Season 5 has come to a close, and I'm looking ahead to Season 6. I would love your feedback on what's working (and what's not.)
I'm particularly interested in your thoughts on the new episode formats I tried this season. Are you enjoying the interviews with experts? How about the coaching calls I'm conducting with teachers?
I've also felt like the podcast eps have slowly gotten longer over the years...is this a good thing, or would you rather me stick to the original 10-15 minute time frame?
I'd love for you to take just 3 minutes to let me know your thoughts. You can sound off on anything you've been thinking about the podcast, and let me know if there are any topics you've hoped I would cover.
Thank you so much for your feedback and support!
The episode you’re about to hear is a free coaching call I conducted with a graduate of the 40 Hour Teacher Workweek Club. It’s a combination of instructional coaching and life coaching all sort of rolled into one, where I’m answering teachers’ specific questions about productivity and balance and managing it all.
This particular call is a teacher named Claire who teaches special education. She works with kids in grades K-6 and actually splits her time between 2 schools, so she’s at one school with one group of kids in the morning and another in the afternoon.
Claire’s initial question is about how to use her summer to get ahead for fall when she doesn’t know the needs of the students in her classroom. Her caseload can change a lot from year to year and that makes it difficult to plan ahead. So we talk through some systems she and any teacher can create during the summer that will make the following school year easier to manage. We talk about getting digital files organized, getting procedures in place, and so on.
I then challenge Claire to figure out 2-3 of her biggest time-wasters and use her summer to figure out a better way. It’s very hard to find the time and mental bandwidth to take a step back during the school year and analyze systems, so summer is really perfect for that. And when she told me what her biggest time suck is, when she talked about collecting data on student progress and grading their writing, she had a really big aha moment that I think is going to resonate with you in a powerful way, too.
Claire and I dug really deeply into how to analyze if something really has to be done, if the things we perceive as mandated are in fact requirements, and analyze teaching practices through the lens of whether they’re actually effective for kids rather than if they’re the way they’ve always been done, and they way everyone else does them. I love that moment in our conversation and I can’t wait to share it with you.
At the end of the call, I mention a free on-demand video series I've created to help you plan out how to use your summer. You can sign up for that here:
Today we're going to talk about the little things students do that are rude, disrespectful, or just annoying. The things that don’t necessarily warrant some kind of consequence, but that you don’t want to let slide every time. How should a teacher respond to eye rolling, teeth sucking, muttering under the breath, and so on? What do we do about bad attitudes?
I don’t want to settle for trite rehashed info, so I reached out to Robyn Jackson because I knew she could take this conversation to a deeper level. Robyn was a National Board Certified English teachers in Maryland, just outside of Washington DC, and has since been and administrator, adjunct professor, consultant, and speaker. She’s been championing equity, access, and rigor for over 15 years.
Robyn is seriously one of my favorite experts in the education space, because she has a deeper understanding of human behavior and motivation than anyone else I know, and she always keeps it real. I’ve had the pleasure of seeing her speak in person a few times just hang on her every word--there’s so much good info there. She has this lovely way of uncovering the root problem and also sort of calling you out on your own mess instead of allowing blame-shifting.
Grab a notepad when you listen to this one, because you’re going to want to take notes!
I want to use this episode to dive more deeply into a topic that I’ve touched on quite a few times, which is problem of overwhelm. Overwhelm is a huge issue for just about everyone, but particularly for teachers.
I want to help you understand an important contributing factor that a lot of people underestimate or just don’t give much thought to. Once you understand what’s creating or worsening your feeling of being overwhelmed, the solution because clear, simple, and pretty straight forward.
Listen in as I share how you can avoid overscheduling yourself, and create more margin in your life through building in buffer time.
The episode you’re about to hear is a free coaching call I conducted with a graduate of the 40 Hour Teacher Workweek Club. It’s a combination of instructional coaching and life coaching all sort of rolled into one, where I’m answering teacher’s specific questions about productivity and balance and managing it all.
This particular call is with a 5th grade teacher named April. April’s challenge right now is with trying to find balance and intentionality during times of year that are super demanding, such as parent conference week.
As we get into the conversation, we dig deeper into her social media habits, and exploring how her desire to learn from and connect with our educators is sometimes swallowing up more time than she intends, and interfering with her ability to get a good nights sleep and stay in balance.
