Teachers Aid

There’s a rising wave of agreement that the time has finally come to have that long-overdue discussion about race, injustice. In this segment, we talk about how to keep that discussion on track.

Follow on Twitter: @docjorich@DrDorindaCA @d4griffin3 @jonHarper70bd @froehlichm @bamradionetwork

Dr. Dorinda Carter Andrews is an internationally-renowned professor and the chairperson for the Department of Teacher Education at Michigan State University. Her research focuses on racial equity and justice in education and helping school leaders and youth develop and maintain culturally responsive learning environments. She has given two TEDx talks and is widely published on teacher education and culturally relevant teaching. Dr. Joseph B.. Richardson’s research focuses on four critical areas: 1) the intersection of structural and interpersonal violence among Black boys and young Black men 2) the intersection of the healthcare and criminal justice systems among violently injured young Black men; 3) violence prevention and intervention programming; 4) parenting and youth strategies for negotiating the social context of violence among low-income Black boys and young Black men. He is the Co-Founder and former Co-Director of the Capital Region Violence Intervention Program (CAP-VIP), a hospital-based violence intervention program, at the University of Maryland Prince George’s Hospital Center. He is the Executive Director of the Transformative Research and Applied Violence Intervention Lab (TRAVAIL). Dennis Griffin, Jr. serves as the principal of Prairie Elementary School and is pursuing his doctoral studies in Educational Leadership at Cardinal Stritch University. Dennis is a servant leader that seeks to build collaborative cultures that enhance the future for ALL students, educators, and communities at large.

There’s a rising wave of agreement that the time has finally come to have that long-overdue discussion about race, injustice, and our differing views about systemic bias. Join us as we make our own humble attempt to start that discussion.

Follow on Twitter: @docjorich@DrDorindaCA @d4griffin3 @jonHarper70bd @froehlichm @bamradionetwork

Dr. Dorinda Carter Andrews is an internationally-renowned professor and the chairperson for the Department of Teacher Education at Michigan State University. Her research focuses on racial equity and justice in education and helping school leaders and youth develop and maintain culturally responsive learning environments. She has given two TEDx talks and is widely published on teacher education and culturally relevant teaching. Dr. Joseph B.. Richardson’s research focuses on four critical areas: 1) the intersection of structural and interpersonal violence among Black boys and young Black men 2) the intersection of the healthcare and criminal justice systems among violently injured young Black men; 3) violence prevention and intervention programming; 4) parenting and youth strategies for negotiating the social context of violence among low-income Black boys and young Black men. He is the Co-Founder and former Co-Director of the Capital Region Violence Intervention Program (CAP-VIP), a hospital-based violence intervention program, at the University of Maryland Prince George’s Hospital Center. He is the Executive Director of the Transformative Research and Applied Violence Intervention Lab (TRAVAIL). Dennis Griffin, Jr. serves as the principal of Prairie Elementary School and is pursuing his doctoral studies in Educational Leadership at Cardinal Stritch University. Dennis is a servant leader that seeks to build collaborative cultures that enhance the future for ALL students, educators, and communities at large.

Yes, it feels good to be viewed as a rockstar, superhero teacher. But the image of the super teacher can create unrealistic and ultimately harmful expectations. Join us for a look at why we need to shatter the myth of the superhero teacher for our wellbeing and the betterment of our students.

Follow on Twitter: @RoxannaElden @jonHarper70bd @froehlichm @bamradionetwork

Roxanna Elden’s teacher advice book, See Me After Class: Advice for Teachers by Teachers, has long been a staple in many school districts and training programs. Her recently released novel, Adequate Yearly Progress, follows several teachers as their professional lives impact their personal lives and vice versa. (Washington Post calls it “a funny but insightful look at teachers in the workplace… reminiscent of the TV show The Office, but set in an urban high school.”)

Teaching remotely, in a crisis, with inadequate preparation can quickly drain the patience, energy, and creativity we need to teach well. Join us as we discuss ideas to make sure we are teaching with a full tank.

Follow on Twitter: @jonHarper70bd @froehlichm @bamradionetwork@theWellEd

Kiesha Easley is a certified educator with over 17 years of teaching experience. She is a burnout survivor. A few years ago, burnout and chronic fatigue led her on a health journey that enabled her to shed 75 pounds and recover her lost energy. With renewed strength, she became inspired to help other educators experience the same level of rejuvenation, so she founded Well Ed and began serving as a wellness coach for educators. www.theWellEd.com. Robert C. Schmidt, Ed.D, LCPC, NCC is a national speaker and consultant on building sustainable school mental health and suicide prevention programs centered on data collection, outcomes, quality of services, and student achievement. With interests embedded in research, Dr. Schmidt has published chapters in recognized books including the award-winning book by Dr. Kathryn Seifert, How Children Become Violent (2006) and Youth Violence (2011). He has led studies in the field of youth suicide, school mental health and was a contributor to Preventing Suicide: A Toolkit for High Schools: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration (SAMHSA). In 2009 Dr. Schmidt published and is the author of the Risk Identification Suicide Kit (RISK) and in 2018 the RISK2, a suicide assessment instrument for ages 7-24. Dr. Schmidt previously worked at Johns Hopkins BayView Campus in Baltimore, Maryland and provided coverage to the Johns Hopkins Psychiatric Children’s Center, Baltimore Adolescent Treatment Program, Outpatient Clinic, and 24-hour Baltimore Child & Adolescent Crisis Response Team. He is the Mental Health Coordinator for Talbot County Public Schools and provides outpatient mental health services in Centreville, MD.

