Teach Me, Teacher

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#255 Building Back Trust in School (Dr. Zac Bauermaster pt.2) Mar 21, 2022

Show notes

Hello everyone! It's no secret that the trust people have about schools, rightfully and wrongfully, has been harmed. Many of the relationships involved with well functioning schools are struggling. Some of this is caused by media hype, while others are rooted deeply in the culture wars occurring right now in and around education. In part one with Dr. Zac Bauermaster, we discussed how Zac leads with people in mind first. Even when things are hectic or struggling, he goes back to the people he serves. In this episode, we go deeper and discuss the complexities Covid, school board meetings, teacher burnout, and other factors have played into the damaging of trust in schools (from the inside out). Zac speaks honestly about the struggles schools face, and without blame, puts forth an outlook aimed at a better tomorrow. I really enjoyed this talk. I think you will too. This episode is sponsored by Heinemann—the leading publisher of professional books and resources for educators—and their professional book, Four Essential Studies: Beliefs and Practices to Reclaim Student Agency by Penny Kittle and Kelly Gallagher. Four Essential Studies is based on the belief that secondary students can only be prepared for life after high school when we purposefully shift the decision-making in our classrooms over to them. By reimagining how we teach essay, poetry, digital composition, and sustain talk in book clubs, we can ignite student curiosity, independence, and decision-making skills. Penny and Kelly share the strategies and activities they use in their own classrooms over the course of each unit, and show us what is possible when we expect more than compliance from our students. Learn more about how to transform students' relationship with literacy. Visit Heinemann.com to download a sample from Four Essential Studies.

#254 Leadership Means People First with Dr. Zac Bauermaster (pt.1) Mar 14, 2022

Show notes

Hello everyone! Over the years we have featured some of the top leaders in education, such as Todd Whitaker, Hamish Brewer, and Adam Dovico. Even though Teach Me, Teacher is a teacher centered show, I love talking with administrators from all over because I feel like it brings a lot of light into the teams we work with. By understanding one another's jobs and hardships, we can better serve one another. In this episode, we are talking with Dr. Zac Bauermaster, the principal of Kissel Hill Elementary. Together, we discuss: Why he got into administration His experiences from going from secondary to elementary Choosing what to focus on as a leader Putting people first, always ...and so much more! I really enjoyed this talk. I think you will too. This episode is sponsored by Heinemann—the leading publisher of professional books and resources for educators—and their professional book, Four Essential Studies: Beliefs and Practices to Reclaim Student Agency by Penny Kittle and Kelly Gallagher. Four Essential Studies is based on the belief that secondary students can only be prepared for life after high school when we purposefully shift the decision-making in our classrooms over to them. By reimagining how we teach essay, poetry, digital composition, and sustain talk in book clubs, we can ignite student curiosity, independence, and decision-making skills. Penny and Kelly share the strategies and activities they use in their own classrooms over the course of each unit, and show us what is possible when we expect more than compliance from our students. Learn more about how to transform students' relationship with literacy. Visit Heinemann.com to download a sample from Four Essential Studies.

#253 What it Takes to Empower Young Writers Mar 07, 2022

Show notes

Hello everyone! Writefully Empowered is HERE! It's my second book, all about creating a writing workshop that empowers young people to be their best and write pieces they care about. In this episode, I talk with my co-host of Craft & Draft (my second podcast) about her experience with reading the book, what her takeaways are, and what other educators might find useful in it too. You can get the book here — or if you want a signed copy by all of the students, message me here! This episode is sponsored by Heinemann—the leading publisher of professional books and resources for educators—and their professional book, Four Essential Studies: Beliefs and Practices to Reclaim Student Agency by Penny Kittle and Kelly Gallagher. Four Essential Studies is based on the belief that secondary students can only be prepared for life after high school when we purposefully shift the decision-making in our classrooms over to them. By reimagining how we teach essay, poetry, digital composition, and sustain talk in book clubs, we can ignite student curiosity, independence, and decision-making skills. Penny and Kelly share the strategies and activities they use in their own classrooms over the course of each unit, and show us what is possible when we expect more than compliance from our students. Learn more about how to transform students' relationship with literacy. Visit Heinemann.com to download a sample from Four Essential Studies.

