Podcasts about teaching

Pride's a dangerous pitfall, even for longstanding believers. It can cause solid faith to become shaky. Find out how Jesus dealt with His faltering disciples at the Last Supper—and continues to do the same for believers today. That's on Truth For Life with Alistair Begg. ----------------------------------------- • Click here and look for "FROM THE SERMON" to stream or read the full message. • This program is part of the series‘A Study in Luke, Volume 12' • Learn more about our current resource, request your copy with a donation of any amount. • Prepare your heart and mind for Easter by reflecting on the man on the middle cross. Subscribe to a free seven-day reading planfrom Alistair Begg that explores the unique experience of the thief on the cross and why the only answer to brokenness is found in the execution of an innocent man: Jesus, the Son of God. Helpful Resources - Learn about God's salvation plan - Read our most recent articles - Subscribe to our daily devotional Follow Us YouTube | Instagram | Facebook | Twitter This listener-funded program features the clear, relevant Bible teaching of Alistair Begg. Today's program and nearly 3,000 messages can be streamed and shared for free at tfl.org thanks to the generous giving from monthly donors called Truthpartners. Learn more about this Gospel-sharing team or become one today. Thanks for listening to Truth For Life!

The Bible teaches that if we love and follow Jesus, we'd better be prepared for battle. Why is the unbelieving world provoked by biblical truth and Christian conviction? Hear the answer when you listen to Truth For Life with Alistair Begg. ----------------------------------------- • Click here and look for "FROM THE SERMON" to stream or read the full message. • This program is part of the series‘The High Priestly Prayer' • Learn more about our current resource, request your copy with a donation of any amount. • Prepare your heart and mind for Easter by reflecting on the man on the middle cross. Subscribe to a free seven-day reading planfrom Alistair Begg that explores the unique experience of the thief on the cross and why the only answer to brokenness is found in the execution of an innocent man: Jesus, the Son of God. Helpful Resources - Learn about God's salvation plan - Read our most recent articles - Subscribe to our daily devotional Follow Us YouTube | Instagram | Facebook | Twitter This listener-funded program features the clear, relevant Bible teaching of Alistair Begg. Today's program and nearly 3,000 messages can be streamed and shared for free at tfl.org thanks to the generous giving from monthly donors called Truthpartners. Learn more about this Gospel-sharing team or become one today. Thanks for listening to Truth For Life!

Episode DescriptionThis archival conversation with Jim Kwik moves beyond memory tricks and into something more fundamental: how we think, learn, and make decisions.Jim breaks down why most people forget nearly everything they read, why repeating the same mistakes isn't always about logic, and how modern life is quietly degrading attention and memory. He explains how the brain filters information, how habits form, and why focus—not intelligence—is often the real differentiator.James pushes the conversation into practical territory: decision-making, fear, performance, and building a life around what actually matters. Together, they explore frameworks for improving memory, reducing distraction, and making better choices—along with the deeper idea that learning is the core skill behind everything else.This episode isn't just about remembering more. It's about thinking better.What You'll LearnWhy most people remember only 1–2% of what they read—and how to improve retentionThe difference between reading speed, comprehension, and retention (and why all three matter)How the brain acts as a filtering and deletion system, not a storage deviceA practical framework for decision-making using multiple mental perspectives (Six Thinking Hats)How digital overload, distraction, and “digital dementia” are weakening focus and memoryWhy habits—not knowledge—drive performance, and how to build them using motivation, ability, and triggersThe four traits behind high performance: growth, grit, giving, and gratitudeTimestamped Chapters[02:00] Introduction to Jim Kwik and memory training[02:29] Why people forget what they read[03:09] Reading vs comprehension vs retention[03:50] The importance of remembering love, life, and lessons[04:25] Why people repeat the same mistakes[05:05] Emotional memory vs logical memory[06:29] Blame vs responsibility in reducing stress[07:11] The brain as a filtering and deletion device[08:17] Why we remember only 1–2% of books[08:24] The Zeigarnik Effect explained[10:15] Note-taking: handwriting vs typing[11:17] Learning through rewriting and modeling[12:18] Decision-making and simplifying life[13:40] Maker time vs manager time[17:33] Why you shouldn't check your phone in the morning[18:06] Brainwave states: alpha, beta, and focus[19:00] Jim Kwik's high-performance clients[20:25] Childhood brain injury and learning challenges[21:08] Knowledge as power in the modern economy[22:09] Decision-making and outside perspectives[23:22] The Six Thinking Hats framework[26:46] Decision-making through perspective shifts[28:40] Facing fear and building confidence[30:33] Digital overload and information fatigue[31:17] Social media and comparison psychology[33:11] Fear, rejection, and self-worth[34:20] Overcoming learning and public speaking fears[35:02] “Your mess becomes your message”[36:24] Jim Kwik's turning point and learning journey[38:15] Discovering how to learn[40:03] Deep immersion vs spaced learning[41:34] Speed reading breakthrough moment[42:33] Digital overload, distraction, and dementia[44:02] Why checking your phone rewires your brain[45:17] Outsourcing memory vs training your brain[47:00] Busyness vs productivity[48:18] Biological decision-making and intuition[49:03] Sleep deprivation and performance[52:00] Post-traumatic growth vs stress[53:00] Learning to say no and focus[54:27] Essentialism: “Hell yes or hell no”[55:14] Applying the Six Thinking Hats to real decisions[58:15] What school fails to teach[59:09] Building a career from learning challenges[01:01:00] First teaching experience and entrepreneurship[01:03:00] Overcoming fear of public speaking[01:08:39] Turning knowledge into income[01:10:00] The power of learning as a superpower[01:11:30] Finding what to learn and why[01:12:52] Growth mindset and learning from failure[01:13:34] The four Gs: growth, grit, giving, gratitude[01:15:12] Building grit through discomfort[01:17:19] Why fundamentals matter more than new ideas[01:18:22] Habit formation: motivation, ability, trigger[01:20:00] Time, priorities, and skill-building[01:23:40] Focus vs intelligence[01:24:27] Learning through teaching[01:25:25] High-performance mindset examples[01:27:25] Jim Carrey and freeing people from concern[01:29:58] “I don't get ready, I stay ready”[01:32:00] Building daily habits for performance[01:33:00] Giving mindset and learning faster[01:34:01] Teaching as a tool for mastery[01:36:00] Gratitude as a performance tool[01:38:00] Health, energy, and peak performance[01:41:00] Bringing it all together: love, life, and lessonsAdditional ResourcesJim Kwik — https://www.kwikbrain.comKwik Brain Podcast — https://www.kwikbrain.com/pages/podcastLimitless by Jim Kwik — https://www.amazon.com/dp/1401958230podcastThe Power of Now by Eckhart Tolle — https://www.amazon.com/dp/1577314808Thinking, Fast and Slow (decision-making reference context) — https://www.amazon.com/dp/0374533555How to Win Friends and Influence People by Dale Carnegie — https://www.amazon.com/dp/0671027034Think and Grow Rich by Napoleon Hill — https://www.amazon.com/dp/1585424331Psycho-Cybernetics by Maxwell Maltz — https://www.amazon.com/dp/0399176136Six Thinking Hats by Edward de Bono — https://www.amazon.com/dp/0316178314See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

In His High Priestly Prayer, Jesus prayed for His disciples, “Father, keep them in your name…” What did He mean by this? Study along with Truth For Life as Alistair Begg explores the answer and helps us understand its significance for believers today. ----------------------------------------- • Click here and look for "FROM THE SERMON" to stream or read the full message. • This program is part of the series‘The High Priestly Prayer' • Learn more about our current resource, request your copy with a donation of any amount. • Prepare your heart and mind for Easter by reflecting on the man on the middle cross. Subscribe to a free seven-day reading planfrom Alistair Begg that explores the unique experience of the thief on the cross and why the only answer to brokenness is found in the execution of an innocent man: Jesus, the Son of God. Helpful Resources - Learn about God's salvation plan - Read our most recent articles - Subscribe to our daily devotional Follow Us YouTube | Instagram | Facebook | Twitter This listener-funded program features the clear, relevant Bible teaching of Alistair Begg. Today's program and nearly 3,000 messages can be streamed and shared for free at tfl.org thanks to the generous giving from monthly donors called Truthpartners. Learn more about this Gospel-sharing team or become one today. Thanks for listening to Truth For Life!

14. Guest Peter Berkowitz outlines reforms for the Department of Defense, including cutting bureaucratic red tape and encouraging technological competition. He stresses the importance of higher education in teaching the free-market principles necessary for national security.,, (15)1943

