Podcasts about warmly

A chatty classroom is not necessarily out of control, and a quiet classroom is not automatically well managed. In this episode of Beginning Teacher Talk, Dr. Lori explains why quiet is not the same as managed, and how to create a classroom where students understand when talking supports learning, when quiet protects learning, and how to move successfully between the two. What You'll Learn: • Why a quiet classroom is not always a well-managed classroom • How to match the sound, movement, and participation to each activity • Why clear boundaries and expectations support a shared learning space • How to teach a chatty class when talking is invited and when it is time to listen • How fresh attention-getters can strengthen predictable classroom routines Resources Mentioned in This Episode: • Learn more about Dr. Lori's programs You do not need to silence your students all day to have a well-managed classroom. Listen to this episode to learn how purposeful talk, clear boundaries, and predictable attention routines can help you create a classroom where students use their voices responsibly and learning remains the focus, then follow and subscribe to Beginning Teacher Talk for more practical classroom management support. Need to regain control of your classroom? Save your seat at Dr. Lori's new, free class: Save your seat at the tropical island virtual teacher retreat, where we'll talk about how to prevent challenging behaviors from derailing your entire day, even if you feel like you've already tried everything, you don't have admin support, and parents don't seem to care. Click here to save your seat! https://www.drlorifriesen.com/need-this Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori

If you are exhausting yourself trying to keep every student entertained during every minute of every lesson, it may be time to release an impossible standard. In this episode of Beginning Teacher Talk, Dr. Lori explains why student engagement naturally fluctuates, and how clear classroom management systems can help students return to learning without requiring you to turn every lesson into a three-ring circus. What You'll Learn: • Why a student losing focus does not automatically mean your lesson failed • How trying to make every lesson more exciting can create additional classroom management challenges • Why student engagement depends on clear routines, boundaries, and expectations, not entertainment alone • How to use three simple questions to identify which students are engaged, who is drifting, and how to bring them back • How to teach students practical re-entry strategies so they can return to learning more quickly and independently Resources Mentioned in This Episode: • Learn more about Dr. Lori's programs You do not need to become louder, stricter, funnier, or more entertaining to improve student engagement. Listen to this episode to learn how small cues, clearer participation routines, and calm follow-through can help students find their way back to learning, then follow and subscribe to Beginning Teacher Talk for more practical classroom management support created especially for elementary teachers. Need to regain control of your classroom? Save your seat at Dr. Lori's new, free class: Save your seat at the tropical island virtual teacher retreat, where we'll talk about how to prevent challenging behaviors from derailing your entire day, even if you feel like you've already tried everything, you don't have admin support, and parents don't seem to care. Click here to save your seat! https://www.drlorifriesen.com/need-this Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori

If your classroom felt calm during the first week but is already beginning to slide, it does not mean your classroom management plan failed. In this episode of Beginning Teacher Talk, Dr. Lori challenges the impossible standard that students should master expectations the first time and explains why your classroom may simply need a focused reset. What You'll Learn: • Why students testing expectations does not mean you are failing at classroom management • How treating behavior and routines like curriculum changes the way you respond • Why collecting random classroom management strategies creates more overwhelm instead of a reliable system • How to reset one challenging routine through modeling, practice, specific feedback, and consistent follow-through • Why calm, related, and predictable consequences can support reteaching while still holding students accountable Resources Mentioned in This Episode: • Learn more about Dr. Lori's programs You do not need to become a harsher teacher, scrap everything you have created, or wait for a new group of students. Listen to this episode to learn how a deliberate classroom management reset can help you rebuild calm, clarity, and confidence, then follow and subscribe to Beginning Teacher Talk for more practical support for elementary teachers. Need to regain control of your classroom? Save your seat at Dr. Lori's new, free class: Save your seat at the tropical island virtual teacher retreat, where we'll talk about how to prevent challenging behaviors from derailing your entire day, even if you feel like you've already tried everything, you don't have admin support, and parents don't seem to care. Click here to save your seat! https://www.drlorifriesen.com/need-this Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori

If the school year has barely begun and you already feel exhausted, there is nothing wrong with you. In this episode of Beginning Teacher Talk, Dr. Lori offers a reassuring back-to-school pep talk for elementary teachers who feel overwhelmed, depleted, or pressured to have everything figured out from day one. What You'll Learn: • Why back-to-school teacher exhaustion is not a sign that you are weak, ungrateful, or failing • How to separate what is truly essential from what is simply impressive at the beginning of the school year • Why readiness does not require a perfect classroom, a fully planned year, or endless energy • Practical ways to simplify your workload, close the school day intentionally, and protect your limited energy • How small, consistent acts of care, clarity, and connection can create a meaningful school year Resources Mentioned in This Episode: • Feed the Monster, a free classroom management app • Learn more about Dr. Lori's programs You do not need an entire school year's worth of strength today. Listen to this episode for the reminder that you can be tired and still be a wonderful teacher, then subscribe to Beginning Teacher Talk for more warm, practical support throughout the school year. Ready to make classroom management feel more positive and fun? Try Feed the Monster, a free classroom management app that helps you reinforce one specific behavior, strengthen classroom routines, and celebrate your students' progress together. Click here to try it now: https://www.drlorifriesen.com/feed-the-monster-opt-in Need to regain control of your classroom? Save your seat at Dr. Lori's new, free class: Save your seat at the tropical island virtual teacher retreat, where we'll talk about how to prevent challenging behaviors from derailing your entire day, even if you feel like you've already tried everything, you don't have admin support, and parents don't seem to care. Click here to save your seat! https://www.drlorifriesen.com/need-this Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori

What if classroom management could feel a little more positive and a lot more fun? In this episode of Beginning Teacher Talk, Dr. Lori introduces Feed the Monster, a free classroom management app that helps elementary teachers reinforce positive behavior, build stronger classroom routines, and celebrate progress together. What You'll Learn: • How Feed the Monster turns one specific classroom behavior into a fun, motivating whole-class goal • Why naming and reinforcing the exact behavior you want is more effective than simply telling students to "be good" • How immediate, specific feedback helps students develop successful classroom habits and routines • Why teachers should "catch the good" instead of spending the entire day searching for problems to correct • How to use classroom rewards as temporary support for building habits without taking away progress or relying on candy and prizes Resources Mentioned in This Episode: • Feed the Monster, a free classroom management app • Learn more about Dr. Lori's programs Ready to make positive behavior reinforcement simpler, more specific, and more joyful? Listen to this episode to hear the surprising story behind Feed the Monster, discover how to use the app with your students, and learn how one small classroom management tool can help your class build better habits together. Catch the good. Feed the monster. Celebrate together. You can try it here: https://www.drlorifriesen.com/feed-the-monster-opt-in Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori

We're talking about the Bible's Influence on America's Legal Tradition. Happy 250th Anniversary of 'Murica. You're in for a treat . This is part 4 of 4 (but it's Part 8 of the discussion of this book begun Fall 2025) on the Second Chapter "The English and American Public Culture." This is episode 8 of the series on the book. This episode broaches the debate among the Founders on the use of the Bible in schools, for example in the election of 1800 of Thomas Jefferson, discussing pp. 42 through to the end of the chapter on p. 48. "The American Founders read the Bible," Oxford University Rhodes Scholar Daniel Dreisbach says in his first sentence of his Oxford University Press book. "They knew the Bible from cover to cover." "Its ideas shaped their habits of mind." "The Bible left its mark on the political culture of the era." Dreisbach's first sentence in his chapter 2 is: Ready ? "Anglo-Americans are people of the Book, and that Book is the Bible." WOW ! We had the author, Dr. Daniel L. Dreisbach, D.Phil. (Oxford), JD (University of Virginia Law School) on the podcast for Thanksgiving, Fall 2022. We're going to make a fair use, do a transformative reading of the book. We'd like to thank Dr. Dreisbach for writing this, and thank Oxford University Press for making it available. Support publishers when they make something worth reading. Support the publisher and throw some bidness their way. Support your brick and mortar book dealer. The Republican Professor is a pro-correctly-and-adequately-articulating-the-Bible's-appropriate-influence-on-American-politics podcast. Therefore, welcome again, through his writing, Dr. Daniel L. Dreisbach, D.Phil., J.D. The Republican Professor is produced and hosted by Dr. Lucas J. Mather, Ph.D. Warmly, Lucas J. Mather, Ph.D. The Republican Professor Podcast The Republican Professor Newsletter on Substack https://therepublicanprofessor.substack.com/ https://www.therepublicanprofessor.com/podcast/ https://www.therepublicanprofessor.com/articles/ YouTube channel: https://www.youtube.com/@TheRepublicanProfessor Facebook: https://www.facebook.com/TheRepublicanProfessor Twitter: @RepublicanProf Instagram: @the_republican_professor

What should you do when classroom misbehavior happens but you do not know which student was responsible? In this episode of Beginning Teacher Talk, Dr. Lori shares a calm, fair approach to classroom management that protects students' dignity while still promoting student accountability and teaching responsibility. Instead of punishing the entire class, demanding a confession, or ignoring the behavior, you'll learn how to create a predictable process that encourages honesty, repairs harm, and helps students make better choices moving forward. What You'll Learn: • How to respond fairly when you did not see who was responsible for a classroom behavior • Why consistency in classroom management is about following a predictable process, not catching every misbehavior • How to invite students to take responsibility privately without using public accusations or humiliation • Why natural and logical consequences are more effective for teaching responsibility than unrelated punishments • How stronger routines, active supervision, and environmental adjustments can prevent covert behavior from becoming a pattern Resources Mentioned in This Episode: • Learn more about Dr. Lori's programs You do not need to see everything or become louder, stricter, or more intimidating to manage your classroom effectively. Listen to this episode for a practical plan you can use the next time something goes wrong while your back is turned, and subscribe to Beginning Teacher Talk for more supportive classroom management strategies for elementary teachers. Need to regain control of your classroom? Save your seat at Dr. Lori's new, free class: Save your seat at the tropical island virtual teacher retreat, where we'll talk about how to prevent challenging behaviors from derailing your entire day—even if you feel like you've already tried everything, you don't have admin support, and parents don't seem to care. Click here to save your seat! https://www.drlorifriesen.com/need-this Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori

Episode Summary: As you step into a new school year, you may feel excited, hopeful, nervous, and unsure of yourself all at once. In this special episode, Dr. Lori shares a few thoughts about the growing impact of AI and her decision to use it to create One Child at a Time, an inspirational song for teachers and a reminder that you don't have to be perfect to make a difference. Your patience, kindness, and the way you help each child feel safe, seen, and valued matter more than you may ever know. In this episode, you'll be reminded: • You don't have to be a perfect teacher to make a meaningful difference • The small moments of kindness, patience, and connection you create with students matter • Teaching is a practice, and every day is another opportunity to learn, grow, and begin again • You are competent and capable, even on the days when you question yourself • Your impact may not always be visible, but you are changing the world one precious child at a time Resources Mentioned: • Listen to One Child at a Time on YouTube • Learn more about Dr. Lori's programs If you need a little encouragement before stepping into your classroom this year, let these teacher affirmations be your reminder to believe in yourself, be gentle with yourself, and leave room for magical things to happen. Listen to One Child at a Time, and then share this song with a teacher who might need to hear these words today. Need to regain control of your classroom? Save your seat at Dr. Lori's new, free class: Save your seat at the tropical island virtual teacher retreat, where we'll talk about how to prevent challenging behaviors from derailing your entire day—even if you feel like you've already tried everything, you don't have admin support, and parents don't seem to care. Click here to save your seat! https://www.drlorifriesen.com/need-this Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori

Dear you,Maybe I'm the bad guy. I used to think being a good girl meant being nice, understanding, and accommodating. But what happens when being nice starts costing you your relationship with yourself?This episode is based on a true story. I'm talking about rejection, boundaries, loneliness, being misunderstood, and the uncomfortable realization that sometimes choosing yourself means disappointing people.But what if being the bad guy isn't about becoming someone you're not? What if it's about finally becoming the woman you were too afraid to be? And maybe, for the first time, she gets to feel free.Warmly,Areena

Many teachers want calm, well-managed classrooms, but they also want students to feel trusted, creative, and independent. In this episode of Beginning Teacher Talk, Dr. Lori explores why strong classroom routines and student autonomy don't compete with one another. Instead, she explains how thoughtful structure gives students the confidence, clarity, and support they need to become more independent. What You'll Learn: • Why structure and student autonomy are not opposites, and how thoughtful routines actually build independence • Questions you can ask yourself to evaluate whether your classroom routines are creating independence or encouraging compliance • Dr. Lori's Structure-to-Autonomy Ladder, a five-step framework for gradually transferring responsibility to students • Practical ways to add choice, creativity, and play into classroom routines while maintaining clear expectations • How to evaluate your classroom management systems so they create a calm, supportive learning environment where students develop lasting independence Resources Mentioned: • Learn more about Dr. Lori's programs If you've ever wondered how to balance clear expectations with student independence, this episode will leave you feeling encouraged and equipped with practical strategies you can use right away. Be sure to listen, subscribe, and share this episode with another teacher who's preparing for a successful school year. Need to regain control of your classroom? Save your seat at Dr. Lori's new, free class: Save your seat at the tropical island virtual teacher retreat, where we'll talk about how to prevent challenging behaviors from derailing your entire day—even if you feel like you've already tried everything, you don't have admin support, and parents don't seem to care. Click here to save your seat! https://www.drlorifriesen.com/need-this Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori

