Blog

Part II  

With learning management systems primarily being seen as administrative tools, schools rarely take student feedback into account when choosing the right platform. This might be one of the reasons why many students find LMS unexciting or overwhelming, as highlighted in our earlier article on LMS features students value most.  

After having been asked to analyze the different features of CheckIT LMS, students identified key aspects that strengthen their study process. In addition to helping our team build better learning experiences, their feedback and observations also highlight the often-overlooked student perspective on key use cases for LMS solutions.  

Continuing our series of articles showcasing student LMS experiences, today we present the responses of J. Bullock, one of the enthusiastic teenagers who tested our platform throughout July.  

The Call to Adventure

Unlike many students in our user group, J. Bullock had a positive view of LMS platforms. While many other participants described LMSs as boring or even intimidating, she had a constructive experience with online tools, which helped her understand their potential.    

“I thought online user platforms were confusing. But in 10th grade I had one teacher who used all the tools on the app which really helped me understand how to use each tool properly.”  

Initiation: The Road of Trials

As part of their testing journey, the students had a chance to work with Cleo, our AI mentor. For many of them this was the first encounter with an AI designed specifically to provide educational support in a systematic way.  

J. Bullock noted that AI is often seen in a negative light despite the many ways it can improve the learning process. She saw Cleo as “a great addition to the app, and I could see myself using it for my different courses, especially math. With it being a harder subject for me, having on the spot help would be wonderful for late night questions.”  

Furthermore, she lists two other functionalities that had a major impact on her experience.  

“My top 3 features are Cleo, the part where you have a check list before turning in an assessment, and where you can connect with your classmates. These make the biggest difference for me because I can remember times in high school where I wished I had each one of those features. Cleo for when I needed help studying and didn't know what to study. The check list would have been helpful when my AP teacher would take major points off on a simple error on the assignment.”  

Return with the Elixir

Finally, after the students completed the testing, we asked them to think about specific problems CheckIT LMS could solve in their schools. J. Bullock said:  

“I feel like it would quickly help students use AI properly! This will reduce them using it to do their work, instead they will use it to assist them. This will make it easier on teachers because everything is in one spot, there would be no need for all the extra websites they have to use. It could help boost grades and scores on test because students will have access to so many features under one website/app. My school would quickly notice more and more students doing their own work and not relying on cheating websites. The app isn't overwhelming and overall is easy to understand.”  

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By Melinda Medina

When I think about the future of education, I don’t picture flying buses or robot teachers. I imagine a classroom where students with disabilities are no longer expected to fit into rigid systems, but instead thrive because those systems were designed to flex with them. That’s what AI has the potential to do: not replace teachers, but to equip us with tools that finally recognize and respond to the full spectrum of human learning.

As a special education teacher for over a decade in New York City public schools, I’ve seen how traditional one-size-fits-all methods leave so many of our kids behind. Students with disabilities, especially those who are neurodivergent or from historically underserved communities, often face the burden of inaccessible instruction. The boom of AI for educators is often met with fear—stemming from the overwhelm of figuring out how to integrate it into instruction, or from concerns about losing the human element behind teaching.

But when we shift the focus from replacement to empowerment, AI can transform into a tool for equity.

The key lies in reframing AI as a partner that can help us remove barriers and expand opportunities for every student. AI in the classroom, when used thoughtfully, can be a powerful equalizer.

Meeting Students Where They Are—In Real Time

One of AI's most impactful strengths is its ability to personalize instruction in real time. Traditional progress monitoring can take weeks of data collection, analysis, and team meetings. AI-powered platforms can do this instantly. Tools like MagicSchool AI, Microsoft's Reading Progress, and AI-driven math tutors like Khanmigo provide immediate insights into student performance and learning gaps, helping teachers adapt lessons on the fly.

For example, I used to spend hours trying to create three or four differentiated versions of a text for my mixed-ability classroom. Now, AI tools can generate accessible versions of the same content—including simplified summaries, translated versions, or scaffolded text with visuals and vocabulary support. This task used to take hours of preparation. It doesn't replace my professional judgment, but it saves me valuable time and gives my students a better shot at engaging with grade-level material in a way that is accessible for them and their needs.

AI Supports Universal Design for Learning (UDL)

AI also aligns seamlessly with Universal Design for Learning (UDL) principles. It helps me offer multiple means of representation (audio, visual, text), expression (typing, voice recording, drawing), and engagement (interactive simulations, gamified practice). For a student with dyslexia, that might mean using a read-aloud tool or dictation software that responds to their voice. For a student with ADHD, it could mean adaptive platforms that break learning into chunks and respond to their pace and embedded breaks.

These tools allow for access that is readily available and helps students represent their thinking and what they have learned in a variety of ways. Rather than removing students from grade-level content, we are scaffolding them up to it. We no longer have to count students out because we didn’t have the time to create a different approach or provide them ways to show us what they have learned. It allows us to reach the 6 students in our class or the 30 students in our class.

Rethinking IEP Development with AI

Creating high-quality, standards-aligned IEPs (Individualized Education Programs) can be overwhelming, especially when caseloads are high. Trust me, I’ve been the lead teacher who has had to complete over 30 IEPs in a year. AI can help draft present levels of performance, generate goal suggestions based on progress data, and even recommend accommodations aligned with specific student needs. Platforms like MagicSchool AI offer the privacy our student data deserves and templates and prompts that help educators write better, more inclusive IEPs faster.

