Afleveringen

  • EP322 A school framework where learning feels different and students thrive

    EP322 A school framework where learning feels different and students thrive

    · Angela Watson's Truth for Teachers

    What if school was designed around student agency, real-world learning, and deep relationships—instead of compliance and test scores? In this episode, I take you inside Fannie Lou Hamer Freedom High School, a Big Picture Learning school in the South Bronx that is reimagining what education can be.

    I spent two days observing classes, talking with students and teachers, and experiencing firsthand how this school operates within the constraints of the public school system while centering student voice and engagement. You'll hear about:

    How Fannie Lou’s advisory system, looping, and block scheduling create a close-knit, supportive learning environment Why students don’t take standardized tests and instead defend portfolios of work How extended learning opportunities (ELOs) and internships connect students to real-world experiences The role of AI and technology in supporting student-driven, competency-based learning
    What it actually looks like to make relationships the foundation of a school


    Fannie Lou’s approach isn’t a magic bullet or an exclusive model—it’s a public school choice within NYC’s Department of Education that any student can opt into. Listen in to hear what’s possible when we trust students, empower teachers, and rethink what high-quality learning truly looks like.

    Get the shareable article/transcript for this episode here.

  • EP321: Meaningful & relevant: Engaging learners in an age of distraction (with AJ Juliani)

    EP321: Meaningful & relevant: Engaging learners in an age of distraction (with AJ Juliani)

    · Angela Watson's Truth for Teachers

    We’re tackling one of the biggest challenges educators face today: keeping students engaged in a world full of distractions.


    AJ Juliani joins me to explore how to create meaningful and relevant learning experiences that resonate with today’s learners, even in the age of TikTok, smartphones, and endless notifications.

    He’s an educator, author, and speaker who serves as an instructor for the University of Pennsylvania Graduate School of Education (PLN). AJ has worked towards innovative learning experiences as the Director of Learning and Innovation for Centennial School District, as Curriculum Coordinator, as Tech Director, English teacher, football coach, and K-12 Instructional Coach. His favorite role is being dad to five kids. You might know AJ from his books Adaptable, Empower, Launch, or The PBL Playbook.

    Here’s what you’ll learn:

    Why simply removing phones or distractions won’t solve the engagement problem. How to balance direct instruction with collaborative, student-centered learning. Why meaningful, relevant tasks are more effective than “rigorous” assignments for long-term learning. The “traffic light” system for integrating technology and AI into classroom activities. How to help students develop focus, self-regulation, and intrinsic motivation. Strategies for using choice and ownership to foster deeper learning experiences. The surprising truths about rigor, assessment, and knowledge transfer. How to create performance tasks that build real-world skills and make learning stick. Why human connection and relationships are more vital than ever in education. Practical advice for building long-term habits of engagement that go beyond quick fixes.

    AJ also shares insights from his latest book and offers actionable strategies for educators who want to make their teaching meaningful and impactful in a rapidly changing world.

    Get the shareable article/transcript for this episode here.

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  • EP320 4 ways to keep going when you’re not feeling motivated

    EP320 4 ways to keep going when you’re not feeling motivated

    · Angela Watson's Truth for Teachers

    Feeling blah these days? You’re not alone. Let’s dive into what it really means to keep going when motivation feels out of reach.


    Spoiler: it’s not about forcing yourself to feel happy or productive right away.
    Instead, we’ll explore how to sit with your emotions, honor what your body and mind need, and take small, manageable steps forward—even when you don’t feel like it.

    I’ll share why motivation isn’t always the answer, how “action before motivation” can help you regain momentum, and why rest and self-compassion are essential, not indulgent.

    You don’t have to navigate back to happy or motivated immediately—sometimes, just making it through the day is enough.

    This episode is full of encouragement and practical strategies to help you move forward at your own pace. Tune in for a grounded, compassionate conversation that will remind you: it’s okay to feel how you feel, and you are enough, exactly as you are.

    If this episode resonates with you, share it with a friend or colleague who might need a little extra encouragement today. 💛

    Get the shareable article/transcript for this episode here.