When a student refuses to work, it's easy to feel like you have to win the battle, but power struggles rarely lead to lasting change. In this episode of Beginning Teacher Talk, Dr. Lori shares how refusal-to-work reflection forms can help teachers respond calmly, protect instructional time, and guide students toward accountability without escalating the situation. What You'll Learn: • How to use refusal-to-work reflection forms without creating a power struggle • When a student needs support versus when they are choosing to refuse an assignment • Why calm accountability is more effective than arguments, lectures, or unrelated consequences • How to create logical work-completion plans that keep students responsible for their learning • Practical strategies for classroom and specials teachers to document behavior, identify patterns, and respond consistently Resources Mentioned: • Learn more about Dr. Lori's programs. Student refusal doesn't have to derail your lesson or leave you feeling frustrated. This episode will help you respond with confidence, maintain positive teacher-student relationships, and create systems that support both accountability and compassion. Need to regain control of your classroom? Save your seat at Dr. Lori's new, free class: Save your seat at the tropical island virtual teacher retreat, where we'll talk about how to prevent challenging behaviors from derailing your entire day—even if you feel like you've already tried everything, you don't have admin support, and parents don't seem to care. Click here to save your seat! https://www.drlorifriesen.com/need-this Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori

In this episode of Beginning Teacher Talk, Dr. Lori shares one of her favorite back-to-school community-building strategies: using a simple classroom mascot to help students feel connected, safe, and excited to be part of your classroom family. She explains why classroom mascots are about so much more than a stuffed animal; they're a powerful tool for building relationships, teaching routines, supporting emotional regulation, and creating a strong classroom community during the first weeks of school. What You'll Learn: • How a classroom mascot can build community during the first weeks of school • Simple ways to use a class mascot to teach routines and classroom expectations • How classroom mascots can support emotional regulation and problem-solving • Easy ideas for creating a shared classroom identity through your mascot • Why keeping your classroom mascot simple makes it more meaningful and sustainable Resources Mentioned: • Learn more about Dr. Lori's programs If you're looking for a simple, meaningful way to strengthen classroom community and help students feel like they belong from day one, this episode is full of practical ideas you can start using right away. Be sure to listen, subscribe, and share this episode with another teacher who's preparing for the first weeks of school. Need to regain control of your classroom? Save your seat at Dr. Lori's new, free class: Save your seat at the tropical island virtual teacher retreat, where we'll talk about how to prevent challenging behaviors from derailing your entire day—even if you feel like you've already tried everything, you don't have admin support, and parents don't seem to care. Click here to save your seat! https://www.drlorifriesen.com/need-this Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori

Dear Friends,In honor of this very Pluto full Moon, I am releasing a conversation I recorded with Theresa earlier this month. I meant to post this episode two weeks ago, but I was swallowed up first by finals (summer school, ew, gross) and then by my birthday, which was not just any birthday but was, in fact, my 40th birthday—a milestone for which I felt a sort of uncharacteristic reverence that I didn't know how to meet or what to do with.I ended up spending the day with friends and family, and the next morning my boyfriend took this photo of me eating cake for breakfast on the couch. The photo made me smile because, as a child, I was notoriously unable to keep my eyes open for pictures, and I felt, somehow, like I could reach through the image of this forty-and-one-day-old lady into the heart of my inner child (who, by the way, has ALWAYS loved chocolate cake as much as the photo suggests).My boyfriend has a theory about kids who can't keep their eyes open in family photos. He says these little squinters are the “good” kids—the attentive, hyper-attuned, eager-to-please children who wait with their smiles and faces camera-ready while the rest of the group gets wrangled and wrestled into order. By the time the camera flashes, the good kids miss the moment; their eyes flutter shut from the fatigue and unnatural straining. I have no way of assessing the accuracy of his theory, but it certainly falls under the category of feels true. And yesterday, as I relistened to parts of Theresa's and my Pluto conversation, I felt a powerful kinship with the good little kid inside me and a reverence for all the transformation she's undergone to get to where she is today.The truth is I still am the good kid. I am terrified of messing up, of disappointing others, of being misunderstood. There is a part of me that still wants to smile when it's time to smile; to get the best grades; to be the perfect homemaker; to embody the pleasing visage of feminine grace my mother hoped and prayed and begged of me. But my life had different plans for me.In this episode, Theresa and I dive deep into all things Pluto, but if I were to sum up the Lord of the Underworld in one line here, I would say Pluto represents the layers of deeply held, conscious and unconscious fears that barricade our path to transformative change. His transits tend to correspond with one or the other side of this process: encounters with the fear and/or experiences of transformation.This morning, the Moon reaches the apex of her fullness at 6 degrees of Aquarius in conjunction with Pluto, opposite the Sun-Jupiter cazimi. It also happens to be a full Moon on top of my natal Moon, which, for those of you beloved astro nerds who are paying close attention, means I am currently in the throes of an extended Pluto-Moon transit. Pluto has become my Moon's multi-year bedfellow, and today takes a highlighter pen to this very long transit, the transit I believe represents the real force underlying the heavy reverence I felt about turning 40, as well as the weepy, yearning love I feel for that good kid inside me.Robert Hand described the Pluto-Moon conjunction as a powerful transformation of the most intensely personal and preconscious part of the psyche. I was born with Pluto in Scorpio in the 12th house, and I suffered from extreme anxiety and terrifying intrusive thoughts as a child. For the most part, this went unnoticed by others because—hello, Saturn, planet of boundaries and responsibility, on my Ascendant—I wasn't much of an externalizer. I kept my complaints and feelings to myself.What were the root causes of my childhood anxiety? Probably a lot of things, but fundamentalist Christian day-school is high on my list of prime suspects. I was, for better or worse, both an innately spiritual and innately serious child—a perfect storm of vulnerabilities that resulted in my taking the greatest hits of Christian fundamentalism much too much to heart at far too young an age.You were born wrong, bad, sinful, broken. Your mind is not to be trusted. Your heart is corrupt. God can save you, but only if you think the right, rightest, most righteous thoughts and remember to ask forgiveness for the wrong thoughts! That is, if you have time and you don't get caught sinning with your bad, broken mind at the very end—which is totally near, scheduled for a time nobody knows, except for… this fucking thief in the night guy?To a large degree, the 12th house represents the unconscious mechanisms of our psyche that color our experience of our innermost selves. The 12th house contains places of retreat, experiences of isolation, and the mental states and physical places we enter into during forced and voluntary solitude. Sometimes I think of the 12th house very simply as what being alone feels like. And as a child, being alone was the fucking worst. Alone is when my mind would begin to swirl and struggle against the rip current of the underworld. Pluto, through his fear-inspiring religious actors, had managed to isolate me almost entirely from myself. I couldn't trust my own heart; I feared doing wrong; I feared harming others; I feared the end of the world; my mind projected violent, intrusive images of the worst things I could imagine. I felt trapped in a prison inside myself, all the while smiling when I was meant to smile and doing my best to project my perfect, rule-following trustworthiness.In my forty years of life, Pluto has moved through three houses in my chart, and my relationship to these early childhood experiences has transformed and evolved. I no longer feel the acute pain that raged within me throughout my 20s and 30s; I have come to accept that an intense relationship with spirituality is part of my path. I wish it had not started with harm and religious trauma, but the intensity never stopped; it transformed into a deep, profound, personal, sensory, heart-centered relationship with the Divine. And when Pluto opposed my Sun for nearly three years in the early 2020s, I cultivated a unique and personal spiritual practice that I might not have gotten to if I hadn't had the harm to press up against with all the force of my unyielding anger and indignation. But my spiritual practice didn't fix everything. In fact, the most consistent effect of my practice is that it reveals what has yet to be resolved and routinely sets me down new paths of healing, equipped with the internal and external resources I need to help me change myself. (This, by the way, is my definition of grace, but that is the topic of another essay.)What is relevant now is that even though my spiritual trauma is much healed and largely transformed, I am still working on the raw sensations beneath the Christian schoolgirl story. As transiting Pluto comes to sit on my Moon, I am still learning to trust myself. I am still cultivating an inner sense of my own goodness. I am still interrupting both the impulse to seek external validation and the extreme pressure I place on myself to perform—to be insightful, to say only the right, correct thing, and never the wrong, accidentally harmful thing. And as Pluto transits around my chart, he will always bring circumstances to the surface that will threaten to isolate me from myself. How I respond to those circumstances determines if Pluto will tug the knot tighter or loosen its hold.When I turned 40 last week, I moved into a Mars profection year. Mars is a troublemaker, but he is also my favorite of the planetary deities. I love him like you love a brother you're always fighting with. Mars never holds back—not on criticism, conviction, or love.On the eve of my birthday, I went into meditation and found Mars inside myself. I asked him to help me face this very Pluto-Moon year with grace and determination, to help me move through the world with more courage, and to help me overcome the patterns of dissociation I've been running since childhood. I asked Mars to help me learn how to stay in my body when I want to eject, to follow through, to fight for myself, and to believe in the value of my own work.And this, to me, will always be the real value of astrology: not to determine what will be, but to help us strive toward what we wish to become, with the aid of beings who exist beyond us and within us. Between them, they hold expressions of every quality—the familiar and the unfamiliar, that which comes naturally and that which feels distant and inaccessible. We have access to so much help and so many teachers. It is a wonder to live this life. Thank you for being here with me on this very Pluto Full Moon. Here's to another 40 years. Warmly,Christina www.skiesofgrace.comCalling all Leo & Virgo Risings:Want to work with me? Journey with the Sun is a year-long program for building a living, embodied relationship with your birth chart. Together, we move with the Sun through each house and sign in your chart over the course of the year.The goal is to develop a functional, expansive relationship with astrology—a relationship that helps you better understand what's present while continually opening to more of what's possible.Each journey begins in the season of your rising sign. I offer a free 15-minute consultation on the program if you'd like to learn more. Get full access to Skies and Currents at skiesofgrace.substack.com/subscribe

Part 2: Hamilton v. Jefferson . We're talking about the motivation of the Founding Fathers and Framers of the Constitution. It's a theory of the mentor of my Con Law mentor, himself an historian at Claremont Graduate School in the 1960s who taught my Con Law mentor Dr. Michael M. Uhlmann, Ph.D., LLB. Happy 250th Anniversary of 'Murica. You're in for a treat . This is part 2 of multiple. We cover the second section starting on page 10 where we left off on 6 July 2026 and continuing through to the first part of section three to page 23 at the bottom. This episode broaches the topic of what explained and motivated the Founders of America and Framers of the Constitution. "It is my argument that the lust for the psychic reward of fame, honor, glory, after 1776 becomes a key ingredient in the behavior of Washington and his greatest contemporaries." So ends Adair's first section in this speech which we cover today. We're going to make a fair use, do a transformative reading of the this selection, "Fame and the Founding Fathers," the speech Dr. Adair gave in Kansas City to the Organization of American Historians in the mid-1960s. It's chapter 1 in a volume by the same title and made available by Liberty Fund, Inc., of Indianapolis, Indiana. We'd like to thank Douglass Adair for writing it and presenting it, and we'd like to thank Liberty Fund for making it available. Go out and get your physical copy today and follow along. Support publishers when they make something worth reading. Support the publisher and throw some bidness their way. Support your brick and mortar book dealer. The Republican Professor is a pro-correctly-and-adequately-articulating-the-major-influences-on-American-politics podcast. Therefore, welcome, through his writing, Dr. Douglas Adair, Ph.D., of the history department at Claremont Graduate School in the 1960s. The Republican Professor is produced and hosted by Dr. Lucas J. Mather, Ph.D. Warmly, Lucas J. Mather, Ph.D. The Republican Professor Podcast The Republican Professor Newsletter on Substack https://therepublicanprofessor.substack.com/ https://www.therepublicanprofessor.com/podcast/ https://www.therepublicanprofessor.com/articles/ YouTube channel: https://www.youtube.com/@TheRepublicanProfessor Facebook: https://www.facebook.com/TheRepublicanProfessor Twitter: @RepublicanProf Instagram: @the_republican_professor

This is an unedited encounter with grief. Before you listen to this episode, I want to ask something of you.Please do not try to fix me.Do not rush to make my grief smaller, explain it, or turn away from the discomfort of hearing a woman cry. Simply notice what happens inside your body.Do you tighten your chest? Hold your breathe? Become restless? Feel the urge to rescue me? Do my tears awaken tears of your own–or reveal how far away from them you have learned to live?What you are about to hear is not a performance. It is grief moving through a human body.Most men have been taught how to solve a problem, manage a crisis, and continue performing while their own hearts are breaking. Very few have been taught how to remain present with a feeling they cannot control. This is part of the work I now offer men: learning to breathe, move, feel, and stay present when something real enters the room through movement, conversation and embodiment .Today, I am not going to teach vulnerability from a distance. I am going to let you hear it.Warmly,The Commandresssexlieslove.com

We continue Jaffa's discussion of Aristotle's Politics, continuing with his take on Aristotle's Book III, in our discussion of an entry in the 1963 Rand McNally publication, edited by Leonard Strauss and Joseph Cropsey, called "History of Political Philosophy." This episode contains discussion of pages 97 through half of 104 covering the topics in Book III of the Politics. That entry on Aristotle is by Harry V. Jaffa, who famously applied his understanding of Political Philosophy to the history of the Republican Party in American politics, and who, as such, influenced me profoundly through my mentors, who were mentored by him. He is thus one of my intellectual grandfathers. This entry was published the year before the author wrote one of the most infamous (or famous, depending) Aristotelean speeches for 1964 presidential candidate Barry Goldwater (R, AZ). Jaffa also wrote one of the most influential phenomenological comparisons of the Democratic and the Republican parties using classical political philosophy for the political phenomenology in "Crisis of the House Divided" (University of Chicago Press) The Republican Professor is a pro-getting-political-philosophy right podcast. The Republican Professor is produced and hosted by Dr. Lucas J. Mather, Ph.D. Warmly, Lucas J. Mather, Ph.D. The Republican Professor Podcast The Republican Professor Newsletter on Substack https://therepublicanprofessor.substack.com/ https://www.therepublicanprofessor.com/podcast/ https://www.therepublicanprofessor.com/articles/ YouTube channel: https://www.youtube.com/@TheRepublicanProfessor Facebook: https://www.facebook.com/TheRepublicanProfessor Twitter: @RepublicanProf Instagram: @the_republican_professor