#252 Implementing Concept Based Instruction (Kass Haut pt.2) Feb 28, 2022

Show notes

Hello everyone! Last week, we dove into how educator Kass Haut, otherwise known as @heymshaut on Instagram and TikTok, discovered and came to love concept based instruction. This week, we take this a step further and go into the dos and don'ts, common pitfalls with concept based instruction, grades, and even working with parents! You do not want to miss this one! Enjoy! Teaching our children to think and reason mathematically is a challenge, not because students can't learn to think mathematically, but because we must change our own often deeply-rooted teaching habits. This is where instructional routines come in. Their predictable design and repeatable nature support both teachers and students to develop new habits. In Teaching for Thinking, Grace Kelemanik and Amy Lucenta pick up where their first book, Routines for Reasoning, left off. They draw on their years of experience in the classroom and as instructional coaches to examine how educators can make use of routines to make three fundamental shifts in teaching practice: Focus on thinking: Shift attention away from students' answers and toward their thinking and reasoning Step out of the middle: Shift the balance from teacher-student interactions toward student-student interactions Support productive struggle: Help students do the hard thinking work that leads to real learning With three complete new routines, support for designing your own routine, and ideas for using routines in your professional learning as well as in your classroom teaching, Teaching for Thinking will help you build new teaching habits that will support all your students to become and see themselves as capable mathematicians.

#251 Discovering Concept Based Instruction with Kass Haut (pt.1) Feb 21, 2022

Show notes

Hello everyone! Many teachers are always on the lookout for new ways of doing things. We want new ways to engage students in our content, new ways to plan, and new ways to assess. We want something that will take our class to the next level. If this is you, then concept based instruction just might be what you need to fire up your class work assessment, and planning! Kass Haut, otherwise known as @heymshaut on Instagram and TikTok, is here to tell us about how she discovered concept based instruction, what it is, and how it has changed her teaching. Personally... I'm excited to hear and learn more already! Enjoy! Teaching our children to think and reason mathematically is a challenge, not because students can't learn to think mathematically, but because we must change our own often deeply-rooted teaching habits. This is where instructional routines come in. Their predictable design and repeatable nature support both teachers and students to develop new habits. In Teaching for Thinking, Grace Kelemanik and Amy Lucenta pick up where their first book, Routines for Reasoning, left off. They draw on their years of experience in the classroom and as instructional coaches to examine how educators can make use of routines to make three fundamental shifts in teaching practice: Focus on thinking: Shift attention away from students' answers and toward their thinking and reasoning Step out of the middle: Shift the balance from teacher-student interactions toward student-student interactions Support productive struggle: Help students do the hard thinking work that leads to real learning With three complete new routines, support for designing your own routine, and ideas for using routines in your professional learning as well as in your classroom teaching, Teaching for Thinking will help you build new teaching habits that will support all your students to become and see themselves as capable mathematicians.