For many teachers, PBL is a very different way of facilitating learning, where kids are identifying a real-world problem and developing its solution. It’s an incredibly powerful, effective, and cross-curricular way for kids to learn. But it’s not always simple to plan, and manage, and assess, so we’re going to talk about some practical teaching strategies.
We’re also going to look at how to address some of the pitfalls that students face. PBL is incredibly rigorous, or should be, and we all know that kids aren’t always excited about rigor and working hard--they can’t just pass a test at the end of the unit and be done. With PBL, kids show what they learn as they journey through the unit, interact with its lessons, collaborate with each other, and assess themselves and each other. It’s pretty complex stuff. It’s a tough juxtaposition with the “fill in the bubble” standardized testing mentality that most are expected to juggle simultaneously.
I have two guests on the show today to help us explore these issues--they are the co-authors of the new book Hacking Project Based Learning: 10 Easy Steps to PBL and Inquiry in the Classroom. You’ll hear from Erin Murphy, who is an assistant principal and certified literacy specialist in the East Penn School District in Pennsylvania, and Ross Cooper, who is the Supervisor of Instructional Practice K-12 in the Salisbury Township School District in Allentown, Pennsylvania.
Erin and Ross are passionate about inquiry-based learning and have supported countless teachers in implementing it, through not only their school-based work but also through the PD and workshops they conduct. I’m really excited to have them here to help us move past the jargon and buzzwords, and talk about the realities on doing PBL with kids.
This is the time of year when many teachers are facing huge decisions about their careers. You may not be sure if you’re even going to have a job next year because your teaching position has been cut. Your decision might be whether to look for another teaching job, or find a different career altogether.
Others of you are wondering: should you stay home with your kids, or save up for another year first? Should you try to get a job in another school? Should you ask your principal if you can take that open spot in another grade level? Should you apply for that position as an instructional coach or an administrator?
In many ways, these are deeply personal questions that no one can advise you on. There are so many factors to consider and only you know them all, and understand the relative importance of them all.
So rather than give you advice about what to do, I’m going to teach you my system for making these kinds of big decisions. I’ve changed schools 5 times and grade levels 3 times, and relocated to other parts of the country for work twice.
And I always felt confident about the choices I made because I created a system that helped me think through every aspect of the decision and weigh the options not just on an intellectual, rational, logical level, but also on an emotional and heart level. Listen in as I share my process.
Today I’m going to let you listen in on a coaching call I did with a 9th and 10th grade ELA teacher named Taylor. Like all the teachers I’m conducting these free coaching calls with, Taylor completed a year in the 40 Hour Teacher Workweek Club and has made really strong progress in work/life balance. Before joining the club, she worked around 80 hours a week, and she’s not working around 55-60, for a net savings of 20-25 hours a week. So she’s obviously doing a lot of things right when it comes focusing on what’s most important and letting go of the rest.
However, Taylor is now committed to being a class advisor, and that’s causing her to work a lot of additional hours. As we talk, it becomes clear that she’s going to have to eliminate some things from her schedule.
But she’s getting stuck on figuring out what she can realistically say no to when it comes to grading, which is what takes up the majority of her time. And, she’s having a hard time saying no to students when they ask her to do extra things for them.
Listen in as I talk with Taylor about how to figure out what can realistically be eliminated from a teacher's workload in order to free up more time.
If you’re a regular listener of Truth for Teachers, you know I like to focus on very practical, actionable strategies that every person listening can implement. Today’s episode is going to be a slight departure from that. This episode is a chance to dream, to imagine new possibilities, to rethink everything about the way your school day is structured.
I’m going to be talking with Jodi Fletcher, a principal whose team had a vision for a really innovative way to support kids in personalized learning and project based learning. Listen in as she tells the story of what that dream looks like now that they’ve made it a reality for 500 kids.
86% of teachers in the U.S. are white. Most of you listening to this episode are therefore white. Conversations about race are super prevalent right now and for many white people, and it feels like stepping onto a minefield.
They have literally no idea what to say, or feel like they don’t understand the history enough to contribute much to the conversation. Or, they say something they think is totally valid but inadvertently offend people of color in the discussion or get their own feelings hurt because they feel “attacked”, vowing to never, ever enter another conversation about race again.
This can’t happen, teacher friends. It really hurts my heart to see so many misunderstandings in our country around race right now, particular when it’s among white teachers who are shaping the next generation of minds. Teachers are smart, kind, educated people tasked with raising up young people to be leaders. We cannot be ignorant about race or avoid talking about it.
