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Teachers' Voices

Author: BOLD and Nina Alonso

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Teachers are one of the most influential and powerful forces for equity, access and quality in education. They provide children and young people with the knowledge, skills, attitude and tools needed to reach their full potential. Teachers' Voices is a podcast series from BOLD, the digital platform on learning and development. Join Nina Alonso as she shares powerful stories from teachers around the world, talking in their own words about their experiences, and listen in on inspiring conversations with international experts on learning and child development. If you're a parent, teacher, or just someone interested in learning and development, this podcast is for you. For more information, visit bold.expert
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How can teachers help students make a positive change in their communities? How can schools better connect education with the future of work?In this bonus mini episode of Teachers’ Voices, Nina hears practical tips from last episode’s guests Alison Yang, Barbara Bilgre, Maud Seghers, and Larisa Akrofie. Nina is also joined by Tanya Sheckley, an edupreneur and host of the podcast Rebel Educator. All share their tips and inspiring resources for instilling an entrepreneurial mindset and preparing students for the future of work.Join the Teachers' Voices WhatsApp group and read the community guidelines.Guests and resourcesAlison Yang - LinkedIn, websiteBarbara Bilgre - LinkedInGlobal Issues NetworkRound SquareAfrican Leadership AcademyMaud Seghers - LinkedInVVOB - website, LinkedIn, Twitter/X, FacebookLarisa Akrofie - LinkedIn, Twitter/XTanya Sheckley - website, Rebel Educator podcastContactJoin us on social media: @BOLD_insights and @VoicesTeachers.Listen to all episodes of Teachers’ Voices.Subscribe to BOLD’s newsletter.Stay up to date with all the latest research on child development and learning at bold.expert.Get in touch with us: podcastteachersvoices@gmail.com.
What is an entrepreneurial mindset? Why should educators nurture entrepreneurial mindsets in young people? What entrepreneurial projects have teachers developed in classrooms around the world?In this episode, Nina first speaks to Maud Seghers. Maud is a global education advisor at VVOB in Belgium, an international organisation devoted to education development. An entrepreneurial mindset is not just about starting and managing projects, programs, and businesses that generate wealth, Maud says, as a lot of entrepreneurs and young people also want to “maximise benefits to society and the environment”.Next, Nina meets Larisa Akrofie in Ghana. Larisa is Lead of Skills and Education at the Mastercard Foundation and believes that building entrepreneurial attitudes in the growing young population in Africa is really important. “High rates of entrepreneurial skills will go a long way to empower young people to create their own opportunities and contribute to the diversification of economies and address social challenges”, Larisa says.Nina then speaks to Alison Yang, an international school teacher in Hong Kong who specialises in entrepreneurship. Alison explains that students often acquire skills and knowledge but don’t necessarily know how to apply them outside the classroom. “That's why we have the entrepreneur project”, she explains, to explicitly show students how to apply their “knowledge and interest to create something that's useful”.Finally, Nina hears from Barbara Bilgre, a marine biologist and science teacher in India. Barbara believes that “if you're going to be setting up a business, you should have in mind a purpose for social improvements and social justice”. Barbara tells Nina about the benefits of connecting schools with social entrepreneurs who are working to improve the environment.Join the Teachers' Voices WhatsApp group and read the community guidelines.Guests and resourcesMaud Seghers - LinkedInVVOB - website, LinkedIn, Twitter/X, FacebookLarisa Akrofie - LinkedIn, Twitter/XPlugging African Youth - WhatsApp ChannelAlison Yang - LinkedIn, websiteIB Middle Years Programme - Twitter/XBarbara Bilgre - LinkedInContactJoin us on social media: @BOLD_insights and @VoicesTeachers.Listen to all episodes of Teachers’ Voices.Subscribe to BOLD’s newsletter.Stay up to date with all the latest research on child development and learning at bold.expert.Get in touch with us: podcastteachersvoices@gmail.com.
