Time for Teachership

Lindsay Lyons
  • 5.0 (13)
  • Education
  • Updated Weekly

How can I build capacity for culturally responsive teaching and project-based instruction? How can I reduce teacher burnout and promote a culture of wellness for staff and students? What are the secrets to getting teacher buy-in? What does practicing shared leadership actually look like? Welcome to the Time for Teachership podcast where we tackle adaptive challenges in educational leadership! Each week, host Lindsay Lyons brings together guest experts, research findings, and practical steps to help brave school leaders transform schools into antiracist spaces that cultivate student, family, and teacher leadership to enable all students to thrive.

  1. 4d ago

    278. Supporting Middle School Girls Through Grandmother Circles with Karen Foley

    What happens when middle school girls have a consistent, trusted group of older women who listen to them, validate them, and create a safe space for them to be heard? In this episode of the Time for Teachership podcast, host Lindsay Lyons talks with guest Karen Foley of the Juvenile Protective Association (JPA) in Chicago about the transformative power of intergenerational learning and JPA's Grandmothers Program, which connects middle school girls with older women from their communities. Karen shares how Grandmothers Circles create opportunities for girls to talk about what is really happening in their lives—from friendship drama and social media to safety, confidence, identity, and the challenges of growing up. Rather than teaching or telling girls what to do, the grandmothers primarily listen, guide, validate, and create a sense of safety and belonging. The conversation also explores why investing in girls and women benefits entire communities, how educators can create more meaningful intergenerational experiences, and what schools and community organizations should consider when developing their own programs. Karen emphasizes that the power of the Grandmothers Program isn't necessarily in the activities themselves. It is in the relationships, consistency, trust, and opportunity for young people to feel seen and heard.   In this episode, we explore: Why intergenerational learning can benefit both young people and older adults The purpose and structure of JPA's Grandmothers Program Why middle school can be such a challenging time for girls How trusted adults can support girls' confidence, safety, and sense of belonging The importance of listening to students rather than immediately trying to teach or fix How grandmothers can serve as guides without attempting to replace parents or caregivers Recruiting and preparing community grandmothers and older women Why consistency and psychological safety are essential when working with students How schools can integrate intergenerational programs during or after the school day What girls and grandmothers can learn from one another Using real-life topics like social media and online safety to spark intergenerational conversations A fun example of girls learning cursive from grandmothers—and what it reveals about generational differences How educators and students can help shape the design of an intergenerational program The importance of providing access to mental health professionals when difficult topics arise JPA's Connect to Kids program and its approach to reflective practice, educator support, and stronger relationships with students   Grab the free resource connected to this episode at: lindsaybethlyons.com/blog/278   Connect with guest Karen Foley:  Website: https://jpachicago.org/grandparent-circle/

  2. Sep 29

    277. Why & How to Start Classroom Discussions Now: Building Student-Led Discourse From Day One

    Think it's too early in the school year to start classroom discussions? Think again. In this episode of the Time for Teachership podcast, Lindsay Lyons makes the case for starting classroom discussions now—whether you're a few weeks into the school year, starting later, or listening at another point in the year. Drawing particularly from Making Classroom Discussions Work, edited by Jane C. Lo, Lindsay explores both why classroom discourse matters and practical ways educators can begin building a culture of meaningful, student-led discussion. The key message is simple: You don't have to wait until students are "ready" for discourse. You build readiness by giving students opportunities to practice discourse.   In This Episode, We Explore: Why classroom discussions are worth instructional time What distinguishes high-quality discourse from a simple turn-and-talk How students construct knowledge through discussion Why responding to peers and engaging with different points of view matters How classroom discussion supports complex thinking and genuine inquiry The connection between discourse and student voice How discussion builds students' capacity for civil dialogue across disagreements Why classroom discourse can help students feel more confident discussing issues outside of school How discussion connects to the higher levels of Bloom's Taxonomy Using discussion for analysis, evaluation, critique, and creation Why discussion should be treated as a skill that needs practice How to introduce discourse early in the school year Choosing accessible texts, issues, values, and ideas as starting points How to build toward more challenging conversations over time Different ways to structure classroom discourse How to use content, prompts, framing, and purpose to create stronger discussions Moving beyond discussion as simply a way to check for understanding How to use fiction and nonfiction texts as opportunities for values-based discussion Using deliberation to explore problems, issues, and possible solutions How to identify a "starter conversation" that can launch a culture of discourse   Get the free resource and episode notes: lindsaybethlyons.com/blog/277

