Teachers Aid

This conversation examines the crucial importance of math fact fluency in education, exploring effective teaching strategies, the role of parents, and the challenges faced by educators. The panel shares success stories from their classrooms, emphasizing the importance of consistent practice and engagement in fostering student success in mathematics. They also address misconceptions about math instruction and the significance of building foundational skills for future learning. Brian Poncy Facts on Fire | math fact fluency| Podcast Follow on Twitter: @brian_poncy @rastokke @StamStam193 @jonHarper70bd @bamradionetwork @jonHarper70bd @bamradionetwork Kristin Ryan is a first-grade teacher in a rural, K-4 school in Wyoming. She holds a Bachelor of Science degree in K-8 Elementary Education and K-12 Special Education, as well as a Master of Arts degree in Elementary Education with a focus on K-12 Reading Specialist, all from the University of South Dakota. She also holds a Principal Certificate from the University of Wyoming. She has worked in education for the past 16 years. Dr. Brian Poncy is a Professor of School Psychology at Oklahoma State University. His research focuses on academic interventions and behavioral principles of learning, specifically in the area of mathematics. Dr. Poncy created the Measures & Interventions for Numeracy Development (M.I.N.D.), a set of free materials to support teachers in the assessment and implementation of empirically-validated interventions to increase early numeracy and computation skills (www.factsonfire.com). Laura Stam is a 3rd-grade teacher in Thermopolis, Wyoming. She is a 2024-2025 Goyen Fellow and a founding board member of The Reading League Wyoming. Dr. Anna Stokke is a Professor in the Department of Mathematics and Statistics at the University of Winnipeg.. She is co-founder and President of the non-profit organization Archimedes Math Schools, which delivers after-school math classes for children. She hosts the popular math education podcast Chalk & Talk, where she discusses evidence-informed math teaching with leading education experts.

In this introductory episode, Jon discusses the concept of direct instruction with four experienced educators. They explore the definition of direct instruction, its effectiveness, common misconceptions, and actionable tips for teachers looking to implement these strategies in their classrooms. The conversation emphasizes the importance of clarity, engagement, and the role of the teacher as a content expert in facilitating student learning. Follow on Twitter: @MmeLockhartLDS @beanie0597 @StamStam193 @mrzachg @jonHarper70bd @bamradionetwork Beanie Geoghegan is the Manager of Solutions and a Co-Founder of Freedom in Education. She works closely with educators to develop and implement solutions that align with the organization’s mission to restore excellence in K–12 education. With over two decades of experience as a teacher, parent, volunteer, and advocate, Beanie brings a deep understanding of classroom dynamics and instructional effectiveness. Zach Groshell, PhD is a highly distinguished teacher, instructional coach, and education consultant. Zach is based in Seattle, WA and works with schools nationwide and internationally to develop high quality instruction based on the science of how kids learn. Zach is the author of the book Just Tell Them, hosts the podcast, Progressively Incorrect, and is active on Twitter (@mrzachg). Laura Stam is a 3rd-grade teacher in Thermopolis, Wyoming. She is a 2024-2025 Goyen Fellow and a founding board member of The Reading League Wyoming. Kim Lockhart is an elementary classroom teacher and Special Education Teacher, with a passion for helping students with reading and writing difficulties through science-based instruction. Following the completion of her Master of Education, Kim worked for the Ontario Ministry of Education to revise the Langauge curriculum document to align with the reading research and then began working, part-time, as a course instructor at Vancouver Island University where she teaches the evidence-based strategies she wishes she’d been taught in Teachers College. Kim lives by the words “prevention before intervention” and aims to ensure as many teachers as possible graduate from their Teacher training program with the knowledge they need to be knowledgeable, confident and successful classroom teachers.

