This conversation explores the transformative power of journaling for teachers, emphasizing its importance for reflection, mental health, and personal growth. The guests share their experiences and practical tips on how to incorporate journaling into a busy teaching schedule, highlighting the benefits of prioritizing self-care and reflection in the teaching profession.

Pete Hall is a capacity-builder. A former principal and author of 12 books, he supports professional learning and personal growth through keynotes, workshops, and coaching across the globe.

Alissa Alteri Shea is an instructional coach at a K-6 elementary school in Vernon, Vermont, where she partners with teachers to improve student learning. She is committed to building strong public schools and joyful learning opportunities for children. Her favorite place is outside in nature, where she helps students learn from the world around them.

Christina Compton

This conversation explores the significance of brain synchrony in education, emphasizing the importance of diverse teaching methods, social connections among students, and the role of teachers in facilitating engagement. The discussion highlights research findings that link student engagement to academic success and offers practical strategies for teachers to enhance learning environments.

Follow on Twitter: @SuzanneDikker @mrs_frommert @YoukiTerada @jonHarper70bd @bamradionetwork

Suzanne Dikker’s work merges neuroscience, digital art, and education to bring human brain and behavior research out of the lab, into real-world, everyday contexts. As a Research Associate Professor affiliated with New York University and the University of Amsterdam and founding member of the art/science Harmonic Dissonance Collective, Suzanne leads various projects, including MindHive, a community science platform that supports student-teacher-scientist and community-scientist partnerships. Her projects are funded by the National Science Foundation, the National Institute of Mental Health, and the European Research Council, among others.

Youki Terada is the Research Editor at Edutopia, a division of the George Lucas Educational Foundation. He leads the research beat, covering a broad range of topics from the science of learning to effective classroom management and assessment strategies. Prior to Edutopia, Youki was an educational technology, STEM, and informal science learning researcher at UC Berkeley and the Lawrence Hall of Science.

Crystal Frommert, M.Ed, brings over two decades of diverse educational experience, spanning from elementary to post-secondary levels. She currently holds the positions of middle school math teacher and deputy head of secondary at Awty International School in Houston. Crystal is also a published author of the 2023 book When Calling Parents Isn’t Your Calling: A Teacher’s Guide to Communicating With Parents.

This conversation explores the challenges teachers face in supporting students who feel overwhelmed. Experts discuss the importance of understanding emotions as data, the need for emotional education for both students and teachers, and practical strategies for navigating the hidden struggles students bring to class. The discussion emphasizes the significance of co-regulation and the necessity of addressing adult emotional skills to foster a healthier learning atmosphere.

Follow on Twitter: @marcbrackett @jonHarper70bd @bamradionetwork @mrswendymturner

Dr. Lori Desautels has been an assistant professor at Butler University since 2016, where she teaches both undergraduate and graduate programs at the College of Education. Lori was also an Assistant Professor at Marian University in Indianapolis for eight years, where she founded the Educational Neuroscience Symposium, which has now reached thousands of educators and is in its 16th year. Lori’s passion is engaging her students through social and relational neurosciences, which apply to education. She does this by integrating the tier one trauma accommodating Applied Educational Neuroscience framework, and its learning principles and practices into her coursework at Butler. Lori is the author of 4 books with more to come. Her most recent books are: Intentional Neuroplasticity, Our Educational Journey Towards Post Traumatic Growth, Connections over Compliance: Rewiring our Perceptions of Discipline. Her newest book will be a manual coming out in 2024 titled Body and Brain Brilliance: A manual to cultivate Awareness and Practices for our Nervous System.

Wendy Turner is not just a teacher. She is an experienced elementary educator, author, and teacher leader with a passion for social-emotional learning. Wendy currently teaches 3rd grade in Wilmington, Delaware, and regularly contributes to blogs, podcasts, and other education spaces with the goals of sharing ideas and supporting everyday educators. Her first book, Embracing Adult SEL (December 2023).