What barriers keep girls from fulfilling their potential in STEAM – science, technology, engineering, arts, and mathematics – subjects? Nina first meets Maliha Fawzia, the interim Global Head of Girls’ Education at Teach For All. Maliha joins Nina from Bangladesh. Maliha explains that the first barrier for girls studying maths and science is feeling welcome in the classroom as girls. “It's first and most important to feel safe, to be seen, to feel confident, to share their opinion”, she says.Next, Nina meets math teacher Patrycja Janekankit, based in Poland. Patrycja gets to know her students as well as possible, and makes sure they get to know her – for example, through telling them about her previous work as a financial analyst. “My teaching methods are built on authenticity and honesty”, she says.Next, Nina speaks to chemistry teacher Shulammite Ajayi from Nigeria. “I use role models and guest speakers for my science projects”, Shulammite tells Nina. She shows students that they can solve real life problems using science. “I try as much as possible to relate each of the topics with what they see in their environment.”Finally, Nina speaks to biology teacher Kainat Rohail from Pakistan, who, like Shulammite, connects students’ work with their daily lives. Kainat also invites people with STEAM careers to talk to students, and she arranges lab and university visits for students. This helps students to focus not just on their grades, but also their careers. It is “helping them to achieve their long term goals”, Kainat explains.This episode was made in collaboration with Teach For All, a global network in more than 60 countries around the world, developing collective leadership to ensure all children can fulfil their potential. The teachers in this episode are Fellows of the Teach For All Global Girls' Education program.Join the Teachers' Voices WhatsApp group and read the community guidelines.Guests and resourcesMaliha Fawzia - LinkedInTeach For All - website, Girls’ Education, LinkedIn, Facebook, Instagram, Twitter/XPatrycja Janekankit – LinkedIn, FacebookSTEAM projects are a pathway to modern education, Teach For All blogTeach For PolandShulammite Ajayi - LinkedInTeach For NigeriaKainat Rohail - LinkedInTeach For PakistanContactJoin us on social media: @BOLD_insights and @VoicesTeachers.Listen to all episodes of Teachers’ Voices.Subscribe to BOLD’s newsletter.Stay up to date with all the latest research on child development and learning at bold.expert.Get in touch with us:podcastteachersvoices@gmail.com
What is neurodiversity? How does it differ from neurodevelopmental disorders? How can schools make sure all children feel like they belong?In this episode, Nina meets Alyssa Alcorn, lead researcher for the Learning About Neurodiversity at School (LEANS) project at the University of Edinburgh in Scotland. Alyssa explains that neurodiversity concerns everyone, because everyone has a brain. Neurodiversity is a biological fact. “We are all different in how we think and feel and learn because our brains process information differently”, she says. “Neurodivergence is not about having a diagnosis, it means that you’re different from the majority in terms of your processing.”Nina also speaks to Silvana Gili, a primary school teacher in Brazil. Silvana teaches 6- and 7-year-olds in an international school. Silvana explains that the classroom is organised according to students’ different needs, and tells Nina about their work on diversity, equity, inclusion, and belonging. “We as a school believe that students can only learn if they feel like they belong to that learning community”, she says.Educator Chesta Dhingra tells Nina about inclusive education at her school in India. They have a tool for following the principles of Universal Design for Learning (UDL), creating accessible learning environments for all learners. Chesta explains that they also have an individual educational plan for each child based on their needs.Nina hears from Inés Bertoni from Argentina, who describes the challenge of providing the assistance kids need when resources and time are limited and classes are big. Not all schools have adequate resources.Alyssa rounds off the episode with some useful tips for supporting all children in the classroom. Are there supports available for some children in the class with special arrangement? If so, could these be available to everyone, so that anyone can benefit - even those who might never think to ask?Join the Teachers' Voices WhatsApp group and read the community guidelines.Guests and resourcesAlyssa Alcorn - LinkedIn, Twitter/XLearning About Neurodiversity at School (LEANS)Silvana GiliGraded - The American School of São Paulo - LinkedIn, Facebook, Instagram, Twitter/XChesta Dhingra - LinkedIn, Twitter/XLancers International School - Instagram, Facebook, Twitter/XUniversal design for learning (UDL) and inclusive practices in IB World SchoolsInés Bertoni - LinkedIn, Instagram
