Monthly Archives: December 2025
Remembering what a teacher said is a struggle between working memory and brain dumping. If there is not an overt effort to retain what is heard, seen, or perceived, the working brain will dump what was heard, seen, or perceived within 30 seconds. That is a fact. A teacher who wants children to remember what they have been taught must know and practice principles of retention theory. If not, teaching is a wind that blows through children’s minds leaving little that was learned. Continue reading
Content Knowledge, Pedagogy, and Empathy Are Equal Teaching Skill SetsResearch and experience tell us that the single most essential quality children of all ages look for in their teachers is genuine care combined with trust of them as children and learners. Teacher empathy drives the “why” students engage in our curricular and pedagogical improvement strategies. We will not improve the data-based results until we attend to the human-based inputs. Continue reading
If We Do Not Teach Children to Listen, Why Are We Talking to Them?Every teacher is responsible teaching active learning. We fail when we believe that by middle school all children know how to be active listeners. Good listening skills must be taught and practiced in every grade and every subject for every child. Given all the noise in the world, it is too easy for any child, or adult, to slide into the noise Continue reading
The Curious Kick the Can of Facts into PossibilitiesEducation that does not evoke curiosity is telling the same stories over again in a daycare center to children who daydream with their eyes and ears closed. Continue reading
Is The Outcome of Public School a Generalized or a Specialized Education? The Answer is Yes.Public education in the United States is our nation’s longest standing institution; however, its compass direction today is decided in thousands of classrooms by individual teachers. Our educational mission is adrift Continue reading