Suggested Read: Sitting on Both Sides of the IEP Table: What I Wish Every Team Understood

What would have taken me hours to write, while I often simply stared at a blank screen because IEPs are often overwhelming to start, I can now accomplish in 1 hour. It allows more time to refine and reflect. That’s a game-changer, especially with a job with a significant amount of paperwork and administrative tasks, on top of teaching.

Maintaining the Human Element

Let’s be clear: AI cannot replace the human connections that make special education work, or any education setting. It cannot pick up on the subtle shifts in a student’s mood, the meaning behind a behavior, the root cause of it all, or the power of a trusting adult-student relationship. But it can free us from the endless administrative burden that steals our time and energy away from what matters most, our students.

In my classroom, AI doesn’t lead; it supports. I use it to create sentence starters for reluctant writers, generate practice problems tailored to specific goals, or track IEP goal progress with less paperwork. The goal isn’t perfection—it’s progress, personalization, and possibility. AI is like having a readily available, super-organized assistant by my side, who never gets sick and helps me tackle the heavy paperwork so I can focus on the parts of the job I love most–the students.

Equity Risks and Ethical Considerations

Of course, we must be cautious. AI is only as fair as the data it learns from. Bias baked into algorithms can reinforce the very inequities we’re trying to undo. Students with disabilities, especially Black and Brown students, have historically been over-identified, under-supported, and misrepresented in data sets. If we’re not vigilant, AI can become another tool of gatekeeping instead of inclusion.

That’s why educators must be part of the conversation around AI ethics, transparency, and accountability. We need AI tools that are accessible, multilingual, culturally responsive, and co-designed with special education in mind. We need AI to move us forward in history, not drag us back to the very ideologies that cases like PARC v. Pennsylvania, Luna Perez v. Sturgis Public Schools, and Endrew F. v. Douglas County School District fought so hard to dismantle—ideologies rooted in exclusion, lowered expectations, and the denial of fundamental rights for students with disabilities.

The Future is Flexible

What makes AI different from traditional tech tools is its adaptability. It learns from student responses and refines the support in real time. That’s not just differentiation, it’s personalization. And it affirms the core belief that students with disabilities don’t need less; they need access.

AI won't fix education overnight and it is important to remember that it is not a silver bullet.

It can’t replace the human connection that transforms classrooms into communities. But when used thoughtfully, it can be a lever for justice. It can help us move away from rigid pacing guides, one-dimensional assessments, and deficit-based thinking. For students with disabilities, that flexibility is everything. It’s the difference between being labeled and being seen.

As a teacher, a mom, and a woman with ADHD, I know how powerful it is when someone gives you the right support at the right time. Personalized learning through AI isn’t about flashy tech or shortcuts. It’s about restoring time, trust, and dignity to a process that too often leaves students with disabilities behind. When teachers are equipped with the right tools, and when those tools are grounded in equity and humanity, we create classrooms where all students are not just included, they are empowered.

As educators, the call is clear. Let’s use every tool at our disposal to unlock the brilliance in every learner. We can be grounded in collaboration with AI in our classrooms, when it is centered on access, not automation. This is what equity looks like: not sympathy, but belief and not a lower bar, but better ladders.

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Part I  

When students reflect on their learning experiences, the use of LMS is rarely an aspect they consider. Any tools they use to keep track of their class assignments, do research or complete and submit their homework play only a supportive role in a much more intricate study process.  

Unsurprisingly, LMS platforms aren’t usually seen as exciting. In fact, chances are they are perceived as overwhelming if they are not tailored to meet student needs. While students focus on learning and staying motivated to improve performance, they pay little attention to the system running in the background.  

However, when asked to think about LMS platforms more critically, students show strong awareness of technology features that can facilitate their daily lives.

That’s what happened when we asked a group of students to test CheckIT LMS. Throughout July, we gathered teenagers aged 14 to 19 who were enthusiastic to try out our platform and share their experiences to help us improve it.  

The Call to Adventure

Before embarking on the CheckIT LMS journey, J. Gurung hadn’t given much thought to LMS platforms. For him, most online learning tools had been “just places where I could access my work when needed.”  

After the experience with our system, he admits she now views LMS platforms through a new lens.  

“There are many features that I took for granted such as calendar systems and organization that I feel like CheckIT does better compared to other platforms.”  

Initiation: The Road of Trials

During his trials, we asked J. Gurung to share detailed feedback on his thoughts about Cleo, our AI mentor built to provide real-time learning support grounded in neuroscience.  

“I like the idea of Cleo. Since ChatGPT and other LLMs, teachers and students alike have definitely struggled to find a balance between the integration of AI in education. Cleo, I believe, offers an excellent balance between the two as it helps students generate notes and study materials (such as quizzes and note cards) without feeling like it is doing all the work for the student.”

3. Return with the Elixir

Finally, we asked students to imagine the problems CheckIT LMS could solve in their own schools. J. Gurung shared the following feedback:  

“I think it would make students feel less stressed out as they wouldn't have to worry about submitting assignments through Google Drive or OneDrive (though I would like that feature). Instead, they can just download a file and simply upload it. Furthermore, the ticking timer/fuse would most certainly make students feel more inclined to do work as they literally see their time ticking down.”  

For us at CheckIT Learning, this feedback offers a critical insight into real-life classroom needs and helps us adapt our roadmap to suit them better. For schools, student experiences could provide a valuable, if often overlooked, perspective on how technology could be used more effectively to help students grow and succeed.    

By Dr. Joy VerPlanck

As a student, my study skills were nothing to brag about. I was the one who highlighted entire pages, made color-coded flashcards, and occasionally woke up with drool on my textbook. Memorization was my main strategy, and I carried that habit well past graduation.

