Have a Life Teaching

The Physics of Superheroes: Bringing Science to Life with James Kakalios

Can Spider-Man really stop a runaway train? What would happen if Ant-Man shrank to the size of an insect? And what can superheroes teach us about scientific thinking?

In this episode, I speak with James Kakalios, physics professor at the University of Minnesota, author of The Physics of Superheroes and The Physics of Superheroes Goes Hollywood, and Hollywood science consultant.

We explore how comics and superhero films can make science engaging, relevant, and intellectually challenging.

Highlights include:

• Using Spider-Man, Ant-Man, and The Flash to explore real physics concepts.

• Turning popular culture into opportunities for scientific questioning, estimation, and problem-solving.

• Encouraging students to think critically rather than simply memorize formulas.

• Connecting science with storytelling, history, and other disciplines.

• What superhero teams can teach us about collaboration in scientific research.

• Behind-the-scenes insights into bringing believable science to Hollywood.

Key takeaway: Superheroes may be fictional, but the curiosity, reasoning, and problem-solving they inspire are very real.

Listen to Have a Life Teaching for a conversation about making science accessible, meaningful, and fun.

James Kakalios LinkedIn Page

The Physics of Superheroes

Music by Aylex

Classroom Reset: Bringing Students Into the Conversation | Maureen Chapman & James Simons

What happens when classroom culture starts to unravel? Instead of imposing more rules, what if teachers invited students into the conversation?

On this episode of Have a Life Teaching, returning guests Maureen Chapman and James Simons of Cor Creative Partners discuss their new book, Classroom Reset: Improving Class Culture Through Collaborative Conversations with Students.

We explore:

• Why classroom culture is a shared responsibility between teachers and students.

• The RESET protocol for addressing challenges through collaborative conversations.

• How student voice can transform classroom behavior, engagement, and relationships.

• Why changing student needs require teachers to continually adapt.

• The opportunities and limitations of AI in supporting classroom conversations.

• How to move beyond rewards and build lasting student motivation.

The big takeaway: Every feeling has a function, every conversation is an opportunity, and teachers and students are all on the same team.

Learn more: Cor Creative Partners

Classroom Reset Book

Music by Aylex

How to Go Beyond the Science of Reading — Natalie Wexler

Have we gotten better at teaching children how to read without paying enough attention to what they need to know?

Natalie Wexler, author ofThe Knowledge Gap and Beyond the Science of Reading, joins Have a Life Teaching to explore why phonics alone isn't enough. We discuss the importance of background knowledge, vocabulary, writing, and connecting literacy instruction to the science of learning. We also consider how schools can build knowledge while preserving student curiosity, engagement, and teacher judgment.

Natalie Wexler LinkedIn Page

Beyond the Science of Reading Book

Music by Aylex

Thomas Guskey on Rethinking Grading

What should a grade actually tell us?

I talk with grading and assessment expert Thomas Guskey about why grades should communicate what students have learned and can do but not how they rank against classmates.

We discuss why schools need a shared purpose for grading, the problems with averaging and percentage grades, and why product, process, and progress all matter but shouldn’t be combined into one confusing mark.

We also explore homework, clearer rubrics, engaging families in grading reform, and Guskey’s fundamental challenge to educators: Are we selecting talent or developing it?

Thomas Guskey LinkedIn Page

Engaging Parents and Families in Grading Reforms Book

Music by Aylex

What if schools stopped asking why fathers aren’t involved—and started asking whether fathers truly feel invited to belong?

In this episode, John talks with Dr. Debra Higdon and Dr. Chacko Abraham, co-authors of The Dad Difference: How and Why to Invite Fathers into Your School, about moving beyond traditional parent-engagement events toward meaningful relationships with fathers.

They explore the barriers that can keep fathers disconnected—including time, transportation, school culture, previous negative experiences, and invitations that unintentionally speak more to mothers than fathers. The conversation offers practical ways schools can change that: personally inviting dads, giving them specific and meaningful roles, asking when and how they want to participate, using technology when physical presence isn’t possible, and recognizing that “showing up” can take many forms.

Most importantly, the conversation challenges schools to stop measuring father engagement simply by attendance at events and instead ask a deeper question: Do fathers have a meaningful place in their child’s educational life?

Deborah Higdon LinkedIn Page

Chaco Abraham LinkedIn Page

The Dad Difference Book

Music by Aylex

Can AI make teaching easier and make teaching better?

John talks with Brett Roer, founder and CEO of Amplify and Elevate Innovation, about practical ways educators can use AI and digital tools to save time while keeping human expertise at the center.

