Episodes #131-138

Episode #131: Dan Fouts

https://outofthetrenches.podbean.com/e/episode-131-dan-fouts/

Dan Fouts is a practicing high school social studies teacher from the Chicagoland area with 30 years of experience. In this role he has led curriculum teams, served as departmental instructional coach and spearheaded the creation of a philosophy elective which he has taught for 10 years.  Critical thinking, love of questioning and conversation are what Dan values most in education.

His passion is to teach how to use this conversation protocol in conjunction with essential questions to give young people and adults alike the courage to speak, listen and understand.  

As part of his work with Teach Different, Dan has presented extensively at a state and national level on inquiry-based instruction techniques including a recent webinar series offered by the National Council for the Social Studies.

Trench story: Could be his student teaching, has others as well, like when he lost control of class his 2nd year, Oct. government class. Couldn’t control them. Established control thru controlled anger. Had to show raw emotion. He started permissive and it was hard to get control. It was a good strategy to humanize. He could connect it to Teach Different. He’s developed a conversation method to help students converse. Pandemic has created a situation where adults/kids have forgotten to communicate with one another. Huge challenge. Teach Different spirit is to help people get out of that rut. A lot of tactics they tried before the pandemic aren’t working.

Teach different helps parents, teachers and school leaders have better conversations: Brother had lost control of class and needed to control it. He was able to engage students through quote. Provcative quote, claim, counter claim.  Helps kids communicate with one another in atmosphere of trust & respect. Art of conversation is so important to master. In library 100 quotes. On website, there is a wing devoted towards homeschoolers. They’ve created an app. Parents should use it with their kids. Parents are a partner in this. How can parents benefit from Teach Different. Parents are also something they’re dabbling with, parents often say “I could use this with my son/daughter”. Students & teacher explores claim of the quote. Then they move to the counterclaim. Kids have to disagree with themselves. Tensions between claim/counterclaim over a provocative statement. The conversation on the podcast is about the claims on the Teach Different podcast. F. ex. revealing your fears is a sign of strengths. Is used with elementary teachers also, they have a couple Dr. Seuss quotes. He will make an account for me to go in. He had a preschool teacher on one of podcasts, so it’s usable for all grade levels. All kids need to think deeply. They have science teachers, math, English teachers doing this. School leaders can provide these plans with their faculty. Admin teams. 

His work with Teach Different.— which is an organization he founded with his brother to help teachers/parents have better conversations.  You have to break down quotes and decipher them. His site has conversation plans/resources for the teacher. (behind a paywall). There isn’t a charge for using the method. If they buy in bulk it’s the best way. 

They’re trying to help teachers who have a hard time starting conversations. They may use them in class, with colleagues, principals can use with admin team. He will also mention “student handout”.

They created a google form the teacher sends to students the day before the conversation to prepare the students’ thinking. The student can make a copy of the form, it basically gives all the instructions. They watch 60 sec video to get them in the thinking mode about the quote. Teacher gets a spreadsheet of student responses. It’s like a security blanket. Can highlight diff comments they made on the form. Excellent tool to set up the conversation.

We mention the lesson Underground Railroad – Dreams with Harriet Tubman conversation and the quote: “Every great dream begins with a dreamer.”  Teachers would have 20/30 minute conversation with students then introduce the Underground Railroad. When they’re most powerful they’re paired with things. 

How has Teach Different benefited your teaching? During the pandemic he used it as an SEL learning value. It’s changed his teaching cause he uses it as centerpiece of getting to know the kids personally. From that, you build the curriculum. He uses it as the anchor. It’s thematic teaching.

What are other subject areas? any classroom K/12 like science, English with a novel. Pick out a conversation plan on happiness with the Great Gasby. For learning a foreign language, it’s a powerful technique for ELLs. Because the quote is short it’s great way to work on language acquisition. 

The forms have been used for past 18 months. Teach Different has feedback convo’s with teachers and get testimonials. When a student submits the form, a spreadsheet populates to the teacher. Some kids will go to the claim, some to the counterclaim. Teachers can go to the spreadsheet to discuss things kids will elaborate on. 

Dan is still teaching FT but his brother works FT with Teach Different.

Talk to me about the Teach Different podcast: It’s his brother & him, co-founders of the company. Someone does the transcription. Teach Different started in 2017, but the podcast started during the pandemic.  It’s a 1 line quote from someone famous, they discuss with someone how they interpret it. They think it’s a good way to have people give their side of the quote.  He will share their methodology with teachers.

Speaking engagements Teach Different has coming up: Natl. Conf. for the Social Sciences conference in November (NCSS).They model the method in breakout sessions. In Jan they’ll present at Chapters Intl. virtual workshops around the world. 4 part series over 4 different Saturdays. Teachers make their own conversation at the end. Beginning in Jan they’ll have students on the podcast as well.

Key quotes… “There is no success without hardship” Conversations are so important to have right now. Students in class aren’t good at communicating with one another. If u don’t use the TD method, find something where people can understand different perspectives.