This conversation delves into the pressing issue of teacher shortages across the United States, exploring the underlying causes, the impact on teacher well-being, and strategies for recruitment and retention. The panel of educators and experts discusses the importance of understanding the context of the teacher shortage, the need for systemic change, and the significance of fostering supportive relationships among teachers. They emphasize that teachers are ordinary individuals facing extraordinary challenges, and advocate for a more realistic portrayal of the teaching profession. Follow our PLN on Twitter: @Rdene915 | @AnnettePonnock | @DevonBeck365 | @rpondiscio | @bamradionetwork | @jonHarper70bd | @amirtaronED BlueSky: @amirtaron.bsky.social Paul Bruno is an assistant professor of education policy, organization and leadership in the College of Education at the University of Illinois Urbana-Champaign. He studies school staff labor markets, resource allocation in schools, and school personnel administration. He holds a Ph.D. in urban education policy and an MA in economics from the University of Southern California, as well as an MA in science and math education and a BA in philosophy and molecular and cell biology from the University of California, Berkeley. He previously taught middle school science in California. Dr. Rachelle Dené Poth, JD, is an edtech consultant, presenter, attorney, author, and Spanish and STEAM: Emerging Technology teacher. Rachelle has a Juris Doctor degree from Duquesne University School of Law and a Doctorate in Instructional Technology. Rachelle specializes in Artificial Intelligence, AI and the Law, AI and the Environment, Cybersecurity, and STEM. She is the author of ten books, including her most recent book, What the Tech?: An Educator’s Guide to AI, AR/VR, the Metaverse and More! and “How to Teach AI: Weaving Strategies and Activities Into Any Content Area.” She is also a frequent blogger for multiple publications. Contact Rachelle: bit.ly/thriveineduPD Annette Ponnock, PhD is a Postdoctoral Research Associate at the Yale Center Emotional Intelligence. Dr. Ponnock’s research focuses on teacher motivation and well-being, with an emphasis on urban schools. She received her PhD in Educational Psychology from Temple University and her MA in Psychology from the University of Santa Monica. Amir Taron Aryes is a curriculum supervisor at a charter school in Camden, New Jersey. He found his purpose in education over a decade ago. In addition to teaching history for five years, he held leadership roles in student discipline, academic counseling, after-school tutoring, and school programming. He approaches his work in education with a passion for students, families, and teachers from a perspective of empathy, understanding, and high expectations. Robert Pondiscio is a senior fellow at the American Enterprise Institute where he focuses on K–12 education, curriculum, teaching, school choice, and charter schooling. He is also a former New York City public school teacher and the author of many books, including How the Other Half Learns: Equality, Excellence, and the Battle over School Choice (Avery, 2019), about Success Academy Charter Schools. Devon Beck is a dynamic leader and advocate for education, equity, and community development. His career spans multiple sectors, including education, community engagement, and the music business, where he has pioneered new roles to address organizational needs. A graduate of the University of Maryland Eastern Shore, Devon began his career in education, holding various roles such as Teacher’s Assistant, Behavior Specialist, Geometry/Algebra Teacher, Family & Student Liaison, and Pre-Referral Coordinator for the Talbot County Board of Education. Through these positions, he developed expertise in mentoring and supporting students who faced learning challenges. His work reinforced his belief that reaching students at critical stages in life can have a lasting impact.

This conversation explores educators’ challenges and strategies in teaching history amidst changing state guidelines and societal expectations. The panel discusses the importance of balancing required content with diverse perspectives, the role of storytelling in engaging students, and the necessity of fostering critical thinking skills. Each educator shares insights on how to navigate these complexities while preparing students for active citizenship. Follow our PLN on Twitter: @swanversations @aspaglayan @Eduflack @rpondiscio @bamradionetwork @jonHarper70bd Andrew Swan is a devoted middle-school teacher who has worked at Bigelow Middle School in Newton, Massachusetts for over 20 years — currently as an 8th grade Civics teacher. He keeps striving for the ‘perfect’ lesson and the secret sauce that works for every student. Andrew is the author of many books on pedagogy that remain rattling around his head (for now). Agustina S. Paglayan is a political science and public policy professor at the University of California, San Diego, and a nonresident fellow at the Center for Global Development. She is an expert in the interplay between politics and education.​ Her research has received numerous awards from the American Political Science Association for deepening our understanding of democracy, autocracy, political economy, political history, public policy, and labor politics. Her findings have been featured in The Economist, NPR, the Washington Post, and other media. She has consulted for the United Nations, the World Bank, and the Inter-American Development Bank. In her new book Raised to Obey: The Rise and Spread of Mass Education (Princeton University Press, 2024), Paglayan shows that education systems in the West emerged not from democratic ideals or industrialization needs but from governments’ desire to control citizens. Tyler Bonin is the Civics Education Specialist at the Goldwater Institute’s Van Sittert Center for Constitutional Advocacy. Prior to joining the Institute, Tyler managed marketing efforts at State Policy Network and the Classic Learning Test (CLT). While at CLT, Tyler created and produced the Anchored podcast, a top-ranked program focused on conversations at the nexus of education and culture, with such guests as Cornel West, Robert P. George, Heather Mac Donald, Glenn Loury, and more. Additionally, Tyler taught and developed curricula in history and economics at Thales Academy, a network of private classical academies in the Southeastern United States. He was also a lecturer at Judson College at Southeastern, where he taught in a program for college students seeking careers in education. Tyler holds degrees from Campbell University and Duke University. Patrick Riccards is the CEO of the Driving Force Institute, the nation’s largest producer of American history education films. DFI currently has more than 60 million users worldwide. Robert Pondiscio is a senior fellow at the American Enterprise Institute where he focuses on K–12 education, curriculum, teaching, school choice, and charter schooling. He is also a former New York City public school teacher and the author of many books, including “How the Other Half Learns: Equality, Excellence, and the Battle over School Choice” (Avery, 2019), about Success Academy Charter Schools.