Marc Brackett, Ph.D., is the founding director of the Yale Center for Emotional Intelligence and a professor in the Child Study Center at Yale University. His research focuses on the role of emotional intelligence in learning, decision-making, creativity, relationships, health, and performance. He has published over 150 scholarly articles, received numerous awards, and is featured regularly in popular media outlets such as the New York Times, Good Morning America, CBS This Morning, and The Today Show. Marc serves on a number of boards, including the Collaborative for Academic, Social, and Emotional Learning (CASEL), the nonprofit that founded the field of social and emotional learning (SEL). Marc also regularly consults with corporations, including Facebook, General Electric, Google, Microsoft, and Pinterest, on integrating emotional intelligence principles into employee training and product design, and is co-founder of Oji Life Lab, a digital emotional intelligence learning system for businesses. Marc is the author of Permission to Feel: Unlocking the Power of Emotions to Help our Kids, Ourselves, and our Society Thrive, published by Celadon (Macmillan), which is being translated into 15 languages.

Preparing for class discussions when students are not prepared can be a challenge for teachers. It can lead to tough choices on how to spend class time and can have repercussions for students academically and socially. However, there are strategies teachers can use to address this issue, such as providing alternative ways for students to participate in discussions and creating a supportive and inclusive classroom environment. It is important for teachers to show that they value students' participation and effort and to help students understand the importance of being prepared for class.

Follow our PLN on Twitter:  @LisaPas220 @MattRKay @jonHarper70bd @bamradionetwork

Lisa Leaheey has taught English at North Providence High School for the entirety of her 23-year career. A lifelong voracious reader and movie buff, she spends every day sharing her passion for stories with her students, and she continuously seeks out new ways to elevate her students’ individual strengths and to support their individual needs.  Lisa was recently named the 2023 Rhode Island Teacher of the Year,

Matthew R. Kay is a proud product of Philadelphia’s public schools and a founding teacher at Science Leadership Academy (SLA). He graduated from West Chester University and holds a Master's in Educational Leadership with a Principal’s certificate from the California University of Pennsylvania. At SLA, he teaches an innovative, inquiry-driven, project-based curriculum. He is also the Founder and Executive Director of Philly Slam League (PSL).

A recent survey found that nearly a quarter of middle school students and a third of high school students feel they don’t belong. This conversation explores the concept of belonging uncertainty and its impact on students’ well-being and academic success. The guests discuss the importance of creating a sense of belonging in schools and offer strategies for addressing this issue. They emphasize the need for adults to have conversations about identity, race, gender, and sexual orientation with students, and to validate their experiences. Small interventions, such as assigning buddies to new students and using value-affirmation activities, can also help reduce belonging uncertainty.

Follow on Twitter: @dalorleon @drchriscip, @missytesterman @jonHarper70bd @bamradionetwork

Resources: A framework for the pedagogies of social and emotional learning | Measuring Gender in Elementary School-Aged Children: | On SEL and Equity | Our Nation’s Public Schools are Failing Neurodivergent Students | The-science-of-belonging-and-connection | Hacking GenAI in Education: Conversation Starters

Daniel Leonard is a journalist and assistant editor at Edutopia, a division of the George Lucas Educational Foundation. He writes about classroom tips, tech tools, and the latest research in education. Prior to Edutopia, Daniel wrote for outlets including Scientific American and Scienceline, and has a master’s degree in science journalism from New York University.

2024 National Teacher of the Year Missy Testerman is a kindergarten through eighth grade English as a second language (ESL) teacher who is a staunch advocate for students, teachers and families. She served as a first and second-grade teacher at Rogersville City School in Rogersville, Tennessee, for three decades before taking advantage of the state’s Grow Your Own initiative and adding an ESL endorsement three years ago.

Jen Cort is a counselor, author, podcast host, and former school administrator in many roles, including principal and senior administrator. She works around the United States and multiple countries on advisory program support, diversity, and skill building for navigating challenging topics.

Christina Cipriano, Ph.D., is an Assistant Professor at the Yale Child Study Center and Director of Research at the Yale Center for Emotional Intelligence (YCEI). Dr. Cipriano’s research focuses on the systematic examination of social and emotional learning (SEL) to promote pathways to optimal developmental outcomes for the traditionally marginalized student and teacher populations.

A recent survey found that nearly a quarter of middle school students and a third of high school students feel they don’t belong. This conversation explores the concept of belonging uncertainty and its impact on students’ well-being and academic success. The guests discuss the importance of creating a sense of belonging in schools and offer strategies for addressing this issue. They emphasize the need for adults to have conversations about identity, race, gender, and sexual orientation with students, and to validate their experiences. Small interventions, such as assigning buddies to new students and using value-affirmation activities, can also help reduce belonging uncertainty.