  • EP319 Teaching creatively within the constraints of the system (with Trevor Muir)

    EP319 Teaching creatively within the constraints of the system (with Trevor Muir)

    · Angela Watson's Truth for Teachers

    How can teachers embrace creativity in their classrooms when faced with rigid curriculums, standardized testing, and limited time? That’s the question I’m exploring today with Trevor Muir, an educator, author, and advocate for creative teaching. Trevor’s taught at the middle, high school, and college level, and applies that experience to his numerous books, courses, and in-person PD sessions.


    In this episode, Trevor shares personal stories from his own classrooms, including how vulnerability helped him connect with students and why storytelling is one of the most powerful tools for engaging learners.


    We cover topics such as:

    How to redefine creativity beyond art and big projects to include everyday teaching challenges Why vulnerability and failure are essential for creativity and how to model these for your students Practical strategies to encourage student risk-taking and buy-in through feedback and collaboration How storytelling can make lessons more dynamic, memorable, and relevant The benefits of involving students in the creative process to empower and engage them Why cultivating creativity in your personal life can positively impact your teaching.

    By embracing creativity, you can create a classroom experience that energizes you, engages your students, and brings joy back to teaching.

    Get the shareable article/transcript for this episode here.

  • EP318 How to use AI to plan a lesson and still make it YOURS

    EP318 How to use AI to plan a lesson and still make it YOURS

    · Angela Watson's Truth for Teachers

    AI tools are transforming the way teachers plan lessons, but how do you use them without losing the personal touch that makes your teaching unique? In this episode of Truth for Teachers, I’m showing you how to use AI as a time-saving tool while still keeping your lessons authentic, creative, and tailored to your students.

    Here’s what you’ll learn :

    How to choose the right AI tools, like ChatGPT, Curipod, and Canva Magic Write, to fit your planning needs. The step-by-step process for using AI to brainstorm, outline, and enhance lesson plans.
    Prompt examples for generating lesson ideas, differentiating activities, and improving engagement. Why you don’t need to have perfectly worded prompts to get great results (and how to prompt when you’re unsure of what you need) Tips for refining AI-generated ideas and adapting them to your teaching style. Practical strategies for using AI to differentiate instruction for students at various learning levels.

    By the end of this episode, you’ll know exactly how to harness AI to make lesson planning faster and easier—while keeping your expertise and creativity front and center. AI can’t replace you, but it can free you up to do what you do best: inspire and connect with your students.

    Download the FREE prompt guide for lesson plans here: https://truthforteachers.kit.com/d9a5dc710b

    Take the FREE mini course on using AI to save time: https://courses.truthforteachers.com/courses/AI-mini-course

    Learn more about 40 Hour AI to help you save time with artificial intelligence as a teacher: https://courses.truthforteachers.com/bundles/40-hour-AI

    Get the shareable article/transcript for this episode here.

  • EP317 It’s never just about the behavior (with Claire English from The Unteachables)

    EP317 It’s never just about the behavior (with Claire English from The Unteachables)

    · Angela Watson's Truth for Teachers

    What if the key to managing challenging student behavior isn’t about "fixing" the kids—but about regulating yourself? In this episode, we explore a sustainable approach to classroom management that shifts the focus to what you can control. Join me and my guest, Claire, as we discuss how self-regulation empowers teachers to create calmer, more effective learning environments while building trust and healthier responses in students.

    Here’s what we cover in this episode:

    Why traditional behavior management strategies often fall short. How self-regulation in teachers sets the tone for the entire classroom. The role of neuroscience in understanding student behavior and stress responses. Practical strategies for co-regulation and creating micro-moments of connection. Why “fixing” student behavior isn’t your job—and what you can do instead. How to craft an “island of safety” in your classroom, even without strong school-wide support. Tools and systems to help students develop self-regulation skills. Tips for avoiding burnout and emotional exhaustion when working with extreme behaviors.


    Discover how small, intentional shifts in your mindset and practice can make a big impact. Whether you’re a new teacher feeling overwhelmed or a seasoned educator looking for fresh ideas, this episode is full of practical insights to help you guide behavior sustainably—without carrying the weight of fixing everything.

    Get the shareable article/transcript for this episode here.

  • EP316 Radical acceptance and the power of

    EP316 Radical acceptance and the power of "we’ll see” in 2025

    · Angela Watson's Truth for Teachers

    Feeling unnerved by the unpredictability of our world right now? You’re not alone. In this first Truth for Teachers episode of 2025, we’re diving into how to practice radical acceptance as we navigate uncharted territory as educators (and as a society.)