Find Dan on Twitter @dmfouts  Teach Different:  @iteachdifferent

Visit the Teach Different website: www.teachdifferent.com  

View this episode on YouTube> https://youtu.be/sxCh1GKSTPM

Episode #132: Matthew Bowerman

https://outofthetrenches.podbean.com/e/episode-132-matthew-bowerman/

Matthew J. Bowerman has always sought to serve others. His career in education has spanned over 23 years, teaching in middle and high school as a Theatre, Special Education, English, and Reading teacher. He is the recipient of an EMMY Award, as well as a CINE Golden Eagle Film Award for Writing/Directing the educational short, “BusSTOP,” addressing the bullying crisis in the United States; he is also a Maryland Gifted and Talented Leadership Awardee, and PTSA Lifetime Award recipient. In addition, Matthew is also the Family Liaison Chair, as well as a writer for the Say Their Names Memorial. Matthew is deeply invested in the work of love-leading students and their families in his current role as a School Administrator in Montgomery County Public Schools in Maryland. He is currently working on his upcoming book, Heartleader.

Trenches story: he has a lot of them after 25 years in the classroom in ES, MS, HS, college. We’re constantly climbing in/out of the trenches. On 9/11- he was teaching HS theater. Noise drifted from the halls & they turned on TV. They witnessed the 2nd tower being hit. He had a lot of friends/family in NYC. They did some reflective journaling. Sat/reflected, collectively shared this experience. They helped them deal with their own grief. Created theater together.They were linked in an emotional collaboration. All these years later, kids from that class send out messages on 9/11. 

Let’s talk about your upcoming book Heartleader: It’s a way to help K-12 teachers and administrators who lead with love as their guiding compass, for those who are learning how to match their say and their do, who carry a yes in their hearts, who are striving to live from love in their leadership and classroom practices. From Code Breaker. Has been working on it for 5+ yrs. and has collected anecdotal data. Stories around engagement, leadership. It’s about living out a msg of love. Culture-responsible work from trauma-informed lens. It shapes how he prioritizes staff- K-12 field guide with actionable tips. It’s about authentic interactions. Authentic YOU. 

 

Tell me about the making of your educational short (2008), “BusSTOP, which won an EMMY, also won a SINEY *golden eagle film* award. He wrote & directed with students and was used in the curriculum. Just few minutes b &w. Based on situation happening on a school bus about stopping bullying. It was addressing the bullying crisis in the United States: Wrote content for Baltimore Ed channel about what happens on busses. 4.5 m. total film time. His students were involved. Co-directed with Jeff Lifton. Kids on the bus stop the bullying, they provide statical info about nature of bullying. It takes a community. Ed Channel submitted it to Emmy awards. 

 

Was there an a-ha moment when you transitioned from classroom to leadership? He feels like he is in a “constant” a-ha. Was in other leadership roles, MS and now ES AP. Pandemic has exposed disproportionality data in terms of students of color. It showed him how many people needed more in terms of time periods. The a-ha was elevating others’ needs. Community partners, wellness teams, at doorsteps. His is rooted in a lot of trauma, struggle with education. Hunger for learning has led him to a lot of different things. He wears his heart on his sleeve. Everything in our work, regardless of what it’s connect to, whether it be CR, SEL work, mindfulness isn’t successful unless they’re driven with love. Love leading K-12 educators, aspiring leaders, part field guide. Lots of strategies, supporting students connecting. He doesn’t think the work can survive without love. We’re in the service field. We have a responsibility to serve others in this field. The work needs to be really grounded. Language frames, action, ppl hear the word “love” and get nervous. We’re focused on loving their identities and entrenching ourselves in that currency. It plays out well beyond district assessments & measurements.  

What do you tend to blog about: Has some written, hasn’t put out, he is publishing a children’s book, finished a play as well. 5-6 capture moments from students. He writes about what has shaped his leadership such as losing family members to opioid crisis. Trauma he experienced with the death of his brother. Another is part 2 about a child in crisis. (not so theme specific, but whatever effects him). Greatest strength and character flaw, he takes everything personally. Rationalize from theory into practice. He wrote recently for NAESP (on his site), About restore concept he came up with. Recognize work in other people based on their trauma & their stories. Works content for Byron McClure as well. He lays out impact, reflections. Other leaders can connect with his work. We must have one another’s backs.

Professional speaking, website highlights: Dismantling White Privilege and Building Allies and Accomplices: Dear White Leaders…came about from things he’s presented with colleagues. He did a lot of mindfulness work with his staff, platforms around guided meditation. He also does check-ins with staff on interpersonal level. Dear White Leaders is Culturally Responsive Leadership- he is trusted leader. He is of mixed race but presents as white. Seen as white leaders in communities of colors. Based by history of racism. A few of these have only been given at school-based PD. Some are attached with Say their names memorial. Be quiet & listen, ask ?’s when it’s your time. Keep in mind queries, townhalls. Not just lip service but true action. What can you do in your space? He has done a lot of performing work- was a dancer, singer, actor. He is comfortable being with people. It’s helped him reflect on his leadership, finding ways to help shape & inspire other leaders. Wants to help other white leaders be seen as someone who is accomplice. His presentations are discovery-based. He is a specialist in the work but not an expert. Book has been 5-6 years in the making. He’d love to be with people sharing in their stories.