Daniel Leonard is a journalist and assistant editor at Edutopia, a division of the George Lucas Educational Foundation. He writes about classroom tips, tech tools, and the latest research in education. Prior to Edutopia, Daniel wrote for outlets including Scientific American and Scienceline, and has a master’s degree in science journalism from New York University.

2024 National Teacher of the Year Missy Testerman is a kindergarten through eighth grade English as a second language (ESL) teacher who is a staunch advocate for students, teachers and families. She served as a first and second-grade teacher at Rogersville City School in Rogersville, Tennessee, for three decades before taking advantage of the state’s Grow Your Own initiative and adding an ESL endorsement three years ago.

Jen Cort is a counselor, author, podcast host, and former school administrator in many roles, including principal and senior administrator. She works around the United States and multiple countries on advisory program support, diversity, and skill building for navigating challenging topics.

Christina Cipriano, Ph.D., is an Assistant Professor at the Yale Child Study Center and Director of Research at the Yale Center for Emotional Intelligence (YCEI). Dr. Cipriano’s research focuses on the systematic examination of social and emotional learning (SEL) to promote pathways to optimal developmental outcomes for the traditionally marginalized student and teacher populations.

The conversation explores the importance of considering executive function skills when designing classrooms. The guests discuss how classroom design can impact students’ executive function and offer practical strategies for creating a supportive environment. They emphasize the need for clear organization, visual cues, and predictable routines to help students manage their working memory and develop executive function skills. The conversation also highlights the role of reflection and flexibility in classroom design, as well as the role of empathy and self-compassion for teachers in supporting students’ executive function development.

Follow on Twitter: @childsplaynyny @mrs_frommert @jonHarper70bd @bamradionetwork

Related Resources: | Using Games to Reinforce Classroom Routines | Games That Boost Working Memor | Playful Classroom Management | Hacking Gen AI in Education

Jocelyn Greene is Child’s Play NY’s founder and executive director, an award-winning theater education company based in New York. She partners with dozens of schools to connect social-emotional learning (SEL) with academics through residencies and professional development. Jocelyn founded Child’s Play NY in 2009, drawing from her work as a student (MFA, NYU graduate acting; BA, Wesleyan University), an actor (The Public Theater, LA Shakespeare Festival), and a teacher (Will Power to Youth, Oddfellows Playhouse, Epic Theater) to develop the rigorous curriculum and imagination-based games that ignite the program today. She is a contributor with Mt. Sinai Parenting and writes about the intersection between theater and child development at childsplayinaction.com

Sarah Kesty is an executive function and ADHD coach, author, and speaker. She created Brain Tools School and hosts the Executive Function Podcast. A 4-time teacher of the year, Sarah’s coaching and learning program supports high school and college students in developing skills and mindset for independence.

Crystal Frommert, M.Ed, brings over two decades of diverse educational experience, spanning from elementary to post-secondary levels. She currently holds the positions of middle school math teacher and deputy head of secondary at Awty International School in Houston. Crystal is also a published author of the 2023 book When Calling Parents Isn’t Your Calling: A Teacher’s Guide to Communicating With Parents.

Panelists share effective strategies they have used to accommodate and empower students facing challenges with mathematical concepts. The discussion raises awareness of dyscalculia, an overlooked learning challenge that our guests say needs more research, attention, and support.

Follow on Twitter: @bobsonwong @bamradionetwork @jonharper70bd

Honora Wall never liked math or being cold when she was younger, but now she does math every day and lives in the Midwest! Her passion for helping struggling students led her to get her Master’s degree in Applied Learning & Instruction from the University of Central Florida, and an Ed.D in Curriculum & Instruction from Concordia University Chicago. Dr. Wall is a 19-year educator who specializes in helping people who have a math learning disability, as well as neurodivergence, anxiety, and depressive disorders.

Dawn Pagliaro-Newman has been an elementary educator in New York City public schools. She has a passion for working with students with disabilities and has developed a unique approach to teaching that combines academic and pedagogical experience with social-emotional approaches that allow for the support and development of the whole child. She has been recognized as a Master Teacher by Math For America. She lives in Queens, New York, with her husband, daughter, and cat.