  3. Sep 22

    276. Reframing Discussion Prompts: 4 Ways to Create Deeper, More Meaningful Classroom Discourse

    What if the way we phrase a discussion question is actually shaping the kind of thinking and conversation students have? In this episode of the Time for Teachership podcast, Lindsay Lyons explores how to reframe discussion prompts so classroom discourse moves beyond binary "agree or disagree" questions and toward deeper listening, critical analysis, perspective-taking, values exploration, and civic imagination. Drawing from work with San Francisco Unified School District and ideas from educators and researchers including Nichelle Pinkney, Joe Schmidt, Hess and McAvoy, Lindsay shares four ways educators can rethink the purpose and framing of discussion questions. The goal isn't to eliminate argumentation or binary questions altogether. Instead, it's to expand the discourse repertoire so students have opportunities to develop more complex thinking and genuinely learn from one another.    In This Episode, We Explore: Why discussion prompts matter so much for the quality of classroom discourse How binary "agree/disagree" questions can contribute to polarized conversations Moving from debate and argumentation toward dialogue and deep listening Why students need opportunities to practice seeking to understand How to determine the purpose of a discussion before writing the prompt Why creating a strong discussion prompt can take significant time and thought partnership When a forced-choice question can actually be useful as a scaffold Four ways to reframe binary discussion questions: Critical Analysis Policy Values Identification Civic Imagination Examples of reframing questions around immigration, gun violence, zoning, school policies, and other complex issues How to use "could" instead of "should" to open up more imaginative possibilities Why students may need scaffolds before moving into more open-ended discourse How identifying values can make conversations less polarized and more personal How civic imagination can help students move beyond deficit-oriented questions Why the goal of classroom discourse doesn't always need to be reaching consensus How discussion prompts can support student voice, deeper thinking, and student-led discourse   Get the free resource and full episode notes: lindsaybethlyons.com/blog/276

  4. Sep 15

    275. Civil Discourse in the Classroom with Joe Schmidt & Nichelle Pinkney

    How can we help students have meaningful conversations across differences—not by avoiding disagreement, but by learning how to engage in it well? In this episode of the Time for Teachership podcast, Lindsay Lyons talks with Joe Schmidt and Nichelle Pinkney, co-authors of Civil Discourse: Classroom Conversations for Stronger Communities, about what it actually takes to create classrooms where students can listen, question, disagree, learn from one another, and participate in productive dialogue. Joe and Nichelle offer a powerful reframe: civil discourse isn't about winning an argument or getting everyone to agree. It's about sharing information, seeking understanding, and being willing to learn something from the conversation. The conversation moves beyond the idea that teachers simply need to give students "discussion protocols" or sentence starters. Instead, Joe and Nichelle unpack the deeper instructional design work behind strong classroom discourse—including how to prepare students, frame questions, build the skills gradually, and create structures that make meaningful conversation possible.   In This Episode, We Explore: What civil discourse actually means in a classroom Why discourse is about information sharing rather than winning The difference between disagreement and conflict Why students don't need to agree with one another to have a productive conversation How our experiences, identities, and backgrounds influence the way we understand the world Why listening and understanding are essential components of civil discourse How to prepare students for challenging or controversial conversations Why teachers shouldn't begin the year with the most emotionally charged topics How to build students' "muscle memory" for discussion protocols Using low-stakes and even silly topics to practice discourse skills before tackling controversial issues How to use discussion protocols such as Philosophical Chairs, Circle, and Socratic Seminar Why the way you frame a discussion question can dramatically influence the quality of the conversation How narrowing a question can reduce the emotional temperature of a discussion The difference between a broad compelling question and a focused discussion question Why students sometimes argue past one another because they aren't actually disagreeing about the same thing How defining the specific issue underneath a disagreement can make productive dialogue possible How strong questions help students move beyond simply answering a prompt toward actually conversing with one another Ways to scaffold students' preparation for discourse How civil discourse connects to student voice and student-led discussion The role of discourse in building stronger classroom and school communities   Grab the free resource connected to this episode at: lindsaybethlyons.com/blog/275   Connect With the Guests Joe shares that listeners can connect with him through joeschmidtsocialstudies.com and find his book The Social Studies Field Guide at socialstudiesfieldguide.com. Nichelle is active on social media as @MissNikki_P and serves as president of the Texas Social Studies Leader Association.