Getting real with Mindfulness in Leadership-finding ways to prioritize staff, what they need to be healthy & survive with all the trauma in the past few years. Yoga/meditation aren’t the only tools. Breathwork is good. Time/space to release energy, emotion, spiritually driven. 

Key quotes: not just in a classroom, cafeteria, from park to community meeting, it’s about authentic love/relationships. From the time you wake up until you go to bed. Productive struggle. 

Find Matthew online? Twitter @MJBowerman IG @mrmjbowerman www.matthewjbowerman.com email matthewjbowerman@gmail.com 

View this episode on YouTube: https://youtu.be/NjDW1m-p5gE

Episode #133: Larina Warnock

https://outofthetrenches.podbean.com/e/episode-133larina-warnock/

Larina Warnock holds a doctorate in educational leadership with an emphasis on ethics from Creighton University and teaches high school business in rural Oregon. Her TEDx Talk, “The Other Statistic,” 2017 is viewable on YouTube and explores her philosophy of helping which emphasizes equity, inclusion, and meeting people where they are. She emphasizes how to help other people who are experiencing trauma or poverty and what others did to encourage her to see herself as a college-going individual person.

When did you start college? She was 20 when started a 4 year degree and it took 7 years (had 2 kids). Went out into world then started grad school. Earned (Eastern Oregon U) MA in 2012 (St. Xavier), got 2nd MA to teach at community college, finished EdD in 2018. She is a teacher with a unique story: a one-time teen mother (16 when had first kid, 17 when married) and high school dropout from generational poverty. Dropped out 2 months before graduating H.S.  She now holds a doctorate in educational leadership and teach high school students in a high-poverty, rural community. She also has a principal licensure and serve as a teacher-leader, especially in the areas of education technology and trauma-sensitive practices. She speaks about trauma-informed teaching (including coping with your personal triggers) and social emotional learning (including the importance of adult SEL), building relationships with students, and supporting young people in personal growth and self-efficacy.

Trench story: she talks about a mass shooting (7 died in the event) she experienced in her 2nd year of teaching at the community college. They knew something was happening before the actual lockdown was announced. It was a huge emotional trigger. She needed to navigate what she was experiencing personally and helping students. She had experienced so much violence as she was growing up. She learned that t’s experience a lot of secondary trauma. Esp. with gun voilence and history of that in family. It can reduce our effectiveness as t’s if we try to hold ourselves above the trauma. She did a lot of SEL role-modelling for students. How do you take exp and move past them? Her whole life has been a series of trenches. It’s been a real focus for her the last 2 yrs. When you teach in a rural community, you see parents, students often. She needs to be more human with students, parents, colleagues. Educators try to be super heros. This event was a tripple trigger. She had lost her son at 11 of cerebal palsy. Sister in law had shot & killed her 7 y.o. nephew and herself years prior. She almost quit teaching that year. They build communities inside the school of ppl who had experienced similar things, it gave them some power. She had learned some skills because of trauma in order to keep self together. Brene Brown talks about ppl in anxiety over or under functioning. This was 5 years ago. Whether we’re experiencing as immediate victims, we exp secondary trauma. Acknowledge it, accept it, don’t make it try to go back to normal.

 

Has lost more students than adults than she can mention. Lost in car accident, family shooting, this is a school that is very trauma ready. It changes the way they interact with each other. Understanding gives you some credibility with students- such as relating to them during pandemic shut-down. They saw teachers as people. Difference between trauma ready & trauma sensitive. Ex. opening safe room for students. Plan to communicate w/ staff, having crisis team (trauma ready). Trauma-sensitive is building systems into classroom to help students who experienced trauma to succeed. It’s hard to look at all classroom practices and ask “How is this serve my sudents?” “Does my syllabus reflect a trauma sensitive approach?” 

Discuss writing as a means for healing and personal growth: my essay at Oregon Humanities. That essay can be found here: https://oregonhumanities.org/rll/magazine/possession-spring-2021/where-we-store-shame/ it was her first non-fiction piece. About her bipolar dad, mom with the worst poverty experience. Essay helped her put things into context, so she could forgive herself. She started writing in 2nd/3rd grade. How does writing help you process and heal from difficult life events? Had a chat book of poetry published after the death of her dad (out of print now). Writes sci-fi & horror. Horror- turning things into something fictional “it could be worse”. She can say what she feels in a “safe” way. Started when she was really young, wrote fiction to talk about things happening to her without actually inserting herself. She has a poetry book manuscript out “Since we died together” about the loss of her son. He had cerebral palsy from birth. Was healthy for a long time but after she passed it took her 10 years to write. After Zach’s death, she didn’t write for 3 years. She uses writing now as a way to share her story & help others make sense of their story. It’s like when someone asks how you’re doing. She has shared the manuscript of poetry with other parents who have lost a child. She uses it to share story she is going to share w/ others, it forces her to think in a different way. Essay-first non-fiction creative piece. She kept up with kids who she’d had in the past, they watched her TedTalk and he said that’s the only way he graduated.