    Join me as I share practical strategies I’m using right now for staying grounded, making my world smaller, and focusing on what’s within my control.
    We’ll explore how to shift from fear to hope by embracing the opportunities hidden within unpredictability. You’ll hear about my own struggles with anxiety, my word of the year (serendipity), and how unexpected blessings can arise when we let go of needing to plan and control everything.

    As we move into 2025, let’s commit to focusing on possibility.

    Let’s not judge situations when it’s too soon to see the ripple effect of what’s good and bad.
    Let’s release the limitations of black-and-white, all-or-nothing thinking, and of judging everything as a positive thing or a negative through an immediate reaction.
    Let’s release judgment of the situation altogether, and practice radical acceptance.
    Let’s choose to see unpredictability not as a threat but as an invitation.
    Let’s keep showing up, creating, and building a future rooted in hope.

    Get the shareable article/transcript for this episode here.

  • EP315 Humans Who Teach: A guide for centering love, justice, and liberation in schools (with Shamari Reid)

    EP315 Humans Who Teach: A guide for centering love, justice, and liberation in schools (with Shamari Reid)

    · Angela Watson's Truth for Teachers

    In this last episode of 2024, I want to leave you with a powerful conversation to marinate on deeply.

    I’m talking with Dr. Shamari Reid, an assistant professor of justice and belonging in education at New York University. He has taught Spanish, English as a new language, and ELA at the elementary, secondary, and post-secondary levels in Oklahoma, New York, Uruguay, and Spain.

    Shamari shares the journey from seeing himself as a “teacher superhero” to understanding he’s a human who teaches. Like many of us, Shamari once believed that it was his job to save his students and fix systemic issues like racism and classism through sheer hard work. That mindset led him to overwork himself until he burned out completely, even blacking out while driving from exhaustion.

    During his recovery, Shamari came across Toni Morrison’s concept of self-regard, which caused him to rethink his identity and realize that he was more than just a teacher. He started to see the importance of recognizing his humanity and taking care of his needs outside of the classroom.

    I could relate deeply to Shamari’s experience. As women, especially those of us in nurturing roles, we often feel pressure to put our personal needs last. In this conversation, we unpack how different groups, like Black male educators, face unique pressures. Shamari shares the unrealistic expectations placed on him, particularly being seen as a relatable savior for students facing discipline issues.

    Together, we explore how centering love in education—nurturing both students’ and our own emotional and spiritual growth—can create a more just and equitable learning environment. It takes courage to break away from fear-based, status quo practices and lead with love, but it’s necessary.

    We talk about how teachers can overcome common fears like making mistakes, not being perfect, or neglecting academics. Shamari shares practical steps for navigating these challenges, including articulating your vision, planning backwards, and, most importantly, giving yourself grace.

    At the heart of this conversation is a reminder: being human is enough. We don’t need to earn our worth by overworking or sacrificing our boundaries. It’s okay to say no, set limits, and take care of yourself. By embracing our humanity, we invite love into our classrooms and can overcome obstacles together.

    This is an honest, heartfelt conversation about what it really means to teach with love and why it's crucial to prioritize our well-being. I hope it leaves you feeling inspired and reminded that you are enough—just as you are.

    I’ll be back with more episodes for you in the new year. Until then, be well, my friends, and keeping choosing love over fear.

    Get the shareable article/transcript for this episode here.



  • EP314 How you–and your students–can use movement to increase work quality, focus, and creativity

    EP314 How you–and your students–can use movement to increase work quality, focus, and creativity

    · Angela Watson's Truth for Teachers

    There’s a powerful connection between movement and cognitive performance. Standing up and moving around can both foster diffuse thinking—the kind of relaxed mental state that encourages breakthroughs and innovative ideas.

    In this episode, I’ll share Cal Newport’s research on training the brain for deep work through “productive meditation”, a practice that involves focusing on a specific problem while engaged in physical movement.
    I’ll then share 4 practical ways to incorporate productive movement into your instruction, not as a break from learning but as a critical component of it:

    Standing meetings and discussions to increase engagement and collaboration.
    Dictation while walking, allowing students to process and express ideas on the move.
    Using audio learning while students walk, so they can absorb information away from their desks.
    Encouraging walking brainstorming sessions to help students collaborate and generate new ideas.