  5. Sep 8

    274. The Regulated Classroom: Co-Regulation, Nervous System Regulation & Felt Safety with Emily Read Daniels

    What if creating a supportive classroom environment starts not with changing student behavior, but with understanding the nervous systems of the adults and students in the room? In this episode of the Time for Teachership podcast, Lindsay Lyons talks with Emily Read Daniels, an internationally recognized trauma specialist and trainer in the trauma-informed schools movement, about The Regulated Classroom, co-regulation, polyvagal theory, felt safety, and the powerful role educators play in shaping the emotional and relational climate of a classroom. Emily brings the conversation back to something educators don't hear often enough: the educator matters, too. Rather than focusing exclusively on what teachers should do with students or to students, The Regulated Classroom centers the adult's nervous system and explores how educators can recognize their own states and intentionally create conditions that support regulation and connection.   In This Episode, We Explore: Why educator regulation matters and why trauma-informed practice can't only focus on students The difference between a mindset shift and a body-state shift Why we may need to feel better to do better, rather than simply knowing better How felt safety and belonging create conditions for learning What co-regulation looks like in practice Emily's Regulated Classroom framework, including two educator capacities and four core practices The four core practices: Connectors, Activators, Settlers, and Affirmations How collective rhythm, gesture, mirroring, and other practices can support connection and regulation The three primary nervous system states discussed through polyvagal theory: ventral vagal regulation, sympathetic activation, and dorsal vagal shutdown How educators can learn to track their nervous system state What it means to recruit the realm of social engagement How facial expression, eye contact, vocal tone, gesture, and physical proximity can communicate cues of safety or threat Why you can't simply declare a classroom a "safe space" The difference between declaring safety and intentionally creating experiences that may inspire felt safety How nervous system regulation connects to student discourse and difficult conversations Why adults need co-regulation practices in staff meetings and professional spaces, too The common educator barrier of "I don't have time for that" and why regulation isn't an extra Why fun, joy, and connection aren't distractions from learning—they can help create the conditions for learning The power of simply noticing what is happening in your body as a first step toward change How attachment can reshape the way educators understand student behavior and connection   Free Resource: Hear more about guest Emily Read Daniels and get the episode freebie at lindsaybethlyons.com/blog/274.

  6. Sep 1

    273. Season 7 Premiere: Focus On Student-Led Discourse, Classroom Discussion & Student Voice

    Welcome to Season 7 of the Time for Teachership podcast! 🎙️ Season 7 is here—and we're getting very intentional about the focus that has been woven through so much of the podcast over the years: discourse. In this Season 7 premiere, Lindsay Lyons shares why student-led discourse, student voice, classroom discussion, and shared leadership are becoming the central lens for the podcast moving forward. From classroom conversations to instructional coaching, school leadership, curriculum design, family partnerships, and systems transformation, discourse is connected to nearly everything we do in education. Lindsay reflects on how her own work has evolved from a focus on student voice to a broader focus on designing and facilitating meaningful discourse—and previews what's coming throughout Season 7.    In This Episode, We Explore: Why student-led discourse is becoming the central focus of Season 7 The connection between student voice and discourse How discourse connects to adaptive leadership and change Designing for equity of voice and multiple perspectives How instructional coaches can support teachers in planning and facilitating student-led discussions Creating a culture of challenge that allows students to grapple, think, and learn with one another The role of discourse in social studies, literacy, inquiry, and humanities learning Moving from teacher-directed instruction toward peer-to-peer learning Why curriculum designers should think about a "discourse arc" in addition to a traditional unit arc The importance of intentional discussion prompts and discourse formats How analyzing student discourse and transcripts can help educators identify effective moves and next steps Opportunities for families to use discourse and conversation to deepen learning at home What's coming up in Season 7, including civil discourse, instructional coaching, intergenerational learning, classroom culture, discussion prompts, curriculum design, and more   Grab the free resource and episode notes: lindsaybethlyons.com/blog/273