I’m going to start here, today, by sharing what I know now as best as I can, because if I wait until understand everything fully, there will never be an episode about race on Truth for Teachers. And this can’t wait. I want every white teacher, particularly those who teach black and brown students, to understand some fundamental truths. These can completely transform your relationship with your students, their families, and the community you teach in, and I hope you’ll be open to my words in light of that.
This episode is for those who are frustrated with conversations about race right now, and also for those who want to have hard conversations, want to support their students, want to step up as advocates and allies, but just don’t know how to talk about racial issues and are afraid of saying the wrong thing. I hope the information I share today will help you feel more confident in having those tough conversations that are so, so important, and empower you to be a more culturally responsive teacher.
Today I’m going to let you listen in on a coaching call I did with a 3rd grade teacher named Daniele. Like all the teachers I’m conducting these free coaching calls with, Daniele completed a year in the 40 Hour Teacher Workweek Club and has a really good understanding of how to be intentional in her teaching and maintain a positive, productive mindset.
However, as we progressed through the conversation, it became clear she’s dealing with a whole lot of things that are completely out of her control, things that are increasing her workload and stress level exponentially.
About halfway through the call, I think we got to the real heart of the issue, which is that morale at the school is really faltering right now and it’s incredibly hard to hold onto hope every day and keep doing the work when the school climate is filled with a constant low-grade anxiety.
Daniele’s given me permission to record our conversation and share it here with you so that if these are issues you’re facing in your school, hopefully our thoughts will give you some encouragement.
Today I’m talking with Dr Marcie, a child behavioral specialist and author of the book Love Your Classroom Again: Realistic Behavior Strategies for Educators. She’s also the founder and director of Behavior + Beyond.
I was introduced to Dr Marcie’s work when I heard her speaking about bullying prevention on a local news channel here in New York City where we’re both based, and am really excited to have her here on the podcast to share tips on this with you all, as well.
Listen in as we talk about the difference between meanness and bullying, and how we can support students who are being bullied AND those who are doing the bullying.
Today I want to talk about one of the most common problems teachers face when integrating technology into their lessons, which is keeping kids focused and accountable. It can be really challenging to get kids to listen to directions once they’re on their devices, and hard to make sure they’re focused on the assignment when there’s so many other things they can be doing online.
So, let’s look at some ways to be pro-active and set kids up for success. We want to make it as simple as possible for them to be more productive and focused with their time online.
Every couple of episodes on this season on the Truth for Teachers podcast, I’m going to be featuring coaching calls. I’m answering teachers’ specific questions about productivity, balance, and managing it all. Think of it as instructional coaching and life coaching rolled into one–and you get to listen in!
In this episode, I’m talking with Kendall, a grade 4 teacher in Alberta, Canada. Kendall has made a tremendous amount of changes to her workflow and is doing really well with time management overall, but there are a few areas where she’s having trouble sticking to her habits and best practices. Listen in as we work through these common issues that you might be grappling with, too.
I got an email a few months ago from a woman named Pam Gresser. She wrote, “I’m starting my 20th year teaching and 2 years ago, I didn’t know how much longer I could go on. I read your book ‘Unshakeable: 20 Ways to Enjoy Teaching Every Day…No Matter What’ and it truly changed my whole attitude!”
Obviously Pam’s email made a big impact on me as the author of the book, but I also wanted to learn more about what, specifically, she did to create change in her life.
How exactly does a teacher go from being burned out and feeling like she wanted to quit teaching to being recognized as teacher of the year?
Listen in as I talk with Pam Gresser about how she became unshakeable in her enthusiasm for teaching, and how you can, too.
Join the Unshakeable book community here: https://www.facebook.com/groups/UnshakeableSummerBC/
I can’t begin a new season of a podcast called TRUTH for teachers without acknowledging the changes that have occurred since Season 4 ended two months ago.
I think we had all hoped that after the US election, some of the division we were feeling in our country would die down a bit, and the constant political drama and onslaught of outrageous, embarrassing news would trickle down to a more manageable pace.
This...did not happen.
And it’s tiring. I know this. I know that it is wearisome to hear about serious issues all the time. It is tempting to want to return to the days when our social media feeds were mostly pictures of babies and puppies, when we collectively questioned the popularity of the Kardashians, and the most controversial nationwide debate was whether that dress was blue or gold.