When I later started preparing for an industry certification, I bought an online study program, made more flashcards, and drilled the same questions over and over. It had worked for degrees, so I assumed it would work here too. Six months later, I passed. Flashcards for the win.

Within a year, most of that knowledge had faded— just like my high school geometry. The real learning came through using it on the job, talking with others about the parts that mattered, and filling gaps through a steady diet of targeted Googling.

Since then, I’ve learned much more about how the brain processes and retains information. I still love to learn, but my old approach offered little lasting benefit. So I tried ChatGPT’s Study Mode to see if it could give me a better way.

The answer was yes—with an asterisk.

What Study Mode Does

Study Mode is a feature in ChatGPT, available to all OpenAI users, that supports active learning. According to the bot, it’s designed around evidence-based learning principles, including retrieval practice, spaced repetition, scaffolding, metacognitive awareness, elaborative interrogation and dual coding, and adaptive learning. You can choose from flashcards, quizzes, open-ended questions, or concept explanations. The format is flexible enough to work with different learning preferences (even AI is smart enough not to say learning styles) and goals.

Unlike static study tools—such as a printed study guide or a list of key terms with no interaction—Study Mode prompts you to recall, reflect, and retrieve information in chunks. Those steps align with how learning becomes durable and transferable, by interacting with material in ways that strengthen understanding and memory.

Does It Work As Designed?

My first real test of Study Mode came when I decided to learn about the Emerald Ash Borer and its impact in my home state of Vermont. It broke the material into manageable chunks, used questioning to reinforce recall, and created flashcards I could use in Anki or Quizlet.

When the amount of information felt overwhelming, I prompted it to shift from detailed outlines to short memory hooks and smaller steps. That adjustment helped me stay engaged.

It also reminded me of something important: AI doesn’t always get it right the first time. At one point, when I asked for a source, ChatGPT gave me a broken link. Finding the real source became part of the lesson. For me, that reinforced the need to be critical; verify information and practice finding alternate routes to reliable answers—these digital literacy skills are increasingly essential in an AI-driven world.

The more I worked with Study Mode, the clearer it became that my input was key. I had to set the pace, ask for the formats that worked for me, and frame prompts in ways that matched my goals. The flashcards were most effective when I told it there might be a test. The short, story-based explanations made concepts stick without overwhelming me.

Study Mode won’t replace my need for study discipline, but when I shaped it to match my preference for small steps, it became a tool that helped me learn faster and in a way that fits how I think. I expect it will also help me remember longer. (Check back in a year to see if I can still explain the Emerald Ash Borer.)

Useful for Educators, Students, and Beyond

The concepts behind Study Mode can support learners from many directions:

• Educators and facilitators can use it to model how to break down complex ideas, guide discussion, and create formative checks for understanding.
• Students of all ages can apply it to absorb new material, reinforce course content, or prepare for exams with a more active and personalized approach.
• Groups and individual learners can work toward standards and proficiencies in a structured, conversational way that adapts to their progress.

While Study Mode is new for OpenAI, the approach is familiar to anyone who has worked with CheckIT LMS. As a feature consultant for CheckIT Learning, I’ve seen these principles—adaptive questioning, retrieval practice, and scaffolded support—embedded in real classrooms and training environments for more than a year. In CheckIT, these strategies are core features, refined with feedback from educators, neuroscientists, technologists, and learners across disciplines.

For anyone interested in how AI-driven study tools can become part of a complete learning ecosystem, it’s worth exploring ChatGPT Study Mode and then comparing it to the more robust version already embedded in CheckIT LMS. Both use evidence-based learning strategies, and CheckIT combines them with tools for collaboration, assessment, and progress tracking in one platform designed with AI for the way individuals actually learn.

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Artificial intelligence (AI) is not a new topic in education, but it is definitely a new concept, and it will be around for a while. Most importantly, it is already being used by the students that we serve. In 2025, we find ourselves at a crossroads, not whether to allow AI in the classrooms, but how to navigate it and guide students in using it with purpose and ethics while grounding themselves in their voice.

My own curiosity for AI began in 2020, in the heart of the pandemic. A time when everything we knew as teachers changed. Classrooms became grids of silent icons on Google Meets or Zoom, and every teacher move we had planned for the year had to be reimagined. At that moment, I realized that adapting was not optional–it was survival.

Different tools like ChatGPT, PlayLab, and MagicSchool AI showed up, and it was time to keep up with them and provide all students with their needs.

This year, I taught in a school filled with multilingual learners (MLLs)--students whose first language is not English, but whose capacity for learning, innovation, creativity, and expression is limitless. It became clear that AI is not just a tool; it is a new form of language, and like any language, when taught with intention, it can be liberating. In my reflection *Language is Not a Limitation–It Is Liberation,* I wrote about the power of honoring all the ways language lives in our classrooms–through math, voice, movement, and poetry; now, I add another to that list: AI. Our students are already speaking this language, and as educators, our role is to guide them toward fluency.

At the International Network for Public Schools, students complete PBATs (Performance-Based Assessment Tasks) instead of Regents Exams because their model is intentionally designed to support MLLs through authenticity and to connect to their lived experiences. These projects are not shortcuts–they are mirrors. They reflect students’ values, struggles, and brilliance. With these projects, I have witnessed students turn to AI tools not to bypass their thinking, but to enhance it.

I mentored students as they developed their PBATs and saw them using:

1. ChatGPT to explore essential questions and brainstorm ideas
2. Grammarly to revise and clarify their writing
3. Notion AI to structure their time and stay organized
4. Google’s Read Along to practice English with confidence and independence

These tools work as scaffolds and help multilingual learners access content and move at their own pace. That is what personalized learning truly is: not individual work in isolation but individual empowerment with intention.

