Teachers Aid

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.

The trauma experienced by teachers is often overlooked, or discounted in favor of focusing on student trauma. The guests discuss the need for systemic changes to support teachers, including the provision of therapists specifically for educators, regular check-ins on mental health, and a shift in culture to prioritize teacher wellbeing. Follow on Twitter: @DrKpsychologist, @jonHarper70bd @bamradionetwork Related Articles: Trauma-Informed Care for Teachers | Edutopia How Childhood Trauma Affects Teachers | Edutopia Dr. Laura McGuire is an internationally recognized consultant, survivor, researcher, seminarian, and author of the book Creating Cultures of Consent and The Sexual Misconduct Prevention Guidebook: Consent and Conduct for Higher Education Campuses. They were named as one of the 2022 Champions of Pride by The Advocate magazine and are regularly featured in media outlets for their expertise and approachability. Tarn Wilson is a high school teacher and new teacher mentor in the San Francisco Bay Area. She is the author of a memoir, an essay collection, and a book of creative writing prompts and has been published in numerous literary journals as well as educational websites. Jelena Kecmanovic, Ph.D., is the founding director of the Arlington/DC Behavior Therapy Institute and an adjunct professor of psychology at Georgetown University.  In addition to academic articles, she has written for the Washington Post, The Conversation, Psychology Today Magazine, and others.

In a thought-provoking discussion on work-life balance, our guests delve into the evolving challenges educators face in harmonizing their professional and personal lives. They discuss the varying approaches to work-life balance and even challenge the narrative of the need for it. Follow on Twitter: @Rdene915 @mrs_frommert @Jonharper70bd @bamradionetwork The OnBeing podcast is a nice resource as well for living more fully with both contentment and purpose: The Huffington Post Well-being activities Published article on emotionally intelligent school leadership Dr. James L. Floman is an Associate Research Scientist at the Yale Center for Emotional Intelligence. He received his Ph.D. at the University of British Columbia, where he studied the effects of mindfulness and compassion meditation on teacher emotion regulation and prosocial behavior with Dr. Kimberly Schonert-Reichl. Dr. Floman has three core research streams: 1) The assessment of dynamic social-affective processes (i.e., developing and validating EI and well-being measurement tools); 2) EI, mindfulness, and well-being training (i.e., developing, optimizing, and scaling EI and well-being-enhancement interventions for real-world applications); and 3) Affective neuroscience (studying mental training-induced changes in ‘emotional brain’ function and structure). Dan Jones earned a BS in Middle Grades Education from Ashland University and a Master’s Degree in Curriculum and Instruction from the American College of Education. Dan is an FLGI Master Teacher whose professional interests include e-learning, technology, and Project-Based Learning. Rachelle Dené Poth is an accomplished edtech consultant, presenter, author, blogger and teacher. She currently teaches Spanish and a course on emerging tech that covers AR/VR, artificial intelligence, coding, gaming, digital citizenship, video animation and more. She presents regularly at conferences on technology and ways to drive student learning. Poth is the president of the ISTE Teacher Education Network and serves on the leadership team for the ISTE Mobile Learning Network. At ISTE19, she received the Making IT Happen Award and a Presidential Gold Award for volunteer service to education. She’s a Buncee Ambassador, Edmodo Certified Trainer, Nearpod Certified Educator and PioNear, Microsoft Innovative Educator Expert and Google Certified Educator Levels I and II. Poth is the author of In Other Words: Quotes That Push Our Thinking, The Future Is Now: Looking Back to Move Ahead and Unconventional Ways to THRIVE in EDU. She’s a contributing author to Education Write Now, Volume 3; several volumes of the Edumatch book Snapshot in Education; and the ISTE book Gamify Literacy. Poth is a regular blogger for Getting Smart and DefinedSTEM.

Multiple sources report that the number of students challenged with emotional regulation has grown exponentially. Our guests highlight the importance of creating a safe, structured, and predictable environment for children. We identify ways to maintain our composure and provide clear, assertive instructions. We also cover strategies to help students identify their emotions and offer proven methods to manage them. Follow on Twitter: @letyenconciencia @brukner_lauren @LoriWebber9 @Jonharper70bd @bamradionetwork Resources: Edutopia article: What to Do About Increasing Dysregulation in the Early Grades | The Zones of Regulation | A Curriculum For Emotional Regulation Lety Valero has been a teacher and assistant principal and was the director of a preschool at an international school in Mexico City, Mexico. She is a Conscious Discipline Master Instructor. She has been an enthusiastic, innovative and committed educator for over 30 years and has been in charge of the implementation process of Conscious Discipline in several schools around the world and has been a key part in their transformational process. In her commitment, concern, and dedication to the healthy emotional well-being of children, Leticia co-created the Feeling Buddies and participated in the development of the Feeling Buddies self-regulation curriculum with Dr. Becky Bailey. Lori Webber has been teaching Kindergarten for the past 18 years in Acworth, GA, at McCall Primary School. She received her Bachelor’s in Elementary Education from Kennesaw State University in 2006 and is currently pursuing her Master’s degree. She has a passion for social-emotional learning and has been responsible for bringing the Ignite Your S.H.I.N.E. framework to her school. Lauren Brukner is a Senior Occupational Therapist and published author of six books with Jessica Kingsley Publishers. She currently works as a Senior Occupational Therapist and evaluator for the NYC Department of Education. She has contributed to Scary Mommy, the Huffington Post, and Edutopia. Lauren was a speaker at UNESCO’s Virtual Special Kids International Summit in April of 2020. She appeared as a guest on the Sue Larkey Show, The Autism Show, The Manhattan Neighborhood Network’s School-Home Connection, the Sue Atkins Show, and The Matt Townsend Show. She was quoted in the Wall Street Journal on self-regulation tips for traveling. Her books have been endorsed by experts in the field such as Dr. Temple Grandin, Dr. Lucy Jane Miller, and Dr. Winnie Dunn, and listed as resources on websites such as Real Simple Magazine, Inc. Magazine, Psych Central, Romper, Everyday Health, Aol’s Health and Wellness, MSN Health, Singapore’s Child, and Friendship Circle, among other websites/libraries/community/academic/parenting sources.

What are the most effective ways to restore a class that's spinning out of control? We discovered that the answer depends on the grade level.  An Edutopia survey identified the top 34 strategies to quiet a rowdy classroom.  We review the findings with an elementary school teacher, a middle school math teacher, and an assistant principal. Follow on Twitter: @dalorleon @mrs_frommert @EmilyAPaschall @Mr100Teacher  @jonHarper70bd @bamradionetwork Related Edutopia Article: 34 Ways to Quiet a Rambunctious Class | Edutopia 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. 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. Jeremiah Short is entering his 10th year in education and eighth as a teacher, and he’s presented at the State and National level. He’s the author of Phenomenal Intervention: The Playbook and the host of The Phenomenal Student Podcast. Emily Paschall, author and education leader, has served as a teacher, district coach, school administrator, professional learning trainer, and motivational speaker. Her passions lie in teaching, learning, and serving others. Her work is recognized around the world by educators who desire to learn how to create a climate and culture that promotes excellence.