In this episode of Beginning Teacher Talk, Dr. Lori Friesen shares an encouraging message for every teacher who ended the last school year feeling overwhelmed, discouraged, or questioning whether they were cut out for teaching. Through three powerful mindset shifts, she explains how a growth mindset for teachers can transform the way we view classroom management challenges, difficult seasons, and our own ability to grow. What You'll Learn: How a growth mindset can help you move forward after a difficult school year Why classroom management is a set of skills and systems that can be strengthened Three mindset shifts that will help you build confidence and leave self-doubt behind How to learn from last year's challenges without letting them define your future Why small, intentional changes can create a calmer, more joyful teaching experience Resources Mentioned: Learn more about Dr. Lori's programs  If last year left you feeling exhausted, discouraged, or wondering if teaching was still the right path, this episode is a reminder that one difficult year does not define you. Be sure to listen, subscribe, and share this episode with a teacher who needs a little hope before the new school year begins. Need to set up an elementary classroom? Save your seat at Dr. Lori's new, free class: Discover how to start the next school year calm, confident, and fully in control (without working all summer). Even if you haven't been hired yet, you can't set foot in your school, or you don't know what grade you'll be teaching. Click here to save your seat! https://www.drlorifriesen.com/ready Need to regain control of your classroom? Save your seat at Dr. Lori's new, free class: Save your seat at the tropical island virtual teacher retreat, where we'll talk about how to prevent challenging behaviors from derailing your entire day—even if you feel like you've already tried everything, you don't have admin support, and parents don't seem to care. Click here to save your seat! https://www.drlorifriesen.com/need-this Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori

Part 12: We're using the slip opinion this time, see below for a link. Why the Court's majority is wrong in Bostock v. Clayton County Georgia (2020) (part 12 in a series) about the faulty assumption that unexamined and unexplained transgenderism premises about sex and gender are properly included under "sex discrimination" language in Title VII of the 1964 Civil Rights Act --This continues to be a real hoot. Part 12: We continue our in-depth examination of sex, gender, and separation of powers in the US Supreme Court decision Bostock v. Clayton County, GA 590 U.S. 644 (2020): the Republican dispute, how to understand it, and what to do about it. We continue with Justice Kavanaugh's strong dissent (although there are a couple of issues, one kinda tacky, the other a bit more serious) grounded in the moral arc of separation of powers: to protect individual liberty. Justice Kavanaugh rightly concludes that the Court threatened individual liberty under the guise of protecting it -- a serious charge indeed -- and one I think is probably correct. We get through the bottom of his page 15 in the slip opinion of his dissent, starting on the bottom of his page 6. Part 12. https://www.supremecourt.gov/opinions/19pdf/17-1618_hfci.pdf The Republican Professor is a pro-separation-of-powers-rightly-construed podcast. The Republican Professor is produced and hosted by Dr. Lucas J. Mather, Ph.D. Warmly, Lucas J. Mather, Ph.D. The Republican Professor Podcast The Republican Professor Newsletter on Substack https://therepublicanprofessor.substack.com/ https://www.therepublicanprofessor.com/podcast/ https://www.therepublicanprofessor.com/articles/ YouTube channel: https://www.youtube.com/@TheRepublicanProfessor Facebook: https://www.facebook.com/TheRepublicanProfessor Twitter: @RepublicanProf Instagram: @the_republican_professor

In this episode of Beginning Teacher Talk, Dr. Lori Friesen sits down with middle school teacher Amber Duane to share how she went from nearly leaving teaching after her first year to feeling confident and excited about heading back to school. Amber opens up about the classroom management struggles she faced as a beginning teacher, the mindset shifts that changed everything, and the practical strategies that helped her build a calmer, more successful classroom. What You'll Learn: Why strong classroom management starts before students ever walk through your door How preparing your classroom before back to school can reduce stress and build teacher confidence The classroom management systems that helped Amber transform her teaching Why asking for support and investing in professional development can accelerate your growth Simple ways to start the school year feeling calm, prepared, and ready for success Resources Mentioned: Learn more about Dr. Lori's programs If you're getting ready for back to school and wondering how to create a calm, confident classroom from day one, this episode will encourage you and remind you that you don't have to figure it all out on your own. Be sure to listen, subscribe, and share this episode with another teacher who's preparing for a successful school year. Save your seat at Dr. Lori's new, free class: Need to set up an elementary classroom? Discover how to start the next school year calm, confident, and fully in control (without working all summer). Even if you haven't been hired yet, you can't set foot in your school, or you don't know what grade you'll be teaching. Click here to save your seat! https://www.drlorifriesen.com/ready Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori

In this episode of Beginning Teacher Talk, Dr. Lori speaks directly to art, music, PE, library, STEM, and other specials teachers who often feel overlooked when it comes to classroom management advice. She explains why classroom management for specials teachers is fundamentally different from homeroom teaching and shares simple strategies to reduce behavior challenges through stronger transitions, predictable routines, and effective classroom systems. What You'll Learn: Why classroom management for specials teachers requires a different approach How transitions—not behavior—are often the root cause of classroom disruptions Three simple strategies to create smoother transitions and maximize instructional time Why predictable routines and classroom systems help students feel calm, confident, and ready to learn How strong systems can reduce stress and improve classroom management Resources Mentioned: Classroom Management for Specials Teachers Course (coming soon) Learn more about Dr. Lori's programs If you're a specials teacher who's ever felt frustrated because traditional classroom management advice doesn't seem to fit your classroom, this episode will remind you that you're not doing anything wrong—you simply need strategies designed for your unique teaching environment. Be sure to listen, subscribe, and share this episode with another specials teacher who could use a little encouragement and support. Save your seat at Dr. Lori's new, free class: Need to regain control of your classroom? Save your seat at the tropical island virtual teacher retreat, where we'll talk about how to prevent challenging behaviors from derailing your entire day—even if you feel like you've already tried everything, you don't have admin support, and parents don't seem to care. Click here to save your seat! https://www.drlorifriesen.com/need-this Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori

We're talking about the motivation of the Founding Fathers and Framers of the Constitution. It's a theory of the mentor of my Con Law mentor, himself an historian at Claremont Graduate School in the 1960s who taught my Con Law mentor Dr. Michael M. Uhlmann, Ph.D., LLB. Happy 250th Anniversary of 'Murica. You're in for a treat . This is part 1 of multiple. This episode broaches the topic of what explained and motivated the Founders of America and Framers of the Constitution. "It is my argument that the lust for the psychic reward of fame, honor, glory, after 1776 becomes a key ingredient in the behavior of Washington and his greatest contemporaries." So ends Adair's first section in this speech which we cover today. We're going to make a fair use, do a transformative reading of the this selection, "Fame and the Founding Fathers," the speech Dr. Adair gave in Kansas City to the Organization of American Historians in the mid-1960s. It's chapter 1 in a volume by the same title and made available by Liberty Fund, Inc., of Indianapolis, Indiana. Support publishers when they make something worth reading. Support the publisher and throw some bidness their way. Support your brick and mortar book dealer. This episode was filmed Monday 6 July 2026 years after Jesus in the backyard of my long-time (nearly a quarter of a century) Epistemology mentor Dr. Doug Geivett (PhD, USC under Dallas Willard), a student himself of the famous late-great Republican professor, the late-great Dallas Willard of USC's Philosophy Department. The Republican Professor is a pro-correctly-and-adequately-articulating-the-major-influences-on-American-politics podcast. Therefore, welcome, through his writing, Dr. Douglas Adair, Ph.D., of the history department at Claremont Graduate School in the 1960s. The Republican Professor is produced and hosted by Dr. Lucas J. Mather, Ph.D. Warmly, Lucas J. Mather, Ph.D. The Republican Professor Podcast The Republican Professor Newsletter on Substack https://therepublicanprofessor.substack.com/ https://www.therepublicanprofessor.com/podcast/ https://www.therepublicanprofessor.com/articles/ YouTube channel: https://www.youtube.com/@TheRepublicanProfessor Facebook: https://www.facebook.com/TheRepublicanProfessor Twitter: @RepublicanProf Instagram: @the_republican_professor

We're talking about the debate about the use the Bible in schools during the Founding generation. Happy 250th Anniversary of 'Murica. You're in for a treat . This is part 3 of multiple on the Second Chapter "The English and American Public Culture." This is episode 7 of the series on the book. This episode broaches the debate among the Founders on the use of the Bible in schools, for example in the election of 1800 of Thomas Jefferson, discussing pp. 34 to 42. "The American Founders read the Bible," Oxford University Rhodes Scholar Daniel Dreisbach says in his first sentence of his Oxford University Press book. "They knew the Bible from cover to cover." "Its ideas shaped their habits of mind." "The Bible left its mark on the political culture of the era." Dreisbach's first sentence in his chapter 2 is: Ready ? "Anglo-Americans are people of the Book, and that Book is the Bible." WOW ! We had the author, Dr. Daniel L. Dreisbach, D.Phil. (Oxford), JD (University of Virginia Law School) on the podcast for Thanksgiving, Fall 2022. We're going to make a fair use, do a transformative reading of the book. We'd like to thank Dr. Dreisbach for writing this, and thank Oxford University Press for making it available. Support publishers when they make something worth reading. Support the publisher and throw some bidness their way. Support your brick and mortar book dealer. This episode was filmed Friday 3 July 2026 years after Jesus in the backyard of my long-time (nearly a quarter of a century) Epistemology mentor Dr. Doug Geivett (PhD, USC under Dallas Willard), a student himself of the famous late-great Republican professor, the late-great Dallas Willard of USC's Philosophy Department. The Republican Professor is a pro-correctly-and-adequately-articulating-the-Bible's-appropriate-influence-on-American-politics podcast. Therefore, welcome again, through his writing, Dr. Daniel L. Dreisbach, D.Phil., J.D. The Republican Professor is produced and hosted by Dr. Lucas J. Mather, Ph.D. Warmly, Lucas J. Mather, Ph.D. The Republican Professor Podcast The Republican Professor Newsletter on Substack https://therepublicanprofessor.substack.com/ https://www.therepublicanprofessor.com/podcast/ https://www.therepublicanprofessor.com/articles/ YouTube channel: https://www.youtube.com/@TheRepublicanProfessor Facebook: https://www.facebook.com/TheRepublicanProfessor Twitter: @RepublicanProf Instagram: @the_republican_professor

In this episode of Beginning Teacher Talk, Dr. Lori sits down with veteran teacher Jodie Culpepper, who shares how years of classroom management challenges, student behavior concerns, and overwhelming stress nearly led her to resign after 22 years in education. Jodie opens up about what helped her regain confidence, find hope again, and rediscover the joy of teaching through stronger classroom routines, simple behavior strategies, and a renewed focus on relationships with students. What You'll Learn: Why many experienced teachers feel like beginning teachers in today's classrooms How classroom routines and procedures can reduce behavior challenges and create a calmer learning environment Simple classroom management strategies that improved hallway behavior, transitions, and student engagement Why focusing on one or two changes at a time is often more effective than trying to overhaul everything at once The importance of building relationships and "teaching to the heart" before focusing on academic results Resources Mentioned: Monthly Motivators Learn more about Dr. Lori's programs If you've ever felt overwhelmed, discouraged, or wondered if you're the only teacher struggling with classroom management, this episode is a powerful reminder that you're not alone. Be sure to listen, subscribe, and share this episode with another teacher who could use a little encouragement and support. Need to regain control of your classroom? Save your seat at the tropical island virtual teacher retreat, where we'll talk about how to prevent challenging behaviors from derailing your entire day - even if you feel like you've already tried everything, you don't have admin support, and parents don't seem to care. Click here to save your seat! https://www.drlorifriesen.com/need-this Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori

Part 5: The Natural Law provides a key to resolving a Republican debate in the 1980s on the normative judicial power, Judicial Activism v. Judicial Restraint. We discussed last half of his second chapter last time (19 March 2026) and this time we continue with the entirety of Chapter 3, which he calls "The Majoritarian Myth," pp. 25 through 37. Stephen Macedo published "The New Right v. The Constitution" with The CATO Institute in 1986. We're going to make a fair use and do a transformative reading of the book. CATO offers a free download of the book here: https://www.cato.org/books/new-right-v-constitution We'd like to thank Stephen Macedo for writing the book and to thank CATO for making this material available in publishing it. Consider supporting CATO with a financial donation so that they can continue providing quality resources for discussion. Tell a friend about their resources. The Republican Professor is a pro-appropriate-judicial-activism podcast. Warmly, Lucas J. Mather, Ph.D. The Republican Professor Podcast The Republican Professor Newsletter on Substack https://therepublicanprofessor.substack.com/ https://www.therepublicanprofessor.com/podcast/ https://www.therepublicanprofessor.com/articles/ YouTube channel: https://www.youtube.com/@TheRepublicanProfessor Facebook: https://www.facebook.com/TheRepublicanProfessor Twitter: @RepublicanProf Instagram: @the_republican_professor