Let’s be honest–AI is more prevalent in our classrooms than many educators are willing to admit. Our students already know that they have adapted to the shifts.

The question is: Are we teaching them to use AI with integrity, or leaving them to explore this new tool alone?

Working for Checkit Learning further deepened my belief in the power of innovation to build equity. I learned that to center inclusion and accessibility in tech– design can be both human and forward-thinking. It reaffirmed that education’s future must be high-tech, new curricula and platforms, and high-touch to infuse creativity, cultural relevance, and student agency.

Education does not change at the speed of light, but it does shift–quietly, steadily, and sometimes all at once.

In this shift, multilingual learners are not just keeping up–they are leading. They are asking questions and navigating across languages–spoken and digital–with brilliance. Like any other language, AI must be taught with patience and care. As we do, we will find that our students are not limited by what they do not know.

They are empowered by what they are learning to become.

Proliferasi alat AI Generatif baru-baru ini telah menyebabkan para pemimpin pendidikan, pembuat kebijakan, dan praktisi mempertimbangkan kembali berbagai cara mengajar dan belajar terlihat, terdengar, dan terasa. Dengan cara yang sama, para sarjana dan praktisi yang berorientasi keadilan sosial mempertimbangkan implikasi AI yang berkaitan dengan kesetaraan pendidikan.

Sementara beberapa berharap tentang potensi AI sebagai katalis untuk kemajuan pedagogis, yang lain takut bahwa AI dapat melanggengkan, mereproduksi, atau memperburuk bias masyarakat dan struktur yang menindas dalam sistem pendidikan yang sudah tidak adil.

Sebagai praktisi pendidikan berorientasi keadilan sosial yang bergulat dengan konvergensi tak terduga dari pedagogi pembebasan dan AiEd, teka-teki ini telah memicu pertanyaan dalam diri saya: Bagaimana mungkin pendidik dan siswa menggunakan AI sebagai alat untuk mempromosikan kesadaran kritis, dan bagaimana, jika sama sekali, mungkin AiEd menginformasikan lintasan dan ruang lingkup pendidikan pembebasan?

Saya telah menghabiskan sebagian besar kehidupan dewasa saya didedikasikan untuk memahami dan mengaktualisasikan panggilan saya sebagai pejuang kesetaraan. Saat berada di kelas, saya belajar (kadang-kadang dengan cara yang sulit) bahwa siswa saya lebih bersedia untuk belajar dan tumbuh ketika saya menghasilkan kekuatan, mendorong pemikiran, dan menciptakan ruang bagi mereka untuk berbagi kejeniusan mereka dan berkomunikasi secara bebas. Sejak itu saya belajar bahwa kaum muda adalah pemimpin pendidikan yang kuat yang memiliki pemikiran mendalam tentang perubahan apa yang harus dilakukan untuk berkontribusi pada kelas yang lebih baik, sekolah yang lebih baik, dan, pada akhirnya, dunia yang lebih adil.

Pendidikan Pembebasan di Era AI

Melalui pendidikan pembebasan, siswa dapat “memimpin pembelajaran mereka sendiri”, “memproses informasi lebih efektif”, dan “melakukan pekerjaan akademis yang lebih kompleks” (Hammond, 2021). Sejalan dengan penelitian pendidikan, pedagogi pembebasan menghasilkan hasil akademis dan sosial-emosional yang kuat pada siswa saya, dan itu tidak dapat disangkal berkontribusi pada perkembangan manusia saya.

Pengalaman kelas saya sebelumnya sekarang menginformasikan pendekatan saya terhadap interaksi orang dewasa, bimbingan, penelitian, dan pengembangan pembelajaran profesional yang berorientasi pada kesetaraan. Jadi, saat saya terlibat dalam percakapan tentang Ai dalam mengajar, saya telah mengkategorikan alat AI sebagai salah satu dari banyak faktor yang menerangi ketidaksetaraan pendidikan antara siswa kulit putih, kaya dan rekan-rekan mereka yang berpenghasilan rendah, Hitam, Coklat, dan berpenghasilan rendah. Namun, ketegangan muncul dalam diri saya ketika saya mempertimbangkan bahwa, sementara ada peluang besar bagi AI untuk berdampak positif pada pencapaian siswa yang secara historis kurang terlayani, implikasi dan risiko etika yang terkait dengan pengembangan dan implementasi alat AI tidak boleh diabaikan.

Karena struktur yang telah mempengaruhi hubungan kekuasaan dan sistem penindasan kita saat ini saling terkait ke dalam struktur lanskap pendidikan, teknologi AI dapat mereproduksi atau memperkuat bias sosial dan struktur penindasan (Barocas & Selbst, 2016; Buolamwini & Gebru, 2018; Madaio et al., 2021; Obermeyer et al., 2019; Raghavan et al., 2020). Selanjutnya, menggemakan konsep Michele Alexander (2010) tentang “The New Jim Crow”, yang melambangkan rasisme implisit dan diskriminasi yang mendasari undang-undang Amerika, Ruha Benjamin (2020) mendefinisikan “The New Jim Code” sebagai:

“Penggunaan teknologi baru yang mencerminkan dan mereproduksi ketidakadilan yang ada tetapi yang dipromosikan dan dianggap lebih objektif dan progresif daripada sistem diskriminatif era sebelumnya.”

