Our Classroom

What does it actually mean for a student to be “prepared”? A diploma? Good grades? College acceptance? In this episode of Our Classroom, Roberto Germán sits down with educator and parent Will Smith, whose work at the college level has given him a different perspective on what happens after students leave K–12 education. Their conversation began months ago with a discussion about phonics and foundational reading skills. But it quickly grew into a much bigger question: Are schools and families preparing young people to become increasingly independent, or simply helping them make it to the next milestone? Together, Roberto and Will explore: What Will is noticing about students now that he works at the college level The difference between being academically successful and being prepared for independence How foundational learning gaps can follow students for years What schools should reasonably expect from families, and vice versa Why family engagement shouldn't require parents to become teachers The difference between supporting young people and rescuing them Self-advocacy, problem-solving, responsibility, and learning how to struggle What K–12 educators can learn by looking at students on the other side of graduation Ultimately, this conversation asks educators and families to work backward from the adults we hope children will become. What are we preparing students to be able to do when we're no longer standing beside them? Teach in Truth.Lead with Courage.Belong to a Community That Gets It.

A student is struggling. Assignments are missing. Grades are dropping. Eventually, everyone realizes there’s a problem. But what does a failing grade actually tell us? In this episode of Our Classroom, Roberto Germán explores what happens when we treat a grade as a diagnosis rather than as information. An F might reflect what a student understands, but it might also reflect missing work, attendance, organization, participation, or other circumstances. The challenge for educators and families is to get curious without abandoning accountability. In this episode, we explore: The difference between academic understanding and work completion Why a grade should start a conversation rather than end one How zeros can sometimes allow students to escape the learning Why accountability and grace aren't opposites The difference between access to a grade portal and meaningful family communication Why students need to be part of conversations about their own struggles How educators and families can move from blame toward a concrete repair plan Roberto also offers four questions educators and families can use when a student is struggling: What does the student know?What's missing?Why is it happening?What's the repair plan? A failing grade should create urgency, but urgency doesn't require judgment. Ultimately, the goal isn't to produce a more accurate F. The goal is to help the student learn.

A student puts their head down. Another stops completing assignments. Someone else seems completely checked out. It's easy to call these students "disengaged." But what if the behavior we're seeing isn't the whole story? In this solo episode of Our Classroom, Roberto Germán challenges educators to get curious before making assumptions about students who appear disconnected from learning. Using four simple areas, Connection, Access, Relevance, and Agency, Roberto offers a practical framework educators can use to examine the conditions surrounding student engagement. In this episode: Why disengagement is an observation, not an explanation How relationships influence students' willingness to participate Why struggling students sometimes protect themselves by checking out How to maintain rigor while increasing access Why relevance is deeper than making lessons entertaining How meaningful choices can create greater student ownership The challenge is simple: choose one student who seems to be disconnecting. Examine Connection, Access, Relevance, and Agency, and change one thing. Before asking, "What's wrong with this student?" try asking: "What might this student be communicating, and what can I change?" Teach in Truth.Lead with Courage.Belong to a Community That Gets It.

What happens when a child keeps asking, “Why?” In this episode of Our Classroom, Roberto Germán sits down with librarian and children’s author Inbal Alon to discuss her picture book, The Whys Get in Trouble. Through the story of Naomi, a child whose questions don’t always fit neatly into the expectations around her, Inbal invites us to think about what happens when children’s natural curiosity collides with adult expectations for compliance. As Naomi begins to lose her “Whys,” even the world around her seems to lose some of its sparkle. Together, Roberto and Inbal explore: The difference between curiosity and perceived defiance How schools can unintentionally discourage questioning Why protecting curiosity is different from simply tolerating it What happens when children ask questions at inconvenient times How educators can help students leave our classrooms with more questions, not fewer This conversation is an invitation to reconsider what we mean when we say we want students to be curious. Maybe the goal isn't to have all the answers. Maybe it's to protect the Whys.

What if the most important work we do as educators isn't lesson planning, it's self-reflection? In this episode of Our Classroom, Roberto Germán sits down with educator, scholar, and author Dr. Yolanda Sealey-Ruiz to discuss her powerful book, The Archaeology of Self. Together, they explore why meaningful teaching begins with looking inward and how self-examination can transform the way we show up for our students. Rather than focusing on strategies alone, this conversation invites educators to consider the inner work that shapes every interaction, every relationship, and every classroom. In this episode, we discuss: What it means to practice the "archaeology of self" Why transformation begins with self-reflection The difference between comfort and growth How critical love shapes teaching and leadership Why curiosity and humility are essential for educators The lifelong journey of becoming, not just teaching Whether you're a classroom teacher, instructional coach, or school leader, this episode is an invitation to pause, reflect, and continue becoming the educator your students need. Key Reflection "The work of transforming our classrooms begins with the work of transforming ourselves."