Explore every episode of the podcast Angela Watson's Truth for Teachers

Abraham Maslow never drew the pyramid you've seen on every PD slide. In this episode, I share where it came from (a 1960 business article about getting more out of workers for less money), what Maslow actually said about human needs, and why taking "Maslow before Bloom" too literally can lead us to lower expectations for the kids who are struggling the most.

I also get into the level of the hierarchy most of us never learned in teacher prep. Late in his life, Maslow added self-transcendence above self-actualization. I trace how that idea connects to the six weeks he spent with the Blackfoot indigenous people in 1938, and what it means for how we support students today.

You'll walk away with a research-backed way to build that missing level into your classroom this week.

Mentioned in this episode:

Finding Flow Solutions curriculum for K-12: findingflowsolutions.com 

My video essay on why self-actualization is for everyone, on my YouTube channel.

Full transcript and blog post: https://truthforteachers.com/truth-for-teachers-podcast/the-missing-level-of-maslows-hierarchy-what-we-get-wrong-about-the-needs-of-struggling-students/

Every lesson plan can feel like an endless series of decisions: What should students do? How should I teach this? How will they practice it? How will I know whether they learned it? What needs to be differentiated? What should happen next?

In this episode, I'm talking with Jennifer Gonzalez of Cult of Pedagogy about how having a clearer decision-making framework can reduce some of the mental load of lesson planning. Rather than starting with activities and building a lesson from scratch every time, you can make a few key decisions in a more deliberate order, then choose strategies that serve those decisions.

Jenn walks me through four shifts from the framework she developed while creating her new course, Mastering the Lesson Plan:

• Stop starting with activities, and start with the destination
• Ask what students need to do with the content (acquire it, process it, or apply it)
• Build assessment into the plan instead of adding it afterward
• Create a planning process you can reuse

We also talk about why planning doesn't automatically get faster with experience, and in fact can take LONGER for veteran teachers. Jenn explains what to actually do with exit slips once you've collected them, and how to get from the four-page lesson plans you wrote in college to the bullet points in your planner.

A framework won't fix your workload, and neither of us pretends it will. But it can make your planning more intentional and repeatable.

Check out Jenn's NEW course, Mastering the Lesson Plan, and use the code ANGELA for $10 off: https://cultofpedagogy.teachable.com/p/mastering-the-lesson-plan?affcode=102837_hq3ox7wk

(That's an affiliate link, so I earn a small commission if you enroll, at no extra cost to you.)

Listen on or read: https://truthforteachers.com/truth-for-teachers-podcast/why-lesson-planning-takes-so-long-and-how-to-reduce-decision-making/

I had an experience when I was a new teacher that shaped much of what I believe about how educators should use their time and the most effective way to reach students. 

It was my very first exposure to understanding and questioning school norms, and made me realize that so much of what we assume about the ways school "should be done" is based on a very specific construct in our local area or even in our individual buildings. 

Part of this story is in my book "Fewer Things, Better: The Courage to Focus on What Matters Most" but I felt like it was too lengthy to include the best details, and I really wanted to share the entire story with you. So, I hope you'll join me for this episode as I recall the very first time I went against school norms, and why the experience shaped my thinking from that day forward.

Listen on or read: https://truthforteachers.com/truth-for-teachers-podcast/the-first-time-i-questioned-tradition-vs-whats-best-for-kids/

You've probably heard the phrase "activate prior knowledge" a million times. It shows up in every lesson plan template, every observation rubric, every methods textbook. And teachers are good at it. But the behavioral science on how priming actually works in the brain goes way deeper than asking kids what they remember from yesterday, and once you understand it, you start seeing opportunities to prime learning in places you probably weren't looking.

In this episode, I walk you through six research-backed ways to prime students' brains for learning, all grounded in cognitive science, and most of them are things you can try this week without changing your curriculum, your schedule, or anything about your school's expectations.

We get into what priming actually is (and I'm honest about which parts of the priming research have held up and which parts haven't), and then I share six specific strategies with classroom examples for every grade level. We cover how to use the 60-second window before class actually starts, how to treat your opening hook as instruction rather than just engagement, how to use prequestions the way the 2024 ManyClasses study suggests they actually work, how to prime the emotional state kids walk in with, how to prime the cognitive mode you want them in (scientist, historian, writer), and why the last 30 seconds of class matter more than most teachers realize.

If you've ever felt like a great Monday lesson somehow evaporated by Tuesday, this episode gives you a clearer lens for evaluating what you're already doing and where you might tweak. You don't need to overhaul anything. You just need to start noticing the priming that's already happening in your classroom and making more deliberate choices about what you're priming kids for.

LIsten on or read: https://truthforteachers.com/truth-for-teachers-podcast/6-ways-to-prime-students-brains-for-learning/

"My toaster has undergone more safety and efficacy testing than any piece of ed tech that's been put in front of our kids in the past 20 years."

That's according to Dr. Jared Cooney Horvath, a neuroscientist, university professor, and former classroom teacher whose book "The Digital Delusion" has become the center of a national conversation about screens in schools. He's testified before the U.S. Senate, and parents are handing out copies at school board meetings.

Jared's argument is that we've spent decades and $400 billion building an ed tech industry on a promise that never materialzed, and that the tools we've handed kids are working against the way human beings actually learn.

I came into this conversation agreeing with a lot of his premise and pushing back on some of it, particularly the reliance on standardized test scores as evidence of learning outcomes and the assumption that school was working well before devices showed up. Jared took the pushback seriously, and what came out of it is one of the deepest (and certainly lengthiest!) conversations I've had about whether the ed tech promise keeps failing and what teachers can actually do about it.

We dig into:

• Why the work of learning goes against our natural human biology, and what that means for a tool designed to remove friction
• What "engagement" means at the level of the brain, and why gamified learning keeps kids entertained without teaching them much
• The only two use cases where the research shows ed tech genuinely works (and why neither are very exciting)
• The difference between what a tool could do and what kids will actually do with it -Whether school was actually working better before devices, and what we lost that's worth going back for

Jared makes the case for reintroducing friction and eliminating tech as the default rather than banning it outright, and shares what to say to admin and parents when you want to teach differently.

Most importantly, Jared makes the case for teacher autonomy and why you need to trust your own expertise about student learning. 

This conversation ended in a more hopeful place than I expected, and I hope you'll carve out some blocks of time to go deep with us on this topic. It takes time to tease out the nuance, and that's where the most important takeaways are.

LIsten on or read: https://truthforteachers.com/truth-for-teachers-podcast/the-digital-delusion/

A third of your day (apart from work and sleep) is supposed to be yours. So where does it go? In 1817, labor movement activist Robert Owen coined this rallying cry: "Eight hours for work, eight hours for sleep, and eight hours for what we will."

But if you've ever tried to make that math work as a teacher, you know the catch. In those "eight hours for what you will," we have to fit commuting, cooking, cleaning, errands, caregiving, homework help, and all the invisible labor of running a life. How do we actually make space for the things that bring us joy?

In this episode, I unpack the labor history most of us were never taught, and why I find it a little ironic that I now run a program called the 40 Hour Teacher Workweek. I also talk about the gendered piece of this history that rarely gets named. Women were absolutely part of the labor movement (Frances Perkins literally drafted the Fair Labor Standards Act), but they still ended up with the second shift waiting for them at home. And teachers, who are still overwhelmingly women, are living that reality every single day.

I share three practical things I've learned from Katrina Onstad, author of The Weekend Effect, about how to actually reclaim some of that "what you will" time. I also talk about why I refuse to frame rest as a productivity tool, and what I think we owe the workers who fought and died for the protections we now take for granted.

This Labor Day, I hope you'll listen to this one somewhere restful. And I hope it gives you permission to protect your time, not because it makes you a better teacher, but because you're a person who deserves a life outside of school.

Listen in. Or read the transcription here.

If you scroll social media right now, you'll probably land on a teacher revamping their reading corner like it's a home renovation reveal, then a TikTok Shop haul of classroom must-haves you didn't know you needed nine seconds ago, then someone who built an entire year's curriculum with AI in under a minute. And somewhere underneath all of it is this creeping feeling that you're already behind, and the school year has hardly even started.