This conversation explores the profound impact of recent immigration policy changes on teachers and students, focusing on the emotional and practical challenges faced in educational settings. Panelists discuss the anxiety and fear stemming from the potential presence of immigration agents in schools, the importance of clear communication and support systems, and strategies for creating safe spaces for students. The discussion highlights the importance of collaboration among educators, community organizations, and school leadership in effectively navigating these challenges. Follow on Twitter @Jenschwanke @drjenschwanke.bsky.social | @jehan_hakim | @msdarasavage @ExcelLYNNCE | @kbustosdiaz | @jonHarper70bd | @bamradionetwork Jehan Hakim is a mother and Houston-based educational consultant with over a decade of experience in empowering educators and organizational leaders through culturally responsive pedagogy and professional development. Jen Schwanke, Ed.D., has been an educator for almost three decades, teaching or leading at all levels. She is the author of four books published by ASCD, including The Principal’s Guide to Conflict Management, and has published hundreds of articles in various education publications. In addition to providing professional development to districts in the areas of school climate, personnel, and instructional leadership, Schwanke presents at conferences for ASCD, NAESP, NASSP, AASA, and various state and local education organizations. She is the co-host of the popular “Principal Matters” podcast and an instructor in educational administration at The Ohio State University and Miami University of Ohio. Dr. Schwanke currently serves as a Deputy Superintendent in Ohio.– Kenya Bustos Diaz is a freshman ENL Teacher From Veracruz, Mexico, DACA recipient. Social Justice Mentor for Future Teachers of Color at Butler University Bachelor’s Degree in Secondary Education from Butler University. Dara Laws Savage is a 26-year educator from the great state of Delaware. She has served on numerous local, regional, and state committees, and has been Teacher of the Year in two different districts. She is an Emeritus national faculty member of PBLWorks, and is presently the English 9 teacher and Instructional Coach at the Early College High School at Delaware State University while working on her doctorate. Dara is a proud Board of Education member for the Seaford School District (alumna) and she is the owner of Savage Educational Consulting. Tom Rademacher has spent the last two decades devoted to students and education. He’s the author of 50 Strategies for Learning without Screens, It Won’t Be Easy, Raising Ollie, and the forthcoming chapter book series Bucket and Friends. Tom was named Minnesota’s 2014 Teacher of the Year, and before teaching mostly wrote bad poetry and talked about Kurt Cobain. He lives too close to the Mall of America in Minnesota with his wife, son, and absolute chonk of a dog.

This conversation explores the implications of recent changes to diversity, equity, and inclusion (DEI) policies in education. A panel of educators discusses how these changes affect teaching practices, classroom environments, and student relationships. They emphasize the importance of maintaining inclusivity and building strong relationships with students and families, regardless of policy shifts. The discussion highlights the need for educators to adapt while remaining committed to fostering an equitable learning environment. Follow on Twitter: @_CrystalMWatson @CrystalMWatson on BlueSky | @jehan_hakim | @JM_Butcher | @DevonBeck365 | @MarantoRobert |@AggieAshley | @jonHarper70bd | @bamradionetwork Crystal Watson is a passionate mathematics educator from Cincinnati, serving as an elementary school principal. She is dedicated to helping cultivate spaces of belonging where deep learning and positive growth can happen. Her motto, “What do the students think?” reminds her to always take time to hear different perspectives, especially the children, in order to make sound decisions. Jehan Hakim is a second-generation Arab-American Muslim woman and mother of four. She is a Bay Area native who was born and raised in the Tenderloin district of San Francisco, California – and graduated from San Francisco State University with a Bachelor’s degree in Political Science. Though she’s been a community organizer and educator for decades. The depths  of her experience span from program management and coordination within school districts, to interfaith coalition building, community outreach, foreign affairs, and diversity. Robert “Bob” Maranto is the 21st Century Chair in Leadership in the Department of Education Reform at the University of Arkansas, has served on his local school board, and with others has written or edited 18 books so boring his own mother refused to read them. He co-edited a forthcoming book, The Free Inquiry Papers, to by published by the American Enterprise Institute in April. Maranto. “Bob”and James V. Shuls. (2011). Lessons from KIPP Delta. Phi Delta Kappan 93: (November) 52-56, at https://journals.sagepub.com/doi/pdf/10.1177/003172171109300313. Jonathan Butcher is the Will Skillman Senior Research Fellow in Education Policy at The Heritage Foundation. He has researched and testified on education policy around the U.S., including testimony before the U.S. Commission on Civil Rights. He is the author of Splintered: Critical Race Theory and the Progressive War on Truth (Bombardier Books, April 2022). He co-edited and wrote chapters in The Critical Classroom (The Heritage Foundation, 2022), discussing the racial prejudice that comes from the application of critical race theory in K-12 schools. In 2021, South Carolina Gov. Henry McMaster nominated Jonathan to serve on the board of the South Carolina Public Charter School District. Ashley Eberhart is in her 11th year of teaching as a Spanish Teacher at Round Rock High School in Round Rock, Texas. She serves as the Vice President for the Texas Foreign Language Association and the Austin Area Chairperson for the Texas A&M Hispanic Network. Ashley has presented from the campus level all the way to the national level on various topics such as SEL classroom strategies, building relationships in the virtual space, and implementing authentic resources for World Languages to advance interpretive proficiency. Devon Beck is a dynamic leader and advocate for education, equity, and community development. His career spans multiple sectors, including education, community engagement, and the music business, where he has pioneered new roles to address organizational needs. A graduate of the University of Maryland Eastern Shore, Devon began his career in education, holding various roles such as Teacher’s Assistant, Behavior Specialist, Geometry/Algebra Teacher, Family & Student Liaison, and Pre-Referral Coordinator for the Talbot County Board of Education. Through these positions, he developed expertise in mentoring and supporting students who faced learning challenges. His work reinforced his belief that reaching students at critical stages in life can have a lasting impact.

