Rethinking Learning Podcast

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Jamie Saponaro is the Senior Director of Community and Professional Learning at ClassLink. She leads thought leader initiatives that bring educational communities together through summits, webinars, and professional learning events. Jamie is the host of LinkedUp: Breaking Boundaries in Education, a podcast dedicated to spotlighting boundary-breaking educators. She just launched her new book: Transforming Classrooms: Building a Culture of Collaboration. I just had to share a picture of Jamie and me at one of the high teas I mentioned in the podcast.

My father taught for 37 years – drafting, architectural drawing, woodshop, technology education, video production – and whenever anyone asked him what he taught, his answer was never that he taught any of those subjects –  he always said ‘I teach students.’ 

That shaped everything about how I think about teaching.  Are we teaching the ‘curriculum’? Or are we teaching the ‘students’? Students learn through instructional best practices that allow for differentiation. It is not about teaching the ‘stuff.’ It is about teaching and reaching individual learners. 

It is about building a community of students and the conditions for unique learning opportunities from not only their teacher, but also from each other.

A Jersey girl coming from a family of educators – my father was a teacher, my mother was a teacher, my husband was a teacher and is now a superintendent – education became my path as well, and I’ve been in it for over 35 years. I taught for a dozen years and then became a technology director.  I went on maternity leave to start my family, and during that time, I wrote a book called Creative Projects Using Popular Computer Applications. Then, I founded my own company, InTECHgration, as an instructional strategist and technology integration specialist, providing professional learning for teachers and administrators through coaching, mentoring, and hands-on workshops rooted in research-based strategies and high engagement. I also volunteered as the president and executive board member of an education foundation for 10 years.

The industry side of education came knocking, so I gradually took that on full-time and now lead ClassLink’s thought-leader initiatives that promote community building and professional learning for educational leaders through in-person and virtual summit events in pursuit of “linking leaders.”

I am also the co-host of the podcast, “LinkedUp: Breaking Boundaries in Education,” and produce the podcast, “Perspectives: Finding Common Ground,” and additionally produce and host 3 webinar series. As for the rest of my family, my sister was the only one not in education, and my older daughter, Bella,  followed in her footsteps in the fashion world.  My other daughter, Lauren Rose, is an avionics product designer who is also my graphic designer for my second book, Transforming Classrooms: Building a Culture of Collaboration.

Most educators I have worked with have tried group work, and it failed every time. One student does all the work. Another disappears. A third turns it into a fight. The rest just wait for it to be over

What I want teachers to know is that it is not a flaw in their abilities. It’s actually a design flaw. 

Group work fails because it was never designed to work. There is no structure requiring every voice, no accountability that reaches every student, no reflection that builds the skill for next time. Without those elements, we are not doing cooperative learning. We are just putting children in proximity and hoping for the best.

Cooperative learning is different. It is a research-backed structure with 70 years of evidence showing it outperforms individual learning at a statistically significant rate — but only when all the components are present. When we implement it with fidelity, students do not just complete tasks together. They think together. They teach each other. They learn how to belong.

Cooperative learning is different. It is a research-backed structure with 70 years of evidence showing it outperforms individual learning at a statistically significant rate — but only when all the components are present. When we implement it with fidelity, students do not just complete tasks together. They think together. They teach each other. They learn how to belong.

That distinction is the entire foundation of my book Transforming Classrooms: Building a Culture of Collaboration.

I have seen it work so beautifully for students and seen classrooms flourish because of it, so I wrote the book to share the tips and simple tweaks to turn group work into true cooperative learning.

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To make cooperative learning stick — and to help educators remember what makes it work — I anchor the five research-backed pillars in the acronym TEAMS.

T — Together (Positive Interdependence): We succeed together. No one coasts, no one carries everyone.

E — Each Accountable (Individual Accountability): Every student has a real role. Coasting becomes impossible.

A — Actively Supporting (Promotive Interaction): Students help each other succeed — not just sit near each other.

M — Making Connections (Social Skill Development): students use active, listening, and productive talk to build the skills needed to properly communicate.  

S — Self-Reflecting (Team Processing): Teams pause and ask what is working and what needs to change.

Each intentional design component is needed for the structure to work. Remove any one letter, and it becomes flawed group work. 

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The book includes over 40 cooperative learning strategies that are organized by usage of convergent vs divergent thinking as well as where each would fit within a lesson. They are grouped in a matrix and act as a menu to choose the right structure for the right moment. Technology in the classroom has become synonymous with cheating, shortcuts, and students outsourcing their thinking to a chatbot instead of doing it themselves. That worry is valid. But the answer is not to ban the tool. It’s to design the structure around it. 

An additional specialized framework that considers the integration of technology that I developed is called QUEST. 

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Q — Question Generation — where students generate their own questions first, individually, then as a team, from their own curiosity and prior knowledge. Human thinking has to come before any tool or research. 

U — Unpack and Explore — where teams research using multiple sources, and yes, AI tools are now a part of this phase. There are roles involved that are part of the structured cooperative learning. 

E — Evaluate and Verify — and this is the AI literacy component. Teams apply what I call the ABCD Check to every source they find, including AI-generated content: Is it Accurate? Is there Bias? Is it Complete? Is it directly relevant? This phase is not consumption of information – it is an interrogation of it.

