In Episode 10 of I Demand A Meeting, Jared and Jesse explore what it really takes to move toward learner-centered classrooms. Why is it so difficult to change traditional education models, and what practical steps can schools take to improve learning outcomes?

In this conversation, they discuss key shifts that support meaningful learning:

• Rethinking mastery by allowing multiple opportunities for students to demonstrate understanding
• Separating academic performance from character traits to provide clearer and more accurate feedback
• Using scoring guides to communicate expectations and support growth
• Prioritizing meaningful feedback as a driver of student improvement
• Designing teacher workflows that make innovation sustainable
• Starting small with pilot teams to test and refine new approaches
• Empowering students to take ownership of their learning and articulate their thinking

Jared and Jesse also revisit a foundational idea: learning is constant, and time is the variable. When schools embrace this mindset, they can maintain high standards while creating flexible pathways for students to reach mastery.

This episode challenges educators to rethink systems, not just strategies, and to design classrooms that support real growth, engagement, and long-term learning.

Learn more at ChristianEdLeadership.com

In Episode 9 of I Demand A Meeting, Jared and Jesse take an honest look at grading and assessment in our schools. Do grades actually communicate what students have learned, or are they often mixing together behavior, effort, and compliance with academic understanding?

In this conversation, they discuss several challenges with traditional grading systems and explore practical ways schools can rethink how learning is measured.

Topics in this episode include:

• Why academic performance and behavior should be reported separately in gradebooks
• The limitations of percentage-based grades and arbitrary cut scores
• Using scoring guides to communicate levels of mastery more clearly
• Treating homework as practice where students can wrestle with concepts, apply prior knowledge, and learn from mistakes
• The importance of meaningful feedback in helping students improve
• Allowing grades to remain fluid so they reflect a student’s current level of understanding

Jared and Jesse also discuss how traditional grading can create a failure cycle, where early mistakes permanently damage a student’s grade even after learning improves.

When grading is designed well, it becomes more than a reporting system. It becomes a tool that supports learning by providing clear expectations, honest feedback, and opportunities for growth.

Learn more at ChristianEdLeadership.com

In Episode 8 of I Demand A Meeting, Jared and Jesse discuss what actually improves learning in classrooms. Many schools focus on pacing, coverage, and grades, but real academic improvement often comes from better instructional design.

In this conversation, they explore three practical shifts that can help schools strengthen learning:

First, schools must start with clarity about what students should actually learn. In Christian education, those outcomes include spiritual formation, academic growth, and behavioral development.

Second, classrooms should focus on mastery rather than simply moving through the calendar. When students move ahead without mastering foundational skills, learning gaps compound over time.

Third, teachers can design classrooms for differentiation through small groups, station rotation, and thoughtful lesson planning that meets students at different ability levels.

Jared and Jesse also discuss how emerging tools like artificial intelligence can help teachers plan lessons for classrooms with diverse learners while keeping the teacher at the center of the learning process.

A simple reminder frames the entire conversation: if you're talking and no one is learning, you're just talking to yourself.

This episode challenges Christian educators and school leaders to rethink how classrooms are structured so that teaching leads to real learning.

Learn more at ChristianEdLeadership.com

#ChristianEducation #SchoolLeadership #ChristianEducators

In this episode of I Demand a Meeting, Jesse and Jared take a hard look at the academic model many schools still rely on and ask an important question: is it actually serving today’s students? They discuss why teaching to the middle often leaves students behind, how personalized learning is becoming the expectation, and why feedback and coaching matter more than point chasing and grades. If schools want deeper learning and stronger student engagement, it may be time to rethink what academics should look like moving forward.

In this full episode of I Demand a Meeting, we shift the conversation from “Why is my child struggling?” to “What do we do next?” Rather than confusing every challenge with suffering, parents are invited to listen, discern, and respond with empathy and long-term perspective.

We unpack how meaningful communication and humble inquiry (both with our children and with schools) can build trust, strengthen relationships, and support growth instead of avoiding discomfort. Drawing from biblical wisdom and practical insight, this conversation equips parents to partner better with teachers and administrators for the sake of their children’s flourishing.