This conversation explores the challenges educators face in creating safe and supportive environments for students. It highlights the importance of emotional support, effective discipline, and collaboration among teachers and administrators. The discussion emphasizes the need for empathy and understanding in addressing student behavior, as well as the critical role of school leadership in fostering a positive school culture. Follow on Twitter: @mrzachg @jonahdavids1 @d4griffin3 @larryferlazzo @jonHarper70bd @bamradionetwork Larry Ferlazzo is the author or editor of 12 books, including Helping Students Motivate Themselves: Practical Answers To Classroom Challenges, The ESL/ELL Teacher’s Survival Guide, and Building Parent Engagement In Schools. He also maintains the popular Websites of the Day blog. In the Education Week Opinion blog, Classroom Q&A With Larry Ferlazzo, he responds to readers’ questions on classroom management, ELL instruction, lesson planning, and other challenges teachers face. He is an award-winning English and social studies teacher at Luther Burbank High School in Sacramento, Calif. Zach Groshell, PhD, is a former classroom teacher who now supports schools around the globe in implementing high-quality instruction based on the science of learning. He is the host of the popular podcast Progressively Incorrect and the author of Just Tell Them: The Power of Explanations and Explicit Teaching. His advocacy and consulting have resulted in powerful changes in culture, behavior, coaching, and instruction in a variety of school settings. Jonah Davids is a research fellow at Maine Policy Institute, an analyst at The America Fund, and writes the Substack newsletter Mental Disorder. Dennis Griffin, Jr. serves as the principal of Prairie Elementary School and is pursuing his doctoral studies in Educational Leadership at Cardinal Stritch University. Dennis is a servant leader who seeks to build collaborative cultures that enhance the future for ALL students, educators, and communities at large.

This conversation explores the complexities of classroom censorship, the impact of educational policies on teacher autonomy, and the importance of fostering trust and transparency in education. Experts discuss the challenges teachers face in navigating restrictive guidelines while striving to engage students in meaningful discussions. The dialogue emphasizes the need for professionalism, objectivity, and skills development for constructive conversations in the classroom. Additionally, the panel shares resources and strategies to effectively support educators in addressing these challenges. Follow our PLN on Twitter:  @rickwormeli2 @rpondiscio @mellyteaches @bamradionetwork @jonHarper70bd @curriculumblog Dr. Steven Weber is an Assistant Principal at Rogers Heritage High School (AR).  He has spent over twenty five years in education, serving as a teacher, administrator, and adjunct professor.  His leadership experience includes serving as  Associate Superintendent for Teaching and Learning with Fayetteville Public Schools (AR), Executive Director for Curriculum and Instruction with Chapel Hill-Carrboro City Schools (NC), and Director of Secondary Instruction for Orange County Schools (NC). Weber was a social studies curriculum specialist with the Arkansas Department of Education and North Carolina Department of Public Instruction. In 2019, Weber was named the AACIA (Arkansas Association of Curriculum & Instruction Administrators) Administrator of the Year. Weber is the past president of Arkansas Association of Curriculum & Instruction Administrators, vice president of Arkansas ASCD, and has served on multiple state and national boards. Robert Pondiscio is a senior fellow at the American Enterprise Institute where he focuses on K–12 education, curriculum, teaching, school choice, and charter schooling. He is also a former New York City public school teacher and the author of many books, including “How the Other Half Learns: Equality, Excellence, and the Battle over School Choice” (Avery, 2019), about Success Academy Charter Schools. Rick Wormeli is a long-time teacher, education leader, and teacher/principal trainer. He is the author of nine books, including The Collected Writings (So Far) of Rick Wormeli: Crazy, Good Stuff I Learned about Teaching Along the Way (AMLE), Fair Isn’t Always Equal: Second Edition (Taylor & Francis), Metaphors & Analogies: Power Tools for Teaching any Subject (Taylor & Francis), and Summarization in any Subject: 60 Innovative, Tech-Infused Strategies for Deeper Student Learning, 2nd edition, co-authored with Dedra Stafford. He is currently working directly with schools and organizations in variety of education elements, including accurate/ethical grading, equity, motivation, cognitive psychology applications, teacher professionalism, literacy, and teacher leadership. Christina Andrade Melly, an English teacher at Ritenour High School in the Ritenour School District in St. Louis, Mo., was recently named the 2023 Missouri Teacher of the Year 2023.