    I’ll also share how to extend these strategies to outdoor environments for an even greater cognitive boost, even if you don’t have a large, quiet school campus.

    Finally, I’ll talk about handling off-task behavior and off-topic conversations you observe during productive moment activities, and offer a mental reframing you can use to determine when you should (and shouldn’t) use these movement activities.

    Discover how simple shifts in how we think about movement can unlock deeper thinking and more focused learning for both you and your students!

    Get the shareable article/transcript for this episode here.

  • EP313 What students need to know about artificial intelligence (and how to help them learn it)

    EP313 What students need to know about artificial intelligence (and how to help them learn it)

    · Angela Watson's Truth for Teachers

    Many teachers are already seeing incredible results when their students use artificial intelligence to brainstorm creative project ideas, get instant feedback on their writing, and even generate unique artwork.

    The potential is there for a lot of good
but also, a lot of bad. As educators in this particular moment in time, we have a unique opportunity to guide students in harnessing AI’s potential while teaching them to think critically about its limitations and impacts.

    In this episode, I’ll explain exactly what to say and do to help students to be thoughtful, tech-savvy learners in an AI-driven world. This kind of instruction could begin as soon as kids are using devices–after all, even an elementary-aged child who’s watching videos on YouTube or playing games from the app store is already being impacted by AI-driven algorithms, images, and text.

    Obviously, you don’t need to go into a ton of detail with kids who aren’t using AI, but we’re seeing kids as young as fourth graders discovering ChatGPT and using it for assignments, so I think that an awareness of AI is important for teachers of any age group. And of course, we need to understand it for ourselves as adults, so we’re prepared to be thoughtful and intentional about how we use AI ourselves in our personal lives, and how we allow it to shift the way schools operate.

    Listen in for a detailed guide to introducing AI in the classroom, breaking down complex concepts in a way that’s engaging and accessible for students:
    Step 1: De-mystify the technology.
    Step 2: Set a purpose: why should we care?
    Step 3: Spark curiosity and explore possibilities.
    Step 4: Build awareness of limitations and potential problems.
    Step 5: Generate guidelines for responsible AI use.
    Step 6: Communicate clearly about when it is and isn’t okay to use AI for assignments in your class.

    By giving kids an in-depth understanding of AI, you’re going to really increase their buy-in. You’re not just saying “AI is cheating; don’t use it” and trying to police violations and punish students. You’re helping them understand and use it responsibly.
    This episode offers a clear roadmap for empowering your students to use AI thoughtfully and responsibly.

    Access the written step-by-step guide on the blog.
    Get a done-for-you mini unit on introducing students to ethical AI use: https://shop.truthforteachers.com/products/ethical-student-ai-use-guidelines-teach-students-to-use-artificial-intelligence

  • EP312 5 brain-based ways to help kids who shut down in class (with Dr. John Spencer)

    EP312 5 brain-based ways to help kids who shut down in class (with Dr. John Spencer)

    · Angela Watson's Truth for Teachers

    When students give up on assignments or get overwhelmed, it’s tough to find ways to help them re-engage.

    So, I’ve invited Dr. John Spencer (https://spencereducation.com/) of The Creative Classroom podcast (https://spencereducation.com/podcast/) to help us uncover 5 brain-based ways to help kids who shut down in class. John is a former middle school teacher and current college professor on a quest to transform schools into bastions of creativity and wonder.

    Listen in as John and I explore how to:

    1. Intentionally cultivate self-empowerment (the ability to self-regulate and self-direct.)

    2. Introduce creative constraints when kids are overwhelmed.

    3. Use the gradual release model to slowly acclimate students to more self-directed work.

    4. Think diagnostically, looking for root causes beyond those related to behavior.

    5. Call impromptu workshops when you notice a significant number of students struggling.

    Get the shareable article/transcript for this episode here.

  • EP311 Soft starts: a gentle, inviting way to begin the school day & foster self-regulation

    EP311 Soft starts: a gentle, inviting way to begin the school day & foster self-regulation

    · Angela Watson's Truth for Teachers

    Starting the school day doesn’t have to be chaotic or rushed. In this episode, I’ll explore how soft starts are transforming classrooms by offering a calm, low-pressure beginning that allows students to ease into their day.