What are some strategies to build relationships with young people who don’t trust adults? t’s find themselves feeling frustrated when they’re working with fragile kids. We’re trained to break down barriers. We take it personally when students don’t learn & grow. We identify education as who we are. With those kids, she starts w/ her story. She was good at playing school “game” she still had no trust of other humans. She also attached herself to ppl in an effort to have a relationship she thought ppl were supposed to have. Those kids need to see us as human. Kindest thing we can do for kids is to let them fail & help them thru it. The hard kids are the ones who need us the most. We need to tap into that. We can make a huge difference that way. She celebrates the small successes. We look at behavior as something we need to control rather than understand. We get a lot from asking ?’s. Assigned seating is trauma sensitive. Community circles-students have opportunity to talk safely to others. Some may use opt-out. Trigger warnings-can be controversial. It’s not about opting out of learning xyz. It allows students to prepare themselves emotionally for what they’re discussing the next day. ⅓ women and ¼ men experience relational violence. Many students see that at home. These trigger warnings help students know they’re not alone. Give kid a chance to do a retake.  Students from poverty background don’t have same cultural capital. Important to listen to current music, know trends- f. ex. Tic Toc challenges. Be very patient w/ them while holding them accountable. 

Why is it important for teachers to understand and respond to student trauma and poverty? If an educator doesn’t have a lived experience such as Larina. the first thing is to ask a lot of questions. They did an ACEs study with staff, 25% of them had experienced 2 or more. Sometimes what our perception isn’t always accurate. There’s power in that she doesn’t project her trauma experience onto students. Not all poverty exp are the same. She needs to be careful not to make assumptions about colleagues. She has had to learn how to fit into a middle-class world. She broadened her social circle. Had convos w/ colleagues. If you haven’t experienced something, you can always learn to have empathy with someone. Trauma & poverty aren’t different in that way. We have to stop comparing severity of experiences.

10 questions: 1. Have you ever had to choose b/w 2 important things (such as kids who have to work)

2. Have you ever felt like something important in your life was out of your control? Like t’s who have applied for job, grad school

3. Have you felt like something was too hard? Kids in poverty move a lot, they have learning gaps. 
4. Have you ever felt alone like no one understood what you’re going through?
5. Impostor syndrome- she felt a lot in grad school
6. Have you ever felt like you had to choose b/w work & family? 
7. Has anyone ever told you a joke you didn’t get? St’s in poverty haven’t experienced certain things. Like sitting down to a family dinner. As edu-stop thinking that we haven’t experienced the feeling that comes from a certain event. Larina has to be careful not to compare her experiences with students. 

We need to experience that it exists. Maybe even saying “I don’t understand what you’re going through”. Book called “Nickel and dimed” anthropologist Barbara Aaronwright. Dr. Mike Rhodes- “The Mind at Work”- how much cognitive processing is happening w/ ppl who are in minimum wage jobs. Donna Beegle-researches 1st gen students who went into low-income jobs for a year and documented her exp in poverty. Don’t emphasize too much value of college. IT’s OK to be a welder, mechanic. Her hubby has a 9th grade education. Everyone has experienced a loss.

How does accepting help hinder or support your ability to move past trauma? We have to know that acceptance & forgiveness aren’t the same. When we make the trauma part of who we are we recognize we can’t change that thing, but we’re changed b/c of it. Pre/post traumatic event. We need to see ourselves as growing humans. St’s who come & say a person in family has committed suicide don’t overshadow their current trauma w/ your past trauma. You have to accept the human you are on the other side. Sometimes we get stuck in regret. WE need to take risks. 

Key quotes…we have a lot of power to change lives. We don’t have responsibility to change every life. Don’t take inability to make connection personally. We see ourselves too often as superheros. We have a lot of society saying t’s are supposed to be superhuman. We need to show who we are as humans. We need to show things that we’ve been through like divorce. BE HUMAN! THIS WAY we deal with our jobs.

*Find Larina online: www.larinawarnock.net @docnock IG & Twitter

View this episode on YouTube: https://youtu.be/3e7lSSCj4IE

Episode #134: Allyson Apsey

https://outofthetrenches.podbean.com/e/episode-134-allyson-apsey

Allyson Apsey has been an educator for more than 23 years; a school leader for nineteen of those years. She is passionate about having a serendipity mindset, looking for the beautiful lessons that every experience holds. She tries to be transparent, vulnerable and supportive, and she doesn’t ask questions unless she wants the answers.