The conversation explores the implications of AI in education, particularly in writing. It features educators discussing foundational skills necessary for writing, the evolving nature of these skills, and the potential role of AI as a tool for enhancing learning. The participants express diverse perspectives on whether AI can support or hinder the development of essential writing skills, emphasizing the need for careful technology integration in the classroom. The discussion highlights the importance of critical thinking, collaboration, and the human element in teaching and learning. Follow us on Twitter: @JSerravallo @jeremybballer @MelanieMeehan1 @heymrsbond @T_F_Berger @JonHarper70bd @BAMRadioNetwork Chanea Bond is a North Texas English and literacy teacher, scholar, and activist. Her areas of interest and advocacy include diversifying literacy curriculum to better represent the lived experience of her students and their communities. Tom Berger is the Managing Editor, Contributor, and he is a former high school and college English teacher. As an editor and writer, he has covered travel, world news, and community economic development, and I’m excited to now be back in the world of education, working on high-quality content that’s of value to teachers. He is a former high school and college English teacher. As an editor and writer, he’s covered travel, world news, and community economic development, and he is excited to now be back in the world of education, working on high-quality content that’s of value to teachers. Melanie Meehan is the Elementary Curriculum Coordinator in Simsbury, Connecticut. She develops curriculum and assessments, coaches teachers, and works with students to help them become confident, competent writers. Melanie has written several books about writing instruction, co-authored the popular blog Two Writing Teachers, and co-hosted its companion podcast. Additionally, she consults with school districts and educational companies and tutors writers worldwide. Jeremy Hyler was a middle school English teacher for almost 22 years. Currently, he works as a Manager of Educational Partnerships for the nonprofit Center for the Collaborative Classroom, where the science of reading is a key component of the literacy programs. He is also a teacher consultant/leader for the Chippewa River Writing Project. Jeremy has co-authored the best-selling book Create, Compose, Connect! Reading, Writing, and Learning with Digital Tools (Routledge/Eye on Education, 2014) with Dr. Troy Hicks, along with From Texting to Teaching: Grammar Instruction in a Digital Age (2017), and Ask, Explore, Write: An Inquiry-Driven Approach to Science and Literacy Learning. Jennifer Serravallo is a New York Times bestselling author, award-winning educator, literacy consultant, frequent invited speaker at state and national conferences, and former member of the Parents Magazine editorial board. Jen is best known for creating books (including The Reading Strategies Book 2.0) and resources rooted in research that help make responsive, strategic, differentiated literacy instruction possible for all educators.

A deep dive into the decline of reading among students, examining the factors contributing to this trend, including busy lifestyles, technology, and curriculum constraints. The discussion highlights the importance of fostering a love for reading through engaging teaching methods, social interactions, and empowering educators to have a say in curriculum decisions. Experts share insights on how to make reading a more enjoyable and communal experience for students, emphasizing the need for sustained attention and cognitive engagement with texts. Follow on Twitter: @aldenejones @Doug_Lemov @DTWillingham @LisaPas220 @MattRKay @jonHarper70bd @bamradionetwork Alden Jones is a professor at Emerson College and the author, most recently, of The Wanting Was a Wilderness. She is the editor of the forthcoming Edge of the World: An Anthology of Queer Travel Writing (May 2025). She is on the Fulbright Specialist roster as an expert in creative writing pedagogy. Lisa Leaheey has taught English at North Providence High School for the entirety of her 23-year career. A lifelong voracious reader and movie buff, she spends every day sharing her passion for stories with her students, and she continuously seeks out new ways to elevate her students’ individual strengths and to support their individual needs. Lisa was recently named the 2023 Rhode Island Teacher of the Year, Matthew R. Kay is a proud product of Philadelphia’s public schools and a founding teacher at Science Leadership Academy (SLA). He graduated from West Chester University and holds a Master’s in Educational Leadership with a Principal’s certificate from the California University of Pennsylvania. At SLA, he teaches an innovative, inquiry-driven, project-based curriculum. He is also the Founder and Executive Director of Philly Slam League (PSL). Daniel Willingham is a Professor of Psychology at the University of Virginia, where he has taught since 1992. Until about 2000, his research focused solely on the brain’s basis of learning and memory. Today, all of his research concerns the application of cognitive psychology to K-16 education. He is the author of several books, including the best-selling Why Don’t Students Like School?, and Outsmart Your Brain. His writing on education has appeared in twenty-three languages. In 2017 he was appointed by President Obama to serve as a Member of the National Board for Education Sciences. Doug Lemov is the author of Teach Like a Champion (now in its 2.0 version) Reading Reconsidered and Practice Perfect—studies of top teachers, top teaching and the PD tools that can make more of those things. He works at Uncommon Schools and lives in upstate NY.

The 2024 review of the Teacher’s Aid podcast with Jon Harper focuses on enhancing teacher well-being and providing practical strategies for educators. Key themes include managing job-related stress and anxiety, trauma-informed practices, and fostering a supportive classroom environment. Episodes cover topics such as using the Spoon theory for energy management, creating calming corners, and implementing brain breaks tailored to student needs. The podcast emphasizes the importance of leveraging strengths-based teaching approaches. Listeners are encouraged to apply these insights to create engaging and supportive learning environments. Mic Drop is a pilot project from BRN’s Gen AI Podcast Labs. The first iteration is promising, and we look forward to improving the channel as the technology evolves. See an error or have a suggestion? Leave your comments below.