#250 Educational Gag Orders Explained with Jonathan Friedman Feb 14, 2022

Show notes

Hello everyone! Education policy is changing. Politicians and board members are literally running on campaigns centered around what they believe should—and should not—happen in schools. Because of this, it is extremely important that we not only stay informed, but are knowledgable around laws, the history of educational movements, and why many restrictions are being pushed right now so hard. Among all of this, is the term gag order, which is detailed clearly in this episode. If you're unfamiliar with the term in education, like I was, you'll want to hear this episode. Joining me to help in unpacking this complex topic is Jonathan Friedman, the director of Free Expression and Education PEN America. In this episode, we discuss: The history of fringe involvement in educational policy The underlying politics behind content bans Analyzing precedence for today's bans by looking at the push for religious beliefs to be in public school Gag orders, what they are, and what they do How gag orders are seeking to control teacher speech around race, sex, gender, and politics Enjoy! Teaching our children to think and reason mathematically is a challenge, not because students can't learn to think mathematically, but because we must change our own often deeply-rooted teaching habits. This is where instructional routines come in. Their predictable design and repeatable nature support both teachers and students to develop new habits. In Teaching for Thinking, Grace Kelemanik and Amy Lucenta pick up where their first book, Routines for Reasoning, left off. They draw on their years of experience in the classroom and as instructional coaches to examine how educators can make use of routines to make three fundamental shifts in teaching practice: Focus on thinking: Shift attention away from students' answers and toward their thinking and reasoning Step out of the middle: Shift the balance from teacher-student interactions toward student-student interactions Support productive struggle: Help students do the hard thinking work that leads to real learning With three complete new routines, support for designing your own routine, and ideas for using routines in your professional learning as well as in your classroom teaching, Teaching for Thinking will help you build new teaching habits that will support all your students to become and see themselves as capable mathematicians.

#249 The Complexity of Book Bans (Ashley Hope Pérez pt.2) Feb 07, 2022

Show notes

Hello everyone! Last week, I spoke with Ashley Hope Pérez about book bans and why she has been speaking up about them. As an educator, trauma survivor, and author, Ashley brought her unique perspective to this topic and challenged us to look at the complexity of, not just book bans, but the human beings being affected by them most…kids. In this episode, we continue this talk but dive into the nuance and complexity of book bans. What do they mean, why do they happen, and can we understand how many people can want a book banned are all a part of this talk...and much, much more. Enjoy! Teaching our children to think and reason mathematically is a challenge, not because students can't learn to think mathematically, but because we must change our own often deeply-rooted teaching habits. This is where instructional routines come in. Their predictable design and repeatable nature support both teachers and students to develop new habits. In Teaching for Thinking, Grace Kelemanik and Amy Lucenta pick up where their first book, Routines for Reasoning, left off. They draw on their years of experience in the classroom and as instructional coaches to examine how educators can make use of routines to make three fundamental shifts in teaching practice: Focus on thinking: Shift attention away from students' answers and toward their thinking and reasoning Step out of the middle: Shift the balance from teacher-student interactions toward student-student interactions Support productive struggle: Help students do the hard thinking work that leads to real learning With three complete new routines, support for designing your own routine, and ideas for using routines in your professional learning as well as in your classroom teaching, Teaching for Thinking will help you build new teaching habits that will support all your students to become and see themselves as capable mathematicians.

#248 Addressing Book Bans with Ashley Hope Pérez (pt.1) Jan 31, 2022

Show notes

Hello everyone! It seems like any time you scroll through the news around education these days there are new reports of another book being banned. Authors of celebrated books are now being demonized, and more and more parents and special interest groups are raining their voices about books in schools. But why now? What caused the massive uproar? Why are certain books being attacked and others not? What does this tell us about our values in education and American society? To discuss these ideas and much more, I have brought on Ashley Hope Pérez, author of Out of Darkness—a book being targeted across the United States despite it being an award winning novel. As an educator, trauma survivor, and author, Ashley brings her unique perspective to this topic and challenges us to look at the complexity of, not just book bans, but the human beings being affected by them most...kids. This episode is sponsored by Heinemann—the leading publisher of professional books and resources for educators—and their professional book, Textured Teaching: A Framework for Culturally Sustaining Practices by Lorena Escoto Germán. With Culturally Sustaining Practice as its foundation, Textured Teaching helps secondary teachers stop wondering and guessing how to implement teaching and learning that leads to social justice. Lorena Germán shares her framework for creating a classroom environment that is highly rigorous and engaging, and that reflects the core traits of Textured Teaching: student-driven and community-centered, interdisciplinary, experiential, and flexible. The actionable strategies Lorena uses to bring Textured Teaching values to life illuminate what is possible when we welcome all types of texts, all types of voices, and all forms of expression into the classroom. Learn more about how to become a culturally sustaining educator. Visit Heinemann.com to download a sample from Textured Teaching.