Despite the fact that she never wanted to set foot in a school again after high school graduation, there is nowhere else she’d rather spend her days than in classrooms. In fact, she doesn’t even have a chair at her desk because she is moving around the school all day long. The challenges and delights of being a principal fill her days with joy. She enjoys nothing more than helping others be the very best they can be.

Allyson is so proud of her school district and the Zeeland, MI community, and she loves being the principal of Quincy Elementary. She cannot imagine a more dedicated, passionate and skilled group of teachers. They illicit wonder, excitement and a love for learning in their students.

Recognizing the significant impact trauma has had on many of our students, staff and families, Allyson is a Certified Trauma Practitioner in Education. The supports that students affected by trauma need are beneficial to all students because they are grounded in a foundational core of strong, positive relationships based on trust.

She is honored to serve on the Board of Directors for MEMSPA (Michigan Elementary and Middle School Principals Association). Additionally, she is on the Steering Committee for MACUL (Michigan Association for Computer Users in Learning) SIG-ADMIN. She recognizes the value of working with and learn from amazing educational leaders in both of these organizations.

Allyson is the author of a blog and 4 books called Serendipity in Education (allysonapsey.com) has written four books: a middle grades chapter book called The Serendipity Journal, a picture book called The Princes of Serendip, and two professional learning books for educators called The Path to Serendipity and Through the Lens of Serendipity. She loves speaking to passionate groups as they work to be happy and effective people for the benefit of themselves and everyone around them.

 

She is married to Jim, that man she met at the Orbit Room dance club all those years ago, and she has two amazing sons with him, Laine and Tyson.

Trenches story: spent time early in life in trenches. Has seen ppl in 60’s/70’s go through the same things. Teaches you resiliency & empathy. Early in marriage, difficult. Didn’t imagine she’d have to face them. Realized she could choose person she wanted to be. She chose how to interact with others. Demonstrate her values. Empowered & control. Beyond reactions, we can have a victim mentality. We only have control over ourselves ”Change yourself & the world changes”- Ghandi. We have a lot of control over things that really matter. Embrace negative emotions, don’t give in to those.

Speaking engagements: Students Affected by Trauma, Teacher Evals, Leading from the Inside out. She says popular one is Helping others discover the best in themselves. Trauma-informed lens. TiP are good for everything. Other topics are ½ day engagements. Workshop components- she loves engaging w/ content. Thinks about how we can connect with our emotions.

How did the Serendipity series/mindset get started? started with film from 2000. Taught 7-8th grade character ed class. Called class Serendipity. Spoke about components we have control over. Effecitve- based in William Glasser’s though theory. Looking for beautiful gifts and happy sorrows there are gifts if we look for them. When has pit in stomach can’t see serendipity yet.  Will become a better person cause of what goes through. Turned into blog. 

In 2019 Ted Talk, where you speak about the Serendipity mindset. Alot about your mom’s illness / her resilience through cancer treatments. “Finding Serendipity is about finding moments to celebrate despite the pain”. Allyson practiced being grateful on drive over to help take care of mom. Don’t wait until you loose something before you see its beauty. Translated into 1st book. then princess of serendipity. Through lens of serendipity, looking a world thru that lens. Serendipity lens make sure you’re taken care of and your needs are met. Fiction chapter book. 

She is currently writing her 5th book, working title “Leading the Whole Teacher” may change to “Serving the Whole Teacher”. It’s more for colleagues. Publishing with Dave Burgess, due by new year. so next summer/fall. We talk about the whole child, as TiP educator we need to consider the whole child. We need to consider the whole teacher. Can t’s need their needs- 6 different components. 75% written right now. It’s for all educators. Level of self-awareness. How to be a supportive colleague. Does it give an accurate depiction of book. Need to create school environments that have these components. Will hopefully keep t’s in profession. Perhaps summer ‘22 release. Also for teachers entering the profession. Ed leadership programs. 

Have you noticed a big ebb & flow of how many applicants are applying to positions? Actually it’s her 19th year as principal. Candidate pool depends on subject area. Impacts high-needs low SES districts.

How do you fit in your writing with life in general? Has no idea. Other people are passionate about other things. Loves to connect with others across the globe. You find time for the things you prioritize. Weekends, getting up early.

Key quotes…everything we go through in our lives can help us become better versions of selves. Mom fought for life for 2 yrs. She deserves becoming a better person having gone through covid. 

Find Allyson online on Twitter @allsonapsey website: https://allysonapsey.com/. Contact her at allysonapsey@gmail.com 

View this episode on YouTube: https://youtu.be/BdYFCBuny4I

Episode #135: Terence Tong

Episode #135: Terence Tong (podbean.com)

Having taught in Canada, Kuwait, and South Korea, Terence Tong is an aspiring leader with extensive teacher leadership experience seeking the next learning community to serve. As an ardent believer and advocate of “Life in the Middle”, Terence aims to serve the learning community, provide diverse opportunities for students and engage parents as learning partners. He’s been an educator for 22 years- he taught in Toronto, Ontario, Canada first. 