In this episode, I'm telling a story about a veteran teacher I worked next door to early in my career, and why I think about my mistake in emulating her every time some new pendulum swing happens in education. And, I discuss how a lot of what shapes our thinking about teaching no longer originates from trainings or mentors or our own gut instincts and professional expertise. It's coming from whichever five seconds of video happened to outperform in an algorithm built to sell ads, not to teach well.

The truth is that you don't have to teach like the teacher down the hall, and you don't have to teach like an IG influencer. You just have to keep asking the question I had to learn the hard way: is this authentic to my teaching philosophy, or am I performing someone else's idea of what a good teacher looks like?

Listen in. Or read the transcription here.

You make dozens of invisible decisions every class period.

Should I squeeze in one more activity or leave time for questions? Do I spend more time on this concept or move on? Is this the best use of our remaining five minutes?

You weigh options, estimate time, and reprioritize on the fly, and you do it so automatically that you barely notice anymore. 

But here's the problem: your students have no idea any of this is happening. They just see you move seamlessly from one thing to the next. If kids never see how you plan, prioritize, and adjust, how are they supposed to learn to do it themselves?

In this episode, I'm talking about how to make your thinking processes visible to students, and why it matters so much. We'll cover how to talk through your weekly overview so kids learn to anticipate where their time and energy should go, how to involve students in prioritizing decisions (like "We have five minutes left, should we do X or Y?"), how to model breaking down projects into manageable steps, why most people are bad at estimating time and what to do about it, and what to say when things go off track and plans need to change.

These are teachable skills, but kids won't pick them up through osmosis. They need to see it modeled, and even better, they need to be invited into the process.

Listen or read the episode here: https://truthforteachers.com/truth-for-teachers-podcast/think-out-loud-teaching-the-hidden-skills-of-planning-and-prioritizing/

Do your students seem less and less able to sit with anything uncomfortable, whether that's boredom, confusion, frustration, or the feeling of not immediately knowing the answer?

The research backs up your anecdotal evidence: distress tolerance in young people is measurably declining.

In this episode, I dig into why this is happening and what teachers can actually do about it. 
We'll talk about the biology behind why comfort reduces resilience (and why that's not anyone's fault), why our students are more stressed than ever but building less capacity from it, and practical strategies for building distress tolerance in the classroom without being dismissive of real struggles.

I also get into how this applies to us as adults, because we're dealing with their own version of this.

Listen in to hear:

• Why distress tolerance is declining in young people, and why it's a predictable biological outcome rather than a character flaw
• The difference between chronic, overwhelming stress (which breaks people down) and acute, manageable stress (which builds capacity), and why modern life has gotten this equation backwards
• How stress inoculation works in the classroom, including specific strategies for gradually building students' ability to sit with discomfort
• The tension teachers feel between "tough it out" and "honor every feeling," and why both extremes fail
• How to help students distinguish between "I can't" and "I don't want to"
• Why normalizing the feeling of not knowing might be one of the most powerful things you can do
• Where teachers can apply this same thinking to their own lives

Listen in. Or read the transcription here.

Everyone has an opinion about AI in classrooms right now, but very few of those opinions are grounded in what we actually know about how kids learn. In this episode, I sit down with Erin Mote, CEO and founder of InnovateEDU and co-founder of Brooklyn Laboratory Charter School, to cut through the noise and talk about what the evidence actually shows about AI as a learning tool.

This isn't a conversation about ChatGPT, cheating, whether to ban devices, or what kids are doing with AI at home on their own time (which are separate topics worthy of their own discussion).

We're talking specifically about AI-powered tools designed for classroom use that are being pitched to your district and showing up in your school, and whether they hold up when measured against what we know about how kids learn.

In this episode you'll hear Erin share her thoughts on:

• Why "good enough" consumer tech is not good enough for students, and what to look for in tools that are actually built around learning
• The difference between sycophantic AI and Socratic AI, and why it matters for student outcomes
• What the early research is showing about AI as a learning tool, including what's promising and what we still don't know
• What to ask for and advocate for at the school and district level so these decisions aren't made without you

If you've been feeling overwhelmed by the pace of change and unsure what to actually do, this episode will leave you with more clarity, and more confidence in what you already know about how kids learn.

Listen in. Or read the transcription here.

Teaching gives you a lot of opportunities to look back and wish you'd done it differently, and most of us carry those regrets way longer than we need to.

In this episode, I'm sharing what I learned from Daniel Pink's book The Power of Regret: How Looking Backward Moves Us Forward, and how his research applies to the unique kind of regret that teachers carry. 

I'll walk you through the four categories of regret most people have, the difference between "if only" and "at least" thinking, and a three-step process for actually processing a regret instead of just ruminating on it at 2 a.m.

I'll also share the line from Pink's book that hit me hardest, the one that completely changed how I think about looking back:

If you know what you truly regret, you know what you truly value. 
Your regrets aren't proof you've failed this year. They're a map of what you care about.
If you've been carrying something from this school year and you're not sure what to do with it, this episode is for you.

Listen in. Or read the transcription here.

Food writer Bee Wilson has been in classrooms across the UK, and what she's discovered is startling: many children have completely lost their sensory connection to real food.

They know the peach emoji but not the fuzzy feel of actual peach skin. They recognize mint from shampoo but have never smelled a fresh mint leaf.

When asked where food comes from, kids used to say "the supermarket." Now they say "mommy's iPad."

This slow shift is revealing a new gap in child development that affects how kids observe, describe, and engage with the world around them.

In this episode, Bee explains what's lost when children grow up disconnected from real food. And she explains what can happen when you put fresh produce in their hands and simply ask: What do you see?

Bee shares how these lessons build scientific observation skills, spark rich oral language, and get even the most reluctant writers eager to put words on paper. Kids speak in vivid similes and metaphors. They notice details they've never noticed before. And, teachers report some of the most meaningful classroom experiences of their careers.

Bee is the co-founder of TastEd, a charity offering free sensory food education resources now used in over 1,800 UK schools: tasteeducation.com

She's a fascinating guest sharing practical ways any teacher can bring this into their classroom, including a simple lesson you could try tomorrow.

Listen in. Or read the transcription here.

Most of us are walking around in a low-grade state of fight-or-flight all the time, and we don't even realize it. It looks like the tight jaw in the morning, the exhaustion that doesn't lead to sleep, or the feeling of being on edge even on a good day. 
These are signs of a nervous system that never got the signal that it's safe to come down.

In this episode, I'm sharing a lesson from my new free video course called Everything is Terrible: An Anxiety Toolkit for the Age of Doomscrolling. It's a five-lesson toolkit for people who care deeply about the world and are quietly exhausted by the weight of it. Each lesson is a standalone tool you can use when you need it.

This episode shares an excerpt from one of these lessons, covering:

-What's actually happening in your body when you're stuck in fight-or-flight
-How to manually activate your parasympathetic nervous system even when the external world is still chaotic
-Two specific breathing techniques you can use anywhere to send your body the "all clear" signal
-Grounding phrases for when your body has settled but your brain is still spinning.

Check out the full Everything is Terrible toolkit FREE on my Substack.

You can also:

• Read the blog post for this episode
• Learn about upcoming teacher retreats
• Join The Reset, a free at-home nervous system reset retreat June 26-28

When the world feels this heavy, this broken, it can feel almost frivolous to make space for art. And in the classroom with so much content to cover, can we really slow down enough to create and take an artful approach to learning with students? Who has time to write poems or pause over a beautiful image when we're al barely keeping our heads above water?

But think about what we're left with if we don't. If we strip away beauty and creativity and connection, all we have left is the grind. The compliance. The systems that are exhausting us in the first place.

I recently talked to Rebecca Bellingham and Veronica Scott about this. They're educators, writers, artists, and the co-founders of Artful Belonging Studio. They're also the authors of the new book, "The Artful Approach to Exploring Identity and Fostering Belonging." Listen as we discuss: What does an artful lesson look like when you have content standards to cover and no time? How do you do cultural heritage months in ways that invite all students in instead of making them feel obligated? And where should teachers start if they want to try this work?