    Soft starts accomplish more than just setting a calm tone—they’re a powerful tool for promoting social-emotional learning and giving kids the autonomy they need to feel in control of their learning, fostering self-regulation, self-direction, and self-management.


    I’ll break down why this approach is beneficial (and super simple to implement!) for all age groups, from elementary to secondary students, and share practical ways to implement it in your classroom.


    Soft starts don’t require a monumental shift in your daily routine, but provide a powerful opportunity to create a foundation of calm, focus, and connection that will ripple through every lesson.


    If you want your students to learn how to gauge their own needs and choose activities at the beginning of class that help meet those needs so they’re prepared to learn, soft starts might be the perfect option.

    Get the shareable article/transcript for this episode here.

  • EP310 Unlocking the secrets of effective lesson design (with Gretchen Bridgers)

    EP310 Unlocking the secrets of effective lesson design (with Gretchen Bridgers)

    · Angela Watson's Truth for Teachers

    Ever feel like you're spinning your wheels trying to improve your teaching, but not seeing the results you want?


    In this episode, we delve into the transformative power of sequential lesson design with Gretchen Bridgers of Always a Lesson.

    Gretchen is a teacher coach and trainer who has spent more than 2 decades mentoring and coaching educators, and leading professional development. has a fantastic podcast called Always a Lesson's Empowering Educators podcast which I often recommend to Truth for Teachers listeners, as there's a lot of overlap between Gretchen's mindset and areas of interest and my own. Her advice is really practical and spot-on. And, she recently published her third book, called, Always a Lesson: Teacher Essentials for Classroom and Career Success.

    In our conversation you'll hear today, Gretchen breaks down some key ideas from that book. She counters the common narrative that classroom management is the first and most important thing to nail down, and reveals why lesson design is actually the secret sauce to transforming your classroom.

    Join us as we explore:

    The pitfalls of improving instructional skills in isolation
    The "Teacher Success Pathway" and its four foundational bricks: lesson design, classroom management, student engagement, and student choice
    Why a well-thought-out lesson plan can prevent classroom disruptions before they start
    The importance of creating strong habits to free up cognitive load for both teachers and students

    Learn how to identify and fill gaps in your current instructional strategies, avoid common pitfalls that even veteran teachers fall into, and use simple ideas like video self-reflection to revolutionize your teaching. Gretchen's fresh take on reusing what works (instead of constantly reinventing the wheel) is a total game-changer for busy teachers.

    Get the shareable article/transcript for this episode here.

  • EP309 Why humans fall for misinformation & creative ways to teach information literacy skills

    EP309 Why humans fall for misinformation & creative ways to teach information literacy skills

    · Angela Watson's Truth for Teachers

    Even young students can learn how to understand and combat misinformation, and it's a key information literacy skill in 2024.


    In this episode, I'm talking to Melanie Trecek-King of Thinking is Power, because I love how her approach to the topic of misinformation is characterized by compassion and empathy.


    Melanie emphasizes that everyone is susceptible to misinformation, and falling for it doesn't indicate a lack of intelligence. This perspective humanizes those who believe in conspiracy theories or disinformation, so we can view them as people who--like ourselves--have unknowingly accepted false information.

    Melanie and I discuss 3 primary reasons we fall for misinformation:

    Confirmation Bias: Our tendency to interpret information in ways that confirm our existing beliefs. Once we believe something, we see evidence for it everywhere, reinforcing that belief. Skepticism is crucial for protecting oneself from misinformation, but it's most challenging when information confirms our biases.

    Appeals to Emotion: Emotions, particularly anger, outrage, and fear, can trigger the part of our brain that hinders critical thinking. Many forms of misinformation specifically appeal to our emotions to convince us without evidence. When we feel emotionally triggered, it's a good time to slow down and practice emotional skepticism.

    Reiteration Effect: Also known as the illusory truth effect, the reiteration effect means that the more we hear something repeated, the more likely we are to think it's true, even if it isn't. Our brain equates ease of processing with truth, so repeated exposure to false information can lead us to believe it.

    We also discuss the problem with "doing your own research," and why Melanie sees 2024 as a the post-trust era, not the post-truth era, and how we can respond.