Trench story: He went right into teaching after college, then 5-6 years later, he decided he needed something new. He keeps going back to decision to teach overseas. Turning 30 was the straw off the camel’s back. First school was initial 1 year contract. Shaking self out of routine. Challenging perceptions of identities. Moved in 2006, has served in Kuwait (not a soft landing) 8 yrs. then came to Seoul, S. Korea. 

Experience teaching/leading in intl. schools: Kuwait has a lot of beauty. He was sheltered in Toronto. Going into a Muslim country- “dry”, no alcohol or pork. 8 years there. Worked at a dual language school Arabic & English. Very rich country so families of kids well off. Families would have drivers. For holidays, they went to houses in France. Families who owned private jets. Travelling opportunities were great. Moved to Seoul 8 years ago. Small intl. school. Homogeneous student population many are Korean descent. Typically, intl. teaching contract is 2 years. Sometimes people like to bounce around. Parents have high expectations of the kids. Graduate kids to Ivy League. Kids go to academies (hog wans) after school or debate, fencing, cello, etc. Discipline issues don’t exist. Makes the job easier in that sense. 

#100Stop series book chapter “Stop Dressing Unprofessionally or Distastefully” resonated with me because I have seen a huge increase in “dressing down” since entering the profession in ‘99. Your writing style is straight to the point. He grew up with an image of what an educator should look like with a shirt and tie. Ultimately you do want to present your best self. That’s hard when you’re wearing something that betrays a professional image. Everyone should have a conversation with new teachers around their image. Take social/culture norms and geography into account. As a learning community you have to establish some baseline rules/ respect ourselves. Showcase profession at its best. Comfort doesn’t equate to being sloppy. What can we do to uphold standards for ourselves? Dress for the part you want.

Have you experienced colleagued in some of the examples you give in the chapter (dingy 25 year old Def Leppard hoodie / tattered basketball shorts)? It’s a reflection of reality. Admin don’t want to have that conversation with teachers.  How is the approach to dressing professionally different in the various countries you’ve worked in? Interesting how you compare dressing professionally to a dress rehearsal for a play. It’s part of the package. If leadership doesn’t uphold standards there will be an erosion of educators.

As a younger teacher you need to set yourself apart from others. At Home Depot with orange apron you know who to talk to. His personal definition of dressing prof has changed over the years. In public schools, polo /khaki was acceptable In Kuwait expectation for females was different because of cultural norms. Schools’ manuals can be up to interpretation. 

Learning communities need to sit down /talk about this. We need to have unified fronts. He is a big image/branding person. You have to look the part. No discrepancies.

How did your chapter with #100StopSeries come about? Was scrolling through Twitter and saw Rick’s call for authors. He’s perfect strangers with Rick Jetter. Shout out to Pushing Boundaries. He came back to Terence with topics for him to consider. He chose this one because it was easy for him to write on. The 2nd book was on indecisiveness “Stop Sitting on a Fence and make a Decision” will come out in Feb ’22. He sees it as great win to have his voice heard. It was a much-needed outlet.

Key quotes: Be your best self every day. Do it when you wake up & decide what you’re going to wear to work. Positive image reflected to you in what you wear

Find Terence online: https://twitter.com/mrtongsis  https://www.instagram.com/mrtongsis/   https://tongt5.wixsite.com/terencetong connect thru #100StopSeries  

View this episode on YouTube: https://youtu.be/cqndYMYR710

Episode #136: Highlights of 2021

Episode #136: Highlights from 2021 & #oneword2022 (podbean.com)

In this episode, host Dana shares which episodes were the most downloaded (audio) and watched (video) during the year 2021. For audio downloads, these include David Weiss (episode #104), Steven Weber (episode #117), and Adam Kotowski (episode #40). For video views, these include 50th episode celebration (live on 2/10/21), Steven Gupton (episode #64), Dan Butler (episode #105), 100th episode celebration (live on 8/8/21) and Jorge Valenzuela (episode #121).

She also shares some episodes with “heavy hitters” in education that you may want to check out if you haven’t yet. Finally, Dana shares her #OneWord2022: present and the reasoning behind why she chose this for this new year. Enjoy and please check out some of the past episodes mentioned in this highlight rundown!