In this bonus episode, Nina celebrates International Day of Education with former science teacher, Sarah Horley. Sarah is Programme Manager from Teachers for the Planet, a program that aims to improve climate change education. Teachers for the Planet are showcasing teacher-led climate change education solutions. Three of the teachers showcased in the Teachers for the Planet repository share their solutions with Nina.First, secondary school teacher Astrid Hugli in Switzerland explains how she helps students understand whether common statements about climate change are true or false. Astrid also helps students understand how to reduce their carbon footprint. “Instead of just doing theory, I prefer to activate them with models and with experiments,” she tells Nina. Astrid uses a game with her students called Climate Fresk.Next, Nina meets Nicole Swedlow from Mexico. Nicole tells Nina about an organisation called Compass Education, “a global network of educators who have come together because they believe that a flourishing world begins with sustainability in schools”. Compass Education’s tool helps teachers focus on systems thinking - an approach that acknowledges the interconnectedness of the challenges in the world.Finally, Nina speaks to Scott Sinclair from a teacher’s network called TIDE - teachers in development education. They are asking: What are the educational implications of climate change? How is the world going to change and how will that affect schools? Teachers share their creativity and thoughts with each other through their magazine called the Elephant Times. Scott believes that teachers need to “connect and communicate in order to have a sense of the whole”.Join the Teachers' Voices WhatsApp group and read the community guidelines.Guests and resourcesSarah Horley - LinkedInTeachers for the PlanetLearning Planet Institute - Twitter/XLearning Planet FestivalColegio Mbaracayu - InstagramMbaracayu Technical Baccalaureate in Environmental SciencesAstrid Hugli - LinkedInClimate FreskICOS Cities Education ProjectNicole Swedlow - LinkedIn, Twitter/XCompass Education - Resources, Toolkit, Twitter/X, FacebookScott Sinclair - LinkedIn, Twitter/XTide - Twitter/XElephant Times Magazine
Why is education important for conflict-affected children? How are teachers in conflict zones using EdTech? Can EdTech adapt to children’s changing learning conditions and help them to thrive?In this episode, Nina talks to Jasmine Turner and Olena Onyshchenko from War Child about the EdTech solution Can’t Wait to Learn. Talking to Nina from Uganda, Researcher Jasmine explains that Can’t Wait to Learn is a digitized adaptive self-paced personal learning program, aligned with the national curriculum in each country it is used in. Jasmine believes that education should not be an additional burden on parents and teachers in conflict zones. “Overall, it should be something supporting everybody, rather than adding to their stress.” Olena is Senior Project Lead of Can't Wait to Learn for Ukraine. Based in the Netherlands, she explains what they learnt when the program was adapted for use in Ukraine, a more high-resource setting than previous contexts. As devices and video games are more common in Ukraine, the program had to be more sophisticated to capture children’s attention. “We're competing with other video games”, Olena tells Nina. The gaming, playful element is essential, she says, to reduce the stress of learning as much as possible.Next, Nina meets Yuliana Dovhopol, a teacher who uses Can’t Wait to Learn with her students in Ukraine. “When we hear the sound of the siren, we immediately go down to the shelter”, Yuliana says. They don’t take any notebooks, so the students use their phones in the shelter and continue their learning with Can’t Wait to Learn.Lastly, Nina hears from Oksana Kostyuchenko, a teacher who works in a hospital in Ukraine. “Our students are not at school desks, but in hospital beds”, she tells Nina. Oksana explains how students use the app to make up for topics they’ve missed, and how the repetition in the app is beneficial.Join the Teachers' Voices WhatsApp group and read the community guidelines.Guests and resourcesWar Child Holland - LinkedIn, Twitter, InstagramCan’t Wait to Learn - YouTubeJasmine TurnerLinkedInOlena OnyshchenkoLinkedInYuliana DovhopolFacebookInstagramOksana KostyuchenkoSchool of SuperheroesContactJoin us on social media: @BOLD_insights and @VoicesTeachers.Listen to all episodes of Teachers’ Voices.Subscribe to BOLD’s newsletter.Stay up to date with all the latest research on child development and learning at bold.expert.Get in touch with us: podcastteachersvoices@gmail.com.