    The remainder of our conversation is centered on how to teach information literacy to students. Melanie provides actionable tips and ready-to-use resources to help you:
    1. Demonstrate to students that they can be fooled (e.g., through personality reading exercises).
    2. Discuss how beliefs are formed using non-triggering examples (e.g., historical witch trials).
    3. Include misinformation in lessons to help students recognize its characteristics.
    4. Use tools like the FLOATER toolkit to help students evaluate claims systematically.
    5. Have students create misinformation to understand its techniques better.

    While these concepts are typically taught at the college level, they can be introduced as early as middle school. Even elementary students can begin to understand concepts like author's purpose and recognizing persuasive techniques.

    Understanding misinformation is crucial in our daily lives, yet it's often absent from educational standards. Check out Melanie's site for lots of free resources to teach about misinformation using humor and non-triggering approaches to help students recognize it in the real world.

    Get the shareable article/transcript for this episode here.

  • EP308 How (and why) schools should support neurodivergent educators

    EP308 How (and why) schools should support neurodivergent educators

    · Angela Watson's Truth for Teachers

    Yes, we’re talking about accommodations FOR TEACHERS


    I recently asked educators on social media if neurodivergent staff were being offered any support, and folks had a LOT to say! In this episode I’ll share:

    What we mean when we talk about neurodivergence Why neurodivergence isn’t a deficiency, just a difference What teachers say about accommodations that are (and aren’t) happening in their schools The legal rights that U.S. teachers have under the Americans with Disabilities Act The types of supports you can request and the logistics of making them happen

    From there, I’ll share the commonalities and patterns in the response from educators about what’s been helpful and what’s needed.

    I’ll talk about the 5 ways schools can offer support to neurodivergent educators and what these recommendations look like in practice:

    #1: Allow for flexibility and autonomy, especially within breaks
    #2) Designate quiet areas and mitigate the effects of overstimulating environments
    #3) Communicate proactively about scheduling and changes
    #4: Give clear directives, so the invisible expectations become visible
    #5) Differentiate PD and offer topics related to executive function and organization
    Additionally, I’ll make the case for universal design: that’s what good for neurodivergent educators also benefits neurotypical educators, and that these practices can (and should) be implemented school-wide.


    Listen in to hear more about what’s helping neurodivergent teachers thrive, and how to advocate for the support YOU need in your school.

  • EP307 Creating conditions for transformation (with Elena Aguilar)

    EP307 Creating conditions for transformation (with Elena Aguilar)

    · Angela Watson's Truth for Teachers

    "Transformative change means feeling different, having different experiences every day, not just little changes that feel like a band-aid."

    These are the words of today’s guest, Elena Aguilar, an instructional coach whose latest book is called Arise: The Art of Transformation Coaching. (https://amzn.to/3Srseot) Through her book and our conversation today, you’re invited to teach in a “human-centered, compassionate, wildly optimistic way.”

    Listen in as we discuss:

    What “transformation” looks like and how it applies to the work of classroom teachers Why transformation results from addressing the Three Bs: beliefs, ways of being, and behavior
 and why that order matters Which conditions allow for beliefs to change and how we can implement them in our classrooms How our “ways of being” as teachers tie to transformation

    As we look toward the start of a new school year, I hope that Elena’s thoughts will help you reimagine what’s possible in your classroom, and create conditions for both student transformations and your own.

    Get the shareable article/transcript for this episode here.

  • EP306 How to get TRUE student buy-in for your

    EP306 How to get TRUE student buy-in for your "no phone" policy (with Ashly HIlst)

    · Angela Watson's Truth for Teachers

    Here’s an innovative way to get student buy-in for your cell phone policy, reduce distractions, and maximize class time.

    Today you’re going to hear from Ashly Hilst, a secondary teacher at North Clackamas Christian School in Oregon City, Oregon. Ashly has taught high school English for 7 years in both public and private schools.

    For the 2024 Summit for the 40 Hour Teacher Workweek, Ashly unveiled her innovative approach to managing cell phone use in the classroom, and it was so impactful I wanted to make sure more teachers had a chance to hear about it.

    Her method focuses on conveying the message that "phones don't make good moments, people do," drawing from personal experiences to connect with students.

    In this episode, you’ll learn from Ashly how to establish clear expectations and consequences for phone use while allowing flexibility and gentle reminders.