DeAnn Huinker & Melissa Hedges, Math Trajectories for Young Learners, Part 1 ROUNDING UP: SEASON 4 | EPISODE 14 Research confirms that early mathematics experiences play a more significant role than we once imagined. Studies suggest that specific number competencies in 4-year-olds are strong predictors of fifth grade mathematics success. So what does it look like to provide meaningful mathematical experiences for our youngest learners?  Today, we'll explore this question with DeAnn Huinker from UW-Milwaukee and Melissa Hedges from the Milwaukee Public Schools.  BIOGRAPHY Dr. DeAnn Huinker is a professor of mathematics education in the Department of Teaching and Learning and directs the University of Wisconsin-Milwaukee Center for Mathematics and Science Education Research. Dr. Huinker teaches courses in mathematics education at the early childhood, elementary, and middle school levels. Dr. Melissa Hedges is a curriculum specialist who supports K–5 and K–8 schools for the Milwaukee Public Schools.  RESOURCES Math Trajectories for Young Learners book by DeAnn Huinker and Melissa Hedges Learning Trajectories website, featuring the work of Doug Clements and Julie Sarama  School Readiness and Later Achievement journal article by Greg Duncan and colleagues  Early Math Trajectories: Low‐Income Children's Mathematics Knowledge From Ages 4 to 11 journal article by Bethany Rittle-Johnson and colleagues TRANSCRIPT Mike Wallus: Welcome back to the podcast, DeAnn and Melissa. You have both been guests previously. It is a pleasure to have both of you back with us again to discuss your new book, Math Trajectories for Young Learners. Melissa Hedges: Thank you for having us. We're both very excited to be here. DeAnn Huinker: Yes, I concur. Good to see you and be here again. Mike: So DeAnn, I think what I'd like to do is just start with an important grounding question. What's a trajectory? DeAnn: That's exactly where we need to start, right? So as I think about, "What are learning trajectories?," I always envision them as these road maps of children's mathematical development. And what makes them so compelling is that these learning pathways are highly predictable. We can see where children are in their learning, and then we can be more intentional in our teaching when we know where they are currently at. But if I kind of think about the development of learning trajectories, they really are based on weaving together insights from research and practice to give us this clear picture of the typical development of children's learning. And as we always think about these learning trajectories, there are three main components.  The first component is a mathematical goal. This is the big ideas of math that children are learning. For example, counting, subitizing, decomposing shapes. The second component of a learning trajectory are developmental progressions. This is really the heart of a trajectory. And the progression lays out a sequence of distinct levels of thinking and reasoning that grow in mathematical sophistication. And then the third component are activities and tasks that align to and support children's movement along that particular trajectory.  Now, it's really important that we point out the learning trajectories that we use in our work with teachers and children were developed by Doug Clements and Julie Sarama. So we have taken their trajectories and worked to make them more usable and applicable for teachers in our area. So what Doug and Julie did is they mapped out children's learning starting at birth—when children are just-borns, 1-year-olds, 2-year-olds—and they mapped it out up till about age 8. And right now, last count, they have about 20 learning trajectories. And they're in different topics like number, operations, geometry, and measurement. And we have to put in a plug. They have a wonderful website. It's learningtrajectories.org. We go there often to learn more about the trajectories and to get ideas for activities and tasks.  Now, we're talking about this new book we have on math trajectories for young children. And in the book, we actually take a deep dive into just four of the trajectories. We look at counting, subitizing, composing numbers, and adding and subtracting. So back to your original question: What are they? Learning trajectories are highly predictable roadmaps of children's math learning that we can use to inform and support developmentally appropriate instruction. Mike: That's an incredibly helpful starting point. And I want to ask a follow-up just to get your thinking on the record. I wonder if you have thoughts about how you imagine educators could or should make use of the trajectories. Melissa: This is Melissa. I'll pick up with that question. So I'll piggyback on DeAnn's response and thinking around this highly predictable nature of a trajectory as a way to ground my first comment and that we want to always look at a trajectory as a tool. So it's really meant as an important tool to help us understand where a child is and their thinking right now, and then what those next steps might be to push for some deeper mathematical understanding.  So the first thing that when we work with teachers that we like to keep in mind, and one of the things that actually draw teachers to the trajectories is that they're strength-based. So it's not what a child can't do. It's what a child can do right now based off of experience and opportunity that they've had. We also really caution against using our trajectories as a way to kind of pigeonhole kids or rank kids or label kids because what we know is that as children have more experience and opportunity, they grow and they learn and they advance along that trajectory. So really it's a tool that's incredibly powerful when in the hands of a teacher that understands how they work to be able to think about where are the children right now in their classroom and what can they do to advance them.  And I think the other point that I would emphasize other than what moves children along is experience and opportunity. Children are going to be all over on the trajectory—that's been our experience—and they're in the same classroom. And it's not that some can't and some won't and some can; it's just some need more experience and some need more opportunity. So it's really opened up the door many ways to view a more equitable approach to mathematics instruction.  The other thing that I would say is, and DeAnn and I had big conversations about this when we were first using the trajectories, is: Do we look at the ages? So the trajectories that Clements and Sarama develop do have age markers on them. And we were a bit back and forth on, "Do we use them?," "Do we not?," knowing that mathematical growth is meant to be viewed through a developmental lens. So we had them on and then we had them off and then we shared them with teachers and many of our projects and the teachers were like, "No, no, no, put the ages back on. Trust us. We'll use them well." (laughs) And so the ages are back onto the trajectories. And what we've noticed is that they really do help us understand how to take either intentional steps forward or intentional steps back, depending on what kids are showing us on that trajectory.  The other spot that I would maybe put a plugin for on where we could use a trajectory and what would be an appropriate use for it would be for our special educators out there and to really start to use them to support clear, measurable IEP goals grounded in a developmental progress. So that's kind of what our rule of thumb would be around a "should" and "shouldn't" with the trajectories. Mike: That's really helpful. You mentioned the notion of experiences and opportunities being critical. So I wanted to take perhaps a bit of a detour and talk about what research tells us about the impact of early mathematics experiences, what impact that has on children. I wonder if you could share some of the research that you cite in the book with our listeners. DeAnn: Sure. This is DeAnn, and in the book we cite research throughout all of the chapters and aligned to all of the different trajectories. But as we think about our work, there really are a few studies that we anchor in, always, as we think about children's learning. And the research evidence is really clear that early mathematics matters. The math that children learn in these early years in prekindergarten, kindergarten, first grade—I mean, we're talking 4-, 5-, 6-year-olds, 7-year-olds—that their math learning is really more important than a lot of people think it is. OK? So as we think about these kind of anchor studies that we look at, one of the major studies in this area is from Greg Duncan and his colleagues, and there was a study published in 2007. And what they did is they examined data from thousands of children drawing information from six large-scale studies, and they found that the math knowledge and abilities of 4- and 5-year-olds was the strongest predictor of later achievement. I mean, 4- and 5-year-olds, that's just as they're starting school. Mike: Wow. DeAnn: Yeah. One of the surprising findings was that they found early math knowledge and abilities was a stronger predictor than social emotional skills, stronger than family background, and stronger than family income. That it was the math knowledge that was predictive. Mike: That's incredible. DeAnn: Yes. A couple other surprising things from this study was that early math was a stronger predictor than early reading. Now, we know reading is really important, and we know reading gets a lot of emphasis in the early grades, but math is a stronger predictor than reading. And then one last thing I'll say about this study is that early math not only predicts later math achievement, it also predicts later reading achievement. So that is always a surprise as we share that information with teachers, that early math seems to matter as much and perhaps more than early reading abilities.  There's a couple other studies I'll share with you as well. So there's this body of research that talks about [how] early math is very predictive of later learning, but we're teachers, we're educators. We like to know, "Well, what math seems to be most important?" So there was a study in 2016 that looked at children's math learning in prekindergarten, 4-year-olds, and then looked at their learning again back in fifth grade. And what was unique about this study is they looked closely at what specific math topics seemed to matter the most. And what they found was that advanced number competencies were the strongest predictors of later achievement.  Now, what are advanced number competencies? So these are the three that really stood out as being important. One was being able to count a set of objects with cardinality. So in other words, counting things, not just being able to recite a count sequence, no. So not verbal rote counting, but actually counting things, putting those numbers to objects. Another thing that they found [that] was really important was being able to count forward from any number. So if I said, "Start at 7 and keep counting," "Start at 23 and keep counting," that that was predictive of later learning. And the reason for that is when kids can count forward from a number, it helps them understand the structure of the number system, something we're always working on. And then the third thing that they found as part of advanced number competencies was conceptual subitizing. Now, what that is, is being able to see a number such as 5 as composed of subgroups, like 5 being composed of 4 and 1 or 3 and 2. So subitizing is being able to see the parts of a number, and that was really important for these 4-year-olds to begin working on for later learning.  All right. One more, Mike, that I can share? Mike: Fire away! Yes. DeAnn: OK. So this last area of research that I want to share is actually really important as we think about the work of teachers in kindergarten and first grade in particular. So what these researchers did is they looked at children's learning at the beginning of kindergarten and then at the end of first grade. So, wow, think of the math kids learn from 5, 6 years old. And they found that these gains in what children can do was more predictive of later achievement than just what knowledge they had coming in. So learning gains, what children do and learn in math in kindergarten and first grade, is predictive of their mathematical success up through third grade. And then another study took it even further and said: Wait a minute, what they learn in kindergarten and first grade even predicts children's math achievement into high school. So there's just a growing body of research and evidence that early math is really important. The math learning of 4-year-olds, 5-year-olds, 6-year-olds, and 7-year-olds really builds this foundation that determines children's mathematical success many years later. Mike: This feels like a really great segue to a conversation about what it means to provide students opportunities for meaningful counting. That feels particularly significant when I heard all of the ideas that you were sharing in the research. I'm wondering if you could talk about the features of a meaningful counting experience. If we were to try to break that down and think about: What does that mean? What does that look like? What types of experiences count as meaningful when it comes to counting? Could you all talk about that a little bit? Melissa: Yeah, that's a great question, Mike. This is Melissa.  So I think what's interesting about the idea of meaningful counting is, the more DeAnn and I studied the trajectory and spent time working with teachers and students, we came to the conclusion that the counting trajectory in particular is anchored, or a cornerstone of that counting trajectory is really meaningful counting. That once a skill is acquired—and we'll talk a little bit more about meaningful counting—but once that skill is acquired, it just builds and develops as kids grow and have more experience with number and quantity.  So when we think about meaningful counting, the phrase that we like to use is that "Numbers represent quantity." And it's just not that kids are saying numbers out loud, it's that when they say "5," they know what 5 means. They know how many that is. They can connect it to a context that they can go grab five of something. They might know that 5 is bigger than 2 or that 10 is bigger than 5. So they start to really play with this idea of quantity. And specifically when we're talking about kids engaging in meaningful counting, there's really key skills and understandings that we're looking and watching for as children count. The first one DeAnn already alluded to, is this idea of cardinality. So when I count how many I have—1, 2, 3, 4, 5—if that's the size of my set, when someone asks me, "How many is it?," I can say "5" without needing to go back and count. So I can hold that quantity. Another one is stable count sequence. So we used to call it rote count sequence. And again, DeAnn referenced the idea that, really, when we're asking kids to count, we're asking more than just saying numbers. So we think about the stability and the confidence in their counting. One of the pieces that we've started to really watch very carefully and think carefully about with our children as we're watching many of them count is their ability to organize. So it's not the job of the teacher to organize the counter, to tell the child how to lay out the counters. It really is the work of the child because it brings to bear counting, saying the numbers, maintaining cardinality, as well as sets them up and sets us up to see where they at with that one-to-one correspondence. So can they organize a set of counters in such a way that allows them to say one number, one touch, one object? And then as they continue to coordinate those skills, are they able to say back and hold onto the idea of quantity?  So the other ideas that we like to consider, mostly because they're embedded in the trajectory and we've seen them become incredibly important as we work with children, is the idea of producing a set. So when I ask a child, "Can you give me five?," they give me five, or are they able to stop when they get to five? Do they keep counting? Do they pick up a handful of counters and dump it in my hand? So all of those things are what we're looking for as we're thinking about the idea of producing a set.  And then finally, even for our youngest ones, we really place a fair importance on the idea of representing a count. So can they demonstrate, can they show on paper what they did or how many they have? So we leave with a very rudimentary math sketch. So if they've counted a collection of five, how would they represent five on that paper? What that allows then the teacher to do is to continue to leverage where the trajectory goes as well as what they know about young children to bring in meaningful experiences tied to writing numbers, tied to having conversations about numbers. So the kids aren't doing worksheets, they're actually documenting something very important to them, which is this collection of whatever it is that they just counted in a way that makes sense to them. And so I think the other part that I like to talk about when we think about meaningful counting is this idea of hierarchical inclusion. It's that idea that children understand that numbers are nested one within each other and that each number in the count sequence is exactly 1 higher than what they said before. So, many times our reference with that is with our teachers are those little nesting dolls. So we think about 1 and then we wrap 2 around it and then we wrap 3 around it. So when we think about the number 3, we're thinking, "Well, it's actually the quantity of 2 and 1 more." And we see that as a really powerful understanding in particular as our children get older and we ask them not just what is 1 more or 1 less, but what is 10 more or 10 less, that they take that and they extend that in meaningful ways. So again, the idea of meaningful counting, regardless of where we are on the trajectory, it's the idea that numbers represent quantities. And the neat thing about the trajectory—the counting trajectory in particular—is that they give us really beautiful markers as to when to watch for these. So we tend to talk about the trajectories as levels. So we'll say at level 6 on our counting trajectory is where we see cardinality first start to kind of show up, where we're starting to look for it. And then we watch that idea of cardinality grow as children get older, as they have more experience and opportunity, and as they work with larger numbers. Mike: That's incredibly helpful.  So I think one of the things that really jumped out, and I want to mark this and give you all an opportunity to be a little bit more explicit than you already were—this importance of linking numbers and quantities. And I wonder if you could say a bit more about what you mean, just to make sure that our listeners have a full understanding of why that is so significant. DeAnn: All right, this is DeAnn. I'll jump in and get started, and Melissa can add on.  As we first started to study the learning trajectory, the one thing we noticed was the importance of connecting things to quantity. Even some of the original levels didn't necessarily say "quantity," but we anchor our work to developing meaning for our work. And we always think about, even when we're skip-counting, it should be done with objects that we should be able to see skip-counting as quantities, not just as words that I'm reciting. So across the trajectory, we put this huge emphasis on always connecting them to items, to things, or to actions and to movements so that it's not just a word, but that word has some meaning and significance for the child. Mike: I think that takes me to the other bit of language, Melissa, that you said that I want to come back to. You said at one point when you were describing meaningful counting experiences, you said, "One number, one touch, one object." And I wonder if you could unpack that, particularly "one touch," for young children and why that feels significant. Melissa: That's a great question. And I'll come at this through a lens of watching many, many children count and working with lots and lots of teachers. When children are counting a set, many times they'll look and they'll go, "1, 2, 3, 4, 5, 6, 7, 8, 9," and then however many are in the collection, they'll just say, "9" by just looking. And one of the things that we've noticed is that sometimes we need to explicitly give permission to children to do what they need to do with that collection to find out how many. Sometimes they're afraid to touch the items. Sometimes they don't know that they can. And we don't come right out and say, "Go ahead and touch them." But we just say, "Gosh, is there another way that you could find out how many?" And what we notice are some amazing and interesting ways kids organize their collections. So sometimes to be able to get to that "one touch, one, number one object," they'll lay them out in a row. Sometimes they'll lay them out in a circle and they'll mark the one that they started with. Sometimes, with our little guys in particular, we like to give them collections where they have to sit things up, so like, the little counting bears. So if the bears are lying down, the kids will be very intentional in, "I set it up and I count it. I set it up and I count it. " And they all, many times, have to be facing the same direction as well. So the kids are very particular about, "How does this fit into the counting experience?" And I would say that's one thing that's been really significant for us in understanding that it really is the work of the child to do that "one touch, one object, one count" in a way that matters to them. And that a teacher can very easily lay it out and say, "Find out how many. Remember to touch one and tell me the number." Then it's not coming from the child. Then we don't know what they know. So that's been a really, really interesting aspect for us to watch in kids is, "How are they choosing to go into and enter into counting that?" And we look at that as problem solving from our youngest, from our 3-year-olds, all the way up, is: "What are you going to do with that pile of stuff in front of you?" And that's an authentic problem for them, and it's meaningful. Mike: I think what jumps out about that from me is the structure of what you just described is actually an experience and it's an opportunity to make sense of counting versus what perhaps has typically happened, which is a procedure for counting that we're asking kids to replicate and show us again. And what strikes me is you're advocating for a sensemaking opportunity because that's the work of the child. As opposed to, "Let me show you how to do it; you do it again and show it back to me," but what might be missing is meaning or connection to something that's real and that sets up what we think might be a house of cards or at the very least it has significant implications as you described in the research. Melissa: One of the things, Mike, that I would add on that actually I just thought about is, when you were talking about the importance of us letting the children figure out how they want to approach that task of organizing their count, is: It's coming from the child. And Clements and Sarama talk about, the beautiful work about the trajectory is that we see that the mathematics comes from the child and we can nurture that along in developmentally appropriate ways.  The other idea that popped into my mind is: It's kind of a parallel to when our children get older and we want to teach them a way to add and a way to subtract. And I'm going to show you how to do it and you follow my procedure. I'm going to show it; you follow my procedure. We know that that's not best practice either. And so we're really looking at: How do we grab onto that idea of number sense and move forward with it in a way that's meaningful with children from as young as 1 and 2 all the way up? Mike: I hope you've enjoyed the first half of our conversation with DeAnn and Melissa as much as I have. We'll release the second half of our conversation on April 9th. 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. © 2026 The Math Learning Center | www.mathlearningcenter.org