S —Synthesize and Create — where teams take everything they have gathered, evaluated, and debated, and build something new together through genuine consensus and individual accountability ( the skills developed through ongoing cooperative learning). The PBL end product has to reflect every team member’s thinking — not just whoever talks the most.

T —Think About Thinking – metacognition. Teams reflect on how they collaborated, not just what they produced. 

The whole model is built on the belief that technology should be a collaborative thinking partner, never a replacement for thinking. 

This framework gives teams of students the structure to use design-thinking and critical thinking to go on a problem-based learning “QUEST” collaboratively without losing their own voice in the process.

The most important element in any classroom has always been the human beings in it. TEAMS and QUEST are structures, but the goal underneath them is about helping students think, connect, and grow collaboratively to prepare them for the future ahead. 

transformingclassrooms.com

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LinkedIn: https://www.linkedin.com/in/jamiesaponaro/ 

Emails: [email protected] 
[email protected]

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The post Building a Culture of Collaboration with Jamie Meola Saponaro (EP186) appeared first on Barbara Bray.

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Olivia Odileke is the founder of Kampus Insights Inc. and the creator of Lead Spark Team, a platform designed to help schools move professional development beyond inspiration and into measurable instructional change. Olivia also created the Spark Curiosity AI Coach, which helps educators spark student curiosity through short, inquiry-based learning experiences at the beginning of a unit.

My why is simple, but it runs deep: I want every student, teacher, and leader to love to wonder again. I want them to fall in love with growing their mind, discovering their potential, and nurturing the natural gifts already inside of them.

Education has always been more than content delivery to me. At its best, learning should awaken something in us. It should invite students, teachers, and leaders to wonder, question, grow, and see new possibilities in themselves.

That is the heart of my work.

I believe curiosity is one of the most powerful things we can protect in education. When students are curious, they lean in. When teachers are curious, they become designers of learning instead of simply deliverers of content. And when leaders are curious, they create the conditions for people to grow.

Through Kampus Insights CC, Lead Spark Team, the Spark Curiosity AI Coach, Spark Curiosity EDU, and Fearless Educator Radio, my work centers on one big idea: helping educators move from inspiration to action, and from action to meaningful instructional change.

I started Kampus Insights CC because I kept seeing the same disconnect in schools. Teachers were attending professional development, getting inspired for the day, but then returning to classrooms where the actual shift in practice was hard to sustain.

I understood that because I was a teacher. I worked in Title I schools for many years. I know what it feels like to care deeply about students while also feeling overwhelmed by pacing guides, testing pressure, behavior challenges, and the daily responsibility of trying to meet every learner’s needs.

The problem I saw was that teachers did not need more information thrown at them. They needed practical tools, meaningful support, and small instructional shifts they could actually use.

They needed professional development that did more than motivate them for a moment. They needed support that helped them change what happens in the classroom.

That is what challenged me to build Kampus Insights and eventually Lead Spark Team. I wanted to help schools move beyond, “That was a great workshop,” into, “We can actually see this changing teacher practice and student engagement.”

Lead Spark Team was created to help schools turn professional development into measurable instructional change. It gives leaders and teachers a way to focus on a specific instructional practice, reflect on implementation, gather evidence of growth, and build momentum over time.

You can learn more about Kampus Insights here:

https://kampusinsights.com

I spark curiosity by helping teachers create moments where students get to wonder before they are told what to know.

A lot of times in education, we start with the answer. We introduce the vocabulary, explain the concept, model the process, and then ask students to respond. But curiosity often happens before the explanation.

It happens when students notice something, question something, make a prediction, compare ideas, or realize there is a gap between what they know and what they want to understand.

That is where Micro Inquiry comes in.

A Micro Inquiry Task is a short learning experience that gives students something to observe, discuss, sort, compare, predict, or figure out before the lesson begins. The teacher then uses guiding questions to help students make meaning together.

It is like lighting a small spark before building the fire. The goal is not to teach the entire lesson in that moment. The goal is to create the reason students want to learn the lesson.

To support teachers in creating these moments more easily, I created the Spark Curiosity AI Coach. The coach helps educators design short, curiosity-based learning experiences that can be used at the beginning of a unit or around challenging concepts.

You can explore the Spark Curiosity AI Coach here:
https://ai.sparkcuriosityedu.com

Some of the most meaningful outcomes from my work have come through the messages teachers send after they experience a Spark Curiosity session, use a Micro Inquiry Task, or try the Spark Curiosity AI Coach.

I have had teachers share that they felt a difference in their classroom almost immediately. They noticed students talking more, wondering more, and participating in ways they had not seen before. Some teachers have shared that the approach helped them rethink how they start a lesson because they saw how powerful it can be to give students space to think before they are given information.

Those moments matter to me because they show that instructional change does not always have to begin with something massive. Sometimes it begins with one small shift.

One teacher might begin a unit with a question instead of a definition. Another might allow students to compare images, patterns, or scenarios before introducing vocabulary. Another might use the Spark Curiosity AI Coach to create a quick inquiry experience that gives students a reason to care about the content.