In this episode, Nina talks to two experts from International Baccalaureate (IB) in Washington DC. Nicole Bien, Chief Schools Officer at IB, tells Nina that since the start of the pandemic, the IB has ensured wellbeing is at the core of the learning experience in their schools. “Wellbeing is so central to learning. Without it, there’s little space in a student’s mind and body to focus on learning”, Nicole says.Jennifer Merriman, Global Director of Research, Policy & Design at IB, tells Nina about how the IB worked with Oxford Wellbeing Research Center to come up with a definition and framework for wellbeing. “Where they landed with the definition was student life satisfaction”, Jennifer says, and there are three components within that. One of their biggest insights is that there is “no trade-off to be had between wellbeing and academic performance”.Nina also speaks to Charlotte Hankin, a teacher based in Bali. Charlotte describes the psychological, cognitive, social and physical components of wellbeing that she sees in the classroom. She believes that wellbeing is complex and dynamic, and that  “everyone is part of the student's wellbeing”. Lastly, Nina speaks to Yvette Larsson who works in an IB school in Sweden. Yvette tells a story about the changes her school made to support wellbeing when the pandemic hit and schools remained open while the rest of the world seemed to be in lockdown.Join the Teachers' Voices WhatsApp group and read the community guidelines.Guests and resourcesMamadou DiakhatéTwitter Mamadou’s association building new schools, water wells and toilets for schools: TwitterIngrid DelangeLinkedInNicole BienLinkedInJennifer MerrimanLinkedInCharlotte HankinLinkedInYvette LarssonLinkedInAHA! WellbeingInternational BaccalaureateLinkedIn, Twitter, FacebookFestival of Hope: LinkedIn, Community Guide, YouTube trailerWellbeing research: What is well-being?, Supporting student well-being in a digital learning environment, Why well-being matters during a time of crisis, Well-being in education in childhood and adolescence, Join our student wellbeing learning journey with schoolsDigital PromiseDesigning an Intervention for Enhancing Student Wellbeing
What are children around the world learning about looking after finances and other resources? What should be in a financial and social education curriculum? How can teachers involve parents in discussions on these topics?In this episode, Nina talks to two experts from Aflatoun, an international organisation based in the Netherlands that brings financial and social education to children worldwide. Cristina Peña, Programme Manager for the Americas, believes that “now more than ever, we need to really understand how to manage our resources”. Cristina says that children aren’t necessarily taught these skills or given opportunities to practise them.Curriculum Specialist Chandni Mehta tells Nina about the education Aflatoun offers. It’s not just about saving money – it’s also about saving food, resources, and the environment. “We are trying to help children and youth understand the broader societal impacts of the financial decision”, Chandni says.Nina also meets two teachers implementing Aflatoun’s programs. Aura Juarez in El Salvador runs workshops for students to discuss finances with their parents. “For most of them, it was the first time that they actually discussed home financing”, Aura says. For some kids, it changed how they saw money.Nina also speaks to Induni Dandeniya in Sri Lanka. Induni shares the five core elements of the Aflatoun club she runs: personal understanding, saving, budgeting, social and financial enterprise, and children’s rights. Induni says the club is very popular in the school. “Most of these activities are done as games”, she says, “so they enjoy it and they love this”.Join the Teachers' Voices WhatsApp group and read the community guidelines.Guests and resourcesCristina PeñaLinkedInChandni MehtaLinkedInAura JuarezPrograma Oportunidades- FGK (Facebook)Induni DandeniyaAflatoun profileAflatounWebsiteYouTubeLinkedInFacebookTwitter
In episodes 2 and 3 of Teachers’ Voices season 3, Nina explored lots of questions about AI in the classroom. What are teachers’ concerns about AI, and what opportunities do they see? How can AI adapt to individual students? And how can teachers take a human-centred approach to AI?This special mini episode briefly introduces some AI resources that might help in the classroom. Nina hears from Harvey Spencer, ex-teacher and host of the podcast AI for Teachers based in Australia. Harvey recommends starting the integration of AI into your practice by reflecting on the challenges you want to address with AI, then picking the right solution for you. All of the resources Nina and Harvey mention are listed below.Join the Teachers' Voices WhatsApp group and read the community guidelines.How can educators use AI to support their students' learning? In this episode of Teachers’ Voices, Nina explores the concerns and opportunities around AI in the classroom.How can teachers take a human-centred approach to AI? In this episode of Teachers’ Voices, Nina asks how AI can adjust to the needs of individuals, and how it can keep the human element