Scripture is clear that God doesn't assemble an A-team—a group of the brightest and the best that He uses to do the “really important work.” Listen to Truth For Life as Alistair Begg explains why we don't have to be perfect to serve and glorify God. ----------------------------------------- • Click here and look for "FROM THE SERMON" to stream or read the full message. • This program is part of the series‘The High Priestly Prayer' • Learn more about our current resource, request your copy with a donation of any amount. • Prepare your heart and mind for Easter by reflecting on the man on the middle cross. Subscribe to a free seven-day reading planfrom Alistair Begg that explores the unique experience of the thief on the cross and why the only answer to brokenness is found in the execution of an innocent man: Jesus, the Son of God. Helpful Resources - Learn about God's salvation plan - Read our most recent articles - Subscribe to our daily devotional Follow Us YouTube | Instagram | Facebook | Twitter This listener-funded program features the clear, relevant Bible teaching of Alistair Begg. Today's program and nearly 3,000 messages can be streamed and shared for free at tfl.org thanks to the generous giving from monthly donors called Truthpartners. Learn more about this Gospel-sharing team or become one today. Thanks for listening to Truth For Life!

Listen and subscribe to Money Making Conversations on iHeartRadio, Apple Podcasts, Spotify, www.moneymakingconversations.com/subscribe/ or wherever you listen to podcasts. New Money Making Conversations episodes drop daily. I want to alert you, so you don’t miss out on expert analysis and insider perspectives from my guests who provide tips that can help you uplift the community, improve your financial planning, motivation, or advice on how to be a successful entrepreneur. Keep winning! Two-time Emmy and Three-time NAACP Image Award-winning, television Executive Producer Rushion McDonald interviewed Dr. Bisa Lewis.

In this message from David Platt, we see how the celebration of Christ's death and the salvation it secured shapes the Church's worship. Explore more content from Radical.

Listen and subscribe to Money Making Conversations on iHeartRadio, Apple Podcasts, Spotify, www.moneymakingconversations.com/subscribe/ or wherever you listen to podcasts. New Money Making Conversations episodes drop daily. I want to alert you, so you don’t miss out on expert analysis and insider perspectives from my guests who provide tips that can help you uplift the community, improve your financial planning, motivation, or advice on how to be a successful entrepreneur. Keep winning! Two-time Emmy and Three-time NAACP Image Award-winning, television Executive Producer Rushion McDonald interviewed Dr. Bisa Lewis.