The result is not just engagement for the sake of engagement. The deeper outcome is that students begin to see themselves as thinkers. Teachers begin to see themselves as designers of learning. And schools begin to see that professional development can lead to real classroom practice when teachers are supported with tools, structure, and follow-up.

That is the kind of change I care about: practical, visible, and rooted in the everyday realities of teaching.

Fearless Educator Radio is music for teacher wellness and empowerment.

I created it because so many educators are not just looking for another strategy or tool. They are looking for renewal. They need something that helps them breathe, reflect, reset, and remember that their work still matters.

Fearless Educator Radio features original songs created for educators around the real emotional journey of teaching: stress, doubt, purpose, courage, joy, resilience, and healing.

The broader platform is Fearless Educator Radio. One creative project within that platform is Fearless: Soundtrack of a Fearless Educator. The soundtrack tells the story of an educator moving from burnout to boldness—rediscovering her spark, reclaiming her voice, and stepping into confidence, purpose, and power.

For me, music is another way to reach the heart of educators. Professional learning speaks to practice, but music can speak to the part of the educator that is tired, hopeful, discouraged, brave, and still showing up.

You can listen and learn more here:
https://fearlesseducator.com

What’s next is Spark Curiosity EDU: The Experience 2026, happening July 31 and August 1 in Austin, Texas.

This is not a traditional sit-and-get conference. It is an immersive professional learning experience designed for educators who want to bring curiosity, creativity, and deeper student thinking back into learning.

The experience brings together teachers, leaders, instructional coaches, and education innovators for two days of powerful conversations, hands-on learning, and practical strategies. We will focus on how to spark student curiosity, how to use AI in meaningful and responsible ways, and how to help educators reconnect with the joy and purpose of teaching.

For me, Spark Curiosity EDU is more than an event. It is a space where educators can breathe, imagine, learn, and leave with something they can actually use.

My hope is that people do not just leave inspired. I want them to leave equipped, connected, and ready to spark change in their own schools.

Learn more about Spark Curiosity EDU:
https://sparkcuriosityedu.com

Olivia Odileke is the founder of Kampus Insights Inc. and the creator of LeadSpark Team, a platform designed to help schools move professional development beyond inspiration and into measurable instructional change.

She is also the creator of the Spark Curiosity AI Coach, a tool that helps educators design short, inquiry-based learning experiences that spark student curiosity at the beginning of a unit or around challenging concepts.

Olivia has over 15 years of experience as an educator, instructional coach, edtech trainer, and professional learning facilitator. She has worked extensively with Title I schools and has trained thousands of educators across the country. Her work focuses on curiosity-driven learning, instructional practice, AI-supported lesson design, teacher wellness, and helping schools create learning environments where students, teachers, and leaders grow with purpose.

She is also the creator of Fearless Educator Radio, a music-for-teacher-wellness platform featuring original songs written to help educators reduce stress, restore clarity, and reconnect with why they started.

Kampus Insights CC:https://kampusinsights.com
Lead Spark Team:https://app.leadsparkteam.com
Spark Curiosity EDU: https://sparkcuriosityedu.com 
Spark Curiosity AI Coach:https://ai.sparkcuriosityedu.com
Fearless Educator Radio:https://fearlesseducator.com
Email: [email protected]
LinkedIn: https://www.linkedin.com/in/oliviaodileke

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“I want every student, teacher, and leader to love to wonder again.
The future belongs to the curious.”

The post Sparking Curiosity, Building Confidence, and Moving PD Into Action with Olivia Odileke (EP185) appeared first on Barbara Bray.

Kat Crawford, an Instructional Designer and Justice and Accessibility Advocate, specializes in designing innovative digital solutions, facilitating professional learning, and supporting the transformation of school systems to enhance student engagement.

The post Learning Experiences Worth Savoring with Kat Crawford (EP184) first appeared on Grow Your WHY.

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Kat Crawford, an Instructional Designer and Justice and Accessibility Advocate, specializes in designing innovative digital solutions, facilitating professional learning, and supporting the transformation of school systems to enhance student engagement. Kat never really left the stage—she traded the bright lights of theatre class for designing learning experiences that students actually want to eat up as the Lunch Lady. She spent over a decade disrupting the technology divide inside secure schools, fueled by her core belief: every student deserves a seat at the table—and a learning experience worth savoring.

My work spans various roles, including directing and designing national curriculum initiatives, teaching graduate courses, and leading digital adoption for alternative and secure schools, all driven by my passion for student success and inclusion. All of my work is driven by my core belief that all students deserve a high-quality education.

I run on stories. On second chances. On the sacred mess of being human.

As an educational technology leader with over 20 years of experience, I specialize in designing innovative digital solutions, facilitating professional learning, and supporting the transformation of school systems to enhance student engagement. With expertise in curriculum design, technology integration, and instructional coaching, I have worked with school districts in 47 states to promote educational equity and impactful learning experiences. 