Rebecca and Veronica brought so much warmth and wisdom to this conversation. Listen in. Or read the transcription here.

I picked up my phone to check the weather the other day, and twenty minutes later I was still standing in my kitchen, having bounced from app to app through a chain of perfectly legitimate tasks that I never actually chose to do in that moment. I wasn't scrolling mindlessly. I was checking my steps, signing up for a yoga class, responding to my husband's text, following up on a bank alert. And I still lost the thread of my own day.

That's what makes our relationship with phones so hard to examine. It's not all mindless scrolling. Our phones are genuinely useful tools, and that's exactly why we never put them down.

We've adapted so completely to being constantly tethered to our devices that we've forgotten what it feels like to have a mind that isn't always being filled with input. We reach for our phones in every spare moment, not because we need to, but because we have two minutes to kill and our brains have been trained to say "phone" before we've made a conscious decision.

Something interesting has shifted in recent years, too. A lot of us have pulled back from posting on social media, but we haven't pulled back from our phones. We've just become passive consumers instead of active participants, and the tethering hasn't loosened at all. I've explored this on my YouTube channel, So What Are We Doing Here, in two video essays I'll link in the show notes.

In this episode, I walk through three simple habits that have helped me reclaim my time and attention, habits I still have to practice every day. I'll share the most recent data on phone usage from the 2026 Reviews.org report, explain how our apps are engineered to keep us engaged through intermittent rewards, personalization, and instant gratification, and talk about why mindfulness, which just means paying attention to how you feel, is the foundation for lasting change.

I also share why I believe doing this work alongside our students is far more powerful than just enforcing phone policies at them. When students see that their teacher is honest about struggling with the same thing they do, it stops being about compliance and becomes about awareness and choice. I reference high school teacher Ashly Hilst's approach from Episode 306, where her message "Phones don't make good moments, people do" stuck with students in a way that traditional policies never had.

Whether you want to start with your own habits or bring this conversation into your classroom, this episode will give you a framework for helping yourself and your students take back control of how you spend your time and attention.

If you want to put these three habits into practice for yourself, I have a free 21-day Intentional Connectivity Challenge. It's one email per week for three weeks, each one focused on building one of these habits, with a follow-up check-in to help you stay on track.

If you want something more personalized, Motivation Lab is my coaching app that helps you understand how your brain works and build strategies that fit your natural tendencies. There's a module called Take Control of Your Phone Habits that walks you through exactly what I'm describing here, and it also covers motivation, focus, and procrastination, because our phone habits are tangled up with all of those things.

And if you want to bring this work into your classroom, my Finding Flow Solutions curriculum has a full unit on healthy phone habits with student journals, slideshows, and discussion activities that are no-prep for you. There are versions for elementary, middle, and high school.

Get the shareable article/transcript for this episode here.

We've been taught to think of the brain as the control center, the part of us that really matters for learning. But the body isn't just along for the ride, carrying our brains from place to place.

Caroline Williams, science journalist and three-time author (including of the book Inner Sense) has spent years digging into the research on how our brains and bodies actually work together. Turns out they're in constant conversation, sending signals back and forth in ways that shape how we think, feel, learn, and remember.

And that means the brain isn't calling all the shots from up there in your head: your body has a lot more to say than we've been giving it credit for.

Caroline and I talk about why we've been trained to override our body's signals, what happens when kids learn to tune in instead of push through, and how this changes what it means to teach the whole child.

This conversation might shift how you see everything from behavior issues to why certain kids struggle to focus. You'll learn:

• Why emotions don't actually start in your brain
• How body awareness connects to emotional intelligence and self-regulation
• What's really happening when we say "trust your gut"
• Why teaching kids to tune into their bodies might be one of the most important things we can do
• How understanding this changes the way we think about learning

If our bodies are constantly feeding information to our brains, then a lot of what we do in classrooms starts to make less sense...and there are easy, small shifts that can help.

Article/Transcript for this episode: https://truthforteachers.com/truth-for-teachers-podcast/the-brain-isnt-separate-from-the-body-heres-what-that-means-for-learning/

After 20+ years of creating exclusively for educators, I'm expanding into some new creative spaces.

In this podcast episode, I share the "why" behind my new YouTube channel ("So What Are We Doing Here?"), my Substack publication, my free guided meditations on Insight Timer, and some other fun new places to find me.

I also talk about how my own work has shifted more toward adults, and why so much of what I've always talked about on this podcast (productivity, mindset, burnout, boundaries) goes way beyond the classroom.

Then I get into something I've been wanting to demystify for a while: the restorative practices that are at the heart of my retreats. I break down what forest bathing, sound baths, and restorative yoga actually are, what the research says about why they work, and what it felt like to lead these sessions at my Books in the Wild retreat last month.

I also make a case for planning your year around restorative practices instead of around work, and using the concept of "due season" to build intentional periods of rest into your calendar before the busyness fills it up.

Truth for Teachers isn't going anywhere. But you're not JUST a teacher, and I want to create for ALL of you, not just the part of you standing in front of a classroom.

Article/Transcript for this epsiode: https://truthforteachers.com/truth-for-teachers-podcast/so-what-are-we-doing-here-expanding-into-retreats-video-essays-mindfulness-and-more/

Retreats: https://dueseasonpress.com/
Insight Timer: https://insighttimer.com/AngelaWatson
YouTube: https://www.youtube.com/@sowhatarewedoinghere
Substack: https://angelaswatson.substack.com/
Motivation Lab: https://studio.com/apps/angela/motivationlab

Is AI using a bottle of water every time you make a query? Are you a bad person if you use it in your classroom? Should schools ban it entirely—or go all-in?

If you've felt confused or conflicted about AI ethics, this conversation is for you.

I sit down with Dr. Karen Boyd, an AI ethics consultant who works with schools and nonprofits, to get real answers about the environmental impact of AI—and to talk through the much bigger ethical questions educators are wrestling with.

In this episode, we cover:

• The truth about AI's water and energy use (spoiler: Netflix is way worse)
• Why "just don't use it" isn't realistic anymore in 2026
• The spectrum from AI enthusiasts to conscientious objectors—and why most of us are somewhere in the middle
• 6 strategic stances beyond refusing: wait and see, constrain, compensate, rethink the work, and shape the ecosystem
• How to identify which specific values feel threatened to you (intellectual property? authenticity? effort and craft?)
• Practical ways schools can build ethical AI policies through knowledge sharing instead of top-down rules
• Different ways to use AI beyond shortcuts: as a thought partner, adversary, assistant, or accessibility tool
• Why understanding how AI works matters even if you choose not to use it

Karen offers a nuanced, inclusive approach that validates different perspectives while helping educators move from "this feels icky" to "here's exactly what bothers me and what I can do about it."

This isn't about convincing you AI is good or bad. It's about having the informed, thoughtful conversation we all need to be having.

Resources mentioned:'

Get the shareable article/transcript for this episode here.

Dr. Karen Boyd's Mission First AI Starter Kit (free vendor rubric for schools): https://drkarenboyd.com/blog/introducing-the-free-mission-first-ai-starter-kit

Get the sustainability chapter of Karen's book for free at ddrkarenboyd.com/freechapter No sign up is required, but you can get updates on AI in mission-driven work in your email about once per week if you select "sign up for news and updates" there.

My "Stay Human: Protect Your Brain Power in an AI World" curriculum (mentioned in this conversation)  https://shop.truthforteachers.com/products/ai-literacy-lessons-teaching-students-why-writing-and-thinking-matter

Each time we decide which history gets a full unit and which gets a mini-lesson…

Each time we choose whose stories to showcase in classroom libraries while others gather dust on shelves …

Each time we select which family structures and cultures to represent in class and which we quietly pretend don't exist …

We're teaching whose voices matter, what counts as normal, and how power works. That's the hidden curriculum. And it's been operating in classrooms since the first schools were founded.

This episode is about uncovering the hidden curriculum in your own teaching, so you can make conscious choices about the values you're reinforcing.

And, it's about empowering public schools to be unapologetic in their stance about a core piece of the hidden curriculum that should be underlying our work:

Every child who walks into our classrooms deserves to see themselves reflected there, to have their existence treated as welcome, and to leave knowing their life has inherent value. 