In this episode, Jesse and Jared explore the growing tension in the parent–school partnership and why trust between families and schools feels more fragile than ever. They discuss shifting authority in education, modern parenting styles, adolescent development, and how miscommunication often turns collaboration into conflict.

Rather than framing parents and schools as adversaries, this conversation calls for clearer communication, mutual trust, and a shared commitment to what’s best for children.

🎙 What Schools and Parents Get Wrong About Boys & Girls — with Dr. Leonard Sax

Why are boys falling behind in school? What are schools and parents getting wrong about boys and girls?

In this episode, Dr. Leonard Sax—physician, psychologist, and New York Times bestselling author, joins the conversation to unpack the real, research-based differences in how boys and girls learn. Dr. Sax explains why many boys are disengaging academically, how well-intended classroom practices can backfire, and what educators and parents can do differently to help all students thrive.

In this conversation, we cover:

• Why the academic gender gap is widening

• How boys and girls learn differently

• Why sitting all day hurts learning—especially for boys

• The role of competition in motivating students

• Practical strategies to engage boys in reading and math

• How parenting, authority, and limits shape child development

• Why unrestricted social media is harming kids

Whether you’re a parent, teacher, school leader, or coach, this episode will challenge assumptions and offer practical insight for better education outcomes for both boys and girls.

In Episode 3 of I Demand a Meeting, Jesse and Jared move from observing the challenges boys face in school to discussing practical ways schools can respond. They argue that boys are not broken, but often mismatched with traditional educational models that overlook how boys are wired to learn.

This episode focuses on concrete strategies schools can implement right now, including reintroducing movement and physical activity into the school day, embracing healthy competition, establishing clear structure and boundaries, and increasing male presence on campus. Jared makes the case for longer recess and movement breaks, even in high school, while Jesse shares examples from his own school where physical activity has improved focus and engagement.

The conversation challenges schools to move beyond behavior management and toward environments where boys are supported, challenged, and formed to thrive.

🎙 Hosted by Jared Mlynczyk and Jesse — two longtime educators who’ve spent years in both public and Christian schools, classrooms and leadership offices.

In this episode of I Demand a Meeting, we take a hard look at one of the most assumed practices in education: homework.

Does it actually help students learn?
Or have we confused tradition with effectiveness?

We talk candidly about:

• Why homework became so entrenched in schools

• What research actually says about learning, practice, and mastery

• How homework impacts families, teachers, and students differently

• Where schools may be unintentionally adding pressure without results

This isn’t a rant — it’s a conversation from two educators who care deeply about students, teachers, and the purpose of education itself. We share what we’ve seen work, where we’ve been wrong, and the questions schools should be asking moving forward.

Whether you’re a teacher, school leader, parent, or someone who’s ever said, “We need to talk about this,” — this episode is for you.

📺 Watch the full video on YouTube @IDemandAMeeting
💬 Have a topic you want us to tackle? Let us know — we just might demand a meeting about it.

⏱ Chapters00:00 Introduction to Boys in Education00:29 The Reality of Boys in Education02:27 Understanding the Challenges Boys Face04:14 How Boys Are Designed05:23 The Design of the Education System09:06 Boys' Identity and Self-Perception13:20 Boys' Competitive Nature and Video Games18:21 Concluding Thoughts and Future Strategies19:05 Hot Takes on Boys in Education

In Episode 1 of I Demand a Meeting, Jesse and Jared tackle one of the most emotionally charged topics in private education: homework.

Is homework still serving students—or has it become more about tradition than learning? The conversation explores how homework impacts families, why quantity doesn’t equal rigor, and how post-COVID expectations have shifted for parents and schools alike.

Key topics include:
• The tradition and emotional weight of homework
• Quality vs. quantity in assignments
• Homework’s role in family life
• Why more homework doesn’t always mean better learning

Whether you’re a teacher, school leader, or parent, this episode invites a thoughtful reexamination of what “good homework” really means.