This is Part 12 in a series celebrating the 40th Anniversary of Harvard University Press' 1985 publication of Richard A. Epstein's "Takings: Private Property and the Power of Eminent Domain." We continue our celebration of this anniversary with a fair use and transformative reading, taking a close look at ch. 7 continuing in the same section which Richard calls ""Takings Prima Facia," which takes a look at selling Eagle feathers when mere possession is a crime, as well as rights to disposition in leasehold renewals. He titles chapter 7, "Rights of Disposition and Contract" because he's taking a look at what the judiciary often misses in the panoply of takings reached by the Eminent Domain Clause and the American constitutional order, how these things interact and hang together, ensconced as it is in the purpose of the Constitution. That moral purpose is the protection of individual liberty against claims by a simple majority in a democracy, or judicial or executive fiat, or by the government in any other way in a taking of private property. It's also a good reflection on nature of property per se, whether public or private. For governments are owners as well as takers of property. Today we discuss his chapter 7 from pp. 74 to the top of p. 80. At the end, this episode concludes with a Chaplain's corner, with a reading of Psalm 142 in the KJV and January 31st in Streams in the Desert (Cowman Publications, Lost Feliz Station Lost Angeles, Calif. 1925 original non-woke edition). Excellent stuff here. Excellent. Every college student should read this book. It's a superb introduction to the political philosophy of the American regime. Praise the Lord. We'd like to thank Harvard University Press for making this material available and Richard Epstein for writing it. Make sure you buy the book and follow along. It's very important for you to have your own copy on your own bookshelf, and to begin to master this material. Support your local book dealer. See if they have a copy of it, or if they'd mind keeping an eye out for you. I always encourage buying physical books, objects you can have, hold, cherish, learn from, display on your bookshelf as a topic of conversation, things you can pass on to the next generation with your notes in them, things that do not depend upon electricity. Toward that end: Go to Harvard University Press for more selections available for purchase. Please support the publisher and your local booksellers. The Republican Professor is a pro-correctly-contemplating-property-rights podcast. The Republican Professor is produced and hosted by Dr. Lucas J. Mather, Ph.D. Warmly, Lucas J. Mather, Ph.D. The Republican Professor Podcast The Republican Professor Newsletter on Substack https://therepublicanprofessor.substack.com/ https://www.therepublicanprofessor.com/podcast/ https://www.therepublicanprofessor.com/articles/ YouTube channel: https://www.youtube.com/@TheRepublicanProfessor Facebook: https://www.facebook.com/TheRepublicanProfessor Twitter: @RepublicanProf Instagram: @the_republican_professor

Most men spend years learning how to build a career, provide for others, and solve problems–but very few are ever taught how to know the truth of their own heart. Which leads them to dismissing and deflecting the hearts of others. In this episode of Sex, Lies and Love, I share five deceptively simple questions that can expose what's really driving your decisions, your relationships, and your emotional life. These aren't questions designed to judge you. They're invitations to discover whether you're living from fear or freedom...obligation or love... performance or presence. If you've been feeling emotionally unsettled, disconnected, or quietly exhausted, these questions may reveal why.Sometimes one honest question can change the direction of a man's life. Perhaps one of these will be yours. Warmly,Commandresssexlieslove.com#Emotional Intelligence for Men#Masculinity #PersonalGrowth#Self-Awareness #MensMentalHealth#Relationships#Courage#Healing #Vulnerability #menspodcast#sexliesandlove

In this episode of Beginning Teacher Talk, Dr. Lori sits down with fourth-grade teacher Amanda Muri to talk about how small elements of surprise can create big shifts in classroom management. Amanda shares her journey from feeling confident at the start of the school year to struggling with student engagement after winter break, and how a simple podcast episode helped her rediscover the joy, connection, and excitement that transformed the energy in her classroom. What You'll Learn: Why classroom routines and student engagement often begin to slip after winter break How simple surprises can reignite student motivation and improve classroom behavior Ways to create a stronger classroom culture through curiosity, connection, and shared experiences Why teacher energy and mindset have such a powerful impact on student behavior How small classroom management strategies can help students feel more connected, engaged, and successful Resources Mentioned: Whole-class motivators Learn more about Dr. Lori's programs If you've ever felt like your classroom lost its spark midway through the year, this episode will encourage you to focus on the small shifts that can make a big difference. You'll walk away with practical classroom management ideas that help students stay engaged while making teaching feel more joyful and sustainable. Save your seat at Dr. Lori's new, free class: Need to set up an elementary classroom? Discover how to start the next school year calm, confident, and fully in control (without working all summer). Even if you haven't been hired yet, you can't set foot in your school, or you don't know what grade you'll be teaching. Click here to save your seat! https://www.drlorifriesen.com/ready Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori

Happy 250th Anniversary of 'Murica. You're in for a treat . This is part 2 of multiple on the Second Chapter "The English and American Public Culture." This episode broaches the English Bible's profound role on American Literacy Education, discussing pp. 29-34. "The American Founders read the Bible," Oxford University Rhodes Scholar Daniel Dreisbach says in his first sentence of his Oxford University Press book. "They knew the Bible from cover to cover." "Its ideas shaped their habits of mind." "The Bible left its mark on the political culture of the era." Dreisbach's first sentence in his chapter 2 is: Ready ? "Anglo-Americans are people of the Book, and that Book is the Bible." WOW ! We had the author, Dr. Daniel L. Dreisbach, D.Phil. (Oxford), JD (University of Virginia Law School) on the podcast for Thanksgiving, Fall 2022. We're going to make a fair use, do a transformative reading of the book. We'd like to thank Dr. Dreisbach for writing this, and thank Oxford University Press for making it available. Support publishers when they make something worth reading. Support the publisher and throw some bidness their way. Support your brick and mortar book dealer. This episode was filmed Thursday 28 May 2026 years after Jesus in the backyard of my long-time (nearly a quarter of a century) Epistemology mentor Dr. Doug Geivett (PhD, USC under Dallas Willard), a student himself of the famous late-great Republican professor, the late-great Dallas Willard of USC's Philosophy Department. The Republican Professor is a pro-correctly-and-adequately-articulating-the-Bible's-appropriate-influence-on-American-politics podcast. Therefore, welcome again, through his writing, Dr. Daniel L. Dreisbach, D.Phil., J.D. The Republican Professor is produced and hosted by Dr. Lucas J. Mather, Ph.D. Warmly, Lucas J. Mather, Ph.D. The Republican Professor Podcast The Republican Professor Newsletter on Substack https://therepublicanprofessor.substack.com/ https://www.therepublicanprofessor.com/podcast/ https://www.therepublicanprofessor.com/articles/ YouTube channel: https://www.youtube.com/@TheRepublicanProfessor Facebook: https://www.facebook.com/TheRepublicanProfessor Twitter: @RepublicanProf Instagram: @the_republican_professor

This is Part 5. We want to thank Free Press for making this material available and thank D'Souza for writing it. Thank you, Dinesh. We continue our discussion of Dinesh D'Souza's Illiberal Education: The Politics of Race and Sex on Campus (NY, NY: Free Press, 1991) starting chapter 2, called "More Equal Than Others: Admissions Policy at Berkeley," getting through to page 38 from page 32. We do a fair use and a transformative reading of a book I encountered in high screwel at Chatfield High Screwel in Jefferson County, Littleton, Colorado in 1991. I wrote an article about it in my high screwel newspaper, the Chatfield Charter. This is in a series of TRP backstory episodes on The Republican Professor podcast. I believe I originally used my paper route money to buy the book myself at Summit Ministries in Summer 1991 in Manitou Springs, Colorado. Thanks to my Grandpa Mather for sending me those 4 years. The book is "Illiberal Education: The Politics of Race and Sex on Campus" (NY, New York: Free Press, 1991) by a very young Dinesh D'Souza. We want to encourage you to buy the book either used or new. Throw some money at the publisher for the book to reward them for publishing good books. Follow D'Souza on social media and check out his films as well as his books. Get the book and follow along. We want to thank Free Press for making this material available and thank D'Souza for writing it. Thank you, Dinesh. Warmly, Lucas J. Mather, Ph.D. The Republican Professor Podcast The Republican Professor Newsletter on Substack https://therepublicanprofessor.substack.com/ https://www.therepublicanprofessor.com/podcast/ https://www.therepublicanprofessor.com/articles/ YouTube channel: https://www.youtube.com/@TheRepublicanProfessor Facebook: https://www.facebook.com/TheRepublicanProfessor Twitter: @RepublicanProf Instagram: @the_republican_professor

In this episode of Beginning Teacher Talk, Dr. Lori sits down with pre-K and kindergarten teacher Lindsay Parsons to talk about what classroom management really looks like with today's students. Lindsay shares how simple shifts completely changed the energy in her classroom and helped her feel hopeful again after struggling with student behavior, social-emotional skill gaps, and teacher overwhelm. What You'll Learn: Why so many teachers feel like traditional classroom management strategies are no longer working How whole class motivators can improve student behavior and classroom culture Simple ways to build student leadership, responsibility, and classroom ownership Why small classroom management changes create powerful long-term results How supportive teacher communities can reduce overwhelm and help teachers feel less alone Resources Mentioned: Whole-class motivators Learn more about Dr. Lori's programs If you've been feeling overwhelmed, discouraged, or unsure how to support today's students, this episode will remind you that you are not alone. Be sure to subscribe to Beginning Teacher Talk for more practical classroom management strategies, teacher encouragement, and support for elementary educators. Save your seat at Dr. Lori's new, free class: Need to set up an elementary classroom? Discover how to start the next school year calm, confident, and fully in control (without working all summer). Even if you haven't been hired yet, can't set foot in your school, or don't know what grade you'll be teaching.  Click here to save your seat! https://www.drlorifriesen.com/ready Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori

In this episode of Beginning Teacher Talk, Dr. Lori Friesen breaks down the five hidden classroom patterns that quietly drain teachers day after day. If you've ever felt exhausted by constant reminders, difficult transitions, student behavior interruptions, or feeling like you're always playing catch-up, this episode will help you understand why classroom management can feel so overwhelming and what actually needs to change to make teaching feel calmer, smoother, and more sustainable. What You'll Learn: Why small classroom breakdowns create major teacher exhaustion over time The real reason transitions, lining up, and independent work often feel so difficult How repeated classroom disruptions impact both teachers and students emotionally Why most classroom management strategies don't create lasting change The mindset and classroom systems shift that helps teachers feel calm, clear, and in control again Resources Mentioned: Learn more about Dr. Lori's programs If this episode encouraged you, be sure to subscribe to Beginning Teacher Talk so you never miss an episode. And if you know a teacher who's feeling overwhelmed right now, share this episode with them so they know they're not alone. Save your seat at Dr. Lori's new, free class: Need to set up an elementary classroom? Discover how to start next school year calm, confident, and fully in control (without working all summer). Even if you haven't been hired yet, can't set foot in your school, or don't know what grade you'll be teaching. Click here to save your seat! https://www.drlorifriesen.com/ready Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori Friesen

What if next year doesn't feel easier… not because of your students, but because nothing actually changed? In this episode of Beginning Teacher Talk, Dr. Lori Friesen shares a powerful mindset shift that can completely transform your classroom management and systems before the new school year even begins. If you're hoping for a fresh start, this episode will show you how to actually create one. What You'll Learn: Why a new group of students doesn't automatically create a better classroom experience The real reason common classroom management challenges keep showing up How to shift from reacting to student behavior to designing effective classroom systems Simple examples of how clear routines and procedures can eliminate chaos Why planning your classroom systems before August leads to a calmer, more confident start Resources Mentioned: Learn more about Dr. Lori's programs If you're ready to stop hoping next year will be different and start building a classroom that actually works, this episode is for you. Be sure to listen, subscribe, and follow along with the full series to set yourself up for your strongest school year yet. Save your seat at Dr. Lori's new, free class: Need to set up an elementary classroom? Discover how to start next school year calm, confident, and fully in control (without working all summer). Even if you haven't been hired yet, can't set foot in your school, or don't know what grade you'll be teaching. Click here to save your seat! https://www.drlorifriesen.com/ready Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode. Warmly, Dr. Lori Friesen

Happy 250th Anniversary of 'Murica. You're in for a treat . This is part 1 of multiple on the Second Chapter "The English and American Public Culture." "The American Founders read the Bible," Oxford University Rhodes Scholar Daniel Dreisbach says in his first sentence of his Oxford University Press book. "They knew the Bible from cover to cover." "Its ideas shaped their habits of mind." "The Bible left its mark on the political culture of the era." Dreisbach's first sentence in his chapter 2 is: Ready ? "Anglo-Americans are people of the Book, and that Book is the Bible." WOW ! We had the author, Dr. Daniel L. Dreisbach, D.Phil. (Oxford), JD (University of Virginia Law School) on the podcast for Thanksgiving, Fall 2022. We're going to make a fair use, do a transformative reading of the book. We'd like to thank Dr. Dreisbach for writing this, and thank Oxford University Press for making it available. Support publishers when they make something worth reading. Support the publisher and throw some bidness their way. Support your brick and mortar book dealer. This episode was filmed Thursday 28 May 2026 years after Jesus in the backyard of my long-time (nearly a quarter of a century) Epistemology mentor Dr. Doug Geivett (PhD, USC under Dallas Willard), a student himself of the famous late-great Republican professor, the late-great Dallas Willard of USC's Philosophy Department. The Republican Professor is a pro-correctly-and-adequately-articulating-the-Bible's-appropriate-influence-on-American-politics podcast. Therefore, welcome again, through his writing, Dr. Daniel L. Dreisbach, D.Phil., J.D. The Republican Professor is produced and hosted by Dr. Lucas J. Mather, Ph.D. Warmly, Lucas J. Mather, Ph.D. The Republican Professor Podcast The Republican Professor Newsletter on Substack https://therepublicanprofessor.substack.com/ https://www.therepublicanprofessor.com/podcast/ https://www.therepublicanprofessor.com/articles/ YouTube channel: https://www.youtube.com/@TheRepublicanProfessor Facebook: https://www.facebook.com/TheRepublicanProfessor Twitter: @RepublicanProf Instagram: @the_republican_professor