Ketidakadilan ini tidak diragukan lagi telah mengabadikan pencapaian, peluang, dan hutang pendapatan di antara kelompok-kelompok kuat yang ditargetkan untuk penindasan. Untuk mengganggu praktik penindasan, kelompok yang telah ditargetkan harus mengembangkan kesadaran kritis—kemampuan untuk mengenali, menganalisis, dan mengambil tindakan terhadap kekuatan sosial yang menindas (Freire, 1970). Ketika saya terus bekerja dengan distrik dan pendidik di seluruh negeri, saya menjadi semakin sadar bahwa lensa yang melaluinya kita mendekati AI dalam mengajar akan memiliki dampak besar pada masa depan pembelajaran siswa, visi pendidikan, dan kesadaran kolektif kita.

Pertimbangan Utama untuk Menggunakan AI dalam Pengajaran

Kita harus bertanya pada diri sendiri pertanyaan sulit: Siapa yang memiliki akses ke AIEd? Bagaimana mereka diajarkan untuk menggunakan alat AI generatif? Sumber apa yang menginformasikan alat? Pola pikir apa yang tercermin dalam sumber-sumber tersebut? Peluang apa yang ada bagi siswa untuk mengkritik konten yang dihasilkan AI? Bagaimana pendidik dapat menggunakan AI sebagai alat untuk mempromosikan pedagogi pembebasan dan kesadaran kritis? Bagaimana siswa dan orang dewasa menggunakan AI untuk mengenali dan mengambil tindakan terhadap praktik yang menindas?

Sebagai titik awal untuk mengenali potensi AiEd untuk melanggengkan atau membongkar ketidakadilan pendidikan sistemik, saya menantang kita semua untuk terlibat dalam refleksi dan kritik yang mendalam. Kita harus...

1) Renungkan bagaimana pengalaman hidup kita, hubungan, dan bias menginformasikan pemikiran dan perasaan kita tentang tujuan dan fungsi alat AI di kelas K-12;

2) Menganalisis pola sosial ekonomi dan demografis terkait dengan pikiran dan perasaan itu;

3) Mengamati dan memahami bagaimana pikiran, perasaan, dan pola tersebut menginformasikan pendekatan kami untuk penggunaan AIEd di seluruh kelompok siswa dan dalam sistem sekolah umum yang semakin beragam; dan

4) Bekerja secara aktif untuk meningkatkan kesadaran tentang struktur tidak adil yang ada dalam lingkup AIEd dan membangun kapasitas untuk memperbaiki struktur tersebut.

Saya berharap bahwa proses ini akan mendukung pendidik, peneliti, dan pembuat kebijakan dengan pengembangan kebijakan, praktik, dan inisiatif pedagogis yang berorientasi pada kebebasan yang pada akhirnya akan menghasilkan hasil siswa yang lebih kuat. Kami memiliki peluang historis yang lezat untuk memanfaatkan alat AI untuk “mengungkap, menjelaskan, dan menganalisis kondisi masyarakat yang tidak setara” dan “mengubah kondisi realitas [siswa]” (Garcia & Lee, 2021). Tanggung jawab kolektif kita untuk bertindak atas kesempatan ini tidak boleh diabaikan.

Artikel ini dibuat oleh Dr. Tawheedah Abdullah, kontributor independen yang terlibat oleh CheckIt Labs, Inc. untuk memberikan wawasan tentang topik ini.

Referensi

Alexander, M. (2010). Jim Crow baru: Penahanan massal di era buta warna. pers baru.

Barocas, S., & Selbst, AD (2016). Dampak Big Data yang Berbeda. Tinjauan Hukum California, 104, 671-732.

https://doi.org/10.2139/ssrn.2477899

Benjamin, R. (2020). Perlombaan demi teknologi: Alat Abolisionis untuk kode jim baru. Politik.

Buolamwini, J., & Gebru, T. (2018). Nuansa Gender: Disparitas Akurasi Interseksional dalam Klasifikasi Gender Komersional. Prosiding Penelitian Pembelajaran Mesin, 81, 77-91.

https://proceedings.mlr.press/v81/buolamwini18a/buolamwini18a.pdf

Garcia, A., & Lee, C.H. (2021). Pendekatan yang Berpusat pada Ekuitas untuk Teknologi Pendidikan. Dalam Buku Pegangan Penelitian dalam Komunikasi dan Teknologi Pendidikan (edisi ke-5, hlm. 247—261). esai, Springer Nature.

Hammond, Z. (2021). Pendidikan Pembebasan Mengintegrasikan Ilmu Pembelajaran dan Praktik Responsif Budaya. Pendidik Amerika. https://files.eric.ed.gov/fulltext/EJ1305167.pdf

Madaio, M., dkk. (akan datang) Melampaui “Keadilan:” Lensa Keadilan Struktural (Dalam) pada AI untuk Pendidikan. Dalam W. Holmes & K. Porayska-Pomsta (eds.), Etika dalam Kecerdasan Buatan dalam Pendidikan, Taylor & Francis.

Obermeyer, Z., Powers, B., Vogeli, C., & Mullainathan, S. (2019). Membedah bias rasial dalam algoritma yang digunakan untuk mengelola kesehatan populasi. Sains (New York, NY), 366 (6464), 447—453. https://doi.org/10.1126/science.aax2342

Raghavan, Manish dan Barocas, Solon dan Kleinberg, Jon dan Levy, Karen, Mitigasi Bias dalam Perekrutan Algoritmik: Mengevaluasi Klaim dan Praktik (21 Juni 2019). Konferensi ACM tentang Keadilan, Akuntabilitas, dan Transparansi (FAT*), 2020, Tersedia di SSRN: https://ssrn.com/abstract=3408010 atau http://dx.doi.org/10.2139/ssrn.3408010

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Working with adolescents is no easy feat. Ask any educator, and they’ll agree that the challenges are real—but so are the rewards. For many of us, the heart of this work lies in the relationships we build with our students. That human connection–those inside jokes, the moments of vulnerability, the unexpected trust from a student who usually keeps their guard up—is what makes the daily grind worthwhile.

