includes color-coded strobe lights for visual alerts, ensuring ADA compliance. The first year’s cost? $420,000, with the rest spread over five years. Safety, it seems, is getting an upgrade. STORY 7: Recall alert: Honda recalls 256K vehicles for loss of power software error Honda’s recalling over 256,000 vehicles—specifically 2023–2025 Accord Hybrids—because of a software glitch that could cause the car to lose power mid-drive. Not ideal, right? The issue? The integrated control module’s CPU might reset itself while you’re cruising along. Dealers will fix it for free, though, so there’s that. Honda says owners will get a heads-up by mail starting Jan. 5, but if you’re the impatient type (or just worried), you can call them at 888-234-2138. Oh, and if you’re curious, the recall number is TN2. Stay safe out there! 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.

→ What are some moves that teachers can make to protect their mental health?→ What's better: stay at school til the work is done, or leave as soon as possible?Welcome back to another episode of the Teachers on Fire Podcast, airing live on YouTube most Saturday mornings at 8am Pacific, 11am Eastern. My name is Tim Cavey, and my mission here is to warm your heart, spark your thinking, and ignite your professional practice.Today's Teacher on Fire is Rae Hughart. Rae is the CEO and Founder of Teachers Deserve It. She's also a TEDx Speaker and author of two books: Teachers Deserve It and Teach Better. Growing up with IEP support after being diagnosed with Specific Learning Disabilities in Reading, Writing, and Math, Rae has made it her mission to collaborate with educators and districts nationwide to design mastery learning classrooms that reach all learners. Through Teachers Deserve It, she leads a movement dedicated to empowering educators with sustainable, standards-based grading practices that promote clarity, equity, and student success.Connect with Raeon LinkedIn, on Instagram @RaeHughart,  on TikTok @RaeHughartEDU,on Substack at raehughart.substack.com, and  at her website, teachersdeserveit.com.In This Conversation0:00:00 - Rae Hughart is the founder of Teachers Deserve It2:39 - Boundary 1: Leaving the building after contract hours4:07 - How Rae followed this boundary as a teacher5:49 - Boundary 2: Taking a sick day when we're sick11:58 - Boundary 3: Declining voluntary committees that we don't have capacity for17:08 - Boundary 4: Taking quiet moments on your lunch break19:54 - Boundary 5: Setting email hours23:45 - Should we turn off mobile notifications for email?27:11 - Resources for teachers available at TeachersDeserveIt.com31:01 - How and where to connect with Rae Hughart on social mediaVisit the home of Teachers on Fire at https://teachersonfire.net/.Song Track Credit: Tropic Fuse by French Fuse - retrieved from the YouTube Audio Library at https://www.youtube.com/audiolibrary/.

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Ryan Fahey (pronounced “Foy”) — consultant, speaker, and author of four books helping educators launch and scale as entrepreneurs.Big ideas & highlightsAuthentic > algorithmic: why clear opinions outperform beige, AI-generated content.The “last 20%” of growth: being fully yourself so the right people follow.Teachers → founders: turning buried skills into offers, pricing with confidence.Speaking starter kit: assets to collect before chasing stages.“Add value daily”: the habit that compounds in life and business.Impact beyond the balance sheet—and why sticking around wins the long gameTimestamps / chapters00:00 – Cold open, baseball talk, PEI & Blue Ridge vibes03:55 – Who is Ryan Fahey? Dad, husband, entrepreneur, speaker, author05:40 – Authenticity as the growth unlock (“the last 20%”)07:50 – AI everywhere vs. human voice; why 1 real video beats 100 clones09:25 – “Don't be the mayor of vanilla town”: have an opinion, repel & attract11:45 – Niche & offers: helping educators become entrepreneurs14:45 – Humble pricing, buried skills, and making the leap efficiently16:50 – Should you write the book first? Sequencing brand → book for lift17:55 – Speaking: assets, testimonials, and building your page18:40 – First stage stories and the virtual keynote era21:33 – Listener chain: “What keystone habits make you unstoppable?”22:15 – Impact goals that don't show up on a P&L23:53 – Rodric on service, time studies, and keeping energy-rich workRyan Fahey Quotes:“Don't be the mayor of vanilla town.”