This episode is a call to remain steadfast in your commitment to care for (and be actively inclusive of) all families in your school community.

We need to proudly own our commitment to teaching kids empathy, curiosity, and the ability to understand–and collaborate with–people who are different from them.

This episode is a rebuke of a coordinated attempt to paint these values as controversial, "political" or "a radical left wing agenda." They are not. 

They are educational best practices, backed by long-standing research, that teachers have implemented for decades in schools across the country. It's time to stop playing defense and speak plainly about how we do what's best for kids.

Get the shareable article/transcript for this episode here.

When he got his ADHD diagnosis at age 30, the first thought Andrew Gardner (https://www.agardner.com/about) had was, "Okay, now what? I'm still an idiot."

That negative voice had been with him his entire teaching career, driving him to work 80-90 hour weeks trying to prove he wasn't failing at the basics everyone else seemed to handle easily.

In this conversation, Andrew walks us through what it's actually like to teach with ADHD. He shares the invisible struggles no one could see from the outside, the white-knuckling through administrative tasks, the depression that came from years of that critical inner voice telling him he couldn't do basic things that weren't actually that hard … and eventually, the reframing that changed everything.

Andrew now has over 25 years experience innovating in teaching, learning, facilitation, technology and management. He's taught students from preschool through post-graduate at Yale, Columbia, NYU, and Harvard, advising on and evangelizing the use of technology to help students and teachers become future-ready. He spent over a decade building and leading a professional learning department, certification program, and teacher community at BrainPOP (where he and I were coworkers!) 

Since then, Andrew has combined his passion for organizational alignment with his foundation in constructivist teaching and learning into coaching leaders, professionals, and parents. As an ADHD coach, Andrew is especially attentive to supporting the needs and strengths of neurodiverse clientele.
Andrew shares how ADHD shows up differently in the classroom (spoiler: "attending to everything all at once" has some serious superpowers), the link between undiagnosed ADHD and depression in adults, and what it takes to start seeing neurodivergence as a strength rather than something to overcome.

Andrew also shares practical insights on what schools could do differently, how to help students with ADHD build metacognitive awareness, and why getting on the balcony to observe your own thoughts might be the most important skill for managing ADHD as an adult.

Get the shareable article/transcript for this episode here.

"If AI can write my essay in 30 seconds, why should I spend 30 minutes doing it myself?" I believe students asking this question deserve a thoughtful response ... or even better, an invitation to think critically about their own values and personal philosophy around artificial intelligence.

In this episode, I'm offering some tools to help you facilitate these conversations with students, breaking down the neuroscience of why writing matters in ways AI can't replicate. We'll explore three core principles:

1) Writing is brain-building: When students write, they create neural pathways through neuroplasticity. Every time they struggle to find the right word or rewrite a sentence, they're strengthening cognitive infrastructure they'll use for life. When AI does the writing, those pathways never form.

2) Writing is thinking: Writing isn't just a way to show your thinking—it IS the thinking itself. The act of translating thoughts into words forces a level of clarity that thinking alone doesn't require.

3) Writing is uniquely human: Students are still discovering who they are as thinkers and writers. They haven't written enough to find their unique voice yet. When they default to AI, they skip the process of discovering their authentic perspective.

I also address the question teachers hear constantly: "Why can adults use AI but students can't?" The answer lies in understanding the critical window of adolescent brain development and why students need to build these skills before they can effectively use AI as a tool.

If you're looking for language to help students understand what they're losing when they default to AI—and a framework for teaching them why their thinking and voice matter—this episode is for you.

Resources mentioned:
"Stay Human: Protect Your Brain Power in an AI World" 3 lesson mini unit
 https://shop.truthforteachers.com/products/ai-literacy-lessons-teaching-students-why-writing-and-thinking-matter

Get the shareable article/transcript for this episode here.

Growing up, every report card comment and parent conference involved my teachers expressing some version of the following:

• "Angela is smart, but not working to her potential."
• "Angela needs to focus and apply herself."
• "Angela is a capable student but does not put forth effort."
• "Angela could do the work if she wanted to but she appears lazy and unmotivated."
  

I shared a little of this story a few years back, and how I was labeled as gifted at first, and then diagnosed with a learning disability in math:
EP163: I was a disengaged student who nearly failed high school

For years, I believed something was fundamentally wrong with the wiring in my brain. Despite everything I'd accomplished, I felt inconsistent, unfocused, and unable to just ... do the thing like everyone else seemed to. Normal adulting tasks felt like they required herculean effort.

It took decades to understand: I'm not lazy. I'm neurodivergent. And that changes everything.

In this episode, I'm sharing my journey of understanding my brain, from my bipolar diagnosis in my early 20s to discovering CBT and mindset work, to finally creating the resource I wish I'd had all along. 

I'll tell you about Motivation Lab, a new coaching app I've built that translates the neuroscience principles from my Finding Flow curriculum into a format for teens, young adults, and anyone who's ever felt like traditional productivity systems just don't work for their brain.

This is the story of why I created Motivation Lab, who it's really for (hint: maybe not you, but possibly someone you care about), and why I'm asking for your help in getting it to the people who need it most.

If you've ever wondered why consistency is so hard, why motivation feels unpredictable, or why no single productivity system works for everyone, I think you'll relate to what I'm sharing.

Check out Motivation Lab here: studio.com/motivationlab/

Read or share the blog post.

The first official podcast ep of 2026 will be out on January 11th. Thank you for listening to this interlude / announcement!

It's the final episode of the 2025 season, and I want to leave you with something meaningful. I'm sharing some personal thoughts as I prepare to step away for my December internet sabbatical. I'm thinking deeply about alignment, presence, and what it means to move forward with clarity and purpose.

If you've been feeling the tension between what you have to do and what you're called to do … this episode might resonate.

Key highlights:

• Why I'm shifting directions in 2026 to focus on deeper connections with educators (and serving more than just folks in K-12)
• How my personal life has come into greater alignment after moving and establishing new daily practices
• My launch of teacher retreats after years of dreaming and planning (you're invited!)
• An introduction to Due Season Press, my new website showcasing retreats, retreat/event planning services, editing and publishing support for authors, and more
• Opportunities for schools and districts to host custom retreat experiences
• Reflective questions to help you find your own alignment and mission heading into 2026

Get the shareable article/transcript for this episode here.

This episode is brought to you by MiaTiagoBooks.com.

P.S. If you'll miss having new episodes to listen to from now until January, here's a way to work back through the archives without having to scroll endlessly through episode titles. I have a set of recommended Truth for Teachers playlists you can access. They're a careful curation of the episodes I'm most proud of—and that I think will help you most—from my ten years of podcasting.

I've organized the playlists around four topics:

• The Encouragement Playlist, if you need a boost of inspiration and motivation
• The Productivity Playlist, if you want practical strategies for time management and getting things done
• The Student Engagement Playlist, if you want tools for building relationships with students and enhancing your lessons
• The Greatest Hits Playlist, which covers a wide variety of topics that have been really popular over the years but aren't necessarily connected to any larger theme. The Greatest Hits playlist offers a really nice variety of episodes.

If you're a longtime listener and accessed one of these playlists a while back, know that I updated them this month so they include newer episodes, too.

Go to TruthforTeachers.com/playlists and enter your email address to receive the playlist you want. I'll send you a PDF with a description of each episode, a link to its blog post/transcript, and a link to the MP3 file for listening. It also shares some special bonuses and other related resources I think you might like.

"The adults in the building need healing just as much as the kids do. Self-compassion isn't soft. It's the most radical act of self-preservation an educator can practice." 
That's a quote from my guest in this episode, Marisol Quevedo Rerucha. She's the author of Beyond the Surface of Restorative Practices and the CEO of Heartset Consulting Group. A former teacher, principal, and district leader, she now supports individuals, communities, and systems in building high-trust, equity-centered spaces.

Together, Marisol and I explore what a restorative way of being looks like, how to build a classroom culture rooted in belonging and accountability, and why self-compassion is a foundational part of this work. Marisol also shares her personal story of healing, offers real classroom examples, and closes with an unforgettable metaphor about facing life's hardest moments with courage and community.