Listen and subscribe to Money Making Conversations on iHeartRadio, Apple Podcasts, Spotify, www.moneymakingconversations.com/subscribe/ or wherever you listen to podcasts. New Money Making Conversations episodes drop daily. I want to alert you, so you don’t miss out on expert analysis and insider perspectives from my guests who provide tips that can help you uplift the community, improve your financial planning, motivation, or advice on how to be a successful entrepreneur. Keep winning! Two-time Emmy and Three-time NAACP Image Award-winning, television Executive Producer Rushion McDonald interviewed Dr. Bisa Lewis.

https://wels2.blob.core.windows.net/daily-devotions/20260318dev.mp3 Listen to Devotion They brought to the Pharisees the man who had been blind. Now the day on which Jesus had made the mud and opened the man’s eyes was a Sabbath. Therefore the Pharisees also asked him how he had received his sight. “He put mud on my eyes,” the man replied, “and I washed, and now I see.” Some of the Pharisees said, “This man is not from God, for he does not keep the Sabbath.” But others asked, “How can a sinner perform such signs?” So they were divided. John 9:13-16 A Rulebreaker The Third Commandment could not be clearer: “Remember the Sabbath Day by keeping it holy.” But to avoid all confusion, God went on to explain, “Six days you shall labor and do all your work, but the seventh day is a sabbath to the LORD your God. On it you shall not do any work” (Exodus 20:9-10). So, Jesus is a rulebreaker, right? He worked on the Sabbath! He made mud, put it on a blind man’s eyes, and told him to wash in the Pool of Siloam, all of which led to this man seeing for the first time in his life. Some of the Pharisees could not help but conclude, “This man is not from God, for he does not keep the Sabbath.” This wasn’t the first time Jesus had generated a heated debate by healing someone on the Sabbath. From the earliest days of his earthly ministry, Jesus was causing his opponents to have serious bouts of consternation as they tried to square Jesus’ claims of being the Son of God and the promised Messiah with his apparent refusal to obey God’s holy law. But was it a refusal? Hardly. It was a fulfillment! Jesus once explained, “The Sabbath was made for man, not man for the Sabbath” (Mark 2:27). His point was simple: of course, God wants us to honor him by resting from our labor at some point every week to hear and ponder his saving Word. But he also calls us to put his Word into practice by regularly demonstrating love for our neighbors in need. The Christian life is not an either/or proposition. It’s an everyday both/and way of life! Our Savior never overturns God’s Word. Instead, he fulfills it. Perfectly. Prayer: Jesus, empower me to be like you more and more every day. Amen. Daily Devotions is brought to you by WELS. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. All Scripture quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version®, NIV®. Copyright ©1973, 1978, 1984, 2011 by Biblica, Inc. ™ Used by permission of Zondervan. All rights reserved worldwide.

Genesis 25:28Playing favourites is nothing new. In fact, the Old Testament story of Jacob and Esau describes a family torn apart by favouritism. Parents and teachers today can learn from this family story—favouritism causes division that continues for generations.

In this episode of The Other Side of Campus, hosts Stephanie Seidel Holmsten and Jen Moon sit down with Francesca “Chessie” Lockhart, Program Lead of the Cybersecurity Clinic at UT Austin's Strauss Center for International Security and Law. Drawing on her experience in state-level intelligence at the Texas Department of Public Safety, Lockhart shares how her career in counterterrorism, cybersecurity, and critical infrastructure protection led her back to the university — and how she's now helping shape the next generation of public-minded technologists and security strategists.At the heart of the conversation is the Cybersecurity Clinic itself: an innovative, hands-on two-semester program where students apply classroom learning directly in partnerships with nonprofits, small businesses, and local governments to address real cybersecurity challenges. Lockhart explains how this model transforms learning — moving beyond the lecture hall to cultivate technical skills, ethical responsibility, and a deep sense of public purpose.We also hear from Kareem Chavez-Escobedo, now a UT law student and a member of the clinic's inaugural cohort, who reflects on what it was like to work with real clients as an undergraduate. Her experience highlights how applied learning can build not only expertise, but confidence, agency, and a clearer sense of how students can contribute to the public good.Together, the episode explores broader questions about the role of higher education in an age of rapid technological change: What responsibilities do universities have in strengthening cybersecurity at the local and national level? How can experiential learning better prepare students to navigate complex, real-world problems? And what gives educators hope about the next generation stepping into these critical roles? As always, thanks for joining us on The Other Side of Campus.

Professor Fred Long reflects on the final weeks of his sabbatical in Mesa, Arizona. After more than 30 years in academia, sabbatical provides a rare chance to slow down, work on meaningful projects, and spend time with family.In this episode, Fred shares highlights from the past 10–11 weeks: finishing major writing projects, helping publish several books, developing new courses, launching the 1 Corinthians series with Dr. T. Michael W. Halcomb, and even unexpected conversations about faith in an online gaming community.He also reflects on caring for his mother during this season, the everyday work that fills academic life, and a powerful biblical insight about widows and justice in the teachings of Jesus.As his time in Arizona comes to a close, Fred looks ahead to returning home to Kentucky—with fishing season just beginning.Watch for a thoughtful look at the real life of a sabbatical: work, family, Scripture, and reflection.

In this episode, we tackle one of the biggest challenges modern families face: raising financially responsible kids in a world where everything feels more expensive. From rising gas prices and grocery bills to increasing tuition costs, we break down how today's global economy directly impacts your household budget—and what that means for the next generation.We begin by connecting the dots between global events and everyday expenses. From tariffs costing the average household $1,744.75 to how Middle East conflicts can influence food prices, this episode simplifies complex economic realities into practical insights. Research and economic data show that consumers have paid over $231.35 billion in tariffs—costs that quietly trickle down into daily life.Then, we shift the conversation to parenting and mindset. What does it mean to raise financially aware kids without creating fear around money? We explore the idea of scarcity vs. abundance thinking, unpack cultural conversations like “bougie” lifestyles and the “brokey” mindset, and discuss how financial habits are shaped early in life. Using real-world examples—including cautionary stories from pop culture—we highlight how money decisions can define long-term success or failure.Finally, we bring it back to practical parenting. From youth sports and social pressure to the power of saying “no,” this episode offers actionable ways to teach kids financial literacy, responsibility, and confidence. Because while we can't control the economy, we can control how we prepare our children to navigate it.

In His High Priestly Prayer, Jesus wasn't praying for the whole world but specifically for His disciples, both then and now. So what distinguishes a disciple from the rest of the world? Consider the answer along with Alistair Begg on Truth For Life. ----------------------------------------- • Click here and look for "FROM THE SERMON" to stream or read the full message. • This program is part of the series‘The High Priestly Prayer' • Learn more about our current resource, request your copy with a donation of any amount. • Prepare your heart and mind for Easter by reflecting on the man on the middle cross. Subscribe to a free seven-day reading planfrom Alistair Begg that explores the unique experience of the thief on the cross and why the only answer to brokenness is found in the execution of an innocent man: Jesus, the Son of God. Helpful Resources - Learn about God's salvation plan - Read our most recent articles - Subscribe to our daily devotional Follow Us YouTube | Instagram | Facebook | Twitter This listener-funded program features the clear, relevant Bible teaching of Alistair Begg. Today's program and nearly 3,000 messages can be streamed and shared for free at tfl.org thanks to the generous giving from monthly donors called Truthpartners. Learn more about this Gospel-sharing team or become one today. Thanks for listening to Truth For Life!

Robert J. Morgan joins Michael Easley for a powerful conversation about the history, theology, and enduring influence of Christian hymns. Why have these songs lasted for centuries? What are we losing when churches abandon them? And how can we recover the richness of hymnody without rejecting modern worship? Drawing from his book The Origin of Hymns, Morgan traces the story of congregational singing from the song of Moses in Book of Exodus, through the golden age of English hymnody with writers like Isaac Watts and Charles Wesley, to the modern era. He shares the powerful backstory behind “It Is Well With My Soul” by Horatio Spafford, and how that hymn connects to the film I Can Only Imagine 2. This episode challenges pastors, worship leaders, and believers to rediscover hymns not as nostalgia—but as theological formation. Hymns teach us how to worship, how to suffer, and how to endure. Chapters 00:00 Why We Need Hymns Again 02:00 Robert Morgan's Ministry Journey 05:00 The Story Behind The Red Sea Rules 09:00 The Biblical Origins of Hymnody 14:30 The Golden Age: Watts & Wesley 20:30 Theology vs. Repetition in Modern Worship 26:00 “Come Thou Fount” and Teaching Lyrics 30:00 The Story Behind “It Is Well With My Soul” 37:00 Hymns, Suffering, and Enduring Faith 42:00 Why the Church Must Recover Both Old and New Key Topics Discussed: The biblical roots of congregational singing The theological depth of historic hymns Isaac Watts and the birth of English hymnody Charles Wesley and revival-driven worship The problem of disposable worship music Teaching hymn lyrics to modern congregations The tragic story behind “It Is Well With My Soul” Hymns as spiritual formation across generations Combining historic hymns with modern worship songs Links Mentioned: The Origin of Hymns by Robert J. Morgan Watch the highlights and full version of this interview on our Youtube channel. For more inContext interviews, click here.