Before you pack up your classroom for summer, there's one simple step that can make next year dramatically easier. In this episode, Dr. Lori Friesen shares a powerful Teacher Debrief Framework to help you reflect with purpose, capture what truly worked, and turn this year's experiences into stronger classroom systems for next year. What You'll Learn: How to identify the classroom routines that created calm, predictable systems Why certain lessons or units fell flat and how to adjust them for better engagement The key procedures you may have forgotten to explicitly teach and how that impacts classroom management How to recognize behavior patterns and triggers so you can plan proactively The simple systems and strategies that made your teaching easier and how to build on them Resources Mentioned: The Teacher Debrief Framework (5-step reflection process) Learn more about Dr. Lori's programs If you want to walk into next school year with more clarity, confidence, and stronger classroom management systems, this episode is a must-listen. Be sure to subscribe to Beginning Teacher Talk so you never miss an episode designed to support you every step of your teaching journey. Save your seat at Dr. Lori's new, free class: Need to set up an elementary classroom? Discover how to start next school year calm, confident, and fully in control (without working all summer). Even if you haven't been hired yet, can't set foot in your school, or don't know what grade you'll be teaching. Click here to save your seat! https://www.drlorifriesen.com/ready Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode in the Spring Reset Series. Warmly, Dr. Lori Friesen

This is Part 11 in a series celebrating the 40th Anniversary of Harvard University Press' 1985 publication of Richard A. Epstein's "Takings: Private Property and the Power of Eminent Domain." We continue our celebration of this anniversary with a fair use and transformative reading, taking a close look at ch. 6 continuing in the same section which Richard calls ""Takings Prima Facia," which makes the analogy between riparian rights and land rights. He titles chapter 6, "Possession and Use," because he's taking a look at the natural law of the natural coherent unity of the very nature of incidents of ownership (possession, use, disposition/abuse) and the American constitutional order, how these things interact and hang together, ensconced as it is in the purpose of the Constitution. That moral purpose is the protection of individual liberty against claims by a simple majority in a democracy, or judicial or executive fiat, or by the government in any other way in a taking of private property. It's also a good reflection on nature of property per se, whether public or private. For governments are owners as well as takers of property. Today we discuss the entirety of his chapter 6 from pp. 63 to 73.. At the end, this episode concludes with a reading of Psalm 60 in the KJV and January 30th in Streams in the Desert (Cowman Publications, Lost Feliz Station Lost Angeles, Calif. 1925 original non-woke edition). Excellent stuff here. Excellent. Every college student should read this book. It's a superb introduction to the political philosophy of the American regime. Praise the Lord. We'd like to thank Harvard University Press for making this material available and Richard Epstein for writing it. Make sure you buy the book and follow along. It's very important for you to have your own copy on your own bookshelf, and to begin to master this material. Support your local book dealer. See if they have a copy of it, or if they'd mind keeping an eye out for you. I always encourage buying physical books, objects you can have, hold, cherish, learn from, display on your bookshelf as a topic of conversation, things you can pass on to the next generation with your notes in them, things that do not depend upon electricity. Toward that end: Go to Harvard University Press for more selections available for purchase. Please support the publisher and your local booksellers. The Republican Professor is a pro-correctly-contemplating-property-rights podcast. The Republican Professor is produced and hosted by Dr. Lucas J. Mather, Ph.D. Warmly, Lucas J. Mather, Ph.D. The Republican Professor Podcast The Republican Professor Newsletter on Substack https://therepublicanprofessor.substack.com/ https://www.therepublicanprofessor.com/podcast/ https://www.therepublicanprofessor.com/articles/ YouTube channel: https://www.youtube.com/@TheRepublicanProfessor Facebook: https://www.facebook.com/TheRepublicanProfessor Twitter: @RepublicanProf Instagram: @the_republican_professor

As spring fever sets in and the school year winds down, it's tempting to rush through classroom pack-up just to be done. But in this episode of Beginning Teacher Talk, Dr. Lori Friesen shares a powerful shift in thinking that can transform how you end the year so next year feels dramatically easier. Learn how a simple, system-based approach to packing up your classroom can reduce overwhelm, strengthen your classroom management, and help you start the next school year with clarity and confidence. What You'll Learn: Why end-of-year classroom pack-up is a critical part of effective classroom management and not just a final task How to stop saving everything and instead make intentional decisions that support stronger classroom systems A simple strategy for organizing your materials by classroom systems rather than random supplies How to "leave breadcrumbs" for your future self so you don't feel like you're starting over each year The "First Week Box" every teacher should create to reduce stress and set the tone for strong routines Resources Mentioned: The Spring Reset Series (Five-part series) Learn more about Dr. Lori's programs Ready to feel more prepared for next year? If this episode encouraged you, share it with a fellow teacher who's feeling the weight of spring fever and end-of-year exhaustion. And don't forget to subscribe to Beginning Teacher Talk so you can keep building simple, effective classroom management systems that make teaching feel easier and more sustainable year after year. Save your seat at Dr. Lori's new, free class: Need to set up an elementary classroom? Discover how to start the next school year calm, confident, and fully in control (without working all summer). Even if you haven't been hired yet, can't set foot in your school, or don't know what grade you'll be teaching.  Click here to save your seat! https://www.drlorifriesen.com/ready Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode in the Spring Reset Series. Warmly, Dr. Lori Friesen

Episode Summary: If you've ever felt like your classroom success depends on having the perfect lesson, this episode may shift everything for you. In this heartfelt and practical episode, Dr. Lori Friesen shares 10 powerful lessons she wishes she had known in her first year, revealing how strong classroom systems and routines are the true foundation of effective classroom management. What You'll Learn: In this episode, you'll discover: Why classroom routines and systems matter more than even your best lesson plans How improving transitions can instantly create a calmer, more focused classroom Why students need to practice expectations repeatedly and how to do it effectively The difference between calm authority and reactive discipline, and how it impacts behavior How to identify when behavior challenges are actually system problems, not student problems Resources & Mentions: Free training: Virtual Teacher Summer Camp Upcoming episode: Teacher Debrief Framework (end-of-year reflection process) The Spring Reset Series (Part One and upcoming episodes) After Recess/Lunch Slides inside the Classroom Management Club Includes breathing exercises, SEL prompts, story starters, and quick reset activities Learn more about Dr. Lori's programs If this episode encouraged you or gave you a new perspective on classroom management, share it with a fellow teacher who might need support right now. And be sure to subscribe to Beginning Teacher Talk so you don't miss the next episode, where Dr. Lori walks you through a simple reflection process to help you finish the year strong and make next year easier. Save your seat for my free class at the Teacher Summer Camp: Click here to save your seat! https://www.drlorifriesen.com/ready Ready to Feel Back in Control of Your Classroom? If your classroom feels a little off right now, these small system resets can make a big difference fast. Tune in to learn how to bring back calm, clarity, and confidence in just a few days. Stay connected with us! Follow us on Instagram @beginningteachertalk Looking for quick, actionable PD? Visit our YouTube channel! Be sure to follow, rate, and subscribe to the Beginning Teacher Talk podcast so you never miss an episode in the Spring Reset Series. Warmly, Dr. Lori Friesen

Episode #395

Competitor accounts aren't dead ends. An account already using a competitor is proof of budget, problem awareness, and category interest. The only question is timing and approach.We broke down how to read the signals that tell you when a "locked" account is actually ready to move, and how to get in without creating friction.You'll learn the messaging frameworks that open doors, what to never say when approaching a competitor account, and how to stay relevant over a 90-day to 6-month window so you're top of mind when timing shifts.If you've got competitor accounts sitting in your pipeline untouched, this session gives you a clear path forward.You'll Learn:How to spot dissatisfaction signals so you know which competitor accounts are worth pursuingMessaging frameworks for email, phone, and LinkedInHow to build a long-game nurture strategy so you're the next call when something breaksThe Speakers:James Buckley, Jennifer Peters and Jed MahrleIf you want to catch The Daily Sales Show live, join hereFollow Sell Better to get the latest actionable tactics from sales pros at the top of their gameExplore our YouTube ChannelThank you to our sponsors: Gong and Warmly

  500: Celebrating Rhonda's Triumphant Leadership - and a Sad Goodbye In this very special 500th episode of the Feeling Good Podcast, Matt May, Jill Levitt and I pause to celebrate a remarkable milestone, our 500th episode of the Feeling Good podcast, and to honor someone who has been at the heart of it for the past 273 episodes: Rhonda Barovsky Since stepping into the role of host, Rhonda has brought warmth, wisdom, curiosity, and deep compassion to every conversation. Her presence has helped shape the podcast into a trusted space for learning, healing, personal growth, and building the TEAM community. Week after week, she has guided thoughtful discussions on mood, relationships, anxiety, depression, and the many challenges of being human—with authenticity and grace. Rhonda's unique ability to ask meaningful questions, highlight practical tools, and connect with listeners has made an immeasurable impact. Whether exploring TEAM CBT techniques or sharing personal reflections, she has helped countless listeners feel seen, understood, and empowered. As Rhonda steps down from her role as host, this episode is dedicated to celebrating her contributions and expressing deep gratitude for all she has given to this community. In this episode, we: Reflect on Rhonda's journey with the podcast and how she became such an integral part of its success Highlight memorable moments and favorite episodes from her time as host Share behind-the-scenes stories and personal reflections Express appreciation from listeners and the broader Feeling Good community This is not goodbye—it's a transition. Rhonda leaves behind a powerful legacy and a strong foundation that will continue to inspire future episodes and listeners around the world. Thank you, Rhonda, for your dedication, your heart, and your unwavering commitment to helping people feel better. And to our listeners: thank you for being part of these 500 episodes. We're so glad you're here—and we're excited for what comes next as Kevin Cornelius steps into the role of the Feeling Good Podcast host.  Welcome, Kevin! Warmly, David, Rhonda, Matt and Jill

In this Episode you will learn: - W tym odcinku nauczysz się: Warmly welcome - Serdecznie witamy How are you - Jak się masz I'm good and you - dobrze, a ty What will we be talking about today - O czym dzisiaj będziemy rozmawiać Christmas - Boże Narodzenie Merry Christmas - Wesołych Świąt Roy you don't have a Christmas tree - Roy, nie masz choinki Better outside - Lepiej na zewnątrz Decorate the tree - Udekoruj drzewo In Poland people decorate trees - W Polsce ludzie dekorują drzewa Angel - Anioł On the top is a star - Na górze jest gwiazda Christmas balls - Bombki choinkowe Christmas lights - oświetlenie świąteczne I have two Christmas trees, one in the saloon and the other in my sons room - Mam dwie choinki, jedną w salonie i drugą w pokoju moich synów Students do you have a Christmas tree at home? - Studenci, czy macie w domu choinkę? Happy New Year and Merry Christmas - Szczęśliwego Nowego Roku i Wesołych Świąt We cook a lot - Dużo gotujemy In Poland people generally cook dumplings - W Polsce ludzie zazwyczaj gotują pierogi Turkey - indyk Roast Potatoes - Pieczone ziemniaki What is your main dish - Jakie jest twoje główne danie? Mushroom soup with noodles - Zupa grzybowa z makaronem Cabbage with peas - Kapusta Z Groszkiem Carp fish - Karp Presents - Przedstawia Presents under the Christmas tree - Prezenty pod choinką Polish tradition - Polska tradycja Santa clause - Święty Mikołaj Thank you for listening for the whole year - Dziękujemy za słuchanie przez cały rok We will be back next year - Wrócimy w przyszłym roku Merry Christmas and Happy New Year - Wesołych Świąt i Szczęśliwego Nowego Roku  

Yesterday, I had the pleasure of talking with Brandon Alter of the Spiritual Gayz about the month ahead! We begin the month with the Sun and Moon in opposition, reacquainting themselves with the Scorpio-Taurus axis newly vacated by the chaotic and fickle Uranus, who has finally completed his 7-year stay.You may find that this lunation feels purgative; we are expelling subtle attachments to old ways of being, ghosts of patterns, remnants of the people we used to be. This moon is about preparing a space in our lives for what is actually already here, allowing what needs to grow to take root and allowing what needs to transform to pass from one life to the next.The first week of May is spikier than the second and third. Pluto will cast his heavy rays to and fro, but stay the course, because this month has the potential to give much more than it takes.Wishing each of you nourishment and love. May 2026 acts as a portal to some of the loveliest astrology of the year, and I know that each of you will receive a special piece of it.Warmly,Christina I am currently enrolling for Journey with the Sun, a year-long container for building a living, embodied relationship with your birth chart. Together, we move with the Sun through each house and sign in your natal chart. Each journey begins in the season of your rising sign.If you're a Taurus or Gemini rising, this is your time. You're invited to reach out for a free 15-minute consultation to see if it's a fit. Get full access to Skies and Currents at skiesofgrace.substack.com/subscribe