In this powerful conversation, Marisol Revucha shares why so many educators feel disillusioned with restorative practices and what needs to shift for true transformation to occur.
Whether your school is fully immersed in restorative practices or you're just starting to explore what it means, this conversation offers both heart and strategy. You'll walk away with a clearer vision for what's possible—not just for your students, but for yourself.

Topics include:

• Why restorative justice often fails in schools
• How to build a culture of repair and accountability
• The role of self-compassion in restorative work
• Real-time responses when students act out
• Restorative practices for staff—not just students
• "Being the buffalo": facing the storm together

Get the shareable article/transcript for this episode here.

This episode is brought to you by MiaTiagoBooks.com.

Metacognition — "thinking about your thinking" — is one of the most powerful skills we can teach students, and it doesn't require adding anything new to your already packed schedule. In this episode, you'll learn four simple, one-minute routines you can weave into your daily classroom flow to help students notice, analyze, and adjust their own thinking.

We'll explore:

How to use attention checks so students can redirect focus in the moment

Why brain break signals teach learners to connect physical energy with mental clarity (and how to manage them without chaos)

How mistake moments reframe errors as valuable information

A fresh take on end-of-day brain checks that builds awareness of learning strategies, not just content recall

Whether you teach kindergarteners or high school seniors, you'll walk away with concrete ideas for creating a classroom culture where students take ownership of their learning process.

Plus, I'll share how my Finding Flow Solutions K–12 curriculum can give you ready-made, no-prep lessons to teach these skills — and where to grab your free downloadable sample lesson.

Get the shareable article/transcript for this episode here.

This episide is brought to you by Listenwise and MiaTiagoBooks.com.

"Giving kids, and yourself, language to wrap around the idea that we have an inner leader (our kindest, best self) is transformative."

Join me as I talk with Lily Howard Scott, a NYC-based parent, educator, and author, who shares insights from her book The Words That Shape Us: The Science-Based Power of Teacher Language.

We're exploring how our internal self-talk shapes our perceptions of students and ourselves, and how intentional language can transform classroom culture. Lily shares practical strategies for helping students of all ages:

• Notice and separate from their thoughts and feelings ("feelings as visitors")
• Understand they are always good inside, even when they make a bad choice
• Access their wisest self to respond thoughtfully instead of reacting automatically

Lily also introduces tools like "outer shells and inner swirls" to help students notice assumptions and guide interactions in more mindful, empowering ways.

Whether you're looking to improve classroom culture, support student self-reflection, or strengthen your own teacher mindset, this episode offers actionable strategies and inspiring reminders about the words we choose and the impact they have.

Get the shareable article/transcript for this episode here.

How much effort is enough—for you and your students?

In this episode, I'm weaving together three listener questions about navigating effort, expectations, and balance. We'll explore how to recognize whether you lean more toward Type A (overextending) or Type B (holding back) tendencies, and how to make small, mindful adjustments so you're not burning out—or stagnating.

You'll hear practical advice for:

• Reworking your expectations of yourself during seasons of low energy, burnout, or chronic illness.
• Knowing when to give yourself permission to do less, and when to gently push yourself to do more.
• Supporting students who either overextend or under-extend themselves without trying to individualize every message for every learner.

Listen in for a simple framework you (and your students) can use to calibrate effort in healthier, more sustainable ways.

🔗 Want to submit a question for a future episode? Share it at truthforteachers.com/podcast.

Get the shareable article/transcript for this episode here..

Engagement is not the same as "fun." It's the foundation for meaningful and lasting learning.

Join me as I talk with Katie Powell, author of Boredom Busters: Transform Worksheets, Lectures, and Grading into Engaging, Meaningful Learning Experiences. Katie shares simple yet powerful strategies that help teachers transform their classrooms into spaces where students thrive. Whether you're trying to bring more fun into your lessons, address curriculum pressures, or manage student behavior during engaging activities, Katie's practical advice can help.

In this episode, you'll learn:

• Why engagement is essential for learning and how it primes the brain for retention.
• Simple strategies like "deploying worksheets differently" to make learning more interactive.
• How movement, humor, and creative activities reduce behavioral issues and improve focus.
• How to balance the demands of standardized curriculum pacing with engaging strategies.
• Practical ways to manage transitions and behavior during high-energy activities.
• How engagement fosters a sense of belonging, safety, and fun in the classroom.
• The value of empowering students to understand their own learning needs and self-regulation strategies.
• How to start with small, manageable shifts to make your teaching more engaging and effective.

Our conversation is packed with practical tips and real-world insights to help you make learning fun, meaningful, and memorable.

Book link: https://amzn.to/3JamUUJ Website: teachbeyondthedesk.com

Get the shareable article/transcript for this episode here.

Time blocking sounds simple… but if you've ever sat down during your prep period with a plan and still ended the day feeling behind, you know it's not always that straightforward.

In this episode, I'm walking you through a flexible, teacher-centered approach to scheduling your time. This isn't about squeezing more into the day—it's about protecting time for what matters and letting go of the guilt about what doesn't.

I'll share how to:

• Allocate time for high, medium, and low-priority tasks (without spinning your wheels)
• Match your work to your energy levels using deep vs. shallow tasks
• Set realistic work hours and assign tasks to those blocks
• Get better at estimating how long things actually take
• Plan for interruptions and adjust when life throws off your schedule

If this feels like the kind of support you need right now, there are two ways to go deeper:

 Join me for the Unlocking Teacher Productivity cohort through RocketPD fthis winter for a guided experience, or check out the 40 Hour Teacher Workweek if you prefer a self-paced, affordable option.

Both can help you create systems that are sustainable long-term.

Let's figure out how to build a schedule that honors your time, energy, and values.

Get the shareable article/transcript for this episode here.

How can you meet the needs of every learner in your classroom while keeping your workload manageable? In this episode, Robert Barnett shares how self-paced learning can transform your teaching and create a more personalized, effective, and sustainable experience for both you and your students.

We dive into the Modern Classrooms approach, breaking it down into actionable steps that any teacher can take—whether you're ready to fully embrace self-paced learning or just want to try one small change tomorrow. From recording simple instructional videos to using mastery checks, Rob shares what works, why it works, and how to adapt it for your students' needs.

In this episode, we discuss:

• How to get started with self-paced learning by taking small, manageable steps.
• The three core components of a modern classroom lesson: warmups, instructional videos, and mastery-based assessments.
• Practical strategies for motivating students, including how to encourage those content with "the minimum" to push themselves further.
• How to use mastery checks as quick, actionable assessments that inform your next steps without creating a data overload.
• Ideas for creating collaborative group work that ensures all students are engaged and appropriately challenged.
• Tips for addressing chronic absenteeism and ensuring all students can succeed, no matter their attendance.
• How schools can support teachers in implementing self-paced learning by providing time, autonomy, and collaboration opportunities.
• Why relationships are at the heart of any successful approach to personalized learning.

Whether you're looking for ways to individualize learning, reduce stress, or build stronger connections with your students, this episode is packed with inspiration and practical ideas you can use right away.

Get the shareable article/transcript for this episode here.

One of the most exhausting parts of teaching is the constant decision-making. You're answering questions like:

Where do I turn this in?

Can I go to the bathroom?

What do I do when I'm done?

My pencil broke—what now?

Over and over. All day long.

You're managing behavior, passing out materials, troubleshooting tech, resetting the room, redirecting energy, keeping everything afloat.

And underneath all of that is the belief—often unspoken but deeply ingrained—that YOU have to be the one holding it all together.

But what if that's not true?

What if your students—yes, even the littlest ones and the disinterested teens—were capable of taking more ownership than you've been led to believe?

What if a well-run classroom doesn't require your constant presence, attention, and redirection?

What if you could stop doing so many things your students could actually learn to do for themselves?

That's what this week's podcast episode is about.

It's not a list of procedures. It's not a call to tighten control. It's an invitation to shift the way you think about classroom responsibility.

