Teachers Ai‪d‬ BAM Radio Network

Many of us are trying various hybrid teaching strategies to reach and teach students this year. In this episode, we take time out to reflect and examine approaches that are motivating and demotivating our students.
Follow on Twitter: @RainbowECT @jonHarper70bd @bamradionetwork

Over the past 15 years, Cindy Chanin Founder of Rainbow EDU Consulting, has personally and extensively tutored virtually every subject. She has celebrated her gift of making education a positive, holistic experience, and specializes in working with adolescents of varying skill levels (middle school through college level). Cindy also has an extensive background in mentoring teens and young adults to help them find their ‘why’ in the world."

Many of us are increasingly forced to choose between teaching lessons that are relevant, authentic, and meaningful or watering down our approach to certain material to avoid conflict. In the episode, we ask our guests to share strategies for teaching in a toxic climate.

Follow on Twitter: @eduflack @jonHarper70bd @bamradionetwork

@AndrewSharosAP and @all4sAnd5s @David_Elbaum

Patrick Riccards is the executive director of Best in the World Teachers and the founder of the Driving Force Institute for Public Engagement. He is also the author of the nationally recognized Eduflack blog and its companion Twitter feed. PR News named Pat the Not-for-Profit Communications Professional of the Year for his work in teacher preparation and higher education transformation (2015). A former local school board chairman, Patrick is also the author of the award-winning Dadprovement. Host of TrumpED and former co-host of Common Core Radio. Andrew Sharos is a current administrator and teacher who lives in Chicago. He is the founder and CEO of the Village Project Consulting Group, which provides professional development to schools to improve their AP programs, their new teacher mentorship programs, and their overall culture of success. Also Amazon best-selling author for All 4s and 5s: A Guide for Teaching and Leading Advanced Placement Programs and Finding Lifelines: A Practical Tale about Teachers and Mentors. David Elbaum has been teaching Middle and High School Social Studies since 2003. He has presented at numerous NCSS (National Council of Social Studies) annual conferences, as well as ICSS (Illinois Council of Social Studies) and AP National conferences. He was the 2014 recipient of the Gilder-Lehrman Illinois History Teacher of the Year, and was a James Madison Fellow in 2012. He currently serves as the Social Studies Department Chairperson for Leyden High School District 212.

Pandemic learning has many downsides. In this episode, we acknowledge the ugly and go searching for the silver lining.

Follow on Twitter: @jonHarper70bd @bamradionetwork @DrKpsychologist

Alana Stanton is a kindergarten teacher at Mulberry Elementary in Gwinnett County, Georgia. She has taught 13 years teaching K-3 literacy special, first grade, second grade, and kindergarten. She believes that relationships always come first in the classroom and the classroom should be a place where students thrive academically, socially, and emotionally. She currently writes a blog called More Than A Lesson. Joseph Hamer is a second and third-grade combination classroom teacher in Wichita, Kansas. Mr. Hamer is passionate about empowering children to explore their greatest potential through social-emotional learning and liberty. Joseph has utilized his passion by co-authoring the brand new activity book, Brain Awakes: Empowering Children Through Breath, Balance, and Reflection. Additionally, he hosts the Cup of Joe podcast. Jelena Kecmanovic, Ph.D is the founding director of the Arlington/DC Behavior Therapy Institute and an adjunct professor of psychology at Georgetown University. In addition to academic articles, she has written for the Washington Post, The Conversation, Psychology Today Magazine, and others.

We are teaching in extremely uncertain and stressful times. Our established habits are either helping or retarding our ability to successfully navigate these times. Join us as we talk about the habits that help us become more resilient and effective and more in control.

@bjfogg @craigyen @jonHarper70bd @froehlichm @bamradionetwork

Dr. BJ Fogg is a behavior scientist at Stanford, where he directs research and innovation at the Behavior Design Lab. He also teaches his models and methods in graduate seminars. On the industry side, BJ trains innovators to use his work so they can create solutions that influence behavior. The focus areas include health, sustainability, financial wellbeing, learning, productivity, and engagement. His early work on Persuasive Technology has informed the design of products that millions love and use every day (including Instagram, which one of his students co-founded). BJ created a new method of habit formation called Tiny Habits®. Craig Yen is a 5th-grade teacher from California. 18th year in education. Google 1 and 2 Certified. Bailey Harper is a high-school student on Eastern Shore of Maryland.

In our last episode, we discussed whether we should teach young children about race, and if so, at what age do we start? In this segment, we look at how to begin to teach young students about race in our classrooms.

@MattRKay @PrincipalKafele @TirrellCorbin @jonHarper70bd @froehlichm @bamradionetwork

Matthew R. Kay is a proud product of Philadelphia’s public schools and a founding teacher at Science Leadership Academy (SLA). He is a graduate of West Chester University and holds a Masters in Educational Leadership with a Principals’ Certificate from the California University of Pennsylvania. At SLA, he teaches an innovative inquiry-driven, project-based curriculum. He is also the Founder and Executive Director of Philly Slam League (PSL). Award-winning educator Baruti Kafele is a leading keynote speaker and best-selling author. His books include Is My School Better a Better School BECAUSE I Lead It?, The Principal 50: Critical Leadership Questions for Inspiring Schoolwide Excellence, and The Teacher 50: Critical Questions for Inspiring Classroom Excellence. Christy Tirrell-Corbin, PhD, is the Executive Director of the Center for Early Childhood Education and Intervention and the Director of the Early Childhood/Early Childhood Special Education program at the University of Maryland. Dr. Tirrell-Corbin has worked extensively with Title I schools to increase family engagement and raise awareness of teacher beliefs and practices relative to race, culture and socioeconomic status. She has also taught courses on culture and community, as well as studied teacher candidates’ beliefs and practices around race and culturally responsive and respectful pedagogy.

Discussions about race and injustice will be coming to schools this year whether we are ready for them or not. Students are seeing what’s transpiring in the nation, and they are talking with each other. In this episode, we aim to determine the age at which it’s appropriate to discuss issues of race and injustice in our classrooms.

@MattRKay @PrincipalKafele @TirrellCorbin@jonHarper70bd @froehlichm @bamradionetwork

Matthew R. Kay is a proud product of Philadelphia’s public schools and a founding teacher at Science Leadership Academy (SLA). He is a graduate of West Chester University and holds a Masters in Educational Leadership with a Principals’ Certificate from the California University of Pennsylvania. At SLA, he teaches an innovative inquiry-driven, project-based curriculum. He is also the Founder and Executive Director of Philly Slam League (PSL). Award-winning educator Baruti Kafele is a leading keynote speaker and best-selling author. His books include Is My School Better a Better School BECAUSE I Lead It?, The Principal 50: Critical Leadership Questions for Inspiring Schoolwide Excellence, and The Teacher 50: Critical Questions for Inspiring Classroom Excellence. Christy Tirrell-Corbin, PhD, is the Executive Director of the Center for Early Childhood Education and Intervention and the Director of the Early Childhood/Early Childhood Special Education program at the University of Maryland. She has worked extensively with Title I schools to increase family engagement and raise awareness of teacher beliefs and practices relative to race, culture and socioeconomic status. She has also taught courses on culture and community, as well as studied teacher candidates’ beliefs and practices around race and culturally responsive and respectful pedagogy.