Angela Watson's Truth for Teachers
Honest conversations about the realities of teaching, for educators who want to think deeply about the work. Since 2015, Angela Watson has been sharing what's working (and what's not) in K-12 schools, with a clear focus on protecting your expertise and humanity in the classroom. With 1,200+ five star reviews and 14 million downloads, Truth for Teachers is one of the longest-running and top-rated education podcasts in the world. Episodes drop every other Sunday. Angela is a National Board Certified teacher with over 25 years of experience as a classroom teacher, instructional coach, and PD facilitator. She's the creator of the 40 Hour Teacher Workweek program used by 65,000+ teachers, the author of 6 books, and the founder of Truth for Teachers. Learn more at truthforteachers.com.
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EP355 A short history of the 8-hour workday (and how to protect yours)
08/30/2026
EP355 A short history of the 8-hour workday (and how to protect yours)
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.
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EP354 You don't have to teach like an influencer.
08/16/2026
EP354 You don't have to teach like an influencer.
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.
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EP353 Think out loud: teaching the hidden skills of planning and prioritizing
08/02/2026
EP353 Think out loud: teaching the hidden skills of planning and prioritizing
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/
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EP352 Why distress tolerance is the missing piece in classroom management
07/19/2026
EP352 Why distress tolerance is the missing piece in classroom management
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.
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EP351 What does learning science actually say about AI in the classroom? (with Erin Mote)
06/28/2026
EP351 What does learning science actually say about AI in the classroom? (with Erin Mote)
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.
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EP350 The power of regret: using hindsight as a tool for growth
06/14/2026
EP350 The power of regret: using hindsight as a tool for growth
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.
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EP349 Re-awakening kids' curiosity & connection to real food through sensory learning (with Bee Wilson)
05/31/2026
EP349 Re-awakening kids' curiosity & connection to real food through sensory learning (with Bee Wilson)
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.
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EP348 Stuck in survival mode? Here's how to calm your nervous system.
05/17/2026
EP348 Stuck in survival mode? Here's how to calm your nervous system.
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. You can also:
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EP347 An artful approach to exploring identity and fostering belonging (w/ Rebecca Bellingham & Veronica Scott)
05/03/2026
EP347 An artful approach to exploring identity and fostering belonging (w/ Rebecca Bellingham & Veronica Scott)
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.
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EP346 Feeling tied to your phone? These 3 habits can help you take control.
04/19/2026
EP346 Feeling tied to your phone? These 3 habits can help you take control.
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, , 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 6, 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 . 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, 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 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.
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EP345 The brain isn't separate from the body–here's what that means for learning (with Caroline Williams)
04/05/2026
EP345 The brain isn't separate from the body–here's what that means for learning (with Caroline Williams)
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/
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EP344 So what are we doing here? Expanding into retreats, video essays, mindfulness, and more
03/15/2026
EP344 So what are we doing here? Expanding into retreats, video essays, mindfulness, and more
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: Retreats: Insight Timer: YouTube: Substack: Motivation Lab:
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EP343 The truth about AI's environmental impact: Finding your ethical stance as an educator
03/01/2026
EP343 The truth about AI's environmental impact: Finding your ethical stance as an educator
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:' Dr. Karen Boyd's Mission First AI Starter Kit (free vendor rubric for schools): Get the sustainability chapter of Karen's book for free at 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)
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EP342 The hidden curriculum: getting real about the values we teach
02/15/2026
EP342 The hidden curriculum: getting real about the values we teach
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.
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EP341 Everything all at once: what it's like to be a teacher with ADHD (with Andrew Gardner)
02/01/2026
EP341 Everything all at once: what it's like to be a teacher with ADHD (with Andrew Gardner)
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.
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EP340 Stay human: Teaching students to protect their brain power in an AI world
01/18/2026
EP340 Stay human: Teaching students to protect their brain power in an AI world
"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
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EP339 It took me years to realize I'm not lazy. I'm neurodivergent.
01/04/2026
EP339 It took me years to realize I'm not lazy. I'm neurodivergent.
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: 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: The first official podcast ep of 2026 will be out on January 11th. Thank you for listening to this interlude / announcement!
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EP338 Looking ahead to 2026: A new direction beyond Truth for Teachers
11/16/2025
EP338 Looking ahead to 2026: A new direction beyond Truth for Teachers
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 after years of dreaming and planning (you're invited!) An introduction to , my new website showcasing retreats, retreat/event planning services, editing and publishing support for authors, and more Opportunities for Reflective questions to help you find your own alignment and mission heading into 2026 This episode is brought to you by . 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 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.
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EP337 Restorative practices aren’t a strategy–they’re a way of being (with Marisol Quevedo Rerucha)
11/02/2025
EP337 Restorative practices aren’t a strategy–they’re a way of being (with Marisol Quevedo Rerucha)
“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 This episode is brought to you by .
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EP336 4 routines to help students notice and adjust their thinking
10/19/2025
EP336 4 routines to help students notice and adjust their thinking
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. This episide is brought to you by and .
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EP335 How teacher language shapes us—and teaches kids to find their wisest self (with Lily Howard Scott)
10/05/2025
EP335 How teacher language shapes us—and teaches kids to find their wisest self (with Lily Howard Scott)
“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.
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EP334 Are you a Type A or Type B teacher? Rethinking effort, expectations, and balance
09/21/2025
EP334 Are you a Type A or Type B teacher? Rethinking effort, expectations, and balance
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. .
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EP333: Engagement isn't extra: boredom busters that prime the brain for learning (with Katie Powell)
09/07/2025
EP333: Engagement isn't extra: boredom busters that prime the brain for learning (with Katie Powell)
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
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EP332 Time blocking for teachers: Align your priorities, energy, & tasks to create a sustainable schedule
08/24/2025
EP332 Time blocking for teachers: Align your priorities, energy, & tasks to create a sustainable schedule
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: , or check out the . 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.
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EP331 Want to individualize learning without overwhelm? Try this self-paced approach (with Rob Barnett)
08/10/2025
EP331 Want to individualize learning without overwhelm? Try this self-paced approach (with Rob Barnett)
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.
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EP330 Design a self-running classroom that frees you to teach
07/27/2025
EP330 Design a self-running classroom that frees you to teach
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. 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.
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EP329 How a daily binder routine teaches students the skills behind academic success (with Mitch Weathers)
07/13/2025
EP329 How a daily binder routine teaches students the skills behind academic success (with Mitch Weathers)
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 .
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EP328 The crumb story: following your inner compass when you can’t please everyone
06/29/2025
EP328 The crumb story: following your inner compass when you can’t please everyone
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.
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EP327 Screens, schools, and the future of childhood: a candid dialogue with Jonathan Haidt
06/15/2025
EP327 Screens, schools, and the future of childhood: a candid dialogue with Jonathan Haidt
“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. 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!
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EP 326 My top ways to use AI for scaffolds, supports, and differentiated tasks
06/01/2025
EP 326 My top ways to use AI for scaffolds, supports, and differentiated tasks
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
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