“People follow real people. One piece of you beats 100 pieces of fake you.”“If you add value daily, the market will reward you over time.”“Most teachers already have the skills— they're just buried.”“Stick around long enough and you win the long game.”Resources & mentionsRyan's site: faheyconsulting.orgLinkedIn: https://www.linkedin.com/company/fahey-consulting/Instagram: https://www.instagram.com/wellnessrf88/Facebook: https://www.facebook.com/wellnessrfRodric's foundation: Send a Student Leader Abroad (SASLA)EF Tours (context around student travel)Books referenced: Robin SharmaHousekeepingRyan's question for the next guest: “What keystone habits make you unstoppable?”Pronunciation note: Fahey = “Foy.”Resources:Million Dollar Flip FlopsFollow Us on Insta Ready to transform your business and your life while making a difference? Grab your copy of *Million Dollar Flip Flops*—the ultimate guide to creating a life and business that feels just as good as it looks. And here's the best part: 100% of the proceeds go directly to our foundation, Send a Student Leader Abroad, with a goal of sending 1,000,000...

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The C.O.W.S. welcomes Robert J. Rodgers Jr. Classified as a black male, Rodgers is a California educator with a focus on aiding non-white students to thrive in the classroom. He's authored a number of reports, including his 2025 dissertation: Empowering Representation: Addressing the Shortage of African American Male Educators in Public Schools. With privileged black males accounting for 2% of the kindergarten through 12th grade public school teachers in the United States, there should be attempts to correct this appalling classroom void. Mr. Rodgers shares the classroom experiences of a number of black males educators. Some of them logged decades in front of the classroom before retiring. Others encountered massive surveillance of their teaching style and little support from their overwhelmingly White female colleagues. With Pres. Trump and Secretary of Education Linda McMahon coolly focused on the permanent eradication of the Department of Education, it seems likely that any efforts to explicitly train and recruit black male teachers might be annihilated. Dr. Rodgers indulged us and allowed us to ask about Racist Suspects Jane Elliott and Dr. Robin DiAngelo as well as his use of the terms "African American Culture" and "underserved communities." #BlackMalePrivilege INVEST in The COWS – http://paypal.me/TheCOWS Cash App: https://cash.app/$TheCOWS CALL IN NUMBER: 720.716.7300 CODE 564943#

The second installment of our episode on Charles Sumner picks up in the wake of his controversial antiwar speech. He next argued a school integration case before the Massachusetts supreme judicial court. Research: "Sumner, Charles (1811-1874)." Encyclopedia of World Biography, Gale, 1998. Gale Academic OneFile, link.gale.com/apps/doc/A148425674/GPS?u=mlin_n_melpub&sid=bookmark-GPS&xid=95485851. Accessed 31 Oct. 2025. “Roberts v. City of Boston, 5 Cush. 198, 59 Mass. 198 (1849).” Caselaw Access Project. Harvard Law School. https://case.law/caselaw/?reporter=mass&volume=59&case=0198-01 “The Prayer of One Hundred Thousands.” https://www.senate.gov/artandhistory/history/resources/pdf/PrayerofOneHundredThousand.pdf Alexander, Edward. “The Caning of Charles Sumner.” Battlefields.org. 3/6/2024. https://www.battlefields.org/learn/articles/caning-charles-sumner Beecher, Henry Ward. “Charles Sumner.” Advocate of Peace (1847-1884) , MAY, 1874. Via JSTOR. https://www.jstor.org/stable/27905613 Berry, Stephen and James Hill Welborn III. “The Cane of His Existence Depression, Damage, and the Brooks–Sumner Affair.” Southern Cultures , Vol. 20, No. 4 (WINTER 2014). Via JSTOR. https://www.jstor.org/stable/10.2307/26217562 Boston African American National Historic Site. “Abiel Smith School.” https://www.nps.gov/boaf/learn/historyculture/abiel-smith-school.htm Boston African American National Historic Site. “The Sarah Roberts Case.” https://www.nps.gov/articles/the-sarah-roberts-case.htm Child, Lydia Maria. “Letters of Lydia Maria Child.” Houghton, Mifflin and Company. 