This conversation explores the transformative power of journaling for teachers, emphasizing its importance for reflection, mental health, and personal growth. The guests share their experiences and practical tips on how to incorporate journaling into a busy teaching schedule, highlighting the benefits of prioritizing self-care and reflection in the teaching profession. Follow on Twitter: @bamradionetwork @jonHarper70bd @EducationHall @outsideteacher Pete Hall is a capacity-builder. A former principal and author of 12 books, he supports professional learning and personal growth through keynotes, workshops, and coaching across the globe. Alissa Alteri Shea is an instructional coach at a K-6 elementary school in Vernon, Vermont, where she partners with teachers to improve student learning. She is committed to building strong public schools and joyful learning opportunities for children. Her favorite place is outside in nature, where she helps students learn from the world around them. Christina Compton Director of Program Development received her doctorate in education from Teachers College, Columbia University in 2016, with a concentration in the teaching of English. She began her career in education as a NYC Teaching Fellow, teaching in a Title 1 school, while completing her Masters in Childhood Education. Cristina serves as the Director of Program Development at CPET, overseeing a wide range of school-based projects and the Student Press Initiative, an initiative that supports teachers and students in developing projects that culminate in professionally designed, print-based publications. www.tc.edu/CPET

This conversation explores the significance of brain synchrony in education, emphasizing the importance of diverse teaching methods, social connections among students, and the role of teachers in facilitating engagement. The discussion highlights research findings that link student engagement to academic success and offers practical strategies for teachers to enhance learning environments. Follow on Twitter: @SuzanneDikker @mrs_frommert @YoukiTerada @jonHarper70bd @bamradionetwork Suzanne Dikker’s work merges neuroscience, digital art, and education to bring human brain and behavior research out of the lab, into real-world, everyday contexts. As a Research Associate Professor affiliated with New York University and the University of Amsterdam and founding member of the art/science Harmonic Dissonance Collective, Suzanne leads various projects, including MindHive, a community science platform that supports student-teacher-scientist and community-scientist partnerships. Her projects are funded by the National Science Foundation, the National Institute of Mental Health, and the European Research Council, among others. Youki Terada is the Research Editor at Edutopia, a division of the George Lucas Educational Foundation. He leads the research beat, covering a broad range of topics from the science of learning to effective classroom management and assessment strategies. Prior to Edutopia, Youki was an educational technology, STEM, and informal science learning researcher at UC Berkeley and the Lawrence Hall of Science. Crystal Frommert, M.Ed, brings over two decades of diverse educational experience, spanning from elementary to post-secondary levels. She currently holds the positions of middle school math teacher and deputy head of secondary at Awty International School in Houston. Crystal is also a published author of the 2023 book When Calling Parents Isn’t Your Calling: A Teacher’s Guide to Communicating With Parents.

This conversation explores the challenges teachers face in supporting students who feel overwhelmed. Experts discuss the importance of understanding emotions as data, the need for emotional education for both students and teachers, and practical strategies for navigating the hidden struggles students bring to class. The discussion emphasizes the significance of co-regulation and the necessity of addressing adult emotional skills to foster a healthier learning atmosphere. Follow on Twitter: @marcbrackett @jonHarper70bd @bamradionetwork @mrswendymturner Dr. Lori Desautels has been an assistant professor at Butler University since 2016, where she teaches both undergraduate and graduate programs at the College of Education. Lori was also an Assistant Professor at Marian University in Indianapolis for eight years, where she founded the Educational Neuroscience Symposium, which has now reached thousands of educators and is in its 16th year. Lori’s passion is engaging her students through social and relational neurosciences, which apply to education. She does this by integrating the tier one trauma accommodating Applied Educational Neuroscience framework, and its learning principles and practices into her coursework at Butler. Lori is the author of 4 books with more to come. Her most recent books are: Intentional Neuroplasticity, Our Educational Journey Towards Post Traumatic Growth, Connections over Compliance: Rewiring our Perceptions of Discipline. Her newest book will be a manual coming out in 2024 titled Body and Brain Brilliance: A manual to cultivate Awareness and Practices for our Nervous System. Wendy Turner is not just a teacher. She is an experienced elementary educator, author, and teacher leader with a passion for social-emotional learning. Wendy currently teaches 3rd grade in Wilmington, Delaware, and regularly contributes to blogs, podcasts, and other education spaces with the goals of sharing ideas and supporting everyday educators. Her first book, Embracing Adult SEL (December 2023). Marc Brackett, Ph.D., is the founding director of the Yale Center for Emotional Intelligence and a professor in the Child Study Center at Yale University. His research focuses on the role of emotional intelligence in learning, decision-making, creativity, relationships, health, and performance. He has published over 150 scholarly articles, received numerous awards, and is featured regularly in popular media outlets such as the New York Times, Good Morning America, CBS This Morning, and The Today Show. Marc serves on a number of boards, including the Collaborative for Academic, Social, and Emotional Learning (CASEL), the nonprofit that founded the field of social and emotional learning (SEL). Marc also regularly consults with corporations, including Facebook, General Electric, Google, Microsoft, and Pinterest, on integrating emotional intelligence principles into employee training and product design, and is co-founder of Oji Life Lab, a digital emotional intelligence learning system for businesses. Marc is the author of Permission to Feel: Unlocking the Power of Emotions to Help our Kids, Ourselves, and our Society Thrive, published by Celadon (Macmillan), which is being translated into 15 languages.