Here's what I walk you through:

Why students want to take ownership—and what's been getting in the way

How we unintentionally train them to be dependent on us

What it looks like to release control without lowering expectations

How to build routines and roles that don't rely on reminders or perfection

I'm also sharing four practical pillars that prop up the self-running classroom so you know how to take action and empower your students to share the responsibility for daily routines.

Listen in, and when you're ready to go deeper, consider: 

The 40 Hour Teacher Workweek program is now open for enrollment. It gives you the tools and structure to design a classroom that runs smoothly—without sacrificing your nights and weekends. https://join.40htw.com/full-year

This October, Rocket PD is offering my live virtual training called Unlocking Teacher Productivity. It's a practical, high-impact session to help you simplify systems and protect your time. https://rocketpd.com/cohorts/unlocking-teacher-productivity-with-angela-watson/

Get the shareable article/transcript for this episode here.

We often assume students should already know how to stay organized, manage their time, and start tasks independently—but these are skills that need to be taught, modeled, and practiced. 
In this episode, I'm talking with Mitch Weathers, a former high school teacher and creator of Organized Binder, about how a consistent daily routine anchored by a physical binder can help students build the habits they need to succeed.

You'll learn:

• Why organization isn't a one-time fix, but a daily skill that must be practiced
• How predictable routines reduce cognitive load and help students feel safe and ready to learn
• How a physical binder—even in a digital classroom—can provide structure and support executive functioning
• What a table of contents can do for student ownership, memory, and task follow-through
• How teachers can implement this system with minimal prep and maximum impact

Whether your students lose work, struggle to start tasks, or seem overly dependent on your directions, this conversation is packed with practical, low-lift solutions you can start using right away.

Learn more at OrganizedBinder.com or reach out to Mitch at mitch@organizedbinder.com.

Get the shareable article/transcript for this episode here.

In this summer reflection episode, I'm sharing a small story—just a quiet moment at an airport breakfast counter—that brought me back to the kind of person I want to be. It's a simple action, one that no one asked for or expected. But it reminded me that our small choices matter… especially now.

Because let's be honest: it's not always clear what the "right" choice is anymore.
Social norms are shifting fast. Families have vastly different beliefs about what should be taught in school. Everyone's following their own path, and as educators, we're constantly navigating conflicting expectations. You can't make everyone happy. And trying to please every person or reflect every worldview just leaves you feeling pulled in a dozen directions.

So how do you decide how to show up—when there's no one-size-fits-all answer?
For me, it comes back to personal integrity. To who I want to be, even when there's no rulebook. This episode is an invitation to use this summer season to realign with your inner compass and reflect on what kind of world you want to help build—starting with the small, almost invisible choices you make every day.

We'll reflect on:

Why integrity and empathy are more important than ever in a divided world

How to center your actions around who you want to be (not who you're expected to be)

Questions to help you define your personal values and vision

Ways to leave things better than you found them, even in tiny, almost invisible ways

This isn't about perfection. It's about intention.

It's about being the kind of person who shows up with clarity, even when no one's watching. And it's about using this summer to reconnect with the kind of world you want to help create.

Get the shareable article/transcript for this episode here.

"We have overprotected kids in the real world and underprotected them online."

Jonathan Haidt believes we have bubble-wrapped childhood: cut back on recess, banned kids from walking to school alone, and filled every spare moment with structured, adult-led activities.

But at the same time, we gave kids 24/7 access to social media, smartphones, and one-to-one devices—with very little guidance or boundaries.

And now, we're seeing the results.

Rising anxiety. Fragmented attention. Lost confidence. Social disconnection.

This quote about overprotecting in the real world and underprotecting onloine hit me hard, because it puts into words what so many teachers have felt for years but couldn't always articulate. If our kids seem less resilient, less focused, less ready to learn... maybe it's not them. Maybe it's the environment we've created.

The good news? We can change that. We ARE changing it.

More schools are rethinking tech. More parents are drawing tech boundaries. More teachers are advocating for what kids truly need. We can bring balance back.

Today's guest is Jonathan Haidt—a social psychologist, professor at NYU's Stern School of Business, and author of several influential books, including most recently, The Anxious Generation. You may have seen Jonathan in recent interviews talking about how smartphones and social media are impacting kids' mental health. But I wanted to bring him on the show to go deeper—specifically from an educator's point of view.

This conversation builds on some of the past episodes I've done around screen time, attention spans, and how tech is changing the way kids show up in the classroom. It's a true back-and-forth conversation where we learn from each other, and I think it's going to validate so much of what you've already sensed as a teacher. 

Get the shareable article/transcript for this episode here.

Later this summer, I'll share a different perspective from someone who sees personalized AI tutoring as the future of school, and I have to admit, I find that vision just as compelling as what Haidt has shared. Stay tuned!

I'm pulling back the curtain on how I use AI in my work with teachers as an instructional coach. I'll show you how I collaborate with AI to brainstorm ideas, reflect on lesson design, and help teachers build scaffolds and supports that truly meet students where they are.

This is an honest, behind-the-scenes look at how educators are already partnering with AI in powerful and practical ways, as well as the limitations of these tools and what's NOT working.

You'll learn:

• What it means to treat AI as a reflective collaborator, not just a resource generator
• How tools like Diffit, Brisk Teaching, Insta-Lesson, and MagicStudent can support differentiation, feedback, and independent learning
• Prompts and workflows I use when coaching teachers to personalize tasks without creating extra work
• Strategies for using AI to scaffold multi-step directions, revise writing, and support executive functioning
• How to guide students in getting feedback from AI directly and build their independence

Get the shareable article/transcript for this episode here.

Grab the free AI prompt guide to try these strategies yourself.

Sign up for the free live training on June 10th @ 5pm ET.

Join the 40 Hour AI membership to get up-to-date trainings.

Bring me to your school for customized on-site or virtual PD.

Self-advocacy can feel like a challenge, especially if you're conflict-avoidant, culturally conditioned to prioritize group harmony, or simply unsure how to speak up without fear of being labeled "difficult." In this episode, we'll explore how to advocate for yourself effectively while balancing cultural expectations, professional norms, and personal boundaries.

Neelu Kaur brings her unique expertise to the discussion. With a business degree and a masters in Social & Organizational Psychology along with her experience as a coach and master practitioner certified in NeuroLinguistic Programming, Yoga, and Ayurveda, Neelu has a really unique and comprehensive framework for tackling this topic.

You'll learn:

• How cultural upbringing in collectivist vs. individualist societies influences our ability to speak up.
• Why advocating for yourself isn't selfish—it's a collective act that paves the way for others.
• The concept of being "a part of and apart from" group efforts to gain recognition for your contributions.
• How to shift from problem-framed to outcome-framed questions to open up possibilities.
• Practical tips for navigating conflict-avoidance and building confidence in difficult conversations.
• Why modeling self-advocacy as educators is essential for empowering students.
• How mindfulness, movement, and non-attachment can ground you before challenging situations.

Whether you're negotiating for resources, managing peer dynamics, or striving to be heard or advance in a professional space, this episode provides the tools you need to find your voice and advocate for what matters most.

Get the shareable article/transcript for this episode here.

Just popping in with a special update to catch you up on everything that's happening behind the scenes. 

If you've been thinking about ways to streamline your work, learn new strategies, or just reconnect with your sense of purpose this summer and fall, I've got a lot of different options for you.

Listen in to hear:

• Insights from the latest survey I did on teachers' thoughts about AI, and the resources I have to support you in artificial intelligence: https://courses.truthforteachers.com/bundles/40-hour-AI

• Details about the next cohort of the 40 Hour Teacher Workweek program coming up this summer: https://courses.truthforteachers.com/courses/40-hour-teacher-workweek-full-year-2025

• Information on how you can catch one of my live presentations at the ASCD and ISTE conferences this June: https://event.ascd.org/ASCD2025/

• The latest on a brand-new live PD experience I'm offering through RocketPD this fall:  https://rocketpd.com/cohorts/unlocking-teacher-productivity-with-angela-watson/

• Updates on the completion of the Finding Flow curriculum—including a few hints about what's coming next: https://findingflowsolutions.com/

I'll be back with our regularly scheduled programming next Sunday. Have a great week!