Why Isn't TEAM More Popular? Why Do So Many Therapists Resist TEAM CBT? Featuring Matt May, MD Why has the therapeutic community been so resistant to TEAM? This topic has been a concern to me or many years. To be honest, it isn't new. From the very start of cognitive therapy, when I was first learning it, I began modifying it to make it more dynamic, powerful, and effective. But to be honest, I ran into a small (at the time) of Beck loyalists who branded me as an "outsider," something Beck also did when my book, Feeling Good, began to sell and gain popularity. This saddened and frustrated me, and still does, but it had some great spin-off. On my own, my ideas and approaches grew rapidly, and there was no scarcity of young therapists who wanted to work with me.  Below, you will ready Matt's take on why TEAM CBT has not caught on better, followed by my own thoughts. So read, and enjoy, and feel free to share your own thinking on this topic!  On the live podcast, you will hear our lively discussion with our beloved and brilliant host, Rhonda! Thanks for listening today!  Matt, Rhonda, and David Matt's take: Hi David, I'm excited to discuss this topic!  Also, I agree we would be hard-pressed to cover it in an hour, which I believe is the goal for the podcast. So, why isn't TEAM isn't more popular?  My short answer is that TEAM isn't more popular because many therapists don't want to learn it. Those reasons will vary from one person to another and relate to concepts in the model, itself, like 'process resistance' and 'outcome resistance'. While biological factors, like deficits in cognitive flexibility and neuroplasticity, the 'primacy effect' and age-related changes in the brain, combined with the complexity of the TEAM model, will make it near-impossible for some folks to learn it, these barriers are hard to address with our current technology For the purpose of this conversation, it probably makes more sense to consider the psychological barriers therapists have to adopting a model that is scientifically proven to be superior to other approaches.  As a proponent of TEAM and an instructor, I'd love to know what I'm doing wrong, in presenting the model and how to get more people excited about learning it.  While more research would help us see the problem more clearly, here are some factors that likely play a role: It seems humans have a hard time adopting new truths, regardless of the field being considered. I believe it was Schopenhauer who said all new truths go through three phases on the way to acceptance:  People will ridicule it, violently oppose it, then say they knew it all along as self-evident! One cause of this is something called the 'primacy effect'. People preferentially retain the first version of a story they hear.  If that information is corrected, later, they will continue to believe the first version they heard.  Biological Factors play a role in learning, including genetics, aging, illness and toxic exposure. 'Switching gears', mentally, is more challenging in people with Schizophrenia and their first-degree relatives, for example.  We know that neuroplasticity is greatest in our youth and declines over our lifespan.  Hence the importance of early education and attending to our overall health, habits, nutrition and medical care.       Socioeconomic and Cultural factors certainly play a role.  This is well documented in the book, 'The Emperor's New Drugs', showing how marketing prevailed over science in promoting "antidepressants".  Many therapists in training tell me, 'oh, they wouldn't let me use a measurement tool where I work'.   Lack of 'Critical Thinking'. What people believe often has nothing to do with what is evidence-based or logical.  Many people reject global warming despite the evidence and prefer to believe in conspiracy theories.  We tend to preferentially believe what someone says if we feel a kinship or loyalty to that person or view them as an 'expert'. People might believe RFK Jr. when he says immunizations are dangerous, for example, because he is in their political party and in a position of power, rather than review the science for themselves. Sunk-Cost Fallacy:  People who have gone through training may have a sense that they have invested too much time and money in their education to discard that model and start afresh. Even if we covered this in just a few minutes, we'd still be up against the hardest part of TEAM to learn, Agenda Setting.   Lots of 'Good Reasons' NOT to have open hands, explore topics paradoxically, and reasons this is challenging, technically. So, yeah, we'll have a lot to discuss and I'm looking forward to that! Sincerely, Matt Here is David's list Taking a page out of your book, Matt, our field is filled with so-called "schools" of therapy that function much like cults, most with a narcissistic "leader" at the helm. In a cult, members are required to be absolutely loyal, and to believe in claims the guru makes that have little or no evidence to back them up. For example, most "schools" of therapy claim to know "the" cause of emotional distress, when the causes of depression and other forms of emotional disturbance are still not known. What I have been suggesting is that we get rid of all the schools of therapy and usher in a new era of science-based, data-driven therapy, which would amount to a revolution in our field. This idea, which I feel passionate about, always meets with stiff and hostel opposition / push back. People just don't want to hear it. TEAM integrates high-level empathy and compassion with firm accountability. Give Stanford story with Sunny Choi, and the statement that "Stanford graduate students and faculty cannot be held accountable for doing psychotherapy homework. The need insight-oriented therapy!" This angrily issued statement conveyed, actually, two cult-like (to my thinking) components: First, we KNOW that patients should not be asked to do psychotherapy homework between sessions. Second, we KNOW that "insight-oriented therapy" is the treatment, without ever evaluating them. TEAM focuses on the here and now, and emphasize a "fractal" approach to treatment, where the same distortions and self-defeating beliefs will be embedded in the patient's negative thoughts and feelings every time she or he is upset. So, when you change the present, you have already changed the past. Whereas most therapies have traditionally (and still) focus on the past, thinking they will find the cause of the patient's distress in some pattern or traumatic event. TEAM focuses on rapid change in the here and now, where as many (most?) therapies focus on talk therapy that unfolds slowly, over a period of months, years, or even more. This DOES provide a powerful financial incentive to do "talk therapy," since this drastically provides financial security and reduces the incredible pressure of constantly have to find new patients. TEAM is very challenging to learn. I have taught over 50,000 therapists in the past 35 years or more, through my supervision of graduate students and psychiatric residents, my weekly training group at Stanford, and my workshops, including intensive, around the US and Canada. And one lesson that has emerged is just how difficult it is to learn TEAM. It requires a high level of intelligence and aptitude, and an unusual dedication and commitment. A great many of the most important tools, like Assessment of Resistance, and Externalization of Voices with the CAT, Self-Defense, and the Acceptance Paradox, are extremely difficult to learn and master.  And most give up, and drop out, in favor of some simpler and more formulaic therapy that is easy to learn. TEAM training requires constant role-playing with specific and immediate feedback on your performance, which includes bot a letter grade (A, B, C, etc.) as well as what you did that was effective, and where you fell short and might need to fine-tune your technique with frequent role reversals, always with feedback. This means lots of criticism along the way, which many (most?) therapists do not like. And although we repeatedly emphasize the philosophy of "joyous failure," and "learning through failure," most people do not buy it emotionally. We all want success and compliments! And NOT the "great death" of the self." The "great death" permeates every phase of the T E A M process. At the T = Testing, you will nearly always learn that your perceptions of your patients feel, and how they feel about you, are way off base. This is critically important, but painful for most, as it is a direct body blow to our "need" to be in the role of "expert." Unlike most other forms of therapy, we require therapists to measure patients' feelings, "in the here and now," at the start and end of every therapy session, using brief, highly reliable scales that assess feelings of depression, suicidal urges, anxiety, anger, and also happiness, as well as relationship satisfaction or discord. These scales function like an "emotional X-ray machine," allowing therapists for the first time to see exactly how effective or ineffective you were in every therapy session. Can you take it? On the positive side, this information will allow you to fine tune the therapy and learn from all of your patients every day. On the negative side, you may not want to have to "see" your failures before your eyes at every session with every patient. David: Tell the story of Tuesday group patient who proudly showed me her depression (and other scores) over the previous year with one of her patients. . . But there was absolutely no improvement in any scale. This was shocking and it made me very sad. My goal is to get dramatic changes within a single session. This "great death" continues during the E phase. TEAM therapists are required to ask "What's my grade on empathy" during the session, and also patients fill out the Empathy Scale and other scales on the "Patient's Evaluation of Therapy Session" right after the session. These scales are set up to make therapist failure common, almost universal at first. A warm and curious dialogue about where the therapist went wrong can revolutionize the therapy and deepen the relationship—quickly. But at what cost to the fragile ego of the insecure shrink? The "great death" continues with A = Paradoxical Agenda Setting. You give up your role as the "expert:" or "helper" or "rescuer," which many therapist refuse to do, and instead "become" the patient's subconscious resistance, arguing, with compassion and logic, that there are many GOOD reasons NOT to change. This freaks therapists out! The "great death" continues with the M = Methods phase of the session. I have developed roughly 140 methods to help people challenge distorted negative thoughts and self-defeating beliefs, and have always taught that no one method will work for everyone who's depressed and anxious. So you will have to try many methods, using the Recovery Circle, to find the one that works for each patient. But these methods are challenging to learn, and most therapists don't seem to have the intelligence, aptitude, or commitment to learning how to use them. Many of the methods and insights of TEAM or subtle nuances that many therapists do not "get" or perhaps do not want to "get." Example, the ACT training group, where someone held up the Feeling Good book and said, "We do not want THIS!" They falsely believed that "leaning into" your feelings is always the answer, and wrong believed that TEAM tried to make people happy all the time—called Toxic Positivity—whereas nothing could be further from the truth. In fact, I mentioned healthy negative feelings as early as, I think, Chapter 3 in Feeling Good, "Sadness is Not Depression," where I told the story of an elderly man who died on the Stanford inpatient medical service one evening when I was a medical student. Much of what I teach is shocking and at odds with what people are taught in graduate school. For example, the idea that most people with depression and anxiety—NOT everybody!—can be effectively treated in a single, extended therapy session. Curses! That sounds horrible! And even worse-sounding is the idea that change typically happens suddenly, at the very moment patients stop believing their distorted thoughts. Of course, since most therapists have not seen these phenomena, due perhaps to not having the skill, they insist instead that David is some type of fool, liar, or con artis. Okee Dokee! People—therapists and patients alike—do not "get" a great many of the key ideas in TEAM. For example, let's say the socially anxious patient totally believes the thought, "I shouldn't be so screwed up!" the necessary and sufficient conditions for emotional change. The necessary condition: The Positive Thought (PT) must be 100% true. Rationalizations and half-truths have never helped anybody. The sufficient condition: The PT must drastically reduce your belief in the negative thought. And that's when your negative thoughts will suddenly change. There is even more of what I teach is shocking and at odds with what people believe. For example, 2,000 years ago Epictetus stated they key premise of all the cognitive therapies: "People are disturbed, not by things, or events, but by the views they have of them". And recently, our research team has provided proof of this for the first time, in a study of nearly 7,000 users of our Feeling Great app, using sophisticated statistical modeling techniques. So, the three tenants of cognitive therapies, including TEAM, are: First, you FEEL the way you THINK. In other words, all of your positive and negative feelings result from your thoughts in the here-and-now. Second, depression and anxiety are the world's oldest cons. In other words, your negative thoughts, like "I'm not as good as I should be," or "I'm a hopeless case,"—will be loaded with many of the ten cognitive distortions and are extremely misleading—but you don't realize this when you're upset. You will believe these thoughts with all your heart and feel CERTAIN that they are 100% true. Third, you can CHANGE the way you FEEL. But lots of people will won't have it. They keep insisting on theories that simply aren't true—that emotions cause thoughts, for example—and on methods that may have little or no "punch" above and beyond the placebo effect. Story of Tuesday group student who was scolded in her graduate school counseling program for using the words "thought" or cognition during a therapy session. She was told ONLY to focus on feelings. Many people—therapists and patients alike—strongly believe that therapist empathy is THE key to healing. I have developed many powerful empathy tracking and training methods, but our clinical experience and research has shown, over and over, that therapist empathy is NOT the key to healing. They keys involve using TEAM systematically, and the rapid healing happens during the A and M for the most part. But those are the hard parts! Other problems include the idea that we can convert normal human emotional distress into a series of "mental disorders" that are listed in the DSM, the "bible" of the American Psychiatric Association. In TEAM, we consider each patient's patterns of suffering at the start of therapy, quickly and easily screened by the EASY Diagnostic System, but monitor therapy and patient progress with simple tools that measure feelings, like depression, anxiety, anger, and more. But this is an argument for another day. There's a lot more issues, too. Have I, David, contributed to the resistance to TEAM? Absolutely I have. I plead guilty as accused, and I'm proud of it. I'm totally aware that people—maybe even you— get turned off by criticism, and naturally recoil to protect your "in group," as Matt so clearly pointed out, and maintain loyalty to your "leader," whether it's Freud, Jung, Beck, Hayes, Rogers, or whoever. People are more emotional than rational, and people can be intentionally cruel and deceptive, too, all in the name of what they believe. We see that in our politics these days too. People believe things that are totally false, and wildly implausible, because the group or leader says it's true, it's the way things are. I'm a strong believer that science and truth will win out in the long run. Is this inevitable? I'm not totally confident, and have my doubts, but I am also filled with hope, and look to a future with more therapists like our beloved Matt May, MD and others who have dared to venture in a radically new direction, much like the early astronomers like Galileo and Copernicus who dared to challenge the superstitious teachings of the Catholic church. Those brave and brilliant early souls said, "things are NOT the way you think!" And they used data and mathematical modeling to prove their points. But there were a hundreds years of intimidation and suffering until people finally began to catch on to the then-ridiculous and outrageous ideas that the sun does NOT actually revolve around the earth, and that the earth is NOT the center of the universe. Those NOTS changed history. Can it happen again in the fields of psychiatry and psychotherapy? I hope so, and I've been giving my all, in my teaching, research, clinical work and writing, to make this happen. Sadly, I've fallen far short of my dream, but I'm thankful every day for what I've got, and the wonderful colleagues I'm privileged to know and love. Warmly, David, Matt and Rhonda

We continue Jaffa's discussion of Aristotle's Politics, this time finishing his take on Aristotle's Book II and beginning with his take on Aristotle's Book III, in our discussion of an entry in the 1963 Rand McNally publication, edited by Leonard Strauss and Joseph Cropsey, called "History of Political Philosophy." This episode contains discussion of pages 89 thru the top of page 97 covering the first part of Book II of the Politics. That entry on Aristotle is by Harry V. Jaffa, who famously applied his understanding of Political Philosophy to the history of the Republican Party in American politics, and who, as such, influenced me profoundly through my mentors, who were mentored by him. He is thus one of my intellectual grandfathers. We continue our discussion of Harry Jaffa on Aristotle, pp. 89 thru the top of page 97 covering the rest of Book II and beginning his section on Book III of Aristotle's Politics, discussing an entry published the year before the author wrote one of the most infamous (or famous, depending) Aristotelean speeches for 1964 presidential candidate Barry Goldwater (R, AZ). Jaffa also wrote one of the most influential phenomenological comparisons of the Democratic and the Republican parties using classical political philosophy for the political phenomenology in "Crisis of the House Divided" (University of Chicago Press) The Republican Professor is a pro-getting-political-philosophy right podcast. The Republican Professor is produced and hosted by Dr. Lucas J. Mather, Ph.D. Warmly, Lucas J. Mather, Ph.D. The Republican Professor Podcast The Republican Professor Newsletter on Substack https://therepublicanprofessor.substack.com/ https://www.therepublicanprofessor.com/podcast/ https://www.therepublicanprofessor.com/articles/ YouTube channel: https://www.youtube.com/@TheRepublicanProfessor Facebook: https://www.facebook.com/TheRepublicanProfessor Twitter: @RepublicanProf Instagram: @the_republican_professor