Preparing for class discussions when students are not prepared can be a challenge for teachers. It can lead to tough choices on how to spend class time and can have repercussions for students academically and socially. However, there are strategies teachers can use to address this issue, such as providing alternative ways for students to participate in discussions and creating a supportive and inclusive classroom environment. It is important for teachers to show that they value students' participation and effort and to help students understand the importance of being prepared for class. Follow our PLN on Twitter:  @LisaPas220 @MattRKay @jonHarper70bd @bamradionetwork Lisa Leaheey has taught English at North Providence High School for the entirety of her 23-year career. A lifelong voracious reader and movie buff, she spends every day sharing her passion for stories with her students, and she continuously seeks out new ways to elevate her students’ individual strengths and to support their individual needs.  Lisa was recently named the 2023 Rhode Island Teacher of the Year, Matthew R. Kay is a proud product of Philadelphia’s public schools and a founding teacher at Science Leadership Academy (SLA). He graduated from West Chester University and holds a Master's in Educational Leadership with a Principal’s certificate from the California University of Pennsylvania. At SLA, he teaches an innovative, inquiry-driven, project-based curriculum. He is also the Founder and Executive Director of Philly Slam League (PSL).

A recent survey found that nearly a quarter of middle school students and a third of high school students feel they don’t belong. This conversation explores the concept of belonging uncertainty and its impact on students’ well-being and academic success. The guests discuss the importance of creating a sense of belonging in schools and offer strategies for addressing this issue. They emphasize the need for adults to have conversations about identity, race, gender, and sexual orientation with students, and to validate their experiences. Small interventions, such as assigning buddies to new students and using value-affirmation activities, can also help reduce belonging uncertainty. Daniel Leonard is a journalist and assistant editor at Edutopia, a division of the George Lucas Educational Foundation. He writes about classroom tips, tech tools, and the latest research in education. Prior to Edutopia, Daniel wrote for outlets including Scientific American and Scienceline, and has a master’s degree in science journalism from New York University. 2024 National Teacher of the Year Missy Testerman is a kindergarten through eighth grade English as a second language (ESL) teacher who is a staunch advocate for students, teachers and families. She served as a first and second-grade teacher at Rogersville City School in Rogersville, Tennessee, for three decades before taking advantage of the state’s Grow Your Own initiative and adding an ESL endorsement three years ago. Jen Cort is a counselor, author, podcast host, and former school administrator in many roles, including principal and senior administrator. She works around the United States and multiple countries on advisory program support, diversity, and skill building for navigating challenging topics. Christina Cipriano, Ph.D., is an Assistant Professor at the Yale Child Study Center and Director of Research at the Yale Center for Emotional Intelligence (YCEI). Dr. Cipriano’s research focuses on the systematic examination of social and emotional learning (SEL) to promote pathways to optimal developmental outcomes for the traditionally marginalized student and teacher populations.

The conversation explores the importance of considering executive function skills when designing classrooms. The guests discuss how classroom design can impact students’ executive function and offer practical strategies for creating a supportive environment. They emphasize the need for clear organization, visual cues, and predictable routines to help students manage their working memory and develop executive function skills. The conversation also highlights the role of reflection and flexibility in classroom design, as well as the role of empathy and self-compassion for teachers in supporting students’ executive function development. Follow on Twitter: @childsplaynyny @mrs_frommert @jonHarper70bd @bamradionetwork Related Resources: | Using Games to Reinforce Classroom Routines | Games That Boost Working Memor | Playful Classroom Management | Hacking Gen AI in Education Jocelyn Greene is Child’s Play NY’s founder and executive director, an award-winning theater education company based in New York. She partners with dozens of schools to connect social-emotional learning (SEL) with academics through residencies and professional development. Jocelyn founded Child’s Play NY in 2009, drawing from her work as a student (MFA, NYU graduate acting; BA, Wesleyan University), an actor (The Public Theater, LA Shakespeare Festival), and a teacher (Will Power to Youth, Oddfellows Playhouse, Epic Theater) to develop the rigorous curriculum and imagination-based games that ignite the program today. She is a contributor with Mt. Sinai Parenting and writes about the intersection between theater and child development at childsplayinaction.com Sarah Kesty is an executive function and ADHD coach, author, and speaker. She created Brain Tools School and hosts the Executive Function Podcast. A 4-time teacher of the year, Sarah’s coaching and learning program supports high school and college students in developing skills and mindset for independence. Crystal Frommert, M.Ed, brings over two decades of diverse educational experience, spanning from elementary to post-secondary levels. She currently holds the positions of middle school math teacher and deputy head of secondary at Awty International School in Houston. Crystal is also a published author of the 2023 book When Calling Parents Isn’t Your Calling: A Teacher’s Guide to Communicating With Parents.