#247 The Culture War in Education with Tony Kinnett Jan 24, 2022

Show notes

Hello everyone! This podcast is many things to many people. It's where educators can gather and enjoy the good news and positivity of education. It's where educators can learn the latest approaches to fostering deep and meaningful literacy classrooms. And it's a place where we discuss complicated issues in and around education today. Today, and over the next few episodes, we will be diving into the culture war in education today. This war has taken many forms and many voices have chimed in (often not in education), and this has caused a dilution of clear messages and goals. Those who care about education and its future have found ourselves often talking around each other rather to one another, and have seemingly fallen down endless rabbit holes as we defend our stances or accuse others of causing more harm than good. As an independent podcast that has found a healthy audience, I view this podcast as a place for us to dialogue across the divides, come to understand one another (even if we do not agree), and become educated on the issues so that we can truly work together to create a better world of education than the one we have today. Much like my episode with PragerU's Jill Simonian, this is my attempt at creating bridges to one another, finding common ground, and setting the stage for us to move forward on the biggest issues we face as educators. To start this several episode mini-series, I have brought on the co-creator and owner of the Chalkboard Review, Tony Kinnett. Tony has recently made headlines because of his takes on CRT and recent fallout with his school district, as well as his work in education. In this hour long episode, we discuss numerous topics. We touch on: Critical Race Theory Book bans Curriculum Race Supporting marginalized communities Public schools vs Charter vs Private ...and much more! Strap in, this should be a good one for you. This episode is sponsored by Heinemann—the leading publisher of professional books and resources for educators—and their professional book, Textured Teaching: A Framework for Culturally Sustaining Practices by Lorena Escoto Germán. With Culturally Sustaining Practice as its foundation, Textured Teaching helps secondary teachers stop wondering and guessing how to implement teaching and learning that leads to social justice. Lorena Germán shares her framework for creating a classroom environment that is highly rigorous and engaging, and that reflects the core traits of Textured Teaching: student-driven and community-centered, interdisciplinary, experiential, and flexible. The actionable strategies Lorena uses to bring Textured Teaching values to life illuminate what is possible when we welcome all types of texts, all types of voices, and all forms of expression into the classroom. Learn more about how to become a culturally sustaining educator. Visit Heinemann.com to download a sample from Textured Teaching.

#246 Who's Doing the Decision Making? (Kelly Gallagher pt.2) Jan 17, 2022

Show notes

Hello everyone! Kelly Gallagher returns in part two of our discussion about engagement, the writing life, and his newest book with Penny Kittle (see our talk here), 4 Essential Studies. Last week, we talked about moving students beyond compliance and into actual engagement with content—reading and writing. If you missed it, check it out here. In this half of our talk, we touch on: Allowing students to enter the writing life Living the writing life as a teacher Giving yourself time in the workshop for students to latch on to it Writing with students to learn how to teach it better Assessing who is doing the decision making in the classroom...the teacher or the student? ...and so much more! This episode is sponsored by Heinemann—the leading publisher of professional books and resources for educators—and their professional book, Textured Teaching: A Framework for Culturally Sustaining Practices by Lorena Escoto Germán. With Culturally Sustaining Practice as its foundation, Textured Teaching helps secondary teachers stop wondering and guessing how to implement teaching and learning that leads to social justice. Lorena Germán shares her framework for creating a classroom environment that is highly rigorous and engaging, and that reflects the core traits of Textured Teaching: student-driven and community-centered, interdisciplinary, experiential, and flexible. The actionable strategies Lorena uses to bring Textured Teaching values to life illuminate what is possible when we welcome all types of texts, all types of voices, and all forms of expression into the classroom. Learn more about how to become a culturally sustaining educator. Visit Heinemann.com to download a sample from Textured Teaching.

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