Before Adam was given a wife, he was given a job—revealing that work is not a result of the fall, but a vital part of our humanity. In episode 15 of "God's Image in Man," Duane Sheriff teaches that work is essential to fulfilling God's will and purpose for our lives.Work is an act of worship when done unto the Lord, a way we serve our families, communities, and future generations. Our identity is not found in our jobs, yet our personhood is expressed through faithful labor. We work not merely to get, but to give—reflecting God's image through generosity, excellence, and responsibility. Teaching the next generation the value and purpose of work restores dignity and aligns us with God's design.Click for FREE offer ➡️ https://pastorduane.com/landing/gods-image-in-man

Teaching from the book of Nahum, Lesson 2 Chapter 1 The post Lesson 02 – Nahum Ch 1 appeared first on Torah Class.

https://wels2.blob.core.windows.net/daily-devotions/20260317dev.mp3 Listen to Devotion After saying this, he spit on the ground, made some mud with the saliva, and put it on the man’s eyes. “Go,” he told him, “wash in the Pool of Siloam” (this word means “Sent”). So the man went and washed, and came home seeing. John 9:6-7 Even Jesus Uses Tools My wife will tell you. I’m not handy. Putting a tool in my hands can be a dangerous prospect, because I'm more likely to make the problem worse, not better. Tools are just not my thing. With some household projects, it might be wiser to give me a magic wand to wave than a hammer to swing, since the best chance for success would have to involve some miracle. Jesus doesn’t need tools to fix things. The Bible makes that abundantly clear. He’s God, so he can do what he wants and can fix every problem without lifting a finger or batting an eye. But here’s the thing: often, Jesus uses tools to accomplish his saving will. We see that truth plainly illustrated in John, chapter nine. When Jesus encountered a man born blind, he could have given him sight without saying a word or moving a muscle. But he didn’t. Instead, “he spit on the ground, made some mud with the saliva, and put it on the man’s eyes.” Then he said, “Go, wash in the Pool of Siloam.” What happened? John tells us that “the man went and washed, and came home seeing.” In other words, Jesus used tools—spit, mud, words, and washing—to accomplish the glorious task of giving sight to the blind. And he does the same for us! No, Jesus may never need to give or restore our physical sight to us. But he longs to bless us with the spiritual sight of saving faith and to sharpen it daily. But he doesn’t do either of those things without using tools. Instead, he uses the water of Holy Baptism and the wheat and wine of Holy Communion, combined with his powerful Word, to create and sustain faith in his people. He could have decided to do it differently, but he doesn't. He uses tools. Which means what? That he would have us use those same tools. Through them alone, Jesus gives saving sight to the blind! Prayer: Jesus, inspire me to use your Word and sacraments faithfully and to share your saving Word with others. Amen. Daily Devotions is brought to you by WELS. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. All Scripture quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version®, NIV®. Copyright ©1973, 1978, 1984, 2011 by Biblica, Inc. ™ Used by permission of Zondervan. All rights reserved worldwide.

Today on AirTalk: Half of California teachers plan to leave teaching (0:30) Unwritten rules of social media (28:59) Privacy concerns behind license plate readers (40:31) Gas tax suspension? (51:34) LA school updates (1:08:22) Visit www.preppi.com/LAist to receive a FREE Preppi Emergency Kit (with any purchase over $100) and be prepared for the next wildfire, earthquake or emergency

Money is one of the most powerful tools we have, yet for many Latino families, it's also one of the least talked about. Fear, silence, and misinformation around money have kept generations from accessing opportunities that could change their lives.This episode is about breaking that silence.In this live episode of Amiga, Handle Your Shit, Jackie Tapia sits down with financial educator and nonprofit founder Erika Toriz, CEO of Haven Services. With over 15 years of experience helping underserved communities navigate credit, homeownership, taxes, and financial literacy, Erika has dedicated her life to helping families build stability and generational wealth.Erika shares how her journey began working at a nonprofit housing counseling agency before moving into banking, where she helped structure loans and guide families toward homeownership. But when the foreclosure crisis hit and she witnessed firsthand how vulnerable many families were to predatory lending and financial misinformation, she realized something deeper was missing.Throughout the conversation, Erika speaks openly about the cultural barriers many Latinos face when it comes to money. From the fear of asking questions to the belief that credit is dangerous or that financial tools are only for wealthy people, these silent barriers can keep families stuck in cycles of financial stress.She also shares the emotional side of her work: helping families who have been victims of scams, watching hardworking immigrants lose their savings, and witnessing the transformative power of financial education.Tune in to episode 274 of Amiga, Handle Your Shit for a powerful conversation about financial literacy, cultural money beliefs, and the work it takes to build real generational wealth.Episode Takeaways:How Erika's career in banking led her to discover the financial education gap in Latino communities (07:40)Why many immigrant families avoid talking about credit, debt, and money (13:00)How Haven Services was founded to help families navigate housing, credit, and financial systems (10:00)The role financial education plays in preventing scams and predatory lending (15:00)How a nationwide cryptocurrency scam affected hundreds of working families (15:30)Why financial literacy is one of the most powerful tools for breaking generational cycles (23:30)How Haven Services has helped thousands of families recover tax refunds and improve credit (17:30)Why social media and lifestyle comparison can lead people into unnecessary debt (26:50)The importance of teaching children budgeting and money habits early (29:30)Why Erika believes money should serve the community, not define success (25:20)Connect with Erika Toriz:LinkedInHaven Services websiteLet's Connect!WebsiteFacebookInstagramLinkedInJackie Tapia Arbonne's websiteBook: The AMIGA Way: Release Cultural Limiting Beliefs to Transform Your Life Hosted on Acast. See acast.com/privacy for more information.

Proverbs 13:15Defiance affects everyone, no matter your age. And it traps you in your selfishness, stubbornness, indifference, resistance, and contempt. Why not get rid defiance and live according to God's Word. “Good understanding produces favor, but the way of the treacherous is hard,” (Proverbs 13:15 NASB).

Ever notice how your best memories start to fade into the background until they feel ordinary? We flip that script with a guided mindfulness practice built around mental subtraction—the science-backed move of imagining your treasured moment never happened—so its value returns with force. Across just a few minutes, we help you settle the body, pick one meaningful event, and trace the unlikely chain of choices, timing, and support that brought it to life.We then walk through the near-misses: the unread email, the missed bus that didn't happen, the small yes you almost didn't say. That gentle counterfactual isn't about regret; it's about clarity. By seeing how easily the moment could have vanished, appreciation deepens. You'll explore the benefits that flowed from that turning point—friendships formed, skills unlocked, confidence grown—and give your nervous system space to actually feel gratitude rather than recite it. The approach blends simple somatic cues (relax the jaw, drop the shoulders, steady the belly breath) with cognitive reframing to shift attention from entitlement to awe.This session is ideal if you want a fast, effective reset that lasts longer than a quick affirmation. It's grounded in positive psychology and mindfulness research, sometimes called the George Bailey effect, and it's designed to be repeated with different memories throughout the week. By the end, you'll not only recall what happened—you'll sense how precious it is that it happened at all, and carry that recognition into your next conversation, choice, and breath.If this practice helps, subscribe, share it with a friend who could use a lift, and leave a quick review to help others find the show. What meaningful moment will you subtract—and then celebrate—today?Become a Certified Mindfulness Meditation Teacher: Certify.MindfulnessExercises.com Email: Sean@MindfulnessExercises.com Mindfulness Exercises with Sean Fargo is a practical, grounded mindfulness podcast for people who want meditation to actually help in real life. Hosted by Sean Fargo — a former Buddhist monk, mindfulness teacher, and founder of MindfulnessExercises.com — this podcast explores how mindfulness can support mental health, emotional regulation, trauma sensitivity, chronic pain, leadership, creativity, and meaningful work. Each episode offers a mix of: Practical mindfulness and meditation teachings Conversations with respected meditation teachers, clinicians, authors, and researchers Real-world insights for therapists, coaches, yoga teachers, educators, and caregivers Gentle reflections for anyone navigating stress, anxiety, burnout, grief, or change If you're interested in: Mindfulness meditation for everyday life Trauma-sensitive and compassion-based practices Teaching mindfulness in an authentic, non-performative way Deepening your own practice while supporting others …you're in the right place. Learn more at MindfulnessExercise...

“If we don't fight, then what are we doing?” — Jeff BoydHow do you write fiction about contemporary America when reality itself is stranger than fiction? A country in which “alternative facts” is policy rather than satire. Where “truth” has been nationalized.Jeff Boyd, an acclaimed young American novelist, sees fiction as refuge. For both writer and reader, it gets us inside the heads of people who both inflict and endure pain. And it enables the senseless to make sense. The news cycle can't do that. A novel can.Boyd's second novel, Hard Times, out today, is his latest attempt to make sense of the senseless. No, the title isn't Dickensian — it's from Curtis Mayfield. The song on the 1975 “There's No Place Like America Today” album, with its cover juxtaposing some happy Americans in a car with others waiting miserably in the unemployment line. America might be great — but for whom, exactly? That dichotomy shapes Hard Times, which is set in a school on the South Side of Chicago where an innocent student gets shot and nobody can agree on what happened or why.Is the American Dream over? Boyd isn't quite sure. “As much as it feels impossible,” he says, “some part of me always wants to believe.” His characters fight — backs against the wall, cards stacked against them, but they don't give in. That's what Curtis Mayfield was singing about in 1975 and it's what Jeff Boyd is writing about in 2026. The times are hard. A time, once again, for novelists to seize back reality. Five Takeaways•       How Do You Make Stuff Up When Reality Is Already Unbelievable? Boyd admits he sometimes wonders what the point of being a novelist is when the headlines are stranger than fiction. His answer: fiction is a refuge. It lets you get inside the heads of people who inflict pain or endure it, and try to make sense of what in reality remains senseless. The novelist can provide an answer. The news cycle can't.•       Not Dickens — Curtis Mayfield: The title comes not from the 1854 novel but from the 1975 song on There's No Place Like America Today. The album cover says it all: happy people in the car, desperate people in the unemployment line. America is great — but great for whom? That dichotomy drives the book.•       A Policeman's Son on George Floyd: One of the officers who stood by while George Floyd died was black — a man whose family had been proud of him for getting the job, who went in wanting to do good. Boyd can't write off an entire category of people. His black cop character in Hard Times exists to show the complexity of wanting to do right and getting caught up in wrong.•       Fate vs. Agency on the South Side: Boyd's grad school friend — not religious but deterministic — argued you could draw a line from where someone starts to where they'll end up. Boyd's characters fight against that line. A kid from a broken home on food stamps doesn't have to end where you think. The novel asks whether the line holds or breaks.•       The Fight Goes On: Is the American Dream over? Boyd isn't quite sure. His characters have their backs against the wall and the cards stacked against them, but they don't give in. That's what Curtis Mayfield was singing about in 1975. It's what Boyd is writing about in 2026. The times are hard. The fight goes on. About the GuestJeff Boyd is the author of The Weight (Simon & Schuster, 2023) and Hard Times (Flatiron Books, 2026). A former Chicago public school teacher and graduate of the Iowa Writers' Workshop, where he received the Deena Davidson Friedman Prize for Fiction, he lives in Brooklyn with his family.References:•       Hard Times: A Novel by Jeff Boyd (Flatiron Books, 2026) — the book under discussion, out today. Starred review from Publishers Weekly.•       The Weight by Jeff Boyd (Simon & Schuster, 2023) — Boyd's acclaimed debut novel, set in Portland.•       Curtis Mayfield, “Hard Times” from There's No Place Like America Today (1975) — the song that gives the novel its title.•       Charles Dickens, Hard Times (1854) — the Dickensian social realist tradition Boyd consciously works within.•       Studs Terkel, Hard Times: An Oral History of the Great Depression (1970) — referenced in the conversation.About Keen On AmericaNobody asks more awkward questions than the Anglo-American writer and filmmaker Andrew Keen. In Keen On America, Andrew brings his pointed Transatlantic wit to making sense of the United States — hosting daily interviews about the history and future of this now venerable Republic. With nearly 2,800 episodes since the show launched on TechCrunch in 2010, Keen On America is the most prolific intellectual interview show in the history of podcasting.WebsiteSubstackYouTubeApple PodcastsSpotify Chapters:(00:00) - Introduction: Hard Times from Dickens to today (01:19) - Not Dickens — Curtis Mayfield (02:44) - The Obama era and the fall back into hard times (05:32) - How do you fictionalize a reality stranger than fiction? (08:44) - Autobiography: teaching in a Chicago school (10:18) - Fate, predestination, and fighting the line (12:49) - The novelist as God — do your characters surprise you? (15:02) - A student is shot: the journalist-novelist (15:33) - Social realism in the Dickensian tradition (18:45) - Chicago stereotypes and the beauty between blocks (22:19) - A policeman's son on George Floyd and the black cop who stood by (25:27) - Teaching as the most underappreciated job in America (27:57) - Money, class, and Black Chicago beyond the stereotype (29:43) - Trump, alternative facts, and who controls the truth (32:19) - The American Dream: is it over?