  7. Aug 25

    272. Assessing Classroom Discourse: Practical Strategies for Meaningful Student Talk

    How do you assess classroom discussions in a way that supports deeper thinking—not just participation? In this solo episode of the Time for Teachership Podcast, host Lindsay Lyons shares practical strategies for assessing student discourse in ways that promote critical thinking, equitable participation, and authentic learning. Rather than focusing only on written assignments, this episode explores how teachers can gather evidence from classroom conversations, provide meaningful feedback, and help students reflect on and improve their discussion skills over time. Whether you facilitate Socratic Seminars, collaborative group work, classroom debates, or inquiry discussions, you'll leave with concrete tools for collecting discourse data, assessing discussion skills, and empowering students to become more thoughtful communicators.   In this episode, you'll learn: Why classroom discourse deserves to be assessed alongside written work. Simple ways to collect discussion data without trying to assess everything in real time. How transcripts, audio recordings, video recordings, and observation notes can support reflection and assessment. Practical strategies for documenting student conversations in whole-class and small-group discussions. What to assess during classroom discussions beyond simple participation. Examples of purposeful discussion moves, including: Asking clarifying questions Building on classmates' ideas Synthesizing multiple perspectives Inviting quieter voices into the conversation Identifying confusion or disagreement How to analyze patterns of participation using Spider Web Discussions and discussion maps. Ways to assess community discourse norms and collaborative meaning-making. Why noticing where conversations stop short can help students deepen their thinking in future discussions. How much teacher facilitation is actually needed during student-led discussions—and how to gradually release responsibility. Subject-specific discourse assessment ideas for social studies, science, math, and literacy classrooms. How the WIDA 2020 Framework can support assessment of multilingual learners' oral language development. Why self-assessment and peer reflection are essential components of discourse instruction. Reflection questions that help students evaluate both their own participation and the effectiveness of the group's discussion. How transcripts can become powerful instructional tools for helping students analyze and strengthen their discussion skills. Practical facilitation tips for encouraging truly student-led conversations.   Get Your Episode Freebie & More Resources On My Website: https://www.lindsaybethlyons.com/blog/272

  8. Aug 18

    271. Supporting Multilingual Learners: Key Ideas from the WIDA 2020 Framework | Practical Strategies for Every Classroom

    As multilingual learner populations continue to grow in schools across the country, many educators are asking the same question: How can we provide language support without lowering academic rigor? In this solo episode, Lindsay Lyons breaks down the WIDA 2020 Framework into practical, classroom-ready ideas for teachers, instructional coaches, and school leaders. You'll learn how the framework organizes language development, why over-scaffolding can unintentionally reduce learning opportunities, and how to design instruction that builds both content knowledge and academic language. Whether you're brand new to WIDA or simply need a refresher, this episode offers an accessible overview of the framework along with actionable strategies you can implement immediately.   In this episode, we discuss: An overview of the WIDA 2020 Framework and why it matters for supporting multilingual learners. The four Key Language Uses (KLUs): Narrate Inform Explain Argue How language expectations, language functions, and language features work together during lesson planning. A step-by-step example of using the WIDA framework to design a science lesson. How WIDA proficiency level descriptors (PLDs) should—and should not—be used. Why educators should avoid labeling students by proficiency level. The importance of maintaining grade-level rigor while providing appropriate language supports. WIDA's four foundational ideas: Equity of opportunity and access Integrating language and content learning Collaboration among stakeholders A functional approach to language development The difference between macro scaffolding (planned supports) and micro scaffolding (responsive, in-the-moment supports). Practical examples of responsive scaffolding that strengthen language development without over-supporting students. When translation supports multilingual learners—and when it can unintentionally limit language growth. WIDA's asset-based "Can Do" philosophy and how multilingual students' languages and cultures strengthen learning for everyone.   Get Your Episode Freebie & More Resources On My Website: https://www.lindsaybethlyons.com/blog/271

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How can I build capacity for culturally responsive teaching and project-based instruction? How can I reduce teacher burnout and promote a culture of wellness for staff and students? What are the secrets to getting teacher buy-in? What does practicing shared leadership actually look like? Welcome to the Time for Teachership podcast where we tackle adaptive challenges in educational leadership! Each week, host Lindsay Lyons brings together guest experts, research findings, and practical steps to help brave school leaders transform schools into antiracist spaces that cultivate student, family, and teacher leadership to enable all students to thrive.

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