As I’m sitting to write this episode, I’m in an approximately six square feet space in the cab of our pick up truck pulling our camper on our way home from our Christmas vacation with three boys and our dog. I’m reflecting on what was by far our best camper-trip yet as it was at the beginning of winter and was full of sunshine which we Midwesterners aren’t used to in December.
It was a great refresh.
But you know what I thought about quite a bit? Work.
Not in a way that was stifling to my or our enjoying the trip. Not at all. We just had a lot of relaxation time. And that meant my mind was able to wonder and think and plan.
And it reminded me of how I was with my classroom when on a break or vacation.
When I was able to step back from it, I was able to think about it in a clearer way. I was able to work on my classroom rather than in my classroom.
Today I’m asking you the question, in a very non-rhetorical way,...
During the ten years I spent in the classroom, I taught AP® Psychology all of those years. I attended numerous content-specific professional development opportunities, flipped the entire curriculum that is readily available for free on my YouTube channel, as well as built resources that many teachers find helpful in my Teachers Pay Teachers store or in our Sustainable Psych Teacher membership. I’m sharing all of this to say that I became, and hopefully remain, well versed in the AP® Psychology curriculum - I would even venture to say I’ve got my 10,000 hours Malcolm Gladwell teaches about as indicating expertise, at least in the curriculum that is… but certainly not in the field of psychology.
So as much as I know and love psychology, I am by no stretch of the imagination a psychologist, psychiatrist (shout out to my psych nerds who know the difference), or a mental health professional. No advice I give today in this episode is advice...
Well hey there and welcome back. I am so excited to have Samantha Fecich of EduMagic on the podcast today, and I’ll share a couple of reasons why. First, I’ve recently stepped into the higher ed space, and she’s been there for a while, so it was nice to have a conversation within that context. Secondly, as a special education teacher turned educational tech expert, she gives a refreshing perspective on ed tech in ways that reinvigorate my passion for the field and I think this conversation will do the same for you.
In this episode you will hear us chat about various topics including student-life balance for preservice teachers, tech tool (and non-tech tool) recommendations for preservice teachers, as well as the purpose and possibilities of educational technology for students today. So no matter what you teach, this episode will be valuable for you, but will be especially valuable for pre-service teachers out there.
Hey teacher-friend, welcome back to the Sustainable Teacher, I’m so glad you decided to tune in today, and oh boy do I have an episode for you. In this episode I am introducing you to none other than my main-man and husband, Dr. Bill Rice.
I’m excited to bring him on not just because he’s my husband but also because he is an administrator - he is a high school principal at a school about 15 minutes down the road from us, and today he is offering a wonderful perspective. Well, two perspectives actually, on what it is to be a sustainable teacher, and that is from a principal’s role and the role of a teacher’s spouse.
My goal in interviewing Bill is not so that we can say, “see this is what you should be doing” to either our principals or our spouses, but so that teachers can see that your sustainability is what’s most important, next to being effective with kids, and that the classroom atmosphere and overarching learning...
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...
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...
At the time that this post will publish we are a day out from a well deserved break as we approach Thanksgiving. Five days of no virtual or in-person school, no students to manage or lessons to plan.
And yet, many of us are looking at working at least one full day of break, if not most of the break. We just have so much to catch up on, and, if we're honest, 5 days of a break is a good amount of time to get a head start on planning for the future so it's not so overwhelming when we're back in the classroom.
The truth is, as teachers, we can justify working until the cows come home. We are doing important work not for the improvement of ourselves, but for that of our students. And if we can make their education a well organized and well orchestrated experience then we are doing something right in the world.
For this reason, this week and in a few coming weeks we'll be focusing on the Teacher Health Series that we published earlier in the year, way back before...