Panelists share effective strategies they have used to accommodate and empower students facing challenges with mathematical concepts. The discussion raises awareness of dyscalculia, an overlooked learning challenge that our guests say needs more research, attention, and support. Follow on Twitter: @bobsonwong @bamradionetwork @jonharper70bd Honora Wall never liked math or being cold when she was younger, but now she does math every day and lives in the Midwest! Her passion for helping struggling students led her to get her Master’s degree in Applied Learning & Instruction from the University of Central Florida, and an Ed.D in Curriculum & Instruction from Concordia University Chicago. Dr. Wall is a 19-year educator who specializes in helping people who have a math learning disability, as well as neurodivergence, anxiety, and depressive disorders. Dawn Pagliaro-Newman has been an elementary educator in New York City public schools. She has a passion for working with students with disabilities and has developed a unique approach to teaching that combines academic and pedagogical experience with social-emotional approaches that allow for the support and development of the whole child. She has been recognized as a Master Teacher by Math For America. She lives in Queens, New York, with her husband, daughter, and cat. Bobson Wong has taught math at New York City public high schools since 2005. He is a three-time recipient of the Math for America Master Teacher Fellowship, a New York State Master Teacher, and a 2014-15 recipient of the New York Educator Voice Fellowship. Bobson has written and spoken extensively on mathematics education in print, on television, and online. As an Educational Specialist for the New York State Education Department, he writes and edits questions for the state’s high school math Regents exams. He is a member of the Advisory Council of the Museum of Mathematics.

This panel discussed why brain breaks are important for students during class time. More importantly, the guests unpack how to differentiate brain breaks to meet students’ specific needs– using them as tools to enhance social-emotional learning and academic performance. Follow our PLN on Twitter: @mrswendymturner @judywillis @Upegui @bamradionetwork @jonHarper70bd David Upegui, PhD, serves as a science teacher at his alma mater, Central Falls High School (RI) and as an adjunct professor of Education at Brown University. He completed his doctoral degree in education at the University of RI, focusing on science education and social justice. His latest book, Integrating Racial Justice Into Your High-School Biology Classroom: Using Evolution to Understand Diversity, was recently released. Wendy Turner is not just a teacher. She is an experienced elementary educator, author, and teacher leader with a passion for social-emotional learning. Wendy currently teaches 3rd grade in Wilmington, Delaware, and regularly contributes to blogs, podcasts, and other education spaces with the goals of sharing ideas and supporting everyday educators. Her first book, Embracing Adult SEL, (December 2023). Dr. Judy Willis, a board-certified neurologist, combined her 15 years as a practicing neurologist with 10 subsequent years as a classroom teacher to become a leading authority in the neuroscience of learning. With her unique background as both in neuroscience and education, she has written ten books and more than 200 articles about applying neuroscience research to classroom teaching strategies. After graduating Phi Beta Kappa as the first woman graduate from Williams College, Willis attended UCLA School of Medicine where she was awarded her medical degree. She remained at UCLA and completed a medical residency and neurology residency, including chief residency. She practiced neurology for 15 years before returning to university to obtain her teaching credential and Masters of Education degree from the University of California, Santa Barbara. She then taught in elementary and secondary school for 10 years.

Many educators support the idea of allowing students to retake exams or redo submitted assignments. However, there are significant complexities and challenges involved when teachers have large and multiple classes. In this discussion, we explore the educational value of retakes, stressing the importance of structured learning processes over mere grade chasing. The consensus was that retakes when managed well, can greatly aid student learning but require clear policies to ensure they do not overwhelm teachers. Follow our PLN on Twitter: @SarahR_Morris @LisaPas220 @RickWormeli @bamradionetwork @jonHarper70bd @curriculumblog Related Resources: Retakes for Grading Equity – Edutopia | Redos and Retakes Done Right (ascd.org) | Blindsided by AI Lisa Leaheey has taught English at North Providence High School for the entirety of her 23-year career. A lifelong voracious reader and movie buff, she spends every day sharing her passion for stories with her students, and she continuously seeks out new ways to elevate her students’ individual strengths and to support their individual needs. Lisa was recently named the 2023 Rhode Island Teacher of the Year. Rick Wormeli, a long-time classroom veteran, now award-winning author and teacher trainer, was one of the first Nationally Board Certified Teachers in America as well as Disney’s Outstanding English Teacher of the Nation in 1996. Today, he trains teachers and principals in all 50 states and eight countries, writes for education journals and magazines, and is working on his 12th book. Sarah Ruth Morris is a Ph.D. candidate in the Department of Education Reform at the University of Arkansas and a strategic data partner for the Northwest Arkansas school districts at the Office for Education Policy. She researches grading practices and the ninth-grade year. Dr. Steven Weber is an Assistant Principal at Rogers Heritage High School (AR). He has spent over twenty-five years in education, serving as a teacher, administrator, and adjunct professor. His leadership experience includes serving as Associate Superintendent for Teaching and Learning with Fayetteville Public Schools (AR), Executive Director for Curriculum and Instruction with Chapel Hill-Carrboro City Schools (NC), and Director of Secondary Instruction for Orange County Schools (NC). Weber was a social studies curriculum specialist with the Arkansas Department of Education and North Carolina Department of Public Instruction. In 2019, Weber was named the AACIA (Arkansas Association of Curriculum & Instruction Administrators) Administrator of the Year. Weber is the past president of the Arkansas Association of Curriculum & Instruction Administrators, vice president of Arkansas ASCD, and has served on multiple state and national boards.