... when children feel like they don’t belong, that internalized shame and confusion can (and often will) lead to challenging behaviors in the classroom. Cultivating an environment of belonging not only honors and values each child, it will make your classroom a more joyful and peaceful place.

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When we all just agree to color inside the lines, eventually there will be no one left to design new lines.

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There is no inherent value in creating a child who can read at the age of four; especially if we use methods that kill their natural curiosity and stifle a love of reading. That love of story is what will drive them to become strong readers.

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I am not going to lie to you – I am pretty good at Candy Crush. Like, “finished all available levels” good. Because I have gone so far in the game, I get boosts that help me along the way. In case you are unfamiliar with the game, these boosts come from completing challenges, from […]

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As teachers, our goal is to teach children how to successfully navigate the world and the complex relationships that are part of it; not to punish them for not yet knowing.

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What the research tells us is that when there is an extrinsic motivation (like a sticker, the promise of a pizza party, screen time) the behavior becomes a means to an end. Short-term, we might see an increase in the behavior we want to see. But, in the long-term, the presence of an extrinsic motivation can build resentment about the desired activity.

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  Recently, I gave up a bad habit; one that was draining my time and energy. I gave up the habit of insisting that my socks match. I have discovered the joy of wearing mismatched socks. It is so liberating to just grab two socks and walk out the door. And, don’t get me started […]

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I came to a pretty startling realization this past weekend – but, more on that later. I am enamored with the world of genetics and physics. I voraciously devour articles and podcasts that discuss these topics. I have often said that if I had my life to live over again, I would probably dedicate myself […]

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