Most of us experience faltering faith—moments when we have doubts or struggle to understand Scripture. Does this mean our salvation is shaky? Hear an encouraging message on Truth For Life as Alistair Begg continues a study of Jesus' High Priestly Prayer. ----------------------------------------- • Click here and look for "FROM THE SERMON" to stream or read the full message. • This program is part of the series‘The High Priestly Prayer' • Learn more about our current resource, request your copy with a donation of any amount. • Prepare your heart and mind for Easter by reflecting on the man on the middle cross. Subscribe to a free seven-day reading planfrom Alistair Begg that explores the unique experience of the thief on the cross and why the only answer to brokenness is found in the execution of an innocent man: Jesus, the Son of God. Helpful Resources - Learn about God's salvation plan - Read our most recent articles - Subscribe to our daily devotional Follow Us YouTube | Instagram | Facebook | Twitter This listener-funded program features the clear, relevant Bible teaching of Alistair Begg. Today's program and nearly 3,000 messages can be streamed and shared for free at tfl.org thanks to the generous giving from monthly donors called Truthpartners. Learn more about this Gospel-sharing team or become one today. Thanks for listening to Truth For Life!

In episode 223 host Galit Friedlander and guest May Or (professional dancer with touring and commercial credits and a doctorate in psychology) discuss what it took for May to complete her PhD while working as a dancer, the pressure and perfectionism many dancers experience, and how social media has changed the way dancers are seen in the industry. They also talk about May's experience growing up as an immigrant navigating language barriers, balancing rehearsals with doctoral coursework, and her perspective on why dancers can pursue more than one path. Follow Galit Instagram - https://www.instagram.com/gogalit Website - https://www.gogalit.com/ Fit From Home - https://galit-s-school-0397.thinkific.com/courses/fit-from-home You can connect with May Or on Instagram https://www.instagram.com/maylovespink and TikTok https://www.tiktok.com/@maylovespink. Listen to DanceSpeak on Apple Podcasts and Spotify.

In this episode of the Stellar Teacher Podcast, Kori shares an encouraging reminder that many educators need to hear — teaching is a long game. When the pressure of testing season, pacing guides, and student progress starts to feel overwhelming, it can be easy to believe that every lesson needs to produce immediate results. But the reality is that meaningful learning rarely happens overnight.If you've ever felt discouraged because progress seems slow, this conversation will remind you that the work you are doing truly matters.In this episode, you'll hear:Why teaching is a long game and why meaningful learning takes timeHow invisible progress builds student understanding over timeWhy exposure to concepts is valuable even when mastery doesn't happen immediatelyEncouragement for teachers navigating testing season pressureTeaching may not always show instant results — but the impact you are making in your students' lives is lasting and meaningful.Stay connected with us! Follow us on Instagram @thestellarteachercompanyLooking for quick, actionable PD? Visit our YouTube channel!

Acts 2:22-24; 2:36-3:1022“Men of Israel, hear these words: Jesus of Nazareth, a man attested to you by God with mighty works and wonders and signs that God did through him in your midst, as you yourselves know— 23this Jesus, delivered up according to the definite plan and foreknowledge of God, you crucified and killed by the hands of lawless men. 24God raised him up, loosing the pangs of death, because it was not possible for him to be held by it.36Let all the house of Israel therefore know for certain that God has made him both Lord and Christ, this Jesus whom you crucified.”37Now when they heard this they were cut to the heart, and said to Peter and the rest of the apostles, “Brothers, what shall we do?” 38And Peter said to them, “Repent and be baptized every one of you in the name of Jesus Christ for the forgiveness of your sins, and you will receive the gift of the Holy Spirit. 39For the promise is for you and for your children and for all who are far off, everyone whom the Lord our God calls to himself.” 40And with many other words he bore witness and continued to exhort them, saying, “Save yourselves from this crooked generation.” 41So those who received his word were baptized, and there were added that day about three thousand souls.42And they devoted themselves to the apostles' teaching and the fellowship, to the breaking of bread and the prayers. 43And awe came upon every soul, and many wonders and signs were being done through the apostles. 44And all who believed were together and had all things in common. 45And they were selling their possessions and belongings and distributing the proceeds to all, as any had need. 46And day by day, attending the temple together and breaking bread in their homes, they received their food with glad and generous hearts, 47praising God and having favor with all the people. And the Lord added to their number day by day those who were being saved.1Now Peter and John were going up to the temple at the hour of prayer, the ninth hour. 2And a man lame from birth was being carried, whom they laid daily at the gate of the temple that is called the Beautiful Gate to ask alms of those entering the temple. 3Seeing Peter and John about to go into the temple, he asked to receive alms. 4And Peter directed his gaze at him, as did John, and said, “Look at us.” 5And he fixed his attention on them, expecting to receive something from them. 6But Peter said, “I have no silver and gold, but what I do have I give to you. In the name of Jesus Christ of Nazareth, rise up and walk!” 7And he took him by the right hand and raised him up, and immediately his feet and ankles were made strong. 8And leaping up, he stood and began to walk, and entered the temple with them, walking and leaping and praising God. 9And all the people saw him walking and praising God, 10and recognized him as the one who sat at the Beautiful Gate of the temple, asking for alms. And they were filled with wonder and amazement at what had happened to him.

https://wels2.blob.core.windows.net/daily-devotions/20260316dev.mp3 Listen to Devotion As he went along, he saw a man blind from birth. His disciples asked him, “Rabbi, who sinned, this man or his parents, that he was born blind?” “Neither this man nor his parents sinned,” said Jesus, “but this happened so that the works of God might be displayed in him.” John 9:1-3 The Way God Operates One of the greatest difficulties we have in understanding our Creator God is that we assume he operates the way we do. We are tempted to judge him and his actions based on our own faulty criteria of what’s right and wrong, good and bad. When we do that, he seems to come up short, and his ways remain mysterious. But God explains time and again in the Bible that he operates on an entirely different level. His forward-thinking plans and pursuits do not naturally square with our sinful human logic, which is bound by time and immediate self-gratification. He says through his prophet Isaiah, “For my thoughts are not your thoughts, neither are your ways my ways,” declares the Lord. “As the heavens are higher than the earth, so are my ways higher than your ways and my thoughts than your thoughts” (Isaiah 55:8-9). No wonder his ways are mysterious to us! But he’s not the one to blame; we are. We’re broken; he’s not! We’re not alone in having to struggle with this intellectual and spiritual handicap. Jesus’ hand-picked disciples stumbled around as well, trying to understand why God does what he does and getting it wrong. For instance, they assumed that the man they encountered in today’s Bible reading had been born blind because either he or his parents had committed some terrible sin. But they were dead wrong. Jesus explained, “Neither this man nor his parents sinned, but this happened so that the works of God might be displayed in him.” Get that! God allows—even sends—painful suffering into our lives, and why? Because he hates us? No. So he can show us and others how powerful he is to save, now and forever. Prayer: Dear Jesus, help me to see how you graciously work all things for my good. Amen. Daily Devotions is brought to you by WELS. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. All Scripture quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version®, NIV®. Copyright ©1973, 1978, 1984, 2011 by Biblica, Inc. ™ Used by permission of Zondervan. All rights reserved worldwide.