of teaching. ChatGPT: Educational friend or foe? Kathy Hirsh-Pasek and Elias Blinkoff argue that artificial intelligence should be used to enhance, not limit, students’ learning.Should ChatGPT replace teachers’ red pens? In episode 1 of our guest podcast Ed-Technical, hosts Libby Hills and Owen Henkel talk to assessment expert Daisy Christodoulou MBE.Is AI the answer to better feedback for teachers? In episode 2, Libby and Owen speak to Dora Demszky, Assistant Professor in Education Data Science at Stanford University, about the potential and limitations of using large language models.Guests and resourcesHarvey SpencerAI for Teachers podcastCognimates - A platform for building games, programming robots and training AI models.OctoStudio - A mobile coding app for learners to experiment with coding and training language models.Teacher Time Machine - A tool for generating digital resources like lesson plans and assessments.Querium - Personalised, bite-sized lessons for mastering STEM skills.Brilliant - Interactive courses and quizzes across STEM topics.Gradescope - A tool to administer and grade assessments.UNESCO Guidance for generative AI in education and researchContactJoin us on social media: @BOLD_insights and @VoicesTeachers.Listen to all episodes of Teachers’ Voices.Subscribe to BOLD’s newsletter.Stay up to date with all the latest research on child development and learning at bold.expert.Get in touch with us: podcastteachersvoices@gmail.com
How can AI adjust learning materials and feedback to the needs of individual students? How can teachers make sure that the human element is kept?In this episode, Nina speaks to Inge Molenaar, director of the National Education Lab AI in the Netherlands (NOLAI). Inge is a Professor in Behavioral Science who specialises in the interface between education and technology. Inge tells Nina how AI can help to personalise students’ learning. “The technology is being used to adjust the learning materials, and the instruction, and the feedback to the needs of individual students.”Nina also speaks to Cecilia Aguilera Campos, a teacher in Spain. Cecilia uses robotics to support her teaching in different subjects with primary school children. “I teach programming, 3D design, 3D printing, virtual reality, augmented reality”, Cecilia says. She doesn’t teach robotics on its own, it’s always alongside other areas of education such as maths or music.Next Nina meets Zarqaish Sheharyar, a science teacher working with secondary school students in Pakistan. Zarqaish uses AI to help her be more efficient in her own work. Zarqaish turns to ChatGPT “when I don't have time enough to plan my lessons or design the questions”. She also guides her students to use it. “T​hey can use the ideas given to them by the AI and then translate it into their own words, based on their own understanding.” Finally, Nina hears from Yvette Larsson, a teacher in Sweden. Yvette has important conversations about the use of AI tools with her middle school learners. She also uses AI herself. For Yvette, ChatGPT is “like a brainstorm friend” for teachers who can be stressed with lots of admin to do. Yvette thinks ChatGPT can make teacher life a little easier. “What am I, as a teacher, going to put my energy and focus on?” Join the Teachers' Voices WhatsApp group and read the community guidelines.Guests and resourcesInge MolenaarLinkedInTwitterNational Education Lab AI (NOLAI)Journal article: Towards hybrid human-AI learning technologiesJacobs FoundationCecilia Aguilera CamposLinkedInZarqaish SheharyarLinkedInFacebookYvette LarssonLinkedInTwitterBlogAHA! Accelerating EducationGuidance for generative AI in education and researchEd-Technical: Insights on AI in educationContactJoin us on social media: @BOLD_insights and @VoicesTeachers.Listen to all episodes of Teachers’ Voices.Subscribe to BOLD’s newsletter.Stay up to date with all the latest research on child development and learning at bold.expert.
What are the main concerns that teachers have about artificial intelligence in the classroom? What opportunities does AI open up for students? How can AI focus on automation while helping humans do what they’re best at?In the second episode of Teachers’ Voices season three, Nina speaks to Stefania Druga, Principal Researcher at the Center of Applied AI Research at the University of Chicago. Stefania is the founder of Cognimates, an AI education platform for building games, programming robots, and training AI models.Stefania believes that AI is “becoming one of the basic literacies along with reading and writing”. It is becoming embedded in every aspect of our lives, so we need to understand it, she argues. Stefania teaches programming to children so they can understand how it works, and to become critical users of AI.Stefania understands the fear that some teachers feel about AI. “I understand it’s overwhelming, but we need to be in the driver’s seat. And what better way to support people to be in the driver's seat than starting very early?” Teachers don’t have to know everything about AI, but they can guide their students and have conversations around values.Nina also hears from three educators – Marisa López, Paul Abok, and Yvette Larsson – who share some concerns about AI, such as privacy, security, and equity, as well as the opportunities they see, for personalised learning, for example. In the next episode, hear more from teachers in their own words talking about their experiences using AI for lesson planning and classroom instruction.Join the new Teachers' Voices WhatsApp group and read the community guidelines.Guests and resourcesStefania DrugaPersonal websiteLinkedInTwitterThe University of Chicago Booth School of Business Center for Applied AIResearch publicationsCognimates AI education platform: Free resourcesTEDx talk: The Power of PlayTEDx talk: HacKIDemia -- creative making for social impactTEDx talk: Boys and girls should play togetherTEDx talk: Tapping into children's creativity & technology to change the world (Romanian)Marisa LópezFacebookPaul AbokLinkedInYvette LarssonLinkedInEd-TechnicalPodcast about AI in educationContactJoin us on social media: @BOLD_insights and @VoicesTeachers.Listen to all episodes of Teachers’ Voices. Subscribe to BOLD’s newsletter.Stay up to date with all the latest research on child development and learning at bold.expert.Get in touch with us: podcastte
Welcome to the first episode in the third season of Teachers’ Voices. In this episode, Nina talks to Stefania Giannini, the UNESCO Assistant Director-General for Education, in Paris. Stefania tells Nina that “education must be protected from all the threats around it, including climate change.” Education is also part of the solution, she says. Hear Stefania describe the four pillars of UNESCO’s Greening Education Partnership.Nina also meets Jimmy Brian Kayangue, a former teacher now implementing teacher training in rural Malawi. Jimmy tells Nina about a tree planting project to bring back what has been lost to floods and cyclones. Teachers plant trees with the communities they teach in, Jimmy explains, and “they understand that they are agents of change in their communities”.Next, Nina meets Francis Bizoza who works with teachers and students in refugee camps in North Uganda. Francis has been putting together a project-based learning curriculum for out of school refugee children, so they can preserve the environment. Francis also tells Nina about the importance of teaching about global citizenship. “It helps us to bring in a sense of responsibility irrespective of where you are – whether you're in your home country, whether you're in a different community.”Lastly, Nina hears from Celia Hogan, an educator, author, and founder of Little Kiwis Nature Play in New Zealand. “The children, when we go foraging, they’re learning identification, they’re learning taste, they’re understanding the leaves of the different plants. It’s a connection to nature.” Celia tells Nina that the children often want to share what they have learnt with their parents, sometimes bringing them back at the weekend to show what they’ve been doing.Guests and resourcesStefania Giannini, Assistant Director-General for Education at UNESCOLinkedInUNESCO’s Greening Education PartnershipOn the road to COP 28: webinar seriesJimmy Brian KayangueLinkedInDAPP Supports Primary Schools to Plant More TreesFrancis BizozaLinkedInYouTube: The African Travelling TeacherCelia HoganLinkedInLittle Kiwis Nature PlayContactJoin us on social media: @BOLD_insights and @VoicesTeachers.Listen to all episodes of Teachers’ Voices.Subscribe to BOLD’s newsletter.Stay up to date with all the latest research on child development and learning at bold.expert.Get in touch with us: podcastteachersvoices@gmail.com.
Teachers are one of the most influential and powerful forces for equity, access and quality in education. They provide children with the knowledge, skills, attitude and tools needed to reach their full potential.Join Nina Alonso for the third season of the podcast in which she shares powerful stories from teachers around the world, talking in their own words about their own experiences. Every episode, Nina invites international experts on learning and child development to give their thoughts on the big topics in education. What challenges and opportunities does AI bring to school life? How can children be more connected to nature and be agents of social and environmental change? Explore these questions and many more in our third season, and hear from inspiring teachers and amazing guests including Stefania Giannini, Assistant Director General for Education at UNESCO.ContactJoin us on social media: https://twitter.com/BOLD_insights and https://twitter.com/VoicesTeachersListen to all episodes of Teachers’ Voices here: https://bold.expert/teachers-voices/Subscribe to BOLD’s newsletter: https://bold.expert/newsletterStay up to date with all the latest research on child development and learning: https://bold.experGet in touch with us: podcastteachersvoices@gmail.com  