1883. https://archive.org/details/lettersoflydiam00chil Commonwealth Museum. “Roberts v. The City of Boston, 1849.” https://www.sec.state.ma.us/divisions/commonwealth-museum/exhibits/online/freedoms-agenda/freedoms-agenda-8.htm Frasure, Carl M. “Charles Sumner and the Rights of the Negro.” The Journal of Negro History , Apr., 1928, Vol. 13, No. 2 (Apr., 1928). Via JSTOR. https://www.jstor.org/stable/2713959 Gershon, Livia. “Political Divisions Led to Violence in the US Senate in 1856.” JSTOR Daily. 1/7/2021. https://daily.jstor.org/violence-in-the-senate-in-1856/ History, Art and Archives. “South Carolina Representative Preston Brooks’s Attack on Senator Charles Sumner of Massachusetts.” U.S. House of Representatives. https://history.house.gov/Historical-Highlights/1851-1900/South-Carolina-Representative-Preston-Brooks-s-attack-on-Senator-Charles-Sumner-of-Massachusetts/ Longfellow House Washington's Headquarters National Historic Site. “An Era of Romantic Friendships: Sumner, Longfellow, and Howe.” https://www.nps.gov/articles/an-era-of-romantic-friendships-sumner-longfellow-and-howe.htm Lyndsay Campbell; The “Abolition Riot” Redux: Voices, Processes. The New England Quarterly 2021; 94 (1): 7–46. doi: https://doi.org/10.1162/tneq_a_00877 Mahr, Michael. “Sumner vs. Cane.” National Museum of Civil War Medicine. 5/24/2023. https://www.civilwarmed.org/sumner-vs-cane/ Meriwether, Robert L. “Preston S. Brooks on the Caning of Charles Sumner.” The South Carolina Historical and Genealogical Magazine , Jan., 1951, Vol. 52, No. 1 (Jan., 1951). Via JSTOR. https://www.jstor.org/stable/27571254 Mount Auburn Cemetery. “Charles Sumner (1811-1874): U.S. Senator, Abolitionist, & Orator.” https://mountauburn.org/notable-residents/charles-sumner-1811-1874/ National Park Service. “Charles Sumner and Romantic Friendships.” https://www.nps.gov/articles/000/charles-sumner-and-romantic-friendships.htm Potenza, Bob. “Charles Sumner.” West End Museum. https://thewestendmuseum.org/history/era/west-boston/charles-sumner/ Ruchames, Louis. “Charles Sumner and American Historiography.” The Journal of Negro History , Apr., 1953, Vol. 38, No. 2 (Apr., 1953). https://www.jstor.org/stable/2715536 Senate Historical Office. “Senate Stories | Charles Sumner: After the Caning.” United States Senate. 5/4/2020. https://www.senate.gov/artandhistory/senate-stories/charles-sumner-after-the-caning.htm Sinha, Manisha. “The Caning of Charles Sumner: Slavery, Race, and Ideology in the Age of the Civil War.” Journal of the Early Republic , Summer, 2003, Vol. 23, No. 2 (Summer, 2003). Via JSTOR. https://www.jstor.org/stable/3125037 Sumner, Charles. “Barbarism of Slavery.” 6/4/1860. https://dotcw.com/documents/barbarism_of_slavery.htm Sumner, Charles. “Freedom National; Slavery Sectional.” 8/26/1852. https://en.wikisource.org/wiki/Freedom_National;_Slavery_Sectional Sumner, Charles. “The equal rights of all.” Washington, Printed at the Congressional globe office. 1866. https://archive.org/details/equalrightsofall00sumn Tameez, Zaakir. “Charles Sumner: Conscience of a Nation.” Henry Holt and Co. 2025. United States Senate. "The Crime Against Kansas.” https://www.senate.gov/artandhistory/history/minute/The_Crime_Against_Kansas.htm United States Senate. “REPORT.” 5/28/1856. https://www.senate.gov/artandhistory/history/resources/pdf/SumnerInvestigation1856.pdf United States Senate. “The Caning of Senator Charles Sumner.” https://www.senate.gov/artandhistory/history/minute/The_Caning_of_Senator_Charles_Sumner.htm Various, “Southern Newspapers Praise the Attack on Charles Sumner,” SHEC: Resources for Teachers, accessed October 31, 2025, https://shec.ashp.cuny.edu/items/show/1548. See omnystudio.com/listener for privacy information.