    Discover for yourself how Ashly's approach reduces stress levels and enhances the teaching experience by promoting responsible phone habits in the classroom.

    Get the transcript + free copy of Ashly’s slideshow here: https://truthforteachers.com/truth-for-teachers-podcast/how-to-get-true-student-buy-in-for-your-no-cellphone-policy/

  • EP305 5 ways to automate teaching tasks next school year to save you time

    EP305 5 ways to automate teaching tasks next school year to save you time

    · Angela Watson's Truth for Teachers

    It seems like every tech tool we use has now integrated generative artificial intelligence. Open a Google Doc, you’re prompted to use Gemini to help you write. Read a post on Facebook, Meta prompts you to “ask anything” via their AI. It’s powering our phones and our email, and the customer support chatbots on nearly every website when shopping online and even with utility companies.

    AI is everywhere, and it’s designed to help save everyone time. So, why not let it help you in your role as a teacher, too?

    I talked at length in episode 304 about the pros, cons, and drawbacks of AI, so if you’re worried about AI, please make sure you listen to that episode for the context.

    In this episode, though, I want to show you possibilities. That’s my job. Your job is to decide what’s right for you and your classroom.

    So let’s talk about possibilities.

    Listen in for 5 easy ways I see currently for AI as a tool to automate teachers’ workloads:

    Differentiation Assessment Writing Tedious tasks Creative expression

    And if you’d like to stay up-to-date on all the latest with artificial intelligence, check out the new 40 Hour AI membership.

    Get the shareable article/transcript for this episode here.

  • EP304 Is artificial intelligence the key to a 40 hour teacher workweek?

    EP304 Is artificial intelligence the key to a 40 hour teacher workweek?

    · Angela Watson's Truth for Teachers

    We know there’s potential
but let’s talk about the larger implications for the profession.

    In this episode, I’m sharing how AI has already transformed the way many teachers work, and exploring the ethics, best practices, and future trends for AI in schools.

    Listen in to hear:

    What surprised me in a survey about schools' AI policies 3 principles that guide my approach to AI Why educators MUST shape the direction of AI (and not leave this to tech companies) My favorite ways to use AI to streamline teaching tasks, including differentiation and assessment When you might want to use ChatGPT in place of a search engine My recommendations for the best free AI tools for teachers 3 crucial mindsets to develop as you plan how to incorporate AI in your work

    Let's explore the big picture overview of AI’s impact, its strengths and weaknesses as a tool for teachers, and specific ways fellow educators have used it to reduce their workload responsibly.

    Get the shareable article/transcript for this episode here.

    Learn about 40 Hour AI here.

  • EP303 How Danish schools embrace the slowdown and foster work/life balance (with Pernille Ripp)

    EP303 How Danish schools embrace the slowdown and foster work/life balance (with Pernille Ripp)

    · Angela Watson's Truth for Teachers

    As an educator who's lived and taught in both the US and Denmark, Pernille’s story is a revealing look into two vastly different education systems. Let's unpack her journey and what it tells us about work-life balance, societal values, and teaching philosophies.

    You’ll hear:

    Why Pernille’s family moved to Wisconsin from Denmark when she was a teenager, how she became a teacher in the U.S., and why she and her American husband made the decision in 2022 to move with their four children to Denmark The cultural differences Pernille has noticed living in Denmark, particularly in relation to families, children, work, and school How the Danish school system is set up, including how students are not formally taught to read until the equivalent of 2nd grade in the U.S, and how high school (as Americans understand it) ends around age 15 so students can focus on career training What the school day looks like for Pernille, who is looping with her students through multiple grade levels, including how much instructional vs planning time she has and why Danish teachers are not permitted to work more than 40 hours a week The aspects of the Danish approach to work/life balance that U.S. educators might replicate to make teaching more effective, efficient, and enjoyable

    She shares, "In Denmark, being a teacher is about nurturing well-being first—both for students and educators. It's about giving your best within working hours and then fully embracing life at home."

    “And, education here isn’t just academics; it’s learning through play, community building, and practical skills that prepare children for real-world challenges from an early age."

    I’m always curious about what it’s like to teach in different countries, and if you feel the same, I think you’ll find this informal conversation is a fascinating deep dive into values, priorities, and what it means for kids and teachers to co-thrive.

    Click here to read the transcript and participate in the discussion.

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