Join educational researcher Nina Alonso for this podcast series as she shares powerful stories from teachers around the world, talking in their own words about their own experiences. In the previous episode of Teachers’ Voices, Nina heard from four inspiring guests about connecting children to nature so that it becomes more central in their learning and development.In this special mini episode, Nina ends the season with recommendations and tips from those guests. Hear from Luis Alberto Camargo, Joaquin Leguia, Jeff Barrett, and Sal Gordon. Nina also speaks to Emma, a forest school teacher, who shares helpful resources for teachers and families to bring nature to kids’ lives. Thank you to all of the educators and researchers who contributed to the second season of Teachers’ Voices. We’re busy working on season three and can’t wait to share more stories from teachers around the world with you later in the year.GuestsLuis Alberto CamargoLinkedInTwitterOpEPASal GordonLinkedInGreen School – Twitter, Instagram, FacebookJeff BarrettBlue Mountain Wild School – Research, Facebook, InstagramEmmaJoaquin LeguiaLinkedInFacebookResources and recommendationsIUCN Resources‘Belonging’, an inspiring wordless picture book about re-greening the cities by Jeannie Baker The Woodland TrustDavid SobelChildren’s land TiNiForest schoolsDo children benefit from forest school?ContactJoin us on social media: https://twitter.com/BOLD_insights and https://twitter.com/VoicesTeachersListen to all episodes of Teachers’ Voices here: https://bold.expert/teachers-voices/Subscribe to BOLD’s newsletter: https://bold.expert/newsletterStay up to date with all the latest research on child development and learning: https://bold.expertGet in touch with us: podcastteachersvoices@gmail.com  
What is the role of nature in children’s learning and development? How are schools around the world connecting children to nature?In this episode, Nina talks to Luis Alberto Camargo, a social entrepreneur who specialises in nature-based education. Luis tells Nina about the scientific research exploring the role of nature in children’s wellbeing. Nina also speaks to Joaquin Leguia, the founder of an approach that promotes healthy relationships between children and the Earth. Nina also meets Jeff Barrett, an outdoor adventurer and the founder of a school in the Canadian forests, and Sal Gordon, the principal of a school in the jungles of Bali that aims to make the world sustainable.Guests and resourcesLuis Alberto CamargoLinkedInTwitterOpEPAEducation for Regeneration – Why EE Is Natural for Personal Growth and UnderstandingEducation for Regeneration – A Nature-Based ApproachLeading Change Beyond SustainabilityIUCN #NatureForAllChildren & Nature Network ResourcesGlobal Lessons on Greening School Grounds & Outdoor LearningOpEPA - Bringing Nature into Learning on HundrEdJoaquin LeguiaLinkedInFacebookAnia – Instagram, FacebookChildren’s Land (TiNi) – TiNi on UNESCO en español YouTubeJeff BarrettBlue Mountain Wild School – Research, Facebook, InstagramSal GordonLinkedInGreen School – Instagram, FacebookCoconut Thinking Podcast ContactJoin us on social media: https://twitter.com/BOLD_insights and https://twitter.com/VoicesTeachersListen to all episodes of Teachers’ Voices here: https://bold.expert/teachers-voices/Subscribe to BOLD’s newsletter: https://bold.expert/newsletterStay up to date with all the latest research on child development and learning: https://bold.expertGet in touch with us: podcastteachersvoices@gmail.com  
How can educators take some of the stress and anxiety out of mathematics?In this episode, Nina talks to Lindsey Richland, Associate Professor at the University of California, Irvine. Lindsey talks about the importance of teaching methods that incorporate reasoning skills. Nina also speaks to Dror Dotan, Head of the Mathematical Thinking Lab at Tel Aviv University, who describes the different knowledge processes that mathematical learning entails. Dror explains how understanding this can help in supporting individual learners. Nina also hears from two former mathematics teachers – Elena Flores, Principal of Colegio Madrid in Spain, and Nate Madick in California, the Educators Outreach Lead of the digital platform Brilliant. Both discuss digital resources for mathematics teachers.Guests and resourcesLindsey Richland, University of California IrvineDror Dotan, Mathematical Thinking LabElena Florez, Colegio Madrid, LinkedInNate Madick, Brilliant, LinkedIn, TwitterSmartickListen to Lindsey Richland discuss the importance of developing children’s reasoning skills on a previous episode of Teachers’ Voices. Read more by Dror Dotan: What’s the most effective way to learn the times table?Thanks Laura Villar for dubbing Elena FlorezContactJoin us on social media: https://twitter.com/BOLD_insights and https://twitter.com/VoicesTeachersListen to all episodes of Teachers’ Voices here: https://bold.expert/teachers-voices/Subscribe to BOLD’s newsletter: https://bold.expert/newsletterStay up to date with all the latest research on child development and learning: https://bold.expertGet in touch with us: podcastteachersvoices@gmail.com  