From 2020 to 2024, I was the Executive Director of Digital Innovation at the Schlechty Center. My responsibilities included:

My alter ego, The Lunch Lady, is an apron-wearing, tray-slinging voice inside every educator, reminding us that meaningful learning isn’t prepackaged—it’s handcrafted, messy, and deliciously authentic. It’s lunchtime, and The Lunch Lady is cooking up something new for

the classroom. The way this came about is when I was asked to dress up like a chef for an ISTE playground. Everyone looked like a chef, but that wasn’t me. I remember Chris Farley as the lunch lady, and that was it.

https://lunchladyedu.com

The Secret Recipe for Student Agency is now Breakfast in Banter

Today’s special? A three-course meal filled with deeper learning, sprinkled with innovation, and stuffed with student agency – served piping hot! Your reservation is ready because every student deserves a seat at the table – and a learning experience worth savoring. Don’t start from scratch! It’s time to reveal the secret recipe for Mystery Meat: Learning experiences worth devouring. Step into the kitchen and start cooking meaningful learning – no more prepackaging or reheating. Let’s transform classrooms into cafeterias of curiosity, choice, and creativity. Come hungry – you’ll want seconds.

I am the Education Program Manager for Figma. We support K12 educators, schools, and districts in bringing collaboration and creativity to the classroom through FigJam and Figma. The current focus includes in-person training, community building, and scaling impact through virtual programming. 

We empower school districts to push beyond traditional boundaries by fostering innovative solutions that address complex challenges. We specialize in designing transformative systems and initiatives for educational institutions, with a strong focus on alternative schools. Our services include individual and team coaching, customized professional development, and dynamic workshops. We don’t just respond to existing needs—we inspire new possibilities, helping schools discover what could be and build toward what will be.

LinkedIn: https://www.linkedin.com/in/dramatickat/
X: https://x.com/dramatickat
LL (X): https://x.com/LunchLadyEDU 
Facebook: https://www.facebook.com/dramatickat
Instagram: https://www.instagram.com/dramatickat/
LL Instagram: https://www.instagram.com/lunchladyedu/
Lunch Lady Headshots: The Lunch Lady Plain Background

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I was looking forward to talking on my virtual porch with Kat Craford, the Lunch Lady. I didn’t know about Kat’s theatre background, but it makes sense. She is Dramatickat on social media and uses humor and her theater experience in her presentations. Her stories had me laughing. Knowing how she came up with the Lunch Lady was perfect. She watched Chris Farley and said, I can do that.  I just loved our conversation and hope you did, too. Please share the podcast and this post with your friends.

The post Learning Experiences Worth Savoring with Kat Crawford (EP184) appeared first on Barbara Bray.

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Hanna Kemble-Mick, school counselor, dean of elementary school counseling, Indian Hills Elementary School, Topeka, Kansas. Hanna is a 2025 School Counselor of the Year® finalist, Therapy Dog mom, and Tech/AI enthusiast. I met Hanna through her mom, Jerri Kemble, when they were presenting with firefly wings. Then I had a one-to-one conversation with Hanna, and that was it… she had to be a guest on my show.

My “why” is building schools where students are truly seen, where creativity is valued, and where opportunity is not reserved for a lucky few. I root for the underdog, the underserved, and students in rural communities who deserve the same expansive possibilities as anyone else. What brings me joy is connection, continuous learning, dogs, polka dots, and the everyday magic of my students growing into who they are meant to be.

I grew up in a rural community with a big heart, where everyone knew each other and helping others was simply part of everyday life. My parents, Kurt and Jerri Kemble, modeled what it meant to show up for others, and that spirit carried through our town. All of my grandparents lived nearby, so my childhood was filled with time around their kitchen tables, lending a hand to neighbors, and taking part in community service.

When I was little, I dreamed of becoming a veterinarian because of my love for animals. I loved school and felt connected there until my senior year, when my mom became superintendent, and I transferred to the district where she worked. Suddenly, I felt out of place. In true teenage fashion, I joined the track team and filmed basketball games, volunteering for anything that would get me out of the building. Even then, I was learning how much belonging and environment shape a person’s experience. 

I am fortunate to have a loving family and live in Lawrence, Kansas, with my husband, Dalton, two dogs, and a cat.

I graduated from college with a degree in advertising and began a career I genuinely enjoyed. I loved my job and deeply respected my boss, but something within me kept whispering that the work was not fulfilling my soul. I knew I wanted to make a different impact, so I decided to return to school to become a counselor. My boss met that decision with incredible kindness, allowing me to continue working while attending graduate school full-time, a generosity I have never forgotten. 

When I first contacted the counseling program, the response felt uncertain and discouraging. There were questions about whether this path was truly right for me and how a background in marketing and advertising fit into the counseling world. 

While I understand their perspective now, at the time, it planted seeds of imposter syndrome and left me wondering if I truly belonged. Yet, as the program continued, so did my clarity of purpose. I discovered that the skills I brought with me, including communication, creativity, understanding people, and connecting messages to meaning, were not detours but strengths. Looking back, I would not change the path at all. It shaped my resilience, deepened my empathy, and affirmed that this calling was exactly where I was meant to be.

Junior Coaches Program

Junior Coaches began as a restorative program designed to support students who struggle with peer conflict and behavior by building problem-solving skills and confidence. The group included older students who practiced these skills together and then took them to recess, where they supported younger students in navigating conflicts and challenges. This felt more comfortable and natural for them than stepping into that role with their own classmates, and it gave them a meaningful way to lead.