But we’ve been TOO comfortable. No matter who you voted for, no matter where you stand on the various issues, we need you now to be a warrior for truth. We need you to be a thinking, actively involved citizen. We need you to teach students to THINK.
Be okay with discomfort. Have the hard conversations instead of discussing “safe” topics that are less controversial.
Let your choices be guided not by fear or fear of discomfort, but a love of truth.
Don’t make decisions by asking yourself, “Am I allowed to do this?”
Instead ask yourself, “Is this the right thing to do?”
In this special hour long episode, I'm sharing practical time-saving strategies and simple mindset shifts that will help you:
From lesson planning to grading, you’ll walk away with lots of ideas for small changes that add up to big results, and get a fresh dose of motivation for the new year.
It's so simple to create change that you can try out just ONE of the dozens of approaches shared and save an hour a week, right away.
Season 5 will be back in February, and I want to leave you with some powerful ideas for the weeks ahead. Right after the holidays, we tend to be thinking about resolutions, new habits, getting healthier, making better choices...and most of this just turns out to be wishful thinking. We don’t stick with it. In this episode, we'll explore why that is, and how creating change is probably easier than you think.
Today I’ve invited Dr. Leonard Sax to the show. Leonard is board-certified in family medicine and currently practices in suburban Philadelphia, and also has a PhD in psychology. I was introduced to Leonard’s work when I heard him on NPR, and was just fascinated by his insights about how schools are failing boys. As I dug deeper into his work, I realized that Leonard also has done a significant amount of work around "girls in crisis." So, I've invited Leonard on the show to talk about what we as teachers need to know about overcoming the gender gap in schools so we can break down gender stereotypes to support every child.
This is an “Ask Angela Anything” style episode where I attempt to answer 5 coworker-related questions in 15 minutes. However, I’m going to format things just a little differently. Instead of reading specific teachers’ questions, I’ve identified 5 problems with co-workers that people typically ask me about. So I’ll share these 5 basic scenarios, and hopefully if you’re facing any of them, you’ll be able to apply the advice, regardless of the particulars of your situation.
Listen as I share the story of a classroom management mistake that made a huge impression on me many years ago. We all have examples of procedures and routines that we know are wildly inefficient...but who has the time and energy to figure out a better way and retrain the kids?
In this week's episode, I’ll tell you my personal philosophy on this: It’s NEVER too late to change something that’s not working. Not in your classroom, and not in your life.
You don’t have to wait for next year and an entirely new group of kids. You can–and should–modify your procedures, expectations, and teaching strategies ANY time they are not effective, at ANY time during the school year. Listen in to learn how.
Genius Hour is a movement to empower kids to uncover their passions, skills, and strengths through designing projects they care about. In this week's episode, I'm bringing you the best of Genius Hour--what the most effective teachers are doing in this area, and HOW they’re doing it so you can learn from their experiences.
So, I’ve invited AJ Juliani to share his observations. AJ has created an entire online community of educators discussing Genius Hour, as well as an editable Genius Hour journal and an online Genius Hour course for teachers.
Visit geniushourmastercourse.com to learn more from AJ and get started!
I’ve spent a lot of time observing what causes procrastination and what prevents it because this is such a deep and pervasive problem for me personally. It’s something I have always struggled with, and will probably always struggle with. I haven’t found that procrastination is something you can conquer once and for all. Like just about all decisions that involve staying healthy and being productive, your day by day choices matter a lot. For most people, there will never be a day when you wake up and don’t feel pulled to be lazy, or eat junk food, or skip the workout, or leave the house a mess. So, in this week's episode, I'll share 4 things you can do to make it easier to overcome those feelings of procrastination when they strike.
I LOVE my alone time in the car, and also the time I spend walking to my destinations. I have so many good options for things to listen to and do that the time just flies by. So, I wanted to share some of those options in hopes of inspiring those of you who currently dread your commute or are just looking for some ways to make it more interesting.
There’s one complaint about technology that I hear from almost every single person I talk to: it’s just plain overwhelming. There’s too much to learn. There are too many options. It’s always changing and I’m always behind.
Between ed tech for your classroom and the technology you use in your personal life, there’s always going to be a massive amount of tools you wish you could explore and master. Here’s what to do when it all starts to feel overwhelming.