How can education be transformed so that all children, including the most underprivileged, have access to learning? In this episode, Nina talks to Armando Ali in Kenya about organisations promoting children’s foundational learning across Africa, South Asia, and South America. Nina also hears from Francis Bizoza about accelerated learning interventions that help children catch up with foundational learning in a refugee camp in Uganda. Finally, Nina speaks to Koen Verrecht about his experiences working with the most underprivileged children who are out of school and living on the streets.The guests share caring, respectful approaches and innovative solutions that can offer new opportunities for the most vulnerable children around the world.Guests and resourcesArmando Ali, CEO of the People's Action for Learning NetworkFrancis BizozaLearning EqualityAmal AllianceKoen Verrecht, Strategic Education Advisor at VVOBMobileSchool ContactJoin us on social media: https://twitter.com/BOLD_insights and https://twitter.com/VoicesTeachersListen to all episodes of Teachers’ Voices here: https://bold.expert/teachers-voices/Subscribe to BOLD’s newsletter: https://bold.expert/newsletterStay up to date with all the latest research on child development and learning: https://bold.expertGet in touch with us: podcastteachersvoices@gmail.com  
In this special mini episode, teachers from Qatar, Mexico, and Nigeria share resources and recommendations for other educators.GuestsAljawhara Aladba from Teach For QatarIsaac Galindo from Enseña por MéxicoGaniyat Muritala Wuraola from Teach For NigeriaResources and recommendationsTeachers Pay TeachersTwinklSocrativeKahoot!Freedom WritersThe Ron Clark StoryContactJoin us on social media: https://twitter.com/BOLD_insights and https://twitter.com/VoicesTeachersListen to all episodes of Teachers’ Voices here: https://bold.expert/teachers-voices/Subscribe to BOLD’s newsletter: https://bold.expert/newsletterStay up to date with all the latest research on child development and learning: https://bold.expertGet in touch with us: podcastteachersvoices@gmail.com  
How can educators develop leadership mindsets in the classroom? What impact does this have on student agency, wellbeing, self-confidence, connections with others and also academic mastery?In this episode, Nina talks to Robbie Dean, Director of Research, Evaluation, and Network Learning at Teach For All. Robbie explains how Teach For All developed a framework to support teachers to develop leadership mindsets among students in the classroom.Nina also speaks to three teachers to understand more about the framework in practice. Aljawhara Aladba, an English teacher in an all girls school in Qatar, describes how the framework helped her cater to individual student needs better. Isaac Galindo is a secondary school teacher in Baja California, Mexico. He explains how the framework enabled him to make his classes more dynamic, engaging, and fun for the students. Ganiyat Muritala Wuraola, a primary school teacher in the south east of Nigeria, says it helped her to see the power of community.The teachers reflect on the fact that they are active learners alongside the students, and they highlight the importance of teacher-student relationships.Guests and resourcesRobbie Dean from Teach For AllIsaac Galindo from Enseña por MéxicoAljawhara Aladba from Teach For QatarGaniyat Muritala Wuraola from Teach For NigeriaTeaching as Collective Leadership FrameworkContactJoin us on social media: https://twitter.com/BOLD_insights and https://twitter.com/VoicesTeachersListen to all episodes of Teachers’ Voices here: https://bold.expert/teachers-voices/Subscribe to BOLD’s newsletter: https://bold.expert/newsletterStay up to date with all the latest research on child development and learning: https://bold.expertGet in touch with us: podcastteachersvoices@gmail.com  
How can educators and caregivers better understand the needs of students who particularly struggle to stay engaged in a world full of distractions? Does allowing choice in the classroom better support the differing needs of all students? Why is teacher-family communication and collaboration so crucial for children who need extra support?In this episode, Nina talks to teachers around the world about helping students who may find it difficult to stay on task, thrive in the classroom and beyond. Cindy Anne, from Guangzhou in China, Rachel from Philadelphia in the USA and Michelle Li from Hong Kong explain how they work creatively to support students with concentration, self regulation and task prioritisation. They also share tips to create supportive learning environments that can help strengthen the executive functions of students at different ages. GuestsCindy Anne D.Rachel EpsteinMichelle Li Resources and useful linkshttps://www.understood.org/The Child Mind InstituteExecutive Function & Self-Regulation (Harvard University)https://www.grownowtherapy.com/https://www.instagram.com/GrowNOWADHD/https://www.clarifyadhd.com/Technology doesn't have to distract from learningHow specific are developmental disorders?Our changing understanding of neurodivergenceHow can teachers support children with ADHD?ContactJoin us on social media: https://twitter.com/BOLD_insights and https://twitter.com/VoicesTeachersListen to all episodes of Teachers’ Voices here: https://bold.expert/teachers-voices/Subscribe to BOLD’s newsletter: https://bold.expert/newsletterStay up to date with all the latest research on child development and learning: https://bold.expertGet in touch with us: podcastteachersvoices@gmail.com  
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