Should Therapists Express Their Feelings? Freud's Huge Error! Featuring Matt May, MD Today we touch base on a really important and highly controversial question: Should therapists express their feelings? Or remain blank slates, as Freud so strongly recommended. We begin with a scholarly and really interesting (oxymoron?) piece that Matt wrote about Freud's own fear of sharing his feelings, and how that led to the huge mistake called psychoanalysis. At the end of this piece, I will briefly summarize the podcast. Matt's piece here Matt began by describing a fascinating case of a woman who had a functional neurological disorder. She appeared, in other words, to be unable to walk, but her walking problem was entirely caused by her mind. Often this type of problem is due to the "Hidden Emotion" phenomenon, where the patient is hiding some powerful feeling—from themselves and others—and then that feeling comes out indirectly, as some form of anxiety (very common) or even as a neurological problem, such as apparent paralysis in a limb. Matt, can you briefly summarize your thinking on how her symptoms may have been due to suppressed anger? During the session, the concept of anger came up, and the husband became agitated, and started pounding angrily on the desk. Clearly, of course, his wife was also terrified of him, one of the key dynamics in their dysfunctional marriage. Matt was scared, and decided to say, "I feel scared right now." The man calmed down instantly. She, too, had been afraid of expressing her feelings. Matt and Rhonda talked about effective and ineffective ways of expressing your feelings. Like everything else in the universe, "I Feel" statements are a two-edged sword. What Matt said—"I feel scared"—was a human statement of vulnerability that did not threaten this many in any way. Matt's humanness allowed him to lower his defenses and open up as well. But saying, "I feel controlled," is actually a hidden criticism of the other person, and it will nearly always trigger more aggression and anger. They also discussed setting boundaries, another highly controversial topic, because much of the time, when therapists (or anyone) attempt to set boundaries, it comes across as an attempt to control the other person, to tell them what they can and cannot do, and that has a high probability of triggering more anger, and is an invitation to violate the annoying "limit" you are trying to set. Matt described a common and frustrating dynamic: a woman who kept "forgetting" to do her psychotherapy homework, and instead kept chasing a man who treated her badly. Of course, her behavior caused him to become even more aggressive and abusive. Matt: what was your point here? I didn't get it in my notes. Any help appreciated! You can be brief, as many words tends to intimidate me. In contrast, a statement like "I'm feeling hurt right now," is vastly less powerful, since it is simply a gentle, non-aggressive way, of showing how you feel. But by the same token, it is often vastly more powerful than attempts to set limits. These are complicated topics, easily misunderstood. For more information, check out my book Feeling Good Together. Warmly, David, Rhonda and Matt

You know that feeling when you’re standing in your kitchen at 2 pm, the math curriculum is still sitting unopened on the table, your ADHD sixth grader has asked you the same question seventeen times, and you realize you haven’t eaten lunch? Yeah. Kara knows that feeling too. If you’re trying to homeschool when everyone has ADHD—you, your kid, maybe multiple kids—you know this isn’t just about finding the right chore chart. “I have two girls, ages eleven and seven. We’ve been homeschooling the entire time. I’m really struggling with feeling overwhelmed right now. My sixth grader has ADHD. We have Classical Conversations on Mondays with one of my homeschool girlfriends. Then on Friday. I’m also a teacher at a co-op with 30 students, teaching astronomy. Right now, I’m struggling with getting through all the things we need to do on the weekdays we’re at home, plus chores and home life and volunteering at church. And my husband works late hours.” Kara reached out because she knew something had to change. The jump to sixth grade brought an increased sense of urgency, and her daughter—who’s nearly an adolescent with hormones adding fuel to the ADHD fire—won’t sit still to do her work independently. Add in a younger child who mom feels is behind in reading and needs intensive support, and downtime for herself feels impossible. But here’s what Kara didn’t say in that initial message, because most moms don’t: She had become her family’s operating system. Constantly anticipating, tracking, adjusting, and holding things together for everyone around her. That level of awareness and care is just too much. No one can live there indefinitely without burning out. The Reality of Homeschooling When Everyone Has ADHD Trying to homeschool when everyone has ADHD means you’re managing multiple struggling brains simultaneously… Kara’s situation isn’t just about overwhelm. It’s about two parallel struggles happening simultaneously: Kara is learning to build routines, be realistic with her capacities, understand her margins, and manage her own ADHD brain and energy. If you want to learn more about questioning your unrealistic expectations, read this. Her daughter is learning the exact same things—but she’s doing it while navigating puberty, which makes everything so much harder. Here’s what the research tells us: while ADHD symptoms themselves may remain stable, adolescence brings additional challenges for girls with ADHD. Hormonal fluctuations during puberty affect emotional regulation, working memory, and attention—particularly during the menstrual cycle when estrogen levels drop. Girls with ADHD in their early teens show higher rates of mood disorders, increased academic struggles, and more difficulties with emotional regulation than their peers. What looked manageable at age 8 becomes significantly harder at age 11—not because the ADHD got worse, but because her brain is managing a neurological and hormonal double challenge. So when Kara says her sixth grader “struggles to work independently,” what she’s really describing is a girl whose brain is working overtime just to hold it together—and a mom who’s compensating by becoming the external hard drive for both of their brains. This is noble, but it is exhausting for me; and it’s not sustainable. The Shift: Stop Being Everyone’s Brain Kara’s breakthrough wasn’t about finding the right reward plan or chore schedule. It was about realizing she had a choice: she could keep managing everyone’s executive function, or she could start creating conditions that allowed both her and her daughter to build their own. This doesn’t mean disengaging or becoming permissive. For Kara, it meant choosing where her energy belonged. She stopped hovering over her daughter during every math problem and started asking, “What do you think you should try first?” Her daughter didn’t always get it right—but she started thinking for herself. But this doesn’t happen in one moment. It happens across many lived moments in a childhood. And here’s the part no one tells you: You have to learn how to do this for yourself first before you can teach it to her. If you want to read more about time management, read this. How to Homeschool When Everyone Has ADHD: The Atomic Habits Framework This is where James Clear’s Atomic Habits becomes useful—not as a rigid system, but as a flexible framework designed around how ADHD brains actually work. Atomic Habits teaches that habits follow identity and systems, not willpower. For Kara, this meant designing small, intentional habits and flexible systems that work for her family’s life, not against it. For both her AND her daughter. The challenge of homeschooling when everyone has ADHD isn’t about working harder—it’s about working smarter with systems that fit your brains. 1. Start Tiny: Stack New Habits Onto Existing Routines Kara writes her top priority for the day after pouring her coffee—just one small habit that sets the tone. Not a list of twelve things. One thing. For her daughter: One subject gets completed before anything else. Not all the subjects. One. This isn’t about lowering standards. It’s about building capacity from the ground up. Read more about habit stacking for homeschool moms here. 2. Identity-Based Goals: Who Do You Want to Be? Instead of “I need to get chores done,” Kara reframes it: I’m the homeschool mom who starts lessons calmly in a tidy space. Instead of “She needs to finish her work,” Kara reframes: She’s learning to manage her own responsibilities, even when it’s hard. The identity shift changes everything. It moves from pushing to becoming. 3. Time Blocks, Not Timetables Rigid schedules are ADHD kryptonite. They set you up to fail before you even start. Flexible blocks for lessons, meals, and breaks respect energy fluctuations and prevent overwhelm. Kara stopped trying to make 9:00-9:45 be “math time” and started creating a morning block where math happened somewhere in there. For her daughter: “You have this block of time to work. I’m available if you get stuck. I’m setting a timer for when I’ll check back in.” This externalizes the structure without making Mom the constant reminder system. Look, time blocking sounds great in theory, but feels impossible in practice when you have ADHD. That’s why I created the Time Blocking Guide for Homeschool Moms—it’s the realistic, ADHD-friendly version that actually works. Grab it here. Time Blocking Guide for Homeschool Moms Feel more grounded and less overwhelmed in your homeschool days.This printable Time Blocking Guide helps you create a realistic, peaceful homeschool rhythm by organizing your week with intention. Includes SMART goal planning, daily and weekly templates, and check-ins—so you can stop chasing perfection and start building a life that fits your family. $9.99 Shop now 4. Name Your Availability Instead of Being Endlessly On-Call This was a game-changer for Kara. Instead of being interrupted seventeen times during a lesson with her younger daughter, she started saying: “I’m teaching your sister right now. I’m available at 10:30. Write down your question or try to figure it out, and we’ll look at it together then.” Comfortable at first? Not even a little. Kara’s daughter would stand at her elbow, waiting, sometimes getting frustrated. But over time, something shifted. Her daughter started writing questions down. She started trying things on her own. She learned that struggling for five minutes wasn’t the end of the world—and that Mom wasn’t a 24/7 help desk. 5. Let Responsibility Land Where It Belongs (Even When It’s Uncomfortable) Kara had been carrying the responsibility for her daughter’s incomplete work. She reminded, redirected, sat next to her, prompted every step. The shift: “This is your work. I’m available to help when you’re stuck. If it’s not done by the end of our school block, we’ll talk about what happened.” Natural consequences are uncomfortable. But they’re also how humans learn. Kara remembers the first time she let her daughter sit with an incomplete assignment. Every part of her wanted to swoop in and “help” (read: do it for her). Instead, she sat on her hands and waited. Her daughter was upset. They talked about what happened. The next day, her daughter started her work earlier. Not because Mom nagged—because she’d lived the consequence and decided she didn’t like it. 6. Prune the Energy Drains Kara audited her week and realized she was doing things out of obligation, not alignment. The church volunteer role that drained her every Wednesday? Dropped. The elaborate co-op snacks she spent two hours making? Delegated to her husband or done “good enough” with store-bought options. She wasn’t being lazy. She was being intentional about where her energy belonged. You can’t prune what you can’t see. Download my free Time Audit for Homeschool Moms and figure out what’s actually eating your time (spoiler: it’s probably not what you think). Download my free Time Audit for Homeschool Moms What Actually Changed for Kara With these small, intentional shifts, Kara began to notice: Mornings feel calmer and less reactive Lessons and chores flow more smoothly (most days) Her daughter is starting to initiate work without being told (sometimes) Focus and energy are preserved for meaningful work Confidence grows because systems are working for her, not against her Notice I didn’t say “everything is perfect now” or “her daughter never struggles.” Because that’s not real life. Real life is: some days work, some days don’t. But the trajectory is different. The foundation is being built. And Kara is no longer the family’s operating system—she’s the coach, the guide, the one who creates conditions and then steps back enough to let her daughter build her own capacity. These results echo James Clear’s principle: tiny, consistent systems, built around who you want to be, compound into meaningful change. The Truth About Homeschooling When Everyone Has ADHD If you feel like Kara—overwhelmed, pulled in every direction, carrying an invisible load for everyone, trying to help your ADHD daughter while managing your own ADHD brain—you’re not alone. You’ve learned to stay highly engaged because it feels like the only way things work. Letting go doesn’t feel neutral—it feels risky. Of course it does. Kara felt the same way. For years, her constant involvement kept things moving. Slowly, maybe. Imperfectly, definitely. But moving. And that felt noble. Howeva… it was also costing her everything. Here’s the truth: this way of living isn’t sustainable. But there’s another way. Imagine being able to: Name your availability instead of being endlessly on-call Use visible timers to externalize your limits Let responsibility land where it belongs, even when it’s uncomfortable Build routines that work with your ADHD brain, not against it Teach your daughter to do the same None of this will be done perfectly. You will not get immediate results (for her or you). This is about noticing, experimenting, and giving yourself permission to engage differently—with less managing and more trust. You get to decide how you live your life. You get to lead your life. (And when you do that, your kids will learn to lead theirs too.) Ready to Take the Next Step? Kara said: “I know something has to change to make this sustainable… I’m ready to get support and take the next step.” If you’re ready too, I’d love to work with you. I coach homeschool moms who are trying to homeschool when everyone has ADHD and are done with the constant overwhelm… If you’re feeling stuck: Book your free Aligned Homeschool Reset session with me. We’ll talk through where you are, where you want to go, and whether coaching is the right next step. You don’t have to do this alone. Warmly,Teresa Book your free Aligned Homeschool Reset Session I help homeschool moms release pressure, edit expectations, and make small, intentional shifts that lead to a more confident and connected homeschool life. Book a Free Aligned Homeschool Reset Frequently Asked Questions About Homeschooling When Everyone Has ADHD How do I homeschool my child with ADHD when I also have ADHD? Start by accepting that you’re both learning the same skills—just at different stages. The strategies that help your child (external timers, flexible time blocks, one priority at a time) work for you too. The biggest shift? Stop trying to be your family’s operating system. Cliche, but true: you can’t pour from an empty cup, and you can’t teach executive function skills you haven’t practiced yourself. Start small: one priority before coffee gets cold. Build from there. Why is my ADHD child’s behavior getting worse in middle school? It’s probably not getting worse—it’s getting harder. Research shows that puberty adds a neurological and hormonal double challenge for kids with ADHD, especially girls. Dropping estrogen levels affect working memory, emotional regulation, and attention. What looked manageable at 8 becomes significantly harder at 11. This isn’t regression; it’s a developing brain under increased demands. Adjust your expectations and supports accordingly. How do I get my ADHD child to work independently? Gradually. Instead of hovering, try naming your availability: “I’m teaching your sister until 10:30. Write down your question or try to figure it out.” Yes, this will be uncomfortable at first. Your child might stand at your elbow, waiting. But over time, they’ll start problem-solving on their own—not because you nagged, but because you created space for them to build that capacity. What’s the best homeschool schedule for ADHD families? Not a rigid timetable—those are ADHD kryptonite. Use flexible time blocks instead. Rather than “math at 9:00 AM sharp,” create a morning block where math happens somewhere in there. This respects energy fluctuations without abandoning structure entirely. Pair this with external cues like visible timers so you’re not the constant reminder system. How do I stop feeling so overwhelmed as an ADHD homeschool mom? Audit your week and prune what drains you. That volunteer role you dread? The elaborate snacks you spend two hours making? These aren’t requirements—they’re choices you can unmake. You’re not being lazy by dropping them; you’re being intentional about where your limited energy belongs. Focus on what only you can do and let the rest go or become “good enough.” Will my ADHD child ever learn to manage themselves? Yes—but not if you keep managing everything for them. Natural consequences are uncomfortable, but they’re how humans learn. The first time you let an incomplete assignment sit without swooping in to “help” will feel awful. But when your child decides they don’t like that consequence? That’s when the shift happens. You’re not raising a child who needs you to function. You’re raising an adult who can lead their own life. You May Also Want to Read: 5 Overlooked Mistakes That Are Stressing You Out as a Homeschool Mom (& How to Fix Them) New Overwhelmed Homeschool Mom 7 Red Flags That Say You Need Homeschool Wellness Coaching—Before Burnout Hits How to Set Realistic High School Expectations? Learn Human Development How to Create a Personalized Homeschool High School (That Fits Your Teen) How Gordon Neufeld Informs my Homeschool Sibling Bickering in Homeschool Families: What's Normal & How to Handle It Foster Strong Relationships in Your Homeschool Family Stop Asking These 6 Homeschool Questions (That Sabotage Your Life) Everything you Want to Understand about the Overwhelmed Homeschool Mama

