I document some thoughts about a question a student asked about being a father and how I communicated my appreciation for the opportunity we have to create a community for this school year, together.

I reflect on what question I should be asking myself each day as a teacher. Observations lately seem to have confirmed that everything starts with the relationships we build with students.

I document how I've been criticizing myself and the idea that I(we) do enough so that we don't need to let others add to it with their criticism.

I document some thoughts about the second-guessing game I played after an interview with The Teacher Self-Care Conference podcast. The hope was to share why second-guessing may be a waste of time AND beneficial as a teacher because it means reflection is happening. Either way, it was an opportunity I'm grateful for and hope something was of value to you!

I briefly review the four components of teacher credibility (TC) and a portion of an article about TC. I spend more time reflecting on how the way we manage student behaviors can increase how competent we are perceived by our students, which leads to more credibility with them.

This is me asking you to tell me what you want more of (less of?) from the podcast. I want to bring value to you in any way and would love your perspective on how to do so. Thanks for your support!

I reflect on an upcoming interview with Teacher Self-Care Podcast and what I've been thinking about lately. Specifically, attempting to connect what I've learned about teacher credibility and how it relates to self-care.

I document a reflection on student teaching, a student comment about an intruder drill and a cause to support those in need that was presented to students.

I document a question I received about my opinion and how I responded that may (or may not) have increased my credibility with my students.

I document my reflections on the 'teacher effects' that researcher John Hattie concluded to significantly impact student achievement. I identify the top ten influences along with their effect sizes and attempt to put into perspective how relationships with students are more important that what and how we teach.