Becky Ykema - Today's teaching comes from John 13 when we see Jesus choose to wash the disciples' feet in one of his final remaining acts before he goes to the cross. We explore what Jesus has to teach us in both giving and receiving an act of embodied love.  What's Happening Join us for Stations in the Street. Join us for some special gatherings and practices during Holy Week this year, including Baptism. Register for South Bend Pilgrimage or join the waitlist Support the ongoing work of SBCC by giving to the general fund. South Bend City Church is a 501(c)3 tax-exempt organization. All donations are tax-deductible. Make sure to select the correct fund when giving.  

Pastor Seth Troutt continues our series, “The Glory of Salvation,” by unpacking the often-misunderstood doctrine of sanctification. Many Christians see “saints” as a special class of elite believers, but Scripture teaches that every follower of Jesus is set apart as holy.In this message, Pastor Seth explains the difference between being positionally sanctified (what God declares us to be in Christ) and progressively sanctified (learning to live more and more like who we already are).  Using clear biblical teaching and everyday illustrations, he shows how the Holy Spirit leads us to grow in holiness, not through self-righteous effort, but by living out our true identity as God's treasured people—a kingdom of priests and saints.00:00 - Introduction03:12 - Big Idea13:56 - Sanctification is both positional and progressive22:21 - Progressive Sanctification28:57 - Four ways to grow with the Spirit of holiness**HOW TO FIND US*** SUBSCRIBE TO OUR YouTube CHANNEL: https://www.youtube.com/@IronwoodChurchAZFACEBOOK https://www.facebook.com/ironwoodchurchaz/ INSTAGRAM https://www.instagram.com/ironwood.church/WEBSITE https://www.ironwoodchurch.org/

Spring might bring renewed energy, but sometimes the spark for teaching is still missing. In this episode, I share what to do when you've lost your passion for teaching or feel the weight of teacher burnout. I walk through four steps I call the 4 Rs: remember, reflect, reinforce, and reconsider to help you identify what's draining your energy, reconnect with what brings you joy, and rebuild teacher motivation. And if the spark still isn't there, we'll also talk honestly about whether it might be time to rethink your role, your school, or how to enjoy teaching again in this season!➡️ Show Notes: https://itsnotrocketscienceclassroom.com/episode226Resources Mentioned:Be a guest on the podcast! Apply here.Core Values mini-courseSearch podcast episodes by topic!CTFAR ModelDownload your FREE Classroom Reset Challenge.Take the Free Labs When Limited virtual PD courseSend me a DM on Instagram: @its.not.rocket.scienceSend me an email: rebecca@itsnotrocketscienceclassroom.com  Follow, rate, and review on Apple Podcasts.Follow, rate, and comment on Spotify.Related Episodes and Blog Posts:Episode 42, What to Do if You Hate What You TeachEpisode 65, Considering Changing Schools? 10 Questions to Think Through Episode 66, Tips for Teaching at a Public School vs. a Private School Episode 67, Considering a Teacher Career Change with Guest Daphne Gomez, The Teacher Career CoachEpisode 68, Evaluating Your Teacher ContractEpisode 121, Burned Out? When It's Time to Make a Change Episode 181, What to Do When Your Job Feels Stale (or Maybe Even Boring)

Ephesians 4:31Anger never corrects itself. It never disappears...in fact the longer you leave it the stronger it grows. Confronting your anger is the best thing you can do to deal with it—confess it and let it go today. Don't wait another moment.

 “Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up.”  Galatians 6:9 In this encouraging throwback conversation, Deb and Annelise talk about how to parent prophetically—learning to listen to the Holy Spirit, speak life over your children, and recognize the gifts and calling God has placed in their lives.If you're a mom who desires to raise your children with faith, vision, and spiritual sensitivity, this episode will encourage your heart and remind you that God is with you in every step of motherhood.Mama, the seeds you are planting today will bear fruit in the next generation.P.S. March is Friends & Family Month in the Radiant Mom Sisterhood!

How can creativity, mindfulness, and emotional intelligence transform Gen Z mental health? In this powerful episode of Inner Voice – A Heartfelt Chat with Dr. Foojan (E445), Dr. Foojan sits down with creative director, artist, and youth mental health advocate Rafael McMaster, founder of Indivisible Arts, a Los Angeles–based nonprofit dedicated to helping teenagers develop emotional resilience, self-awareness, and inner strength through creativity and mindfulness practices. After a successful career as a Creative Executive at Creative Artists Agency, Rafael shifted his focus from the entertainment industry to youth empowerment and mental wellness. Through Indivisible Arts, he developed the groundbreaking Creative Wisdom Tools curriculum, which has been accepted as a California state-approved English curriculum. The program teaches students practical mental health tools, emotional regulation skills, mindfulness techniques, and creative expression. Rafael also shares insights from his new book, FundaMentalife Tools, a hands-on toolkit designed to help young people develop emotional intelligence, self-control, intention setting, radical acceptance, and visualization—essential skills for navigating today's fast-paced digital world. In this episode, Dr. foojan and Rafael explore how Gen Z can build mental resilience, self-awareness, and emotional intelligence through art, storytelling, journaling, and creative expression. Rafael explains how teaching young people to separate their identity from their thoughts can significantly improve confidence, reduce anxiety, and strengthen overall mental well-being. Through initiatives such as the Resin Creative Lab and the student-driven platform streamofconsciousness.life, teenagers are sharing authentic stories about how these tools have helped them overcome personal challenges and build stronger emotional foundations through peer-to-peer learning. Dr. Foojan and Rafael also discuss the urgent need for mental health education in schools and why traditional education systems often fail to equip students with the emotional and cognitive life skills they truly need. This inspiring conversation offers valuable insights for parents, educators, mental health professionals, and anyone passionate about empowering the next generation to thrive emotionally, mentally, and creatively.

Psalm 135| March 15, 2026 | Raymond BillyRaymond Billy is Teaching on Psalm 135. We hope you are blessed and equipped by today's message.To find out more about Shorebreak Church or to partner financially, visit www.shorebreakchurch.comTo share your story or ask questions, contact aloha@shorebreakchurch.comMahalo for listening!

In Part 2 of this conversation on Beast Mentality Conversations, Coach Beasley continues his discussion with educator, researcher, and artist Victoria Restler about reflection, creativity, and the role of art in youth development.This episode explores how reflection, poetry, and artistic expression can help individuals break free from rigid systems and rediscover creativity, passion, and purpose.Victoria shares insights from her academic journey and the ideas behind her book, What Do You Do That Can't Be Measured? On Radical Care in Teaching and Research, where she explores the unseen and immeasurable aspects of teaching, care, and educational practice.Together, they discuss how reflection, art, and community can reshape both academic work and youth development programs—including the role sports can play in empowering young people.• The role of community in reflection and growth• How art and poetry create space for liberation and self-discovery• Balancing academic rigor with creative freedom• The transition from dissertation to published book• How systems influence the way we teach, learn, and practice youth development• Innovative ways to connect sports and youth development“Rigor can be a tool of white supremacy.”“Burn the box, create your own space.”“Surprise is key to growth and passion.”00:00 — The Importance of Personal Experience in Education02:26 — Art as a Form of Expression and Freedom08:16 — The Transition from Dissertation to Book14:12 — Balancing Academic Integrity with Creative FreedomVictoria Restler's BookWhat Do You Do That Can't Be Measured? On Radical Care in Teaching and Researchhttps://www.amazon.com/What-You-That-Cant-Measured/dp/9004681558Poetry for Visual Artists Course by Vashti DuboisResearch on Systemic Oppression and EducationYouth Development and Sports ResearchBeast Mentality Conversations explores leadership, mentorship, youth development, and personal growth through the lens of sports, education, and community.Hosted by Coach Beasley, this podcast documents the journey of building programs that empower young people through mentorship, athletics, and education.Beast Basketball Traininghttps://beasttrainingonline.comBTO Gold Basketball Development Apphttps://beasttrainingonline.com/btomembershipInstagramhttps://instagram.com/beasttrainingonlineSupport youth mentorship programs(Insert nonprofit donation link)In This Episode We DiscussKey QuotesChaptersResourcesAbout the PodcastConnect & Support

From the first day of 1L year, the pressure to compete with your peers can feel overwhelming. But what if the secret to a fulfilling legal career isn't a higher grade, but a deeper connection?In this episode of the ABA Law Student Podcast, host Eve Albert sits down with Spencer Pahlke, a trial attorney at WalkUp, Melodia, Kelly, and Schoenberger and a lecturer at Berkeley Law. Spencer breaks down the realities of a plaintiff's side practice—from representing those who have suffered catastrophic injuries to the chaotic, exciting "mishmash" of a typical workday.We dive deep into the power of the plaintiff's bar, the importance of pay transparency in the legal field, and how the National Plaintiff's Law Association (NPLA) is helping students get their foot in the door. Plus, learn about fortheplaintiff.org, a platform offering students paid opportunities to work on real-world projects. Whether you're a 3L weighing your career options or a 1L looking for community, this conversation offers a roadmap for finding passion and purpose beyond the classroom.(00:00) - Intro: Shifting from Competition to Community (01:22) - Meet Spencer Pahlke: Trial Attorney and Berkeley Law Lecturer (03:32) - Defining Plaintiff's Side Practice and Catastrophic Injury Law (05:30) - The Human Element: Advocating for the Wronged (07:30) - A Day in the Life: From Jury Consultants to Engineering Classes (09:40) - Business of Law: Small Firms and Business Development (11:38) - The Power of Plaintiff Bar Associations (13:32) - Inside the National Plaintiff's Law Association (NPLA) (14:50) - Paid Opportunities for Students via fortheplaintiff.org (17:44) - The Fight for Pay Transparency in the Legal Field (20:44) - Balancing Practice with Passion Projects and Teaching (24:54) - Advice for Students: Viewing Classmates as Partners, Not Rivals (27:31) - Host Debrief: Career Stability vs. Personal Fulfillment (31:10) - The Value of 1L Summer Internships (Even the "Bad" Ones) (32:53) - Finding Your "Why": Persevering Through Law School (35:58) - Closing: ABA Membership and Next Steps Click here to view the episode transcript.