Bobson Wong has taught math at New York City public high schools since 2005. He is a three-time recipient of the Math for America Master Teacher Fellowship, a New York State Master Teacher, and a 2014-15 recipient of the New York Educator Voice Fellowship. Bobson has written and spoken extensively on mathematics education in print, on television, and online. As an Educational Specialist for the New York State Education Department, he writes and edits questions for the state’s high school math Regents exams. He is a member of the Advisory Council of the Museum of Mathematics.

This panel discussed why brain breaks are important for students during class time. More importantly, the guests unpack how to differentiate brain breaks to meet students’ specific needs– using them as tools to enhance social-emotional learning and academic performance.

Follow our PLN on Twitter: @mrswendymturner @judywillis @Upegui @bamradionetwork @jonHarper70bd

David Upegui, PhD, serves as a science teacher at his alma mater, Central Falls High School (RI) and as an adjunct professor of Education at Brown University. He completed his doctoral degree in education at the University of RI, focusing on science education and social justice. His latest book, Integrating Racial Justice Into Your High-School Biology Classroom: Using Evolution to Understand Diversity, was recently released.

Wendy Turner is not just a teacher. She is an experienced elementary educator, author, and teacher leader with a passion for social-emotional learning. Wendy currently teaches 3rd grade in Wilmington, Delaware, and regularly contributes to blogs, podcasts, and other education spaces with the goals of sharing ideas and supporting everyday educators. Her first book, Embracing Adult SEL, (December 2023).

Dr. Judy Willis, a board-certified neurologist, combined her 15 years as a practicing neurologist with 10 subsequent years as a classroom teacher to become a leading authority in the neuroscience of learning. With her unique background as both in neuroscience and education, she has written ten books and more than 200 articles about applying neuroscience research to classroom teaching strategies.

After graduating Phi Beta Kappa as the first woman graduate from Williams College, Willis attended UCLA School of Medicine where she was awarded her medical degree. She remained at UCLA and completed a medical residency and neurology residency, including chief residency. She practiced neurology for 15 years before returning to university to obtain her teaching credential and Masters of Education degree from the University of California, Santa Barbara. She then taught in elementary and secondary school for 10 years.

Many educators support the idea of allowing students to retake exams or redo submitted assignments. However, there are significant complexities and challenges involved when teachers have large and multiple classes. In this discussion, we explore the educational value of retakes, stressing the importance of structured learning processes over mere grade chasing. The consensus was that retakes when managed well, can greatly aid student learning but require clear policies to ensure they do not overwhelm teachers.

Follow our PLN on Twitter: @SarahR_Morris @LisaPas220 @RickWormeli @bamradionetwork @jonHarper70bd @curriculumblog

Related Resources: Retakes for Grading Equity – Edutopia | Redos and Retakes Done Right (ascd.org) | Blindsided by AI

Lisa Leaheey has taught English at North Providence High School for the entirety of her 23-year career. A lifelong voracious reader and movie buff, she spends every day sharing her passion for stories with her students, and she continuously seeks out new ways to elevate her students’ individual strengths and to support their individual needs. Lisa was recently named the 2023 Rhode Island Teacher of the Year.

Rick Wormeli, a long-time classroom veteran, now award-winning author and teacher trainer, was one of the first Nationally Board Certified Teachers in America as well as Disney’s Outstanding English Teacher of the Nation in 1996. Today, he trains teachers and principals in all 50 states and eight countries, writes for education journals and magazines, and is working on his 12th book.

Sarah Ruth Morris is a Ph.D. candidate in the Department of Education Reform at the University of Arkansas and a strategic data partner for the Northwest Arkansas school districts at the Office for Education Policy. She researches grading practices and the ninth-grade year.

Dr. Steven Weber is an Assistant Principal at Rogers Heritage High School (AR). He has spent over twenty-five years in education, serving as a teacher, administrator, and adjunct professor. His leadership experience includes serving as Associate Superintendent for Teaching and Learning with Fayetteville Public Schools (AR), Executive Director for Curriculum and Instruction with Chapel Hill-Carrboro City Schools (NC), and Director of Secondary Instruction for Orange County Schools (NC). Weber was a social studies curriculum specialist with the Arkansas Department of Education and North Carolina Department of Public Instruction. In 2019, Weber was named the AACIA (Arkansas Association of Curriculum & Instruction Administrators) Administrator of the Year. Weber is the past president of the Arkansas Association of Curriculum & Instruction Administrators, vice president of Arkansas ASCD, and has served on multiple state and national boards.