PD is supposed to help teachers grow, but so often, it feels like a missed opportunity. In this episode of Truth for Teachers, I'm sharing five things teachers wish PD presenters understood—straight from your thoughtful comments and the experiences I've had attending and delivering professional development over the past 25 years.

If you've ever been frustrated by PD sessions that feel irrelevant, condescending, or like a waste of time, you're not alone. This episode explores what makes PD meaningful for teachers and what presenters can do differently to better serve the educators in the room:

1. Treat us like professionals. Teachers don't need to be managed like students—we want PD that respects our expertise and autonomy.
2. Give us practical tools we can use. We value strategies, materials, and ideas that are immediately applicable in our classrooms.
3. Stop reading the PowerPoint. We can read—we'd rather spend the time diving deeper into the content.
4. One-size-fits-all doesn't work. PD should be differentiated to reflect the diverse needs of teachers based on grade level, subject area, and role.
5. Inspiration is key. Great PD leaves us motivated and energized—not overwhelmed or bogged down by irrelevant details.

This episode is a must-listen if you've ever felt like PD doesn't meet your needs as a teacher. It's also a great resource to share with PD presenters and decision-makers in your district who are designing professional learning experiences.

Get the shareable article/transcript for this episode here.

What if school was designed around student agency, real-world learning, and deep relationships—instead of compliance and test scores? In this episode, I take you inside Fannie Lou Hamer Freedom High School, a Big Picture Learning school in the South Bronx that is reimagining what education can be.

I spent two days observing classes, talking with students and teachers, and experiencing firsthand how this school operates within the constraints of the public school system while centering student voice and engagement. You'll hear about:

• How Fannie Lou's advisory system, looping, and block scheduling create a close-knit, supportive learning environment
• Why students don't take standardized tests and instead defend portfolios of work
• How extended learning opportunities (ELOs) and internships connect students to real-world experiences
• The role of AI and technology in supporting student-driven, competency-based learning
  What it actually looks like to make relationships the foundation of a school

Fannie Lou's approach isn't a magic bullet or an exclusive model—it's a public school choice within NYC's Department of Education that any student can opt into. Listen in to hear what's possible when we trust students, empower teachers, and rethink what high-quality learning truly looks like.

Get the shareable article/transcript for this episode here.

We're tackling one of the biggest challenges educators face today: keeping students engaged in a world full of distractions. 

AJ Juliani joins me to explore how to create meaningful and relevant learning experiences that resonate with today's learners, even in the age of TikTok, smartphones, and endless notifications.

He's an educator, author, and speaker who serves as an instructor for the University of Pennsylvania Graduate School of Education (PLN). AJ has worked towards innovative learning experiences as the Director of Learning and Innovation for Centennial School District, as Curriculum Coordinator, as Tech Director, English teacher, football coach, and K-12 Instructional Coach.  His favorite role is being dad to five kids. You might know AJ from his books Adaptable, Empower, Launch, or The PBL Playbook.

Here's what you'll learn:

• Why simply removing phones or distractions won't solve the engagement problem.
• How to balance direct instruction with collaborative, student-centered learning.
• Why meaningful, relevant tasks are more effective than "rigorous" assignments for long-term learning.
• The "traffic light" system for integrating technology and AI into classroom activities.
• How to help students develop focus, self-regulation, and intrinsic motivation.
• Strategies for using choice and ownership to foster deeper learning experiences.
• The surprising truths about rigor, assessment, and knowledge transfer.
• How to create performance tasks that build real-world skills and make learning stick.
• Why human connection and relationships are more vital than ever in education.
• Practical advice for building long-term habits of engagement that go beyond quick fixes.

AJ also shares insights from his latest book and offers actionable strategies for educators who want to make their teaching meaningful and impactful in a rapidly changing world.

Get the shareable article/transcript for this episode here.

Are you considering stepping into a leadership role in education but feeling unsure of where to start? In this episode, I sit down with Starr Sackstein, an experienced educator, consultant, and author, to talk about the journey from teacher to leader. Starr shares her personal story of leaving the classroom, the challenges she faced in leadership, and the lessons she's learned along the way.

We dive into practical steps for preparing yourself for leadership, how to balance progressive ideas with system demands, and the importance of staying connected to the heart of teaching—your students. Starr offers honest advice on overcoming imposter syndrome, advocating for yourself, and navigating the unexpected responsibilities that often come with leadership roles.

Whether you're aspiring to lead your department, take on an instructional coach role, or simply want to grow your influence within your school, this episode is packed with insights to empower you to take the next step with confidence.

Tune in to discover:
• How to know when you're ready to leave the classroom for leadership.
• Strategies for building credibility and trust with your peers.
• Ways to stay connected to students and avoid "initiative fatigue."
• Practical tips for advocating for your goals and protecting your time.

If you've ever wondered whether leadership is the right move for you, this conversation will leave you inspired and ready to take action. 

Get the shareable article/transcript for this episode here.

Feeling blah these days? You're not alone. Let's dive into what it really means to keep going when motivation feels out of reach. 

Spoiler: it's not about forcing yourself to feel happy or productive right away. 
Instead, we'll explore how to sit with your emotions, honor what your body and mind need, and take small, manageable steps forward—even when you don't feel like it.

I'll share why motivation isn't always the answer, how "action before motivation" can help you regain momentum, and why rest and self-compassion are essential, not indulgent. 

You don't have to navigate back to happy or motivated immediately—sometimes, just making it through the day is enough.

This episode is full of encouragement and practical strategies to help you move forward at your own pace. Tune in for a grounded, compassionate conversation that will remind you: it's okay to feel how you feel, and you are enough, exactly as you are.

If this episode resonates with you, share it with a friend or colleague who might need a little extra encouragement today. 💛

Get the shareable article/transcript for this episode here.

How can teachers embrace creativity in their classrooms when faced with rigid curriculums, standardized testing, and limited time? That's the question I'm exploring today with Trevor Muir, an educator, author, and advocate for creative teaching. Trevor's taught at the middle, high school, and college level, and applies that experience to his numerous books, courses, and in-person PD sessions.

In this episode, Trevor shares personal stories from his own classrooms, including how vulnerability helped him connect with students and why storytelling is one of the most powerful tools for engaging learners. 

We cover topics such as:

• How to redefine creativity beyond art and big projects to include everyday teaching challenges
• Why vulnerability and failure are essential for creativity and how to model these for your students
• Practical strategies to encourage student risk-taking and buy-in through feedback and collaboration
• How storytelling can make lessons more dynamic, memorable, and relevant
• The benefits of involving students in the creative process to empower and engage them
• Why cultivating creativity in your personal life can positively impact your teaching.

By embracing creativity, you can create a classroom experience that energizes you, engages your students, and brings joy back to teaching.

Get the shareable article/transcript for this episode here.

AI tools are transforming the way teachers plan lessons, but how do you use them without losing the personal touch that makes your teaching unique? In this episode of Truth for Teachers, I'm showing you how to use AI as a time-saving tool while still keeping your lessons authentic, creative, and tailored to your students.

Here's what you'll learn :

• How to choose the right AI tools, like ChatGPT, Curipod, and Canva Magic Write, to fit your planning needs.
• The step-by-step process for using AI to brainstorm, outline, and enhance lesson plans.
  Prompt examples for generating lesson ideas, differentiating activities, and improving engagement.
• Why you don't need to have perfectly worded prompts to get great results (and how to prompt when you're unsure of what you need)
• Tips for refining AI-generated ideas and adapting them to your teaching style.
• Practical strategies for using AI to differentiate instruction for students at various learning levels.

By the end of this episode, you'll know exactly how to harness AI to make lesson planning faster and easier—while keeping your expertise and creativity front and center. AI can't replace you, but it can free you up to do what you do best: inspire and connect with your students.

Download the FREE prompt guide for lesson plans here: https://truthforteachers.kit.com/d9a5dc710b

Take the FREE mini course on using AI to save time: https://courses.truthforteachers.com/courses/AI-mini-course

Learn more about 40 Hour AI to help you save time with artificial intelligence as a teacher: https://courses.truthforteachers.com/bundles/40-hour-AI

Get the shareable article/transcript for this episode here.

