If you attended our first ever Sustainable Teacher Conference back in January, then you know that my word for 2022 is Enough.
Not enough, in that I’ve had enough, and am at my wit’s end - although maybe I am with certain things - but, no, it’s more about my mindset and accepting that I am doing enough, I have enough, and it is a glorious and beautiful thing.
Although we spend most of the air time on this podcast on sustainability in the classroom, we also want to speak to your lifestyle and personal lives in the name of talking to the whole you. And in that light, this episode will be dedicated to the personal side of things, and less about teaching.
In today’s episode, I am going to talk about the idea of seeing the world and our teaching lives through the lens that what we have is enough, it is just what we need, and that what we are doing is enough.
After listening to this episode, my hope is that you will feel restful and content in knowing that what you...
On today’s episode of the Sustainable Teacher Podcast I am so excited to welcome Charles Youngs, a 30-year high school English teacher in Western Pennsylvania, who has been recognized as a Pennsylvania State Teacher of the Year finalist, a Fulbright scholar, and is a frequent presenter at the annual convention of the National Teachers of English.
Currently he spends his days in a suburban public high school just south of Pittsburgh, teaching courses in Writing, Public Speaking and in AP Literature. That’s just part of his day. The other half is spent as an instructional coach for faculty on the ins and outs of ed tech.
Charles and my paths crossed in the spring of 2020, as he explains in the interview, when he was thinking about ways to make his time with students more intentional and more effective. He took my online course, Flipped Classroom Formula, and offers today a unique perspective on flipping, one that includes that of an English teacher and how to...
On today’s episode of the Sustainable Teacher Podcast I am so excited to welcome Jessica Verrill, a chemical engineer turned stay-at-home-mom turned high school chemistry teacher. She has been teaching chemistry at a small town academy in central Maine since 2018, has a wonderful husband, two fabulous teenage daughters, and a fun little dog named Ziggy. Jessica loves to spend time with her family kayaking on the local river, at camp on the New Brunswick border, and hiking in the mountains or on the beautiful coast of Maine.
Our paths first crossed in the spring of 2020, as Jessica will explain in the interview, where she attended my flipped classroom workshop. She then took my online course Flipped Classroom Formula, and is on the podcast today to share her classroom transformation amongst teaching in a pandemic and the success she and her students have experienced because of her hard work, and strategic decision to flip her classroom.
Topics discussed in today's...
I can't wait to share this with you! Recently, I interviewed Keri Tafuro who demonstrated how flipping her classroom has transformed the teaching experience and the learning experience of her students, both within the pandemic and regardless of it.
On today’s episode of the Sustainable Teacher Podcast I am so excited to welcome Keri Tafuro, a full time classroom teacher of 7th and 8th grade math in Vacaville, California. Keri isi a 22-year teacher, having taught math at the high school, and now middle school level. She and her husband have two college-aged children, and mine and Keri’s paths crossed about a year ago when Keri was exploring a bit more about the flipped classroom, and came upon one of my Facebook live trainings.
Since then she has jumped in with two feet taking Flipped Classroom Formula last summer and into flipping her classroom this school year. I can’t wait to bring her...
Hey there and welcome to the Sustainable Teacher Podcast/Blog about the number one tool your classroom needs right now.
We are in a time of transition in education as we head back to normal or at least to some sort of new normal. You are probably right in the middle of the teacher-hustle, and you’re reflecting on the changes you want to make to your daily teaching life so that it’s a bit more sustainable, am I right?
Either way, the tool that I’m going to tell you about today is one that’s going to help you take practical steps towards a more sustainable and effective classroom in the modern times of education. It’s going to help you take steps towards more evenings focused on your family and less weekends spent grading papers, all while maintaining or even increasing your effectiveness in the classroom.
Want to know what the number one tool is?
It’s the Flipped Classroom Starter Kit I’ve built to help you do ...
There are only a few reasons why you may be reading this blog (or listening to this week's episode on the podcast) right now. You’ve heard of the flipped classroom and want to know a bit more. Or you feel like you’ve been flipping your classroom since the pandemic started and now you’re wondering how that translates as we enter our new normal. Or you know the new normal we’re heading toward can’t be the normal that was, and yet you’re not sure what it will look like, or more importantly what you want it to look like. All you know is, there has to be a better way to go about being accessible, flexible, and effective without you being the martyr that sacrifices your personal life and well being to do so.
I’m going out on a limb here to say that although there is no silver bullet in education to solve all our daily teaching life problems, flipping the classroom is absolutely the answer for most teachers to be...
If I sit still and quietly for a moment…. More than ever, at least in my own life, I can almost physically feel the currents of change in education. We could spend time labeling that change good or bad, but it’s happening with our without us due to circumstances and powers we can not control.
Have you heard the phrase “A rising tide lifts all boats?” It’s an aphorism tied to economic policy, but one that I’ve been thinking about a lot lately in the educational realm.
What if we looked at the shifts that are happening in education and our approach to the new normal as a chance to be the tide? We as individuals, seize this moment to say I’m going to shift and I am going to take advantage of this opportunity to show folks the possibilities here. What if?
I’ve got three takeaways for you today, and after reading this blog, teachers will feel empowered to face the inevitable changes in education, knowing...
It’s 2011, and I’ve just finished my first year of teaching when over the summer I hop on the little portal that will show me how well I did. I taught an AP® course, among other courses, which for those of you who don’t know stands for Advanced Placement® and is a nation-wide curriculum and testing program run by CollegeBoard. At the end of every year, students take a test on the entire course’s material and can earn college credit - it’s a big deal for many students and certainly for the adults who teach them.
The test is scored on a scale of 1 to 5, with all public universities accepting a 3 for the equivalent of one college course in the field they tested. Then at private universities students can earn even more credit with higher scores.
Welp, I hopped on that portal and saw that my average student score was a 3.1. Not bad for a 22 year old teaching AP® Psychology for the first time and only ever having taken a...
The million dollar question in education right now is how in the world we get our students to do the work? It seems we have alarming rates of failure and, week after week, a substantial amount of students just not doing the work. In the flipped classroom, this has always been one of the top questions I’ve fielded from teachers when they come to me for help to get the flipped classroom process started, and that is “What happens when a student doesn’t do the work, meaning take the notes, at home? Then what?”
This week we will dive into what it is to actually hold students accountable and how you can use it to not only be a more effective educator, but one who is actually reducing your own to-do list as student accountability increases. After listening to this episode, you will have clarity around what it means to hold your students accountable in ways that empower your students to own their learning, and ultimately reduce...
“Hours!” she said. “I spent HOURS on my Sunday afternoon grading just late work alone, and then you want to know what I had to do the rest of the week?” I could almost guess what it was, “call parents” she said, exacerbated. My teacher friend went on to explain how as it was the end of the quarter and grades were due soon, it was that time of the year that comes around four times per year to communicate to parents whose child is near or actually failing a course.
I squinted and turned my head to the side to lessen the blow of her answer as I asked, “how long did it take to contact parents?”
Three days after school, she said, until well past 5pm. And I never got to them all.
We’ve all been there. We’ve all been in a place where something in our teaching lives is taking up way more hours than we want it to, or than is healthy. Whether that’s because we’re new at it and...