I have a t-shirt subscription. Actually, I have two successful (and very profitable) t-shirt subscriptions: my T-Shirt Club and Tees 4 Teachers. And I'm not the only one growing thriving t-shirt subscriptions. LOTS of members of Launch Your Box are finding huge success with their own t-shirt subscriptions. With all this t-shirt subscription talk, you might be wondering if starting a t-shirt subscription is right for you.  In this episode, I'm sharing six reasons why you should consider starting a t-shirt subscription.   1. A T-shirt subscription has low start-up costs compared to other products. T-shirts range from $2-$7.  Printing can be done in-house or outsourced.  There is no need for expensive boxes - t-shirts can be shipped in poly mailers.  2. T-shirts are a wardrobe staple.  Everyone wears t-shirts.  T-shirts are consumable - they are used (worn) for a while and then replaced.  T-shirts can be dressed up or worn casually.  3. T-shirt subscriptions can be seasonal/holiday/theme-based.   Any niche can have a t-shirt subscription. Launch Your Box member t-shirt subscriptions include:  Career-focused tees Inspirational/self-care tees Tees for artists/crafters Snarky tees Animal/pet-themed tees 4. T-shirt subscriptions provide recurring revenue and recurring brand exposure.   A t-shirt subscription is a consistent source of recurring revenue.   A t-shirt subscription can provide opportunities for recurring brand exposure.  Add your label or brand to every design.  Build customer loyalty and commitment by consistently delivering quality t-shirts and designs.  5. T-shirt subscriptions foster a sense of community which can result in:  Increased loyalty Higher engagement Higher lifetime value (LTV) and retention rates 6. T-shirt subscriptions are more affordable and accessible than many other subscriptions.  A t-shirt subscription can be a successful, standalone subscription. It can also be a complement to your existing subscription box. Mine started as a complement to my Monogram Box when my subscribers asked for more t-shirts!  I've seen great success with my own t-shirt subscriptions and have helped SO MANY members of Launch Your Box build thriving t-shirt subscriptions.  I'm well-known for my extensive knowledge of all things t-shirt. So much so that my students and peers have been asking for a standalone t-shirt subscription course for quite a while. My team and I have spent the last several months working on this course. ⁠How to Start a T-Shirt Subscription⁠ covers everything you need to know in 12 video lessons full of actionable steps, worksheets, and special bonuses. It's the perfect way to get all your t-shirt subscription questions answered and get your t-shirt subscription started NOW!  Learn more about⁠ How to Start a T-Shirt Subscription⁠.  Join me for this episode as I share my own t-shirt subscription experience and all the reasons you should start a t-shirt subscription.  Join me in all the places:  ⁠Facebook⁠ ⁠Instagram⁠ ⁠Launch Your Box with Sarah Website⁠  Are you ready for ⁠Launch Your Box⁠? Our complete training program walks you step by step through how to start, launch, and grow your subscription box business. ⁠Join ⁠today!