Paws and Claws grew alongside it as a project-based learning group where students design, create, and donate pet products to a local animal shelter. I love both of these groups because they move beyond simply talking about skills and instead create depth through authentic skill-building. Students are not just learning what to do. They are practicing empathy, responsibility, collaboration, and problem-solving in real and meaningful ways.

Being named a 2025 School Counselor of the Year Finalist has been a wild and humbling ride. I still catch myself looking at photos from Capitol Hill and thinking, Did that really happen? It has been one of the most meaningful experiences of my life. 

https://videos.schoolcounselor.org/hanna-kemble-mick

For a moment, you feel fully seen, valued, and celebrated as an educator and as a school counselor, and I find myself wishing every person in education could experience that kind of affirmation. The connections, friendships, and shared purpose have been next level. This truly feels like the gift of a lifetime. 

Through this experience, I have built lasting relationships with educators across the country and have had the opportunity to share my message about elevating school counseling and keeping it future-focused through keynotes and presentations in districts and conferences nationwide. I am deeply grateful to ASCA for opening doors I never imagined, and for creating an experience I wish every school counselor could have.

Firefly Effect Presentations and more

I have had the meaningful opportunity to present alongside my mom through the Firefly Effect and the Life Hack Lab for Women Who Lead. These experiences focus less on quick fixes and more on intentional navigation, introspection, and reflection. Together, we invite participants to pause, examine their paths, and reconnect with their purpose while building the courage to lead with authenticity and resilience. Sharing this work with my mom has made it even more special, blending a personal story with professional insight in a way that resonates deeply with the women we serve.

When I present on AI integration for educators and school counselors, I emphasize intentional use and meaningful impact. Rather than using technology for its own sake, I encourage professionals to ask why they are using it and how it supports students and strengthens their work. We explore how AI can expand access to support, streamline tasks, and open new pathways for learning, while remaining grounded in ethical, safe, and student-centered practices. 

At the same time, I stress as technology becomes more present in our lives, human skills become even more essential. Skills, like empathy, communication, critical thinking, self-awareness, creativity, and ethical decision-making, empower students to use technology. wisely and to thrive in a rapidly changing world. The goal is not to replace the human element, but to amplify it, empowering counselors and educators to extend their reach, deepen relationships, and better support the growth and well-being of the students they serve.

Hanna’s Keynote in Mississippi

Speaking engagem

ents and presentations, writing a book, giving back to the profession, and continuing to be a champion for students! 

LinkedIn: https://www.linkedin.com/in/hannakemble/ 
Facebook: https://www.facebook.com/hanna.kemble 
Instagram: https://www.instagram.com/hannamickedu/  
Email: [email protected]

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I was looking forward to my talk on my virtual porch with Hanna Kemble-Mick. I just loved it and hope you did, too.  I knew Hanna was a School Counselor Finalist and an amazing speaker, but I also know her as Jerri Kemble’s daughter. When I saw the two of them in their Firefly Wings, I just had to get to know Hanna better. You can see the joy in our selfie from the FETC conference.. Enjoy the post that Hanna created here. Then please share our conversation with your friends.

The post Unlock the Power of AI in School Counseling with Hanna Kemble-Mick (EP183) appeared first on Barbara Bray.

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Dr. Martha Umana, Founder of AIA (AI4Educator), author, and bilingual educator, is known as The Bridge. She helps parents and teachers thrive in the AI era by prioritizing human skills for future-ready kids.

For over two decades, Dr. Umama has worked at the intersection of school and home, guiding families and educators in raising children who are emotionally intelligent, cognitively strong, and future-ready.

My WHY is the child and the adults around the child. I kept seeing students who could produce impressive work, but they could not explain it, verify it, or revise it. When the process is missing, the child is not protected: teachers cannot assess fairly, and parents cannot mentor confidently at home. I do this work to keep learning honest across school and family life, and to build the human skills that remain stable. no matter what AI becomes: judgment, self-regulation, empathy, and truth seeking.

I was born and raised in Latin America. Because I have lived and worked across countries and languages, I am careful about what transfers and what does not. What I focus on is universal: children learn when adults stay connected, expectations are clear, and revision is safe.

Growing up, learning was a deeply social experience. Adults helped you improve without shaming you. That balance, accountability, and connection became central to how I work with teachers and families. I do not romanticize any system. I simply pay attention to what protects children: high expectations paired with dignity, and correction paired with care.

Early in my career, I held leadership roles in higher education, including Academic Affairs Director and University Professor. Later, I moved to the United States as an adult, built a business, and eventually returned to education in public schools. Looking back, that shift mattered because it gave me the three lenses I needed: system, workplace, and relationship.

AI did not just add a tool. It changed the conditions of learning for children and for the adults guiding them. AI accelerates output, but it does not build the internal capacities a child needs to live well. It can generate language, answers, and even persuasive arguments, but it cannot build a child’s self-regulation, empathy, moral judgment, or ability to verify what is true.