In my earlier years of teaching, I often found myself juggling everything: coherent instruction, classroom management, assessments, parent communication, and of course, nurturing strong relationships with students. It was overwhelming. And honestly, it still is. As a third-year teacher, I recognise that my curriculum has room to grow, my lesson planning needs refining, and my scaffolding strategies are not always as tight as I would like them to be. But one thing that has always come naturally is building relationships with my students. Even those so-called “problem children” tend to let their guard down around me eventually. Over time—and sometimes surprisingly quickly—we develop a mutual respect. It’s never about being perfect or having all the answers. It’s about showing up with consistency, empathy, and authenticity.

This school year brought new terrain. I started teaching at a different school, in a new subject area, with a brand-new curriculum. On top of that, I joined a school where 100% of the student population are English Language Learners. In many ways, I feel like a first-year teacher all over again—learning procedures, decoding curriculum guides, and rebuilding my confidence from the ground up.

Then came a moment that stopped me in my tracks. Around October, I was absent for two consecutive days for professional development. When I returned, my students’ reaction caught me completely off guard.

“Where were you?! Were you sick?”

“Mister! You can’t leave us like that again!”

“We missed you!”

I was overwhelmed by the warmth and concern. At first, I shrugged it off as luck—or maybe just my personality. But over the following months, I began to recognise that something deeper was at play.

The Impact of Representation

According to the NYC Department of Education’s 2023-2024 data, over 912,000 students are enrolled in New York City public schools (not including the additional 100,000 in charter). Of those, approximately 42.2% are Hispanic and 19.5% are Black. That means that more than 60% of NYC’s student population are Black or Hispanic. Yet, the racial makeup of the teacher workforce does not reflect this. Black teachers make up just 17% of educators, and the number is even smaller for Black male teachers—under 2% (Education Trust–NY, 2023).

In my current school, I am the only Black male teacher. The only other Black man on the team is a member of the support staff. In my previous school, there were five Black men on staff—and only two of us were teachers. I am not just a rarity in the classroom; I’m practically an anomaly.

Visibility matters more than I ever realised.

Studies consistently show that students of colour benefit academically, socially, and emotionally when they are taught by teachers who reflect their racial or cultural identity. According to The Education Trust, Black students who have at least one Black teacher by third grade are 13% more likely to graduate from high school—and if they have two, that number jumps to 32% (Gershenson et al., 2018). For Black boys in particular, the impact is profound: early exposure to Black male teachers can significantly reduce dropout rates and increase college aspirations.

Beyond the numbers, it’s about what students see when they look at us. For many of my students, I may be the first Black male educator they have encountered. Representation affirms their identities. It tells them that leadership, intellect, empathy, and professionalism do not have to look one specific way. It says: you belong here too.

So, when my students expressed concern after just two days, it was not just about me being absent–it was about my presence. A presence that, consciously or not, reassures them, reflects them, and shows them what is possible.

#More Than Just a Job

Representation is not just symbolic—it’s transformative.

When I walk into my classroom, I know I am not just delivering a lesson. I am holding space. Yes, I am still working on mastering my content. Yes, my lessons can always be tighter. But I am learning to give myself grace. Because at the core of it all, teaching is about more than curriculum. It is about showing up—for the students who need to see someone who looks like them, believes in them, and understands the unspoken challenges they carry into the classroom every day. I reflect possibility. My presence challenges assumptions, disrupts stereotypes, and quietly tells students: you can lead, too. I am not perfect. But I am present. And sometimes, that is where the real work—and the real magic—begins.

This article was crafted by Rashawn Davis, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.

By Melinda Medina

When I first stepped into a classroom over a decade ago as a special education teacher in New York, I had a heart full of fire and a head buzzing with theory. What I didn’t have—at least not yet—was mentorship. Real mentorship. The kind that meets you where you are, helps you untangle the knots of self-doubt, and reminds you that your voice belongs in the room.

Back then, feedback came in the form of a quick post-observation debrief or a rubric score with vague bullet points. No one really explained how to grow. No one talked me through how to co-plan with another teacher who didn’t believe in inclusive curriculum and equity. No one told me what to do when a student with trauma shut down mid-lesson, and I felt completely unprepared to reach them.

I learned by stumbling. I learned by watching. I learned in isolation.

But it shouldn't be that way.

Over time, I began to notice the difference between survival and sustainable growth. The difference? Mentorship and peer-feedback cycles. Not the checkbox version that pairs you with someone for a semester and ends with a signature—but the kind rooted in trust, vulnerability, and consistent feedback. The kind that says, “I see you,” when you’re questioning everything, and also pushes you with, “Let’s talk about what you could try differently,” without making you feel small. Meaningful cycles of feedback with actual purpose feeding into one cohesive vision of unifying a school community.

Adult Growth is Not One-Size-Fits-All

As I’ve grown into leadership roles over the last few years—mentoring new teachers, leading PDs, serving on hiring committees—I’ve made it a priority to disrupt that cycle of isolation. Feedback should be generative, not punitive. And mentorship should be a two-way street—where everyone learns, everyone grows, and no one is disposable.