Great teaching changes lives, but even the best teachers need support. In this episode, we highlight a bright spot in New York City Public Schools where students achieved remarkable gains in reading proficiency. To uncover what led to these results, host Gloria Riviera speaks with Teaching Lab CEO Sarah Johnson and explores how investing in teachers can transform classrooms, boost student learning, and create a ripple effect of success. You’ll also hear from a New York City teacher and his teaching coach about what coaching looks like in practice – and the tangible impact it has in the classroom. This episode is created in partnership with Charles and Lynn Schusterman Family Philanthropies. Learn more about Teaching Lab at teachinglab.org. See omnystudio.com/listener for privacy information.

The first installment of the deeper examination of Charles Sumner's life begins with his early years, including his close relationships with Henry Wadsworth Longfellow and Samuel Gridley Howe. Research: "Sumner, Charles (1811-1874)." Encyclopedia of World Biography, Gale, 1998. Gale Academic OneFile, link.gale.com/apps/doc/A148425674/GPS?u=mlin_n_melpub&sid=bookmark-GPS&xid=95485851. Accessed 31 Oct. 2025. “Roberts v. City of Boston, 5 Cush. 198, 59 Mass. 198 (1849).” Caselaw Access Project. Harvard Law School. https://case.law/caselaw/?reporter=mass&volume=59&case=0198-01 “The Prayer of One Hundred Thousands.” https://www.senate.gov/artandhistory/history/resources/pdf/PrayerofOneHundredThousand.pdf Alexander, Edward. “The Caning of Charles Sumner.” Battlefields.org. 3/6/2024. https://www.battlefields.org/learn/articles/caning-charles-sumner Beecher, Henry Ward. “Charles Sumner.” Advocate of Peace (1847-1884) , MAY, 1874. Via JSTOR. https://www.jstor.org/stable/27905613 Berry, Stephen and James Hill Welborn III. “The Cane of His Existence Depression, Damage, and the Brooks–Sumner Affair.” Southern Cultures , Vol. 20, No. 4 (WINTER 2014). Via JSTOR. https://www.jstor.org/stable/10.2307/26217562 Boston African American National Historic Site. “Abiel Smith School.” https://www.nps.gov/boaf/learn/historyculture/abiel-smith-school.htm Boston African American National Historic Site. “The Sarah Roberts Case.” https://www.nps.gov/articles/the-sarah-roberts-case.htm Child, Lydia Maria. “Letters of Lydia Maria Child.” Houghton, Mifflin and Company. 1883. https://archive.org/details/lettersoflydiam00chil Commonwealth Museum. “Roberts v. The City of Boston, 1849.” https://www.sec.state.ma.us/divisions/commonwealth-museum/exhibits/online/freedoms-agenda/freedoms-agenda-8.htm Frasure, Carl M. “Charles Sumner and the Rights of the Negro.” The Journal of Negro History , Apr., 1928, Vol. 13, No. 2 (Apr., 1928). Via JSTOR. https://www.jstor.org/stable/2713959 Gershon, Livia. “Political Divisions Led to Violence in the US Senate in 1856.” JSTOR Daily. 1/7/2021. https://daily.jstor.org/violence-in-the-senate-in-1856/ History, Art and Archives. “South Carolina Representative Preston Brooks’s Attack on Senator Charles Sumner of Massachusetts.” U.S. House of Representatives. https://history.house.gov/Historical-Highlights/1851-1900/South-Carolina-Representative-Preston-Brooks-s-attack-on-Senator-Charles-Sumner-of-Massachusetts/ Longfellow House Washington's Headquarters National Historic Site. “An Era of Romantic Friendships: Sumner, Longfellow, and Howe.” https://www.nps.gov/articles/an-era-of-romantic-friendships-sumner-longfellow-and-howe.htm Lyndsay Campbell; The “Abolition Riot” Redux: Voices, Processes. The New England Quarterly 2021; 94 (1): 7–46. doi: https://doi.org/10.1162/tneq_a_00877 Mahr, Michael. “Sumner vs. Cane.” National Museum of Civil War Medicine. 