Those skills are formed through guided practice and accountability. If we do not prioritize them now, we will confuse productivity with competence. We will raise students who can perform, but cannot explain, check, or revise under pressure. That is why I say that human skills are the stable line of support when the future is hard to predict.

From school safety to AI governance: why emotional and identity harms appear first.

Teachers are no longer competing as holders of information. Information is everywhere. What is scarce now is judgment, verification, and authorship. So the teacher’s role shifts. Teachers become accountable architects of thinking: they design what students must know and show independently, what can be supported, and what must be verified, so learning is not replaced by polished output.

Parents face a role shift, too. Parents have a new factor shaping childhood: algorithmic influence. It shapes what children see, what they repeat, what they normalize, what they desire, and sometimes what they fear. Parenting shifts from policing screens to mentoring attention, values, safety, and truth seeking.

The child is the only person who lives in both worlds every day. That is why home and school must be coherent: shared expectations for explanation, verification, and revision keep the child protected.

Coherence before capacity: Protecting teacher thinking in the age of AI

My organizing principle is Coherence Before Capacity. It means we align roles, boundaries, and evidence of learning first, before we scale tools, training, or adoption. Capacity without coherence just scales confusion. Coherence is what protects meaning, protects dignity, and protects the child as an author of their own learning.

I founded AI4Educator to help teachers use AI in a way that protects teacher authority, student authorship, and feasibility. That is why I built two practical supports.

Question: When AI saturates STEM ecosystems, what protects the learning process?

For teachers, I developed an Epistemic Principle: a simple way to decide what must be independent, what may be supported but verified, and what artifacts make thinking visible. I built the agent to operationalize that in teacher planning, so those protections show up in lessons without adding workload.

For parents, I created The Bridge: a shared language that brings home and school together in the same direction through explanation, verification, and revision.

During one of my parent education classes, a mom came in upset. Her fourth grader’s writing had been flagged as AI because it sounded too perfect. But when we slowed down, the real issue was epistemic. When the student was asked to explain the writing in their own words, the thinking was not visible.

The child was caught between two worlds. At school, the teacher needed evidence of learning. At home, the family needed homework done, and fast answers were everywhere. So I gave the mom one shared script that works at home and school.

This simple routine helps both teachers and parents protect learning integrity without turning adults into AI police.

The Bridge is available on LinkedIn: https://www.linkedin.com/newsletters/the-bridge-home-school-7378959523816009728/ 

Harnessing the Wind of Change:
From Digital Police to Digital Mentors

By Dr. Martha Umana and Ioannis Anapliotis

Overwhelmed by endless parenting advice? Craving real‑world tools you can trust and use today?

How to Stay Calm While Raising Resilient Kids delivers precisely what the latest consumer research shows parents need:

Actionable, Science‑Backed Practices, no fluff or jargon, just bite‑sized scripts and routines grounded in developmental research.

Emotional Support & Reassurance, a warm, empathetic voice that reminds you you’re not alone in the chaos.

Modern, Holistic Solutions, from mindful screen‑time strategies to gentle discipline, work‑life harmony, and nutritional guidance.

Available at https://www.amazon.com/Stay-Calm-While-Raising-Resilient/dp/B0FG2LRKQN/ 

The Me Time Series  By Dr. Martha Umana and Ioannis Anapliotis

Born from the heart of How to Stay Calm While Raising Resilient Kids, this 10-book series invites children and families into calm, connection, and creativity, one meaningful activity at a time.

Each book offers simple, open-ended prompts that spark imagination and emotional growth through hands-on experiences. These are not just activity books. They’re invitations—to slow down, to tune in, and to share time that feels nourishing for both child and adult. Created for real families with real lives, the Me Time Series helps you bring calm and creativity into your home, without pressure or overwhelm. Perfect for ages 4 to 9. No special supplies needed. Just time, presence, and a little space to explore together.

Unlock tranquility and balance with “Mindful Moments,” your essential guide to integrating meditation seamlessly into your bustling schedule.

Mindful Moments equips you with a practical toolkit that fits effortlessly into any lifestyle, ensuring that serenity is just a breath away, no matter how hectic your day may seem.

In 2026 and beyond, I expect the conversations to grow in three visible ways.

First, systems will move from excitement about tools to clarity about boundaries: what must remain human, what can be supported, and what must be verified.

Second, the assessment will change. Schools will not be able to treat polished output as evidence of learning, so we will see more emphasis on process artifacts: drafts, reasoning, oral explanation, verification steps, and revision trails.

Third, the real differentiator will be human skills. AI will keep getting better at generating, but it will not build a child’s judgment, self-regulation, empathy, or truth-seeking. Those have to be deliberately practiced through routines at school and at home. That is why I focus on Coherence Before Capacity. If we get coherence right first, roles, evidence, and verification routines, then capacity, tools, and training can scale without damaging learning.

The next era is not tool adoption, it is learning integrity: making thinking visible, verification routine, and human skills non-negotiable.

The Future-Ready Classroom

 Featured on page 39 of the Eduverse Newsletter
https://heyzine.com/flip-book/693508ed2b.html#page/1 

https://www.linkedin.com/in/dr-martha-umana-4127a31b/

Email: [email protected] 

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I always learn so much from Dr. Martha Umana. Each time we talk, I find out something new about her and her background. This is why I love these conversations on my virtual porch. I appreciate all the work Martha did to create this blog post that complements the podcast. Enjoy, and please share it with your friends.