As someone in the Self-Authoring stage of Kegan’s Constructive-Developmental Theory, I have come to understand that adult growth isn't linear—it’s deeply tied to how we make meaning of our experiences.

In this stage, I construct my own identity, values, and belief systems. But equally important is recognizing that not everyone I work with is in this stage. Some colleagues are in the Socialized Mind stage, looking to external validation or norms for guidance. Others may be transitioning between stages. Understanding this has been critical in shaping how I mentor, engage with colleagues, and how I give feedback. Feedback and discourse only works when it speaks to where the person is, not just where we think they should be.

A Case for Compassionate Coaching

Let me tell you about a teacher I mentored last year—Ms. Rivera, a brilliant first-year educator who came in with strong curriculum knowledge but struggled with classroom management. In our first feedback meeting, she said, “I just feel like I’m failing, but I don’t know what else to try.” We looked at a recording of one of her lessons together. We didn’t talk about what was "wrong." We talked about what we noticed. We talked about patterns. We planned together.

Over the next few weeks, she tried new strategies. I observed, gave her bite-sized feedback, assisted in her classroom during instruction, modeled, and celebrated the small wins like students transitioning more smoothly, clearer expectations, and stronger relationships. By June, she wasn’t just surviving—she was thriving. And more importantly, she felt like she belonged.

That’s the power of mentorship. Not saviorism. Not perfection. But partnership.

How We Rebuilt Our Feedback Ecosystem

At our school sites, we often felt disconnected and disjointed—like we were functioning as silos rather than a unified school community. This disconnection wasn’t about lack of passion or talent. It was a structural issue. And it became clear to me that we needed to create deliberate systems of collaboration, observation, and feedback to bring us back together.

Here’s what we did to change that:

• Scheduled classroom inter-visitations and intra-visitations across all sites provided staff the opportunity to observe, learn, co-teach, and implement with their counterparts. This included teachers, paraprofessionals, administrators, school-aides, site unit coordinators, and related service providers.
• Building in collaborative planning time so feedback isn’t isolated to one teacher, one classroom, or one moment. The goal? Increase student engagement through differentiated instruction.
• Staff engaged in judgment-free collaboration to develop cohesive academic standards and expectations across all sites. It was about alignment—not uniformity. And it required vulnerability and trust, which we built through consistent, reflective dialogue.
• We also created structures where staff could collaborate to create opportunities for students across all sites to integrate—whether through community-building events, shared SEL activities, or cross-site projects. This was especially powerful in helping our students develop meaningful social-emotional skills across contexts.
• Administrators committed to offering differentiated professional development opportunities for all staff members. From trauma-informed practices to culturally responsive teaching, PD was no longer one-size-fits-all.
• Replacing the “gotcha” observation culture with coaching cycles rooted in reflection and instructional goals set by the teacher, not just for them.
• Finally, we implemented end-of-year staff meetings to assess our progress in the domains of peer collaboration, inter-site and intra-site learning, and feedback culture. This allowed us to reflect honestly, course-correct, and celebrate growth.

Disrupting the Default

I’ll be honest—this isn’t always easy. The system wasn’t built for mentorship or authentic feedback cycles. The pace of our days, the constant urgency, the emotional labor—they all work against the slow, intentional work of feedback and growth. But I also know what happens when we don’t make space for it. We lose teachers. We burn them out. Or worse, we let educators stagnate in isolation, thinking their struggles are theirs alone to carry.

For educators navigating racism, ableism, classism, and burnout, structured mentorship and feedback cycles are more than just “nice to have”—they are resistance. They are how we survive and thrive in a system that often wasn’t built with us in mind.

Feedback and Mentorship Are Human Work

There’s also a cultural shift that needs to happen when we talk about feedback. Too often, feedback is something we brace for. Something that feels evaluative instead of developmental. That’s especially true in schools where teachers of color or early-career educators are often under extra scrutiny. We must shift feedback from being a performance review to being a safe and creative reflection space. And we need to offer feedback that is actionable, affirming, and aligned with the educator’s goals—not just the school's metrics.

It also means valuing feedback that isn't just about instruction. I've had teachers share that what helped them most was not a lesson tip, but someone noticing that they hadn’t eaten lunch. Or asking if they wanted to co-write an email to a challenging parent. Or offering to watch their class so they could breathe.

Mentorship, at its core, is human. And human work is messy, nonlinear, and deeply relational.

I think about my own mentors—some formal, most informal. The para who reminded me that breaks are sacred. The assistant principal told me, "Don’t shrink to fit this space. Expand the space." The colleague who brought me tea and perspective when I was questioning my impact. These moments mattered. They tethered me to this work.

Connection as a Condition for Growth

While we love the myth of the lone genius — the one who pulls themselves up by the bootstraps, works in silence, and comes out on top. We must realize that in today’s workplace, going it alone is a fast track to burnout, miscommunication, missed opportunities, and missed connections. As someone who prided myself on being self-sufficient, I initially thought asking for help meant I was weak or unprepared. But over time, I saw that the most effective and emotionally intelligent leaders were those who invited others in — to co-plan, to troubleshoot, to dream bigger. We must learn to set internal reminders that knowing when to lead and when to listen will help continue to push our personal and professional growth.

In a profession that demands so much—emotionally, mentally, spiritually—we must invest in structures that nourish our educators. Mentorship and feedback cycles are not fluff. They are infrastructure. And when we get them right, we create the kind of school ecosystems where everyone—students and adults alike—can flourish. Your ecosystem should consist of people who challenge you, support you, and see your blind spots — not to shame you, but to help you grow. So, the next time you feel the urge to not hear someone’s feedback, tough it out alone, or not engage in mentorship, pause and ask: What might be possible if I invited someone in?

