The Epic Classroom with Trevor Muir – Details, episodes & analysis

From exposure to vitamin D and its positive effects on our well-being, to the cognitive benefits that come with fresh air, to the innate joy and freedom of being outdoors, outdoor learning is beneficial for both students—and teachers. In this episode I share some ideas for how any teacher can get outside more with their students.

Read the article: https://www.trevormuir.com/blog/outdoor-learning

Check out my new book: https://www.amazon.com/New-Teacher-Mindset-Innovative-Strategies/dp/1394210086?crid=ETFBNFNCOW6W&keywords=new+teacher+mindset+muir&qid=1706209905&sprefix=new+teacher+mindset+muir,aps,108&sr=8-1&linkCode=sl1&tag=trevormuirsit-20&linkId=636126ddad3f89f665303211c450af22&language=en_US&ref_=as_li_ss_tl

Some of our most impact childhood memories happen in school. Teachers and other educators have a massive influence on their students' identities, memories, and future. Let's dive into that and explore the brain science of why that happens and how we can leave our students with a positive impression of school. 

We've all been there. You pour your heart and soul into your work, only to have a student declare dislike- maybe even hate- for you as their teacher. That's what we talk about in this episode. 

I graduated from college with a 2.75 GPA. Not great. Then I received a 4.0 in my masters program. Did I all of a sudden become smarter in those two years? Did my brain grow exponentially after I earned my bachelor's degree? Or is GPA actually reflective of something else. Let's get into it.

PBL ChatGPT Prompt Guide

You might see the word 'epic' and think BIG, EXCITING, or, FUN. But that's not what I mean when I use that word as it relates to the classroom. It means something much more powerful and significant than just creating enjoyable experiences for students. This is what dive into in episode 38. You're going to like this one. 

Let's talk about creating a classroom climate that helps make students feel safe, secure, and ready to engage in this year.

You don’t have to be perfect to get to know your students and build relationships with them. Perfection isn't required to make your class memorable and even fun. Heck, sometimes it won’t be memorable and fun, and that’s okay.

Students still learn and grow and fail and succeed in my imperfect classes.

In this episode, we explore the critical role of educators in building meaningful connections with parents and community members to support student learning. We discuss the many benefits that come from establishing strong partnerships between schools and families, including increased student engagement, improved academic performance, and greater support for student well-being.

I share some insights and stories on the topic, highlighting strategies and best practices for building and maintaining strong relationships with parents and community members.

Kids like to have fun. Grown-ups like to have fun. We all like to have fun. 

And it turns out, we often learn better when we're having fun. In the episode, we talk about the impact of adding elements of fun to learning units and the impact it can have on student engagement. 

I tried everything under the sun to connect with this student. I gave up my lunch hours to work with him on assignments. I let him come in before school and hang out with me, hoping the relationship would build some rapport. I tried calling home a number of times, but always the calls went to voicemail. Heck even for spirit week I wore one of his sweaters to match him in a desperate attempt to build a connection. And yet seemingly, none of it worked. A sample of my thoughts during that time: “What’s wrong with this kid?” “What’s wrong with his parents?” “What’s wrong with me?” In March of that year, Mason moved away, and I have not seen nor heard from him since. I have absolutely no idea whether any of my efforts paid off. I don’t know if he learned any discipline, if he passed high school, or even remembers that English teacher. This is one of the hardest parts about teaching.