View this episode on YouTube: https://youtu.be/80XJp4ztr4E

Episode #137: Sherianna Boyle

Episode #137: Sherianna Boyle (podbean.com

Sherianna Boyle is an international, Emotional Detox Coach®, author of eight books, including her most recent Emotional Detox and Emotional Detox for Anxiety. She has a Masters in Education as well as a Certificate of Advanced Graduate Study in School Psychology from the University of Massachusetts, Boston.  Sherianna has been featured in over eighty-five articles, and a featured presenter for renowned organizations such as: PESI® Behavioral and Mental Health Education, Kripalu Health & Yoga Center, 1440 Multiversity University and more. Her book, The Four Gifts of Anxiety, was endorsed by the National Association of Mental Health. She is an adjunct Psychology Professor and founder of Emotional Detox Coaching® servicing clients (of all ages background and abilities) virtually world wide. She is the co-founder of CLEANSElife.com, which features her CLEANSE Yoga® virtual video collection, Emotional Detox courses and Corporate Wellness.  Sherianna is a featured expert on Simple Habit App, and host of  Emotional Detox Radio Show on Healthylife.net. She is married to her hometown hubby, KB raising three daughters, living her best CLEANSElife! 

Sherianna was on episode #41 last January. She talks about ideas for educators who are in the trenches now:  like teacher whose contemplating leaving mid-year. Admin navigating politics, changing mandates. It’s a sign a system is collapsing, in crisis. It’s a tragedy. Disruptive to everyone. Look at it from wider lens. Look at it from Conscious Standpoint. Her books are about learning to process what you feel. You get another perspective on issue. If someone quits mid-year, process how you’re feeling about that. What is the teacher doing to cope. We can’t transform what we don’t acknowledge. happening a lot of places. Opportunity to change on a bigger scale. State of feeling instead of a state of reactivity. It’s not emotional processing. Acknowledge we’re in a crisis. The old way is trying to figure things out, problem solve. We’re about solutions. You can’t make everyone happy. Make a shift- feel first, then start to have discussions. Don’t start school board meeting with place of reactivity. Acknowledge fear on both sides. Needs opportunity to process. Will feel a shift, convo and dialogue shift. Example: talk by psychiatrist at her kid’s school. He only talked about the causes. People were a mess. Had to find out why they were there, how they were feeling the first 10 minutes. Use an employee wellness person to calm ppl before mtg. Opportunity to change all for mental health needs to be first. Where can we make the difference right now? You need to move, get outside, digest, emotional processing during the day. We need to advocate for ourselves. If people are dropping like flies, you get to change things up. Don’t pack staff with things to do. Give them nourishment and compassion. Colleagues give each other time to support each other.

Cleanse process- she has done this with people who have left education. Pandemic has increased stress response. Emotions resurface in diff situations. We’re not giving the tools to process their feelings. If they’re really triggered, they haven’t had something healed. It could be a loss someone is dealing with from the past.

We discuss her newest release EMOTIONAL DETOX NOW: 135 Self-Guided Practices to Renew Your Mind, Heart & Spirit.  Available for purchase now. Cleanses for you, relationships, work, family. Each section has 25 cleanses. For example, cleansing uncertainty. Great for educators. 7 steps for each letter of CLEANSE. It brought up the loss of a friend’s dad. Could bring up guilt, shame, history. Take care of your emotions before you start something new. If you decide to stay, clear up emotions. We can transform things. To admin-don’t have high reactivity levels. Don’t just put in an email. 

Sherianna runs Cleanse day Wednesdays at 12:00 EST and 7:00 MST with live cleanses every week. She teaches yoga on demand. 10 m cardio then moving /cleansing. Principles of what may be coming up for people. It’s subscription based. What she has for free- Feb. 14 is emotionaldetox summit. Live & free for 5 days.

Then join Sherianna, author Shannon Kaiser, and other world renowned healers, thought leaders and spiritual teachers, for an incredible FREE 7-day online experience to support the movement of inner peace so you can reclaim your personal sovereignty and step into your true power.

 

Sign up HERE.

Key quotes: relax your energy, stop resisting what’s happening. What you see on the outside is also on the inside. We have an infection of a system of energy that needs to be cleared up. Try not to fight it too much. Process what you feel before speaking up to admin. Don’t spew old wound into room. Be mindful of how that lands. 

Find Sherianna online: Follow her on Twitter: @Sherianna Boyle IG: @Sherianna.boyle

Visit her website: www.sheriannaboyle.com www.cleanselife.com is where her yoga videos are housed. Emotional Detox: 7 Steps to Releasing Toxicity & Energizing Joy

Emotional Detox for Anxiety

*She can do a sample cleanse for a team virtually before/after school-30 minutes. If people wanted to keep going with this.* Contact Dana, your host for more details.