What if the old techniques don't work now? What can I do if I'm boring on dating apps? How do I balance TEAM CBT with Life? Do relapses come from out of the blue? Carlos continues with his question(s) first addressed on last week's podcast. He'd recovered from depression using TEAM CBT, but had a question about how to challenge his negative thoughts during a relapse, as well as how to balance TEAM CBT with life. Plus a dating question from a man who's never had a date! Today's questions begin here. Should I use a brand-new CBT technique to help me overcome my current negative thoughts? I've been using my previous solutions (Exposure Therapy and Daily Mood Log) however, they don't seem to help out as much as they used to. How do I balance Team CBT and life? I've been having a difficult time finding the right balance between Therapy and Life. Whenever I strictly do therapy, I feel good, but then feel sad that I sacrifice other activities in order to do the therapy. Inversely, whenever I do activities (while only occasionally doing therapy), I feel conned by my anxiety and feel as if I can't enjoy doing my activities. Can you relapse despite having no apparent issues in life? I'm currently on Christmas break, without much pressure to find a job. Yet despite this, I'm feeling more anxious right now than I was in university! How is this possible? Is there perhaps a hidden emotion or desire that I'm not expressing? Regardless of how negative I feel right now, I'm doing my absolute best to stay positive and keep working on myself with Team CBT. I'm looking forward to resolving my anxiety with the help of your awesome tools! It was an honor speaking with you, thank you for reading! -Carlos David's Answer Great question, and I'll give you a (hopefully) great answer on the podcast! But here's the quickie answer. Focus on one specific moment when you'd like to be feeling happier, or when you need help to become the person you want to be. Then use a Daily Mood Log, Habit / Addiction Log (HAL), or Relationship Journal, depending on what's needed. This is the exact same fractal concept we use in all of TEAM CBT! Warmly, david   I am overly sincere and boring on dating apps. What can I do to correct this? Michael writes: Hi Dr burns  I am 30 and never dated anyone. Whenever I start chatting on dating apps I seem very boring or sincere person how can I talk to someone in this? Regards, Michael (disguised name)

Part 4: The Natural Law provides a key to resolving a Republican debate in the 1980s on the normative judicial power, Judicial Activism v. Judicial Restraint. We discussed the first part of the second chapter last time (8 Jan 2026) and this time we continue with the second half of Chapter 2, pp. 16 to through 23. Stephen Macedo published "The New Right v. The Constitution" with The CATO Institute in 1986. We're going to make a fair use and do a transformative reading of the book. CATO offers a free download of the book here: https://www.cato.org/books/new-right-v-constitution We'd like to thank Stephen Macedo for writing the book and to thank CATO for making this material available in publishing it. Consider supporting CATO with a financial donation so that they can continue providing quality resources for discussion. Tell a friend about their resources. The Republican Professor is a pro-appropriate-judicial-activism podcast. Warmly, Lucas J. Mather, Ph.D. The Republican Professor Podcast The Republican Professor Newsletter on Substack https://therepublicanprofessor.substack.com/ https://www.therepublicanprofessor.com/podcast/ https://www.therepublicanprofessor.com/articles/ YouTube channel: https://www.youtube.com/@TheRepublicanProfessor Facebook: https://www.facebook.com/TheRepublicanProfessor Twitter: @RepublicanProf Instagram: @the_republican_professor

Ask David, #491, featuring our beloved Dr. Matthew May. Can Introverts be helped? How can we enhance our happiness? What's the best movie to watch if your father rejected you? How can I identify my feelings? The answers to the first two questions are brief and were written prior to the show. Listen to the podcast for a more in-depth discussion of each question. Today's Questions Anonymous asks: Can an introvert become more extroverted? Or are these personality traits "fixed" and unchanging? Seve asks: I know that TEAM can be super helpful for negative thoughts and feelings, but what are the best tools to enhance happiness and become the person we want to be? I have a patient whose father rejected her when she was young. What would be a good movie that I could recommend for her? Anonymous asks: I don't know how to identify my feelings. Can you help?   Today's Answers Question #1 Anonymous asks: Can an introvert become more extroverted? Or are these personality traits "fixed" and unchanging? Dear Dr. Burns, I hope this message finds you well. I would like to ask you a question regarding personality traits. Some articles suggest that introversion and extraversion are relatively stable characteristics—meaning that an introverted person cannot truly become more extroverted, and vice versa (or at least not to a great extent). They also propose that introverts tend to lose energy in social situations and recharge when alone, whereas extroverts gain energy from social interaction. I'm very curious to know your thoughts on this topic. Do you believe an introverted person can become more extroverted? And in your view, is an introvert's need for solitude more of a true "need" or a "want"? Thank you very much for your time and for the inspiration your work has provided to so many of us. Warm regards, Anonymous David's reply If you like, I can make this an Ask David question for an upcoming podcast! It's a cool question and raises many questions: Do "personalities" even "exist?" Is this like the question, "Do we have a self?" It also focuses on the issue of whether we can change and grow, or whether there is some invisible barrier beyond which we can grow any further, due to some inherent "limit" due to our "personality type." Best, david   Question #2 Dr. Dear David: I know first-hand how helpful TEAM CBT can be to address negative thoughts and emotions but our path to a happier life and to the person we want to be never really ends.  Are there any other tools that Dr. David may have come across and can suggest for someone's growth? Thank you, Steve David's Answer Great question, and I'll give you a (hopefully) great answer on the podcast! But here's the quickie answer. Focus on one specific moment when you'd like to be feeling happier, or when you need help on become the person you want to be, and then use a Daily Mood Log, Habit / Addiction Log (HAL), or Relationship Journal, depending on what's needed. This is the exact same fractal concept we use in all of TEAM CBT! Warmly, david   Question #3 Hi podcast crew: I have a patient whose father rejected her when she was young. What would be a really good movie to recommend do her? David's Answer Sadly, I lost my notes from this podcast, but in general David and Matt found this question somewhat offensive, as it suggests you can chase a problem (father rejected me) with a method, in this case recommending a good movie. We, instead, would recommend TEAM CBT, which is real therapy, and not gimmicks. Movies can be rewarding, but that's not the same as effective therapy! Rhonda asked David and Matt what was wrong with recommending a movie in the same way we recommend books for clients to read.   Have a listen to hear their response.   Question #4 Anonymous asks: I don't know how to identify my feelings. Can you help? David's Answer Rhonda said one of her clients could not identify their feelings, unless they have the Feelings Chart in front of them.   David thought that anyone could identify their feelings and explained. One simple way is to identify a specific moment when you were upset and wanting help. Think about what was going on, who wee you with, where were you, etc. Then review the Feeling Words charts, which I will link to, to see how many, and which ones, resonate with how you were feeling at that time, or how you may still be feeling. Feeling Words Chart with Five Secrets, v 2 Another way is to draw a Stick Figure of yourself, and put a bubble above its head. Then imagine the Stick Figure is upset and put the Stick Figure's negative thoughts and feelings in the bubble. They don't have to be your feelings and thoughts, just make some up. Do it now—on paper! DON'T just think about it. That never works! Have you done it yet? No? That's what I suspected. If you ever DO want the answer to your question, so the stick figure on paper and then write me back. Thanks! Finally, you can listen to the podcast on "I Feel" Statements, and spend one week telling five people a day how you feel, using words from the Feeling Words Chart. For example, when checking groceries you could tell the clerk, "I'm feeling happy because we have such beautiful weather today." Or, "I'm feeling really frustrated with politics this morning!" Or whatever.  Thanks for listening today! Matt, Rhonda, and David

Live Work with Madeleine I'm Helpless! Part 3 of 3 Today, we are pleased to present the live and unedited follow-up session with Madeleine, a loving mother who became terrified when she realized that her oldest beloved daughter might be in mortal danger during her hear abroad while in college.  Part 3 of 3 We were a bit rushed near the end of M = Methods in Part 2 because of a mistake that I (David) made. I forgot that we had extended this webinar by 30 minutes, so we wouldn't be rushed at the end, so I wrongly concluded we were running out of time when we weren't! In order to complete our work, we scheduled Part 3 several weeks later to do the following critical pieces of the work with Madeleine. Additional work with the Externalization of Voices to make sure she could knock all of her self-critical thoughts out of the park. Cognitive Flooding, using the magazine article she was triggered by to prompt the anxiety. The idea is to make yourself as anxious as possible for as long as possible, until the anxiety and panic eventually loses its punch and becomes boring. This will be one of the first times we have illustrated this technique live in a video-recorded session. Any other loose ends that may have emerged since our first session with the wonderful Madeleine! We did some cognitive flooding, urging Madeleine to close her eyes and describe her most terrifying fantasy involving her daughter's abduction by a sociopathy. We encourage her to make herself as anxious as possible, and within minutes she was at 100% and sobbing. Then we did some "memory" rescripting as we had promised her at the start, and part way through there was an unexpected surge of anger, that seemed to come from out of the blue, although the circumstances of the fantasy were clearly more than enough to trigger rage.  Using the technique called "Affect Bridging," I asker her whether the anger she was now feeling might trace back to some earlier traumatic event in her life, perhaps when she was young, and this was confirmed. She described a profoundly troubling indecent involve her mother and dad shortly before they got divorced.  There was a tremendous amount of emotion packed into today's follow-up session, almost non-stop, in fact. We look forward to seeing Madeleine's end-of-session Brief Mood Survey and Evaluation of Therapy Session. Jill and David assigned follow-up homework for her, including 15 minutes per day reading the terrifying article from People Magazine that had initially triggered her in the beauty salon.  We want to thank you, Madeleine for your courage in being so open and real, and for giving us all a unique opportunity for some incredible learning, and also the chance to get to know you at a deep a genuine level! Thanks for listening to these three podcasts. We hope you enjoyed them and learned something useful and helpful, especially if you've also been struggling with feelings of depression and anxiety, or if you're a mental health professional wanting to take a deeper dive in to how TEAM CBT can sometimes produce extremely rapid healing, even from severe feelings of depression, anxiety, and despair.  Madeleine, Jill, Rhonda, and David Following the session, Madeleine sent us the following feedback on the session via email: Hi Jill and David, Completed after session yesterday, but in my state of emotional fatigue, forgot to hit send! Brief Mood Survey after session: Depression: 3 / 20 (minimal) Suicidal urges: 0 / 12 (none) Anxiety: 8 / 20 (mildly elevated) Anger: 9 / 20 (mild/moderately elevated) Happiness: 12 / 20 (low) Relationship Satisfaction: 29 / 30 (nearly perfect) Evaluation of Therapy Session Empathy: 20 / 20 (perfect score) Helpfulness: 20 / 20 (perfect score) Satisfaction: 8 / 8 (perfect score)  Commitment: 8 /8 (perfect score) Neg feelings: 4 (high, range = 0- 4) Difficulties with Q: 2 (medium, range = 0- 4) What did you like the Least: exposure was pain. It feels very heavy and exhausting. And i understand, necessary to healing. What did you like the Most: David's "bridging" my affect states to discover my rage source. Jill's keeping us on track and making connection from my present worry about daughter's safety to past feelings of betrayal, losing trust, and resulting anger in my dad, a trusted figure. You both hit the nail on the head so many times in the session to uncover the deeper, ugly, messy, dark pools that lie within me i choose to keep safely sealed tight and out of the light. Postscript: I just completed day 1 of exposure in re reading the awful article. All the anxiety and fear resurfaced along with new feelings of revenge, determination, appreciation for the authors who are perhaps trying to help the family by publishing this. Ick. Best Regards, Madeleine  Again, a big thanks to you Madeleine, and we will watch closely as you continue your courageous daily exposure work, and look forward to the day when you have won this battle!  Warmly, david