The post Building Future-Ready Schools and Families with Dr. Martha Umana (EP182) appeared first on Barbara Bray.

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Dr. Aditya Nagrath helps students overcome mathematics anxiety.  He is the creator and founder of Elephant Learning Mathematics Academy. With a PhD in Mathematics & Computer Sciences, he has spent over 30 years in industry as a software engineer, author, leader, speaker, and serial entrepreneur working on projects ranging from atomic clocks to iOS and Android apps to Amazon’s Kindle Fire. Dr. Nagrath shares how confidence and belief are essential in overcoming math anxiety and shaping a child’s success in mathematics.

I help children and the adults who support them overcome mathematics anxiety and build real confidence with numbers. 

My mission is to empower children with mathematics. Right now, about 4 out of 5 students start kindergarten unprepared for the kindergarten math curriculum. Underneath that statistic is something very human: a language gap around quantities.

Children often don’t have a solid, intuitive grasp of what words like “three,” “ten,” or “five” really mean, and have not connected them with symbols on a page. When the language and ideas aren’t there yet, math can quickly feel like a foreign language. My “why” is closing that gap—so that every child has the conceptual language of quantity they need before they ever have a chance to say, “I’m just not a math person.”

Growing up, I was not always the kid who just “got” mathematics. It did not all come naturally. My mother played a huge role in changing that story for me. Every summer, she would gather the math books for the following year and have me study for a few hours a day so I could be ready when school started.

At the time, it sometimes felt tedious, but looking back, that steady, structured exposure is what gave me the understanding and confidence to persevere in math, instead of turning away from it. Early discipline and support are big reasons why I eventually earned my Ph.D. in Mathematics and Computer Science from the University of Denver.

Because I know firsthand what it’s like not to instantly understand math—and what a difference the right support can make—I’m passionate about giving other children the kind of foundation and encouragement that changed everything for me.

Elephant Learning is my way of scaling that kind of support and structure to as many families as possible. The system focuses on the language and concepts of quantity first, then builds steadily toward more advanced ideas.

On average, students in our system learn about 1.5 years of mathematics in just ten weeks, using Elephant Learning for only 30 minutes per week. By meeting students at their true level and strengthening the underlying language of math, we help them move quickly and confidently—without the pressure and anxiety that so many of us grew up with.

My goal is simple: to make sure that the next generation doesn’t inherit the same fear of math that so many adults carry today, and instead experiences mathematics as a tool for thinking, problem‑solving, and empowerment.

https://amzn.to/44bDN94

https://amzn.to/3KdZy1d

Writing a textbook on Fractions, Decimals, and Percentages. 

LinkedIn: https://www.linkedin.com/in/adityanagrath/ 
Website: https://www.elephantlearning.com 
Facebook: https://www.facebook.com/anagrath/ 
Email:  [email protected]

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It was great to have Dr. Aditya Nagrath join me on my virtual porch. I was one of the students who was anxious about math. I even said, “I don’t do math,” because I struggled with it. Listening to the strategies he shared about making math relevant and real makes so much sense.  As a professional developer working with math teachers, I saw the power of math. I could see math everywhere. I understand the idea Dr. Nagrath mentioned about math being like a language we can learn if we practice it.  I hope you enjoyed our conversation as much as I did. Please share this post and podcast with your friends, and make sure you connect with Dr. Aditya Nagrath.

*****

The post Dismantling Math Anxiety with Dr. Aditya Nagrath (EP181) appeared first on Barbara Bray.

Nell 3D is a former frontline humanitarian turned leadership expert. She’s like a retired fighter pilot of purpose, someone who didn’t just talk about impact, but lived it. Nell 3D guides purpose-driven leaders to trade exhaustion for alignment and fulfillment.

The post Stop, Drop, and Roll with Nell 3D (EP180) first appeared on Grow Your WHY.

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With over 20 years as a listening expert and researcher, Dr. Laura Janusik empowers caregivers, leaders, and growth seekers to build stronger, more compassionate relationships. Transforming workplace communication through training and workshops, Laura guides caregivers navigating cognitive decline. Laura’s work is rooted in the science and practice of listening, helping people connect with clarity, patience, and understanding in every part of life.

I took my first listening course in my master’s level program because my mentor, Dr. Andrew Wolvin, was a listening scholar. I knew he’d be writing my letters of recommendation, so I figured that if I showed a little interesr of his passion, the letters might be better. Within 2 weeks of that class, my life had changed! I couldn’t believe what listening actually was, and how I had been the world’s worst listener for over 30 years!

When I realized that the quality of listening determines the quality of the relationship, I was hooked! 

I, too, became a listening scholar, and my passion has been to help people develop better personal and professional relationships through the power of listening. 

Most communication problems aren’t about what we say; they’re about how our brains listen.