Destiny Christian Center March 15, 2026 Loving Correction, Pastor Chris Neisent destinyokc.com

https://wels2.blob.core.windows.net/daily-devotions/20260315dev.mp3 Listen to Devotion You were once darkness, but now you are light in the Lord. Live as children of light (for the fruit of the light consists in all goodness, righteousness and truth) and find out what pleases the Lord. Have nothing to do with the fruitless deeds of darkness, but rather expose them. Ephesians 5:8-11 Light in the Lord If you get up early to go outside and wait for the sunrise, you know what it’s like to sit in darkness. Until the light comes, you can’t see anything because the darkness hides things, obscures things, and makes things impossible to see. But then, just as you think the darkness couldn’t get any deeper, you finally see it. The horizon begins to brighten in the east, and dawn begins to break. The sun begins its ascent into the sky, and its light is now cast all around you. It’s a total transformation! Everything you couldn’t see before is now visible. In the Gospel of John, Jesus says, “I am the light of the world. Whoever follows me will never walk in darkness, but will have the light of life” (John 8:12). Just as the sun breaks the darkness of the earth when it rises in the east each morning, Jesus has also broken the spiritual darkness that once covered our world and our lives. Oh, what an impact this has on every single day of your life! In the darkness, you can’t see. But in the light, you can! In the darkness, you can’t function. But in the light, you can! Now, you can live as a child of the light. It’s a total transformation! “Fruitless deeds of darkness” aren’t a part of who you are anymore because “You are light in the Lord.” Prayer: Lord Jesus Christ, you are the Light of the world, and you have made me light by bringing me into the light of your forgiveness, mercy, and love. Bless and keep me always as you give me the strength to now live like who I am by faith in you, my Savior. Amen. Daily Devotions is brought to you by WELS. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. All Scripture quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version®, NIV®. Copyright ©1973, 1978, 1984, 2011 by Biblica, Inc. ™ Used by permission of Zondervan. All rights reserved worldwide.

What if studying the Bible didn't require special training — just intentional attention? In this message from Luke 4, we walk through a practical method for slowing down in Scripture, asking better questions, and letting God's Word shape our lives. As we see Jesus overcome temptation in the wilderness, we're reminded that His faithfulness secures our hope and empowers our obedience.Catch the sermon on Apple Podcasts, Spotify, or bridge.tv/sermons.To support this ministry and help us continue our God given mission, click here: http://bit.ly/2NZkdrC Support the show

This video provides teaching ideas, discussion prompts, and activities to support the Exodus 7-13 lesson in the Come, Follow Me manual.It is designed to serve as a practical resource for teachers, parents, missionaries, and anyone preparing to teach this week's Come, Follow Me lesson.My hope is that these ideas will help simplify your preparation, increase student engagement, and strengthen your confidence as you teach. Lesson Resources and Links Link to "Plagues of Egypt" Video: https://www.churchofjesuschrist.org/media/video/2021-11-1180-the-plagues-of-egypt?lang=eng Link to “Blessed and Happy Are Those Who Keep the Commandments of God” Video:   https://www.churchofjesuschrist.org/media/video/2016-09-0009-blessed-and-happy-are-those-who-keep-the-commandments-of-god?lang=eng&alang=eng&collectionId=03bf34b5be1cc2801197e4c221bfce12df27809b Link to Mormon Tabernacle Choir version of Amazing Grace: https://www.youtube.com/watch?v=C2arm5ydeJc Link to Gentri version of Amazing Grace:  https://www.youtube.com/watch?v=80xnHaX7D3E Link to "The Passover" video:https://www.churchofjesuschrist.org/media/video/2011-03-0041-the-passover?lang=eng Teaching with Power ResourcesFor links to videos, lesson plans, subscriptions, weekly lesson materials, go to www.teachingwithpower.comTo sign up for a Full Old Testament Subscription, go to:  https://www.teachingwithpower.com/product-page/2026-old-testament-bundle-subscription-all-slides-handouts-and-lesson-plansContact: teachingwithpower@gmail.com Credits & NotesMusic provided by the YouTube Audio Library — Dancing StarSome illustrations in this video were generated using Chat GPT AI.Additional Bible illustrations are provided by Sweet Publishing( http://sweetpublishing.com) under the Creative Commons 3.0 Share-Alike License.All other images are in the public domain. DisclaimerThe content of this video reflects my personal insights and teaching ideas. It does not represent the official position of The Church of Jesus Christ of Latter-day Saints.

This video provides teaching ideas, discussion prompts, and activities to support the Exodus 7-13 lesson in the Come, Follow Me manual.It is designed to serve as a practical resource for teachers, parents, missionaries, and anyone preparing to teach this week's Come, Follow Me lesson.My hope is that these ideas will help simplify your preparation, increase student engagement, and strengthen your confidence as you teach. Lesson Resources and Links Link to "Plagues of Egypt" Video: https://www.churchofjesuschrist.org/media/video/2021-11-1180-the-plagues-of-egypt?lang=eng Link to “Blessed and Happy Are Those Who Keep the Commandments of God” Video:   https://www.churchofjesuschrist.org/media/video/2016-09-0009-blessed-and-happy-are-those-who-keep-the-commandments-of-god?lang=eng&alang=eng&collectionId=03bf34b5be1cc2801197e4c221bfce12df27809b Link to Mormon Tabernacle Choir version of Amazing Grace: https://www.youtube.com/watch?v=C2arm5ydeJc Link to Gentri version of Amazing Grace:  https://www.youtube.com/watch?v=80xnHaX7D3E Link to "The Passover" video:https://www.churchofjesuschrist.org/media/video/2011-03-0041-the-passover?lang=eng Teaching with Power ResourcesFor links to videos, lesson plans, subscriptions, weekly lesson materials, go to www.teachingwithpower.comTo sign up for a Full Old Testament Subscription, go to:  https://www.teachingwithpower.com/product-page/2026-old-testament-bundle-subscription-all-slides-handouts-and-lesson-plansContact: teachingwithpower@gmail.com Credits & NotesMusic provided by the YouTube Audio Library — Dancing StarSome illustrations in this video were generated using Chat GPT AI.Additional Bible illustrations are provided by Sweet Publishing( http://sweetpublishing.com) under the Creative Commons 3.0 Share-Alike License.All other images are in the public domain. DisclaimerThe content of this video reflects my personal insights and teaching ideas. It does not represent the official position of The Church of Jesus Christ of Latter-day Saints.

Many Pilates instructors make the same mistake when introducing an exercise: they give too much information. Instead of helping clients move, long explanations overwhelm them and nothing sticks. In this episode, we explore the difference between explaining and teaching, and why fewer, simpler cues often lead to better movement and faster learning. If you want clients to actually do the exercise well, this mindset shift is essential.Mentioned in this episode:Get 1:1 coaching with me to grow your studioThis podcast uses the following third-party services for analysis: AdBarker - https://adbarker.com/privacy

If you've ever tried to determine your significance by comparing yourself to others, you're in good company! In Luke's Gospel, we find Jesus' own disciples bickering about which one of them was greatest. Hear how Jesus addressed their prideful inclinations, on Truth For Life with Alistair Begg. ----------------------------------------- • Click here and look for "FROM THE SERMON" to stream or read the full message. • This program is part of the series‘A Study in Luke, Volume 12' • Learn more about our current resource, request your copy with a donation of any amount. Helpful Resources - Learn about God's salvation plan - Read our most recent articles - Subscribe to our daily devotional Follow Us YouTube | Instagram | Facebook | Twitter This listener-funded program features the clear, relevant Bible teaching of Alistair Begg. Today's program and nearly 3,000 messages can be streamed and shared for free at tfl.org thanks to the generous giving from monthly donors called Truthpartners. Learn more about this Gospel-sharing team or become one today. Thanks for listening to Truth For Life!

On practice as a continuous evolution of form, care and depth, and sustaining the light of our teachers as an act of love.  Kino MacGregor is a Miami native, happiest on the beach with a fresh coconut. She's a poet at heart, always stopping to smell the flowers. She also the founder of Omstars, the world's first yoga TV network, and her message of spiritual strength reaches practitioners the world over. With 1m+ followers on Instagram and over 500k subscribers on YouTube and Facebook, she's sought after as an expert in yoga and international yoga teacher, inspirational speaker, author of four books, producer of six Ashtanga Yoga DVDs, a writer, vlogger, world traveler, and co-founder of Miami Life Center. (0:00) – Introduction (3:03) – The Spiritual Journey of Yoga (8:46) – The Role of Yoga in End-of-Life Preparation (14:20) – The Importance of Patience and Forbearance in Yoga (24:18) – Balancing Personal Challenges and Joyful Moments (26:12) – The Evolution of Kino's Teaching and Practice (31:30) – Conclusion and Gratitude https://kinoyoga.com

If you're a believer, do you realize God had your salvation planned before the world existed? Listen to Truth For Life as Alistair Begg explains how each person of the Trinity—the Father, the Son, and the Holy Spirit—is involved in the process. ----------------------------------------- • Click here and look for "FROM THE SERMON" to stream or read the full message. • This program is part of the series‘The High Priestly Prayer' • Learn more about our current resource, request your copy with a donation of any amount. Helpful Resources - Learn about God's salvation plan - Read our most recent articles - Subscribe to our daily devotional Follow Us YouTube | Instagram | Facebook | Twitter This listener-funded program features the clear, relevant Bible teaching of Alistair Begg. Today's program and nearly 3,000 messages can be streamed and shared for free at tfl.org thanks to the generous giving from monthly donors called Truthpartners. Learn more about this Gospel-sharing team or become one today. Thanks for listening to Truth For Life!