5/24/2023. https://www.civilwarmed.org/sumner-vs-cane/ Meriwether, Robert L. “Preston S. Brooks on the Caning of Charles Sumner.” The South Carolina Historical and Genealogical Magazine , Jan., 1951, Vol. 52, No. 1 (Jan., 1951). Via JSTOR. https://www.jstor.org/stable/27571254 Mount Auburn Cemetery. “Charles Sumner (1811-1874): U.S. Senator, Abolitionist, & Orator.” https://mountauburn.org/notable-residents/charles-sumner-1811-1874/ National Park Service. “Charles Sumner and Romantic Friendships.” https://www.nps.gov/articles/000/charles-sumner-and-romantic-friendships.htm Potenza, Bob. “Charles Sumner.” West End Museum. https://thewestendmuseum.org/history/era/west-boston/charles-sumner/ Ruchames, Louis. “Charles Sumner and American Historiography.” The Journal of Negro History , Apr., 1953, Vol. 38, No. 2 (Apr., 1953). https://www.jstor.org/stable/2715536 Senate Historical Office. “Senate Stories | Charles Sumner: After the Caning.” United States Senate. 5/4/2020. https://www.senate.gov/artandhistory/senate-stories/charles-sumner-after-the-caning.htm Sinha, Manisha. “The Caning of Charles Sumner: Slavery, Race, and Ideology in the Age of the Civil War.” Journal of the Early Republic , Summer, 2003, Vol. 23, No. 2 (Summer, 2003). Via JSTOR. https://www.jstor.org/stable/3125037 Sumner, Charles. “Barbarism of Slavery.” 6/4/1860. https://dotcw.com/documents/barbarism_of_slavery.htm Sumner, Charles. “Freedom National; Slavery Sectional.” 8/26/1852. https://en.wikisource.org/wiki/Freedom_National;_Slavery_Sectional Sumner, Charles. “The equal rights of all.” Washington, Printed at the Congressional globe office. 1866. https://archive.org/details/equalrightsofall00sumn Tameez, Zaakir. “Charles Sumner: Conscience of a Nation.” Henry Holt and Co. 2025. United States Senate. "The Crime Against Kansas.” https://www.senate.gov/artandhistory/history/minute/The_Crime_Against_Kansas.htm United States Senate. “REPORT.” 5/28/1856. https://www.senate.gov/artandhistory/history/resources/pdf/SumnerInvestigation1856.pdf United States Senate. “The Caning of Senator Charles Sumner.” https://www.senate.gov/artandhistory/history/minute/The_Caning_of_Senator_Charles_Sumner.htm Various, “Southern Newspapers Praise the Attack on Charles Sumner,” SHEC: Resources for Teachers, accessed October 31, 2025, https://shec.ashp.cuny.edu/items/show/1548. See omnystudio.com/listener for privacy information.

Neurodivergent educators, like those with ADHD, autism, dyslexia, and other forms of cognitive diversity, are essential voices in our schools. They bring innovation, empathy, and authenticity. Yet they often work within systems that weren't built with them in mind, and this can make the job of teaching especially challenging. In this episode, we'll learn about the strengths neurodivergent teachers bring to the classroom and strategies that help them thrive from Emily Kircher-Morris, who is a mental health professional, neurodiversity advocate, and host of The Neurodiversity Podcast.  ___________________________ Thanks to foundry10 and SchoolAI for sponsoring the episode. To read Kircher-Morris's article and a full transcript of our conversation, visit cultofpedagogy.com/neurodivergent-teachers. ___________________________ To learn more about The Teacher's Guide to Tech, visit teachersguidetotech.com.