What if the key to managing challenging student behavior isn't about "fixing" the kids—but about regulating yourself? In this episode, we explore a sustainable approach to classroom management that shifts the focus to what you can control. Join me and my guest, Claire, as we discuss how self-regulation empowers teachers to create calmer, more effective learning environments while building trust and healthier responses in students.

Here's what we cover in this episode:

• Why traditional behavior management strategies often fall short.
• How self-regulation in teachers sets the tone for the entire classroom.
• The role of neuroscience in understanding student behavior and stress responses.
• Practical strategies for co-regulation and creating micro-moments of connection.
• Why "fixing" student behavior isn't your job—and what you can do instead.
• How to craft an "island of safety" in your classroom, even without strong school-wide support.
• Tools and systems to help students develop self-regulation skills.
• Tips for avoiding burnout and emotional exhaustion when working with extreme behaviors.

Discover how small, intentional shifts in your mindset and practice can make a big impact. Whether you're a new teacher feeling overwhelmed or a seasoned educator looking for fresh ideas, this episode is full of practical insights to help you guide behavior sustainably—without carrying the weight of fixing everything.

Get the shareable article/transcript for this episode here.

Feeling unnerved by the unpredictability of our world right now? You're not alone. This ep dives into how to practice radical acceptance as we navigate uncharted territory as educators (and as a society.)

Join me as I share practical strategies I'm using right now for staying grounded, making my world smaller, and focusing on what's within my control. 

We'll explore how to shift from fear to hope by embracing the opportunities hidden within unpredictability. You'll hear about my own struggles with anxiety, my word of the year (serendipity), and how unexpected blessings can arise when we let go of needing to plan and control everything.

As we move forward, let's commit to focusing on possibility.

Let's not judge situations when it's too soon to see the ripple effect of what's good and bad.

Let's release the limitations of black-and-white, all-or-nothing thinking, and of judging everything as a positive thing or a negative through an immediate reaction.

Let's release judgment of the situation altogether, and practice radical acceptance.

Let's choose to see unpredictability not as a threat but as an invitation.

Let's keep showing up, creating, and building a future rooted in hope. 

Get the shareable article/transcript for this episode here.

In this last episode of 2024, I want to leave you with a powerful conversation to marinate on deeply.

I'm talking with Dr. Shamari Reid, an assistant professor of justice and belonging in education at New York University. He has taught Spanish, English as a new language, and ELA at the elementary, secondary, and post-secondary levels in Oklahoma, New York, Uruguay, and Spain. 

Shamari shares the journey from seeing himself as a "teacher superhero" to understanding he's a human who teaches. Like many of us, Shamari once believed that it was his job to save his students and fix systemic issues like racism and classism through sheer hard work. That mindset led him to overwork himself until he burned out completely, even blacking out while driving from exhaustion. 

During his recovery, Shamari came across Toni Morrison's concept of self-regard, which caused him to rethink his identity and realize that he was more than just a teacher. He started to see the importance of recognizing his humanity and taking care of his needs outside of the classroom.

I could relate deeply to Shamari's experience. As women, especially those of us in nurturing roles, we often feel pressure to put our personal needs last. In this conversation, we unpack how different groups, like Black male educators, face unique pressures. Shamari shares the unrealistic expectations placed on him, particularly being seen as a relatable savior for students facing discipline issues.

Together, we explore how centering love in education—nurturing both students' and our own emotional and spiritual growth—can create a more just and equitable learning environment. It takes courage to break away from fear-based, status quo practices and lead with love, but it's necessary.

We talk about how teachers can overcome common fears like making mistakes, not being perfect, or neglecting academics. Shamari shares practical steps for navigating these challenges, including articulating your vision, planning backwards, and, most importantly, giving yourself grace.

At the heart of this conversation is a reminder: being human is enough. We don't need to earn our worth by overworking or sacrificing our boundaries. It's okay to say no, set limits, and take care of yourself. By embracing our humanity, we invite love into our classrooms and can overcome obstacles together. 

This is an honest, heartfelt conversation about what it really means to teach with love and why it's crucial to prioritize our well-being. I hope it leaves you feeling inspired and reminded that you are enough—just as you are. 

I'll be back with more episodes for you in the new year. Until then, be well, my friends, and keeping choosing love over fear.

Get the shareable article/transcript for this episode here.

There's a powerful connection between movement and cognitive performance. Standing up and moving around can both foster diffuse thinking—the kind of relaxed mental state that encourages breakthroughs and innovative ideas.

In this episode, I'll share Cal Newport's research on training the brain for deep work through "productive meditation", a practice that involves focusing on a specific problem while engaged in physical movement. 
I'll then share 4 practical ways to incorporate productive movement into your instruction, not as a break from learning but as a critical component of it:

Standing meetings and discussions to increase engagement and collaboration.
Dictation while walking, allowing students to process and express ideas on the move.
Using audio learning while students walk, so they can absorb information away from their desks.
Encouraging walking brainstorming sessions to help students collaborate and generate new ideas.

I'll also share how to extend these strategies to outdoor environments for an even greater cognitive boost, even if you don't have a large, quiet school campus. 

Finally, I'll talk about handling off-task behavior and off-topic conversations you observe during productive moment activities, and offer a mental reframing you can use to determine when you should (and shouldn't) use these movement activities.

Discover how simple shifts in how we think about movement can unlock deeper thinking and more focused learning for both you and your students!

Get the shareable article/transcript for this episode here.

Many teachers are already seeing incredible results when their students use artificial intelligence to brainstorm creative project ideas, get instant feedback on their writing, and even generate unique artwork.

The potential is there for a lot of good…but also, a lot of bad. As educators in this particular moment in time, we have a unique opportunity to guide students in harnessing AI's potential while teaching them to think critically about its limitations and impacts.

In this episode, I'll explain exactly what to say and do to help students to be thoughtful, tech-savvy learners in an AI-driven world. This kind of instruction could begin as soon as kids are using devices–after all, even an elementary-aged child who's watching videos on YouTube or playing games from the app store is already being impacted by AI-driven algorithms, images, and text.

Obviously, you don't need to go into a ton of detail with kids who aren't using AI, but we're seeing kids as young as fourth graders discovering ChatGPT and using it for assignments, so I think that an awareness of AI is important for teachers of any age group. And of course, we need to understand it for ourselves as adults, so we're prepared to be thoughtful and intentional about how we use AI ourselves in our personal lives, and how we allow it to shift the way schools operate.

Listen in for a detailed guide to introducing AI in the classroom, breaking down complex concepts in a way that's engaging and accessible for students:
Step 1: De-mystify the technology.
Step 2: Set a purpose: why should we care?
Step 3: Spark curiosity and explore possibilities. 
Step 4: Build awareness of limitations and potential problems.
Step 5: Generate guidelines for responsible AI use.
Step 6: Communicate clearly about when it is and isn't okay to use AI for assignments in your class.

By giving kids an in-depth understanding of AI, you're going to really increase their buy-in. You're not just saying "AI is cheating; don't use it" and trying to police violations and punish students. You're helping them understand and use it responsibly.
This episode offers a clear roadmap for empowering your students to use AI thoughtfully and responsibly.

Access the written step-by-step guide on the blog.
Get a done-for-you mini unit on introducing students to ethical AI use: https://shop.truthforteachers.com/products/ethical-student-ai-use-guidelines-teach-students-to-use-artificial-intelligence

When students give up on assignments or get overwhelmed, it's tough to find ways to help them re-engage.

So, I've invited Dr. John Spencer (https://spencereducation.com/) of The Creative Classroom podcast (https://spencereducation.com/podcast/) to help us uncover 5 brain-based ways to help kids who shut down in class. John is a former middle school teacher and current college professor on a quest to transform schools into bastions of creativity and wonder.

Listen in as John and I explore how to:

1. Intentionally cultivate self-empowerment (the ability to self-regulate and self-direct.)

2. Introduce creative constraints when kids are overwhelmed.

3. Use the gradual release model to slowly acclimate students to more self-directed work.

4. Think diagnostically, looking for root causes beyond those related to behavior.

5. Call impromptu workshops when you notice a significant number of students struggling.

Get the shareable article/transcript for this episode here.