View this episode on YouTube: https://youtu.be/ZtmACj8sRsE

Episode #138: Laura Steinbrink

https://www.podbean.com/ew/pb-vps93-117e71c

Laura Steinbrink, a teacher for 25 years, presents technology and instructional practices at workshops locally, around her state, and nationally. She is also an educational consultant. Laura teaches sophomore and senior English for the Waynesville R-VI School District. For the Plato R-V School District, Laura serves as the Communications Director and Webmaster. Laura is the author of http://www.rockntheboat.com, a Feedspot Top 200 blog in Education, and she has published articles for Matt Miller, Denis Sheeran, and articles for ISTE, ISTE TEN, Buncee, Kahoot, Getting Smart, Parent Square, Classtime, and other educational related companies. Laura is also a contributing author in the following educational books: 100 No-Nonsense Things that ALL Teachers Should STOP Doing, published by Pushbound EDU; Focused Environments, Stories of Change Vol 3, published by Connected Learning; and In Other Words: Quotes That Push Our Thinking by Rachelle Dene Poth, published by Edumatch Publishing. Laura’s work in the classroom has been featured in: ISTE’s Empowered Learner Magazine, What Works: Sketchnoting engages students while building comprehension, Designed to Learn by Dr. Lindsay Portnoy, and featured twice in Tech Like A Pirate by Matt Miller. Laura also co-authored a Microsoft Education course: Creative Expression and Social-Emotional Learning with Francesca Arturi of Buncee. More recently, Laura became a content creator for the app, Zigazoo. Her channel is called, Bienvenidos.  

Trench story: Has been there many times, this is her 26th year one that will fit more t’s right now. Trenches-overloaded with responsibilities in current district. Taught 7 preps in 6 periods. Doesn’t know why they thought it would work. Taught desktop publishing to middle schoolers. Also did HTML programming & coding. Completely broke her. Dave Burgess told her years later, the more you’re capable, the more they’ll have you teach. Learn to say “no”. Went to a new district and started over.

Talk about your publications for ISTE, Kahoot, Getting Smart, Classtime, Parent Square: what got you started? Probably Twitter chats, got an acct when it first came out. Conf in 2016 in S. MI Ed TEch. Saw what they were doing w/ Twitter diff than FB. Thought she needed to have a blog. So she created one. Spent a lot of time helping teachers. People got interested in her responses and they asked her to write about that. She does Matt Miller’s chat regularly, they “share a brain”. Google teacher tribe podcast- she tried idea, then wrote blog together. Laura did 4 O’Clock Faculty book study together. Became members of the book PLN.ISTE noticed some things she had responded to in a chat, huge influence. Another co-creating project in the works. 

Presentations on EdTech, St Engagement, using Wakelet, Train like a Navy Seal *in terms of using SEL with students. She is an ambassador for Wakelet and Buncee, Microsoft Innovative Educator, Abode Creative educator: English company, they contacted her and ask if she would be interested in a demo. They have grown it to fit their needs. Her role has changed recently, she isn’t in charge of any PD. Isn’t giving PD there, the more she learns about tools, the more she loves sharing content with educators. Flipgrid is easy to use. Scavenger hunts. content curations. Looks at tools and sees what else can they do to serve their purposes. Did a whitepaper for Buncee.

Personal website blog posts on tech tools: Started in 2016- made a big shift in thinking about a lot of things. Sticks to what helps other people. Sometimes templates, they’re the most popular. Likes to come up with ideas that don’t require a lot of prep. 

Singing in a Christian rock band- what got you started. do you do gigs? They did pre-Covid but are getting back into it now. Hasn’t accepted any gig request just yet. Took show on road, added people. Members floated in & out. Has played at Silver Dollar City. Plays at fairs. Needs so much equipment. Sings at the church as well. 2 different churches. Is currently finishing a MA. Drummer finishing MA as well so hope to get it going. Energizing. Favorite venue is a prison they did several times. Prisoners have to sign in with chaplain on duty. 

Teacher self-care and mental health such as a lot of people who are quitting. We talked about taking things off their plate last year. She talks to teachers all over nation all the time, f.ex. in Voxer groups. Some teachers are reflecting if they should quit mid-year. Her district does pay for sub coverage. Consider 1) know your why- you can outlast a bad admin. Don’t get overly concerned about admin. 2) Lead like a pirate- prioritize what affects your family, taking some ideas from “Lead like a Pirate”. Bureaucracy doesn’t affect your immediate lesson. You can take things off your plate. You will do what you want to do in the time you have-make lists. Make a plan. She pushed off the videos. Took a nap. Don’t feel guilty. Had plan to do videos today. Very good for SEL small groups. Stayed in the homerooms. Deadlines with kids helps you grade papers. After deadline- it will get graded on t’s time. Have students get goals around time management too. Whose classes have work that needs to be done first, who accepts late work?

Laura is speaking at TCEA conf in TX in early Feb on graphic organizers also is doing a virtual session on Train like a Navy Seal. Didn’t book any others due to starting in a new district this year. 

Key quotes…it’s OK to say no, you’re gonna be in charge of taking things off your plate.

Find Laura online: 

@SteinbrinkLaura (Twitter)

@SteinbrinkLaura (Instagram)-mix of family, friends, edu, also on FB @lauraingallssteinbrink

@SteinbrinkLaura (Voxer)

@SteinbrinkLaura (Wakelet Profile)

@SteinbrinkLaura LinkedIn      

View this episode on YouTube: https://youtu.be/EefUR_FcsyY