As the pandemic-driven demands placed on teachers escalates, the need for self-care and self-compassion are rising as well. Join us as we clarify the difference between the two and discuss how we can do both better.

Follow on Twitter: @jonHarper70bd @froehlichm @stantonalana @self_compassion @bamradionetwork

Kristin Neff is an Associate Professor of Educational Psychology at the University of Texas at Austin. She is a pioneer in the field of self-compassion research, conducting the first empirical studies on self-compassion over fifteen years ago. She has co-developed an empirically-supported training program called Mindful

Self-Compassion, and is author of the books Self-Compassion: The Proven Power of Being Kind to Yourself, Mindful Self-Compassion Workbook, and Teaching the Mindful Self-Compassion Program: A Guide for Professionals and founder of www.self-compassion.org. Alana Stanton is a kindergarten teacher at Mulberry Elementary in Gwinnett County, Georgia. She has taught several grades over her 15-year career including K-3 literacy special, first grade, second grade, kindergarten, and technology special. Alana believes that relationships always come first in the classroom and the classroom should be a place where students thrive academically, socially, and emotionally. She currently writes for her blog, More Than A Lesson

http://morethanalessonst.blogspot.com/ where she shares the stories of her classroom and her heart.

In this episode, we look at ways we can rise above this difficult moment by changing our routine and embracing creative, enriching, and uplifting activities.

Follow on Twitter: @jonHarper70bd @froehlichm @bamradionetwork @DrKpsychologist @CoachHawkinsUMES

Jelena Kecmanovic, Ph.D is the founding director of the Arlington/DC Behavior Therapy Institute and an adjunct professor of psychology at Georgetown University.  In addition to academic articles, she has written for the Washington Post, The Conversation, Psychology Today Magazine, and others. Shelton Hawkins is a father of three former college basketball coach, now a high school art teacher. His main focus is putting creative art on run down outdoor basketball courts to help with community engagement.

It’s becoming clear that online learning is leaving a hole in our souls that was routinely filled by face-to-face contact. Join us as we look at how to adapt our need for close relationships to teaching remotely.

Follow on Twitter: @jonHarper70bd @froehlichm @bamradionetwork @chasemielkeChase Mielke is a writer, speaker, and award-winning high school teacher. He holds a master’s degree in curriculum and instruction and runs affectiveliving.com He is the author of The Burnout Cure: Learning to Love Teaching Again. His work has been featured on CNN and on these websites: We Are Teachers, Edutopia, HuffPost, and Cult of Pedagogy.

As the relentless coronavirus pushes us deeper into this rapid transition to online learning, more challenging questions surface. To what extent can we bring structure to the vast amount of unstructured time students now have? Is it possible to differentiate instruction online? Should we even try?

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Debra Bernstein is the owner and co-director of Lifestone Bible-Based Montessori Preschool and Kindergarten in San Bernardino, California. She began home educating with her first child in 1992 and continued her career through the graduation of her fourth child 22 years later. Debra is a certified Gurian Institute trainer,and has a passion for ensuring all of her students receive the best possible learning opportunities.

We are all trying to figure out how to handle this unprecedented disruption of the school year. In this episode, we talk about what some teachers are saying they need from their administrators during these stressful and demanding times.

Follow on Twitter: @jonHarper70bd @froehlichm @pfagell @bamradionetwork @Joe_Mazza

Phyllis L. Fagell, LCPC is the school counselor at Sheridan School in Washington, D.C. and a therapist at The Chrysalis Group. Phyllis frequently writes columns on counseling, parenting and education for The Washington Post, and she’s the author of "Middle School Matters" (Hachette, 2019). Phyllis blogs at phyllisfagell.com. Joe Mazza, Ed.D. is Principal at Seven Brides Middle School in the Chappaqua Central School District (NY). He is a strong advocate for middle-level ed, family and community partnerships and connected learning while embracing the idea of today’s educators serving as the lead learners in their schools. Joe's innovative work has been featured in 17 books dating back to 2005.

Keeping up to speed on education technology is challenging during normal times. What will teachers and students need to get and need to know to come up to speed on online learning fast.

Follow on Twitter: @debbyatwater@jonHarper70bd @kylehamstra @froehlichm @bamradionetwork

Debby Atwater is the Director of Digital Learning and Libraries for Chapel Hill-Carrboro City Schools in Chapel Hill, North Carolina. During the past 22 years, she has been a District Administrator, an elementary and middle school teacher, and Instructional Technology Facilitator in Illinois and North Carolina. In her current role, Debby works to support and sustain learning opportunities and access to both technology and libraries for all school community stakeholders. Kyle Hamstra teaches fifth-grade math and science at Davis Drive Elementary for fourteen years. crafting learning experiences as a STEM (science, technology, engineering, math) specialist. He is a 2016 ASCD Emerging Leader, a member of the Wake Science Core Leadership Team, and a member of the North Carolina Digital Leaders Coaching Network.