From voice memos and AI “sandwiches” to customized Gems and schoolwide AI playbooks, Brett shares concrete strategies teachers and leaders can use right away and explains why successful AI implementation starts with human wisdom, not the technology.

In this episode:

• A simple AI/time-saving hack teachers can try tomorrow
• The “AI sandwich” approach
• Turning teacher expertise into reusable AI tools
• Using AI to personalize learning without outsourcing thinking
• Why AI implementation sometimes fails
• Building staff trust and co-creating AI expectations
• Starting small and moving toward an AI-forward school

Brett Roer LinkedIn Page

Amplify and Elevate Innovation Website

Music by Aylex

What if improving schools isn’t only about improving teaching but also about teaching students how to learn?

John talks with James Anderson, author of Learnership, about shifting from teacher-dependent learning toward independent and agile learners. They explore productive struggle, students’ relationship with challenge, the difference between performance and growth, and why mistakes should be treated as information.

James also explains how teachers can help students recognize their “learning zone” and develop the capacity to take greater ownership of their growth.

In this episode:

• What “learnership” means
• Why good teaching alone isn’t enough
• The progression from dependent to agile learners
• Challenge, mistakes, effort, and productive struggle
• Teaching students to recognize when they are actually growing
• Moving from teacher as instructor to teacher as coach
• Building genuine learner agency

James Anderson LinkedIn Page

Learnership Website and Book

Music by Aylex

What Is at the Heart of Better Teaching? — Larry Ferlazzo

What should remain constant in great teaching even as technology, AI, and instructional trends continue to change?

John Schembari talks with educator and author Larry Ferlazzo about ideas from The Better Teacher's Toolbox, including relationships, student autonomy, relevance, competence, productive struggle, small-group learning, and keeping technology in its proper place.

They also explore how teachers can use AI and technology without sacrificing the human interaction and student thinking at the heart of learning.

Key takeaway: Better teaching isn't about chasing every new tool or trend. It's about knowing what matters, understanding your students, and adapting your practice to the context in front of you.

Larry Ferlazzo LinkedIn Page

Larry Ferlazzo - The Better Teacher's Toolbox

Music by Aylex

What if we could prevent hate, violence, misogyny, and discrimination before they take root?

John speaks with Leslee Udwin, award-winning filmmaker and founder and president of Think Equal. Udwin shares how making the Peabody Award-winning documentary India’s Daughter transformed the direction of her life and led her to focus on the attitudes and beliefs that can underlie violence and dehumanization.

They explore why Udwin believes early childhood education offers a critical opportunity to build empathy, emotional literacy, inclusion, peaceful conflict resolution, and other prosocial skills. Think Equal now has a presence in 42 countries and uses stories, lesson plans, and practical classroom tools to make this learning explicit.

The conversation also examines behavior as communication, the power of storytelling to develop empathy, healthier definitions of strength and masculinity, and why investing in prevention may ultimately be far more effective than responding to violence after it occurs.

In this episode:

• How India’s Daughter led to the creation of Think Equal
• Why Udwin argues empathy must be taught early
• Storytelling as a tool for building empathy
• Rethinking children's behavior as communication
• Teaching boys that strength can mean empathy and self-control
• Moving from reacting to violence toward preventing it
• Why Udwin calls teachers “architects of the character of our next generation”

Leslee Udwin LinkedIn Profile

Think Equal Website

India's Daughter Film Trailer

Music by Aylex

Teaching changes because what we know about learning changes.

In this episode of Have a Life Teaching, John Schembari talks with Ross McGill, founder of Teacher Toolkit, about what 35 years in education have taught him about how students learn—and what teachers should do differently as a result.

Ross explores the evolution from sharing “good ideas” to evidence-informed teaching, why retrieval and questioning matter, how teachers can make student thinking visible, and why metacognition may be one of the most important concepts educators need to understand.

They also unpack pedagogy, andragogy, and heutagogy—the progression from teaching children, to facilitating adult learning, to becoming a self-directed learner—and consider where AI belongs in that process.

Ross also offers a warning for the AI era: technology can support our thinking, but it shouldn’t replace the cognitive work that develops expertise.

In this episode:

• How learning actually happens
• Retrieval practice and memory
• Better questioning and “Think, Pair, Share, Show Me”
• Making student thinking visible
• Feedback students can understand and act upon
• Metacognition and developing expertise
• Pedagogy, andragogy, and heutagogy
• Using AI without outsourcing our thinking
• What 20 years of Teacher Toolkit data reveals about teachers’ needs

Ross McGill LinkedIn Page

Teacher Toolkit Website