I help business leaders, caregivers, and coaches strengthen their communication through neuroscience-based listening strategies. When you understand how the brain processes messages, you can create connections, reduce stress, and build trust in every conversation.

http://listeningtochange.com/ 

Listening to Change helps Coaches, Leaders, Executive Leadership Teams, Sales Teams, Groups, and Individuals listen and speak with purpose to increase shared understanding, decrease time on projects, and build a positive company culture. Consulting, training, and coaching are customized for each client.

Listening takes intention, awareness, and practice, and it appears different depending on who you are and the challenges you face. It is also dependent on the context, including with whom you’re speaking, the purpose of the conversation, and your goal. 

Whether you’re leading a team, caring for a loved one, or seeking personal growth through coaching, the right strategies can help you listen more effectively, increase trust, and build stronger, more compassionate connections.

Most people don’t think of listening as being a part of communication. I like to use this equation: Communication = Sending Messages + Receiving Messages. And, most miscommunication occurs because of poor listening, not poor speaking. If we learn to listen even 10% better, our conversations and relationships will improve.

Listening is important in business because it’s the best skill to create alignment. It is the skill that helps teams get on the same page and work towards the same goal. A business cannot exist without communication, so it seems counterintuitive to me when a business doesn’t invest in communication training.

Listening is the one skill that influences all of those primary business goals, such as getting projects completed on time, increasing sales, and achieving higher customer satisfaction.

There are two best ways someone can develop better listening in business. The first is through coaching, and the second through team training. I work in both areas. I use the ECHO Listening Profile. as the foundation of either one, and I’m a certified coach for Listening Intelligence. The ECHO is special, as it’s a validated listening assessment that identifies your dominant listening habit and blind spot. I use this instrument because it’s a great way to show people what they are listening to and for, as well as what they are missing. It not only helps individuals; it also helps teams, because the group report is an excellent way to ‘see’ how team members are listening similarly and differently.

Most coaches are better listeners than the average person, but that doesn’t mean that they can’t improve. As a coach myself, I know that it’s a great way to help clients build their confidence. I help coaches with tiny tweaks rooted in neuroscience so they can help their clients listen better to their inner wisdom.

My Mom was diagnosed with cognitive decline about 10 years ago, and I promptly did what most children do…nothing! I figured she had dealt with and conquered all of her health ailments, and she would do the same with this one, too. Fast forward 5 years to when she got COVID, which really exacerbated her dementia. As the only surviving child, I knew I needed to step in. Communicating with her was frustrating because she didn’t understand what I was asking her, and she often repeated herself.

I realized that if a PhD in Communication couldn’t develop a good relationship with her Mom in dementia, then who could?

With communication theory and brain science, I created a workshop to help others reduce their frustration and increase their connection. It’s been a game-changer for everyone who has taken the workshop!

The first is for the child, spouse, or other who wants to support their loved one with cognitive decline: The Caregiver’s Starter Kit: A 3-Part Workshop to Learn What No One Tells You About Communication and Dementia.

The second is the family or group, and it’s called The Caregiver’s Village: A 90-minute workshop for caregivers and friends who want to help but aren’t sure how. The best way to learn more about when these workshops will be offered is to sign up for my email list. You can do that from the “Stay Connected” section of my website’s homepage.

Many listening tips can be found on my YouTube channel, Listening to Change by Laura Janusik. However, please give me grace, as I began the channel without knowing what I was doing with that technology.

One of my favorites is When’s the Last Time Someone Said You Were a Good Listener? because I give you a challenge at the end of the video. Try it!

I’m currently writing a book loosely titled, How to Manage Conflict within the Context of Midwest Nice. Conflict avoidance and passive-aggressive behavior are huge in the Midwest, and being ‘nice’ gets in the way of honesty and real connection. I’m going to advocate not losing all of the nice, but focusing more on the kind.  Think about that. What’s the difference between someone who is ‘nice’ and someone who is ‘kind’ to you?

LinkedIn: https://www.linkedin.com/in/laurajanusikphd/ 
Website: ListeningtoChange.com
Facebook: https://www.facebook.com/profile.php?id=61576655810327 
Instagram: https://www.instagram.com/laurajanusik/ 
Email: [email protected]

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I am so glad that Dr. Laura Janusik joined me on my virtual porch. Laura sat next to me during several sessions at the International Listening Association (ILA) Convention, August 2025. I connected with Laura right away and wanted to follow up with her. Several times, I realized that Laura had been a member of the ILA for a long time and been president of the organization. So I figured if I had questions about the conference, I’d ask her. She was really easy to talk to and helped me whenever I had questions. We connected after the conference several times, and then I checked out all the resources she shared with me. As a coach and in developing my listening skills, Laura opened doors for me that I wanted to share with you. I hope you enjoyed our conversation as much as I did. Please share this post and podcast with your friends, and make sure you connect with Dr. Laura Janusik.

*****

The post Listening to Change by Communicating with Purpose with Dr. Laura Janusik (EP179) appeared first on Barbara Bray.

Kymberly Dakin-Neal as a certified mindset coach focuses on team experience design, incorporating individual coaching programs and applied mediums such as improvisation, intentional listening, and creativity.

The post Don’t Trust Your Ears! Head, Heart, and Hands Listening with Kymberly Dakin-Neal (EP178) first appeared on Grow Your WHY.