Use It or Don't

In this episode, I'm going to be talking about Paul Graham's article from 2008 titled How to Disagree from name-calling to ad hominem attacks to contradiction or refutation I will discuss some better ways to disagree.

In this episode, I discuss a recent Kagan Cooperative Meetings training. As an introvert, I sometimes hide in groups. CL helps me to not hide and share my thoughts. However, I just finished reading Quiet (The Power of Introverts in a World That Can't Stop Talking) by Susan Cain and she wrote about the importance of quiet think time for introverts. I discuss what this means for me or other introverts.

In this episode, I share what I am learning about explicit teaching, how it is beneficial for students, and how we can set up our classrooms to help students FOCUS on the learning.

In this episode I talk about a new book, Just Tell Them by Josh Groshell, I have been reading about the value of explicit teaching and just a gentle pushback on discovery learning.

In this episode, I briefly discuss how we can help our students get smarter by helping them increase their long-term memory.

In this episode, I talk about how a rule or policy is not bad just because it may not be beneficial to all.

I discuss the challenges of being critical when something says it is research or evidence based.

In this episode, I talk about Jim Knight's Coaching Cycle and what has been taking up my time lately.

In this episode, I share my reflection on sharing the messy process of learning. Not just the final polished product. Thank you for listening.

Are we always a good example for being good students in PD or a staff meeting? In this episode, I discuss some implications of approaching learning with the same mindset we would hope our students would learn.

In this episode, I share my word of the year. Connection is mine. What is yours? Spotify for podcasters recently changed to have the podcast episodes be edited in Riverside. I am not as familiar with Riverside, so I apologize if the audio is a little weird.

In this episode I briefly thank my 6th grade teacher, Mr. Latimer, for what he did in my life, as a student and educator.

In this episode, I talk about how our district is training teachers in the five components of the five pillars of reading. These include phonics, pandemic, awareness, fluency, comprehension, and vocabulary.

In this episode, I share my word and focus of the year- growth. Hopefully this will be an encouraging message to you as you are growing in your position as an educator.

This is a more serious response to the idea that objectivity, right or wrong answers and a few other characteristics are examples of white supremacist culture. Short summary: I push back on the idea that these are inherently white characteristics and how this is ridiculous and unhelpful to the conversation about math and/or race.

In this episode, I share a blog post about being an introvert. I also share about the Holderness Family podcast in the what I’m listening to section.

In this episode, I share several eduprotocols, such as math reps, sketch and tell and thin slides.

In this episode, I talk about a session I went to about stacking eduprotocols in a mathematics classroom, but just in general eduprotocols are awesome.

In this episode, I share some of my learnings from CMC South, and the presentation by Jo Boaler.

In this episode, I share my learning from Chapter 2 of of Natalie Wexler's book, The Knowledge Gap. I discuss how Natalie contends for the importance of helping students establish background knowledge versus just focusing on comprehension skills

In this episode, I share my learning from chapter 1 of Natalie Wexler's book, The Knowledge Gap. We look at some of Wexler's pushback on the way we have been teaching comprehension to students, usually using a skills-based model. She begins to suggest that that, alone, will not fill that learning gap between our low and high-level readers.

In this episode, I reflect on a blog post by George Couros, titled Child-Driven or Data-Driven. Can you Be Both? The short answer is no. The long answer could be an interteresting conversation.

In this episode, I talk about the different types of students that you might see in your classroom before you implement a thinking classroom.

In this episode, I talk about not expecting your kids to be just like you and growing as an educator. Also, I wrap up the seven teaching mistakes from our Whole Brain Teaching series.

In this episode, I talk about working more after class to make your class a success. And I push back a little.

In this episode, you’re going to learn common mistakes about being disorganized in your classroom or disliking teaching as a way to help your class become more disruptive.

In this episode, you will learn about the importance of having consistent procedures, and having variation, or variability, to those procedures using Class Yes as an attention getter.

Instead of trying to reason with a child with big emotions, try using the 3 R’s. Regulate, Relate, then, Reason

Yelling and punishing are 2 mistakes we can make when helping our class be more disruptive.

Can we transform kids by transforming how we interact with them?

Whole Brain Teaching quote

Reintroducing myself and stretching out of my comfort zone.

Just a pre conference consideration. Still working out how to do this podcasting.

I share a couple thoughts from Donalyn Miller’s book, The Book Whisperer. How we can limit the amount of test prep while helping our students do well on a standardized test.

How using Accelerated Reader is not always the best way to encourage our developing readers. Can we do better?