The humanities aren't extra—they teach the speaking-to-writing skills that make all learning work. Ramus connected subjects through practice, while Ong showed students need to talk before they can write.

Every word we speak is shaped by who we're talking to and what response we expect. Schools should focus more on creating real conversations between everyone.

Teachers and researchers clash over what counts as "real knowledge." Bridging this epistemic gap is key to making school reform actually work.

I explicitly teach literary claims by giving students ready-made examples to prove and evaluate. This approach builds their analytical skills through clear models and guided practice instead of expecting them to figure it out alone.

I'm using daily fluency routines—model read-alouds, audio support, and partner practice—to help high school students access complex texts like The Great Gatsby and Macbeth. The practice is narrowing equity gaps and making students' thematic thinking clearer in their writing.

Returning to teaching after time away, I learned that folk wisdom and accepting persistent problems matter more than reform ideals. Drawing on Mary Kennedy's research and paradox theory. I explore how teachers navigate the messy realities that reformers ignore.

I came back to teaching with big ideas about curriculum and ⁠got a lot wrong. The semester taught me that none of it matters without management, routines, and the willingness to say no.

Most AI debates in education go in circles because we confuse different products, forget the human is always in charge, and treat solvable design problems as inevitable threats. Clearing up these three misconceptions changes everything.

Educators rarely examine how they talk with one another, yet conversation quality directly determines student learning and school improvement. Understanding dialogue science—how brains sync, thinking forms through internalized conversation, and words create reality—transforms professional talk from routine to transformational.

Framing happens automatically in all teacher collaboration, shaping what problems we see and what solutions seem possible. Becoming aware of framing transforms our ability to lead and learn together.