Because real success — the kind that’s sustainable and fulfilling — isn’t a solo act. It’s a symphony that harmonizes through connection.

This article was crafted by Melinda Medina, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.

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By Stefanie Faye

When you hear the phrase ‘pay attention’, what does it make you think of?

Do you get the sense that it's about someone (maybe you) needing to ‘pay more attention’ to something in your external world?

In my work with children and adults who report difficulties with attention, this is typically what they are referring to. When I find myself ‘losing focus’ on a task. When I have the intention to write an article, compile data, or some other activity, and I find it hard to keep my eyes on the task at hand - this is what I also often describe as difficulty with attention.

Many people think the ‘fix’ to this problem is to keep training those outward-focused attention systems. Many schools and work environments are also asking us to constantly use brain networks that help us focus on the world outside of us.

But research shows that the quality and the ability to focus outwardly on tasks is highly correlated “task-positive” state (which involves the executive control network or ECN) into a “looking in” system or task-negative state (which involves the Default Mode Network or DMN).

What research reveals is that as one network is engaged, the other decreases in activity and that these networks are codependent and co-regulate one another (Immordino-Yang, 2009).

Our ability to truly release and rest into that inward-facing state gives us better, stronger abilities to focus on our outer experiences and is also connected to the depth and complexity of our thinking about others, ourselves, and how many systems are connected with each other.

‍The challenge is that the world is filled with attention-grabbing stimuli.

Many of us, therefore, have a lot of our attention focused on external things.

While that's an inevitable part of living in this world, we can become more skillful in our ‘looking in’ systems.  The first step is to understand how important that type of attention is so that we give ourselves time and space to fully release and allow ourselves periods of mind wandering, daydreaming, and self-reflection.

Unfortunately, many environments we are in are overly biased towards people's attention to the external world.

What is important to know is that bias (and over-valuing of external attention) might undermine the brain's ability to develop its thinking in more abstract ways and its ability to access more complex thoughts about the self and others (Immordino-Yang, 2009).

The ability to turn inward takes practice and sometimes also support and guidance.

It can start with closing our eyes for even a minute or so, and then gradually increasing that amount over time. If closing your eyes feels anxiety-producing, we can have them softly open and looking forward and down at the floor or a table. Removing visual stimuli helps induce alpha brainwaves, which are associated with relaxed wakefulness as well as inner reflection.  If someone is not used to doing this, there can be some feelings of resistance or anxiety because our brains are so habituated to being pulled into external stimuli. Starting slow might be key for some people - just a minute or two at a time.

How can you play a role in increasing the importance of the ‘looking in’ system for yourself?

Are there times also when you might be emphasizing being outwardly focused and goal-directed?  Is there a period during your day where you could allow some inward attention?

How can you model for others (and potentially create intentional space for) periods of quiet self-reflection, daydreaming, and mind wandering?

About the Author

This article was crafted by Stefanie Faye, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.

References:

Immordino-Yang, Mary  Helen, et al. “Rest Is Not Idleness: Implications of the Brain’s Default Mode for Human Development and Education.” Scottbarrykaufman, scottbarrykaufman.com/wp-content/uploads/2012/07/Immordino-Yang-et-al.-20120.pdf. Accessed 27 June 2025.

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by Dr. Staci Lorenzo Suits

As a school psychologist, I’ve participated in thousands of Individualized Education Plan (IEP) meetings. I’ve presented data, interpreted evaluation results, described academic and behavioral challenges, recommended supports, and helped navigate tough conversations. I believed I was being empathetic and supportive with families—until I found myself on the other side of the table. Sitting in the role of a parent, listening to the team discuss my child, everything felt different.

Despite my training and experience, I felt an unexpected wave of emotions—anxiety, protectiveness, and a deep desire to make sure my son was truly seen as more than his test scores and what was on the paperwork. In that moment, I gained a deeper understanding of why parents sometimes repeat questions, advocate fiercely for more support, or leave meetings feeling unheard—even when the team’s intentions are good.

Being on both sides of the table has given me a unique perspective on what works—and what doesn’t—in these meetings. Here are five things that I wish all school teams knew about making IEP meetings more collaborative, supportive, and meaningful for families.

Jargon Creates Distance—Speak to Connect, Not Impress

For school teams, acronyms like IEP, SLD, OHI, ASD, LRE, FAPE, and FBA—and terms such as eligibility, goals and objectives, transition plan, and progress monitoring—are part of everyday language. But for parents, this specialized terminology can be confusing and overwhelming. More importantly, using jargon can unintentionally reinforce a power imbalance, positioning school staff as the "experts" and leaving families feeling excluded or intimidated. To foster true collaboration, school teams should prioritize plain language and take time to explain terms that may not be familiar to those outside the education world.

Parent Engagement Is More Than a Signature on a Form

Laws governing special education require that parents be included throughout the IEP process, and schools are typically diligent in meeting those legal obligations. However, meaningful family engagement goes beyond compliance—it requires cultivating authentic relationships and true partnership.

Research shows that parents are more satisfied with the IEP process when they feel genuinely connected to the school team—connection that is built through open communication, shared decision-making, mutual respect, and a collaborative, problem-solving approach (Slade et al., 2017).

This is particularly important when working with culturally and linguistically diverse families, who may face additional barriers to feeling fully included (Rosetti et al., 2018). To foster these connections, educators must prioritize building trust and show that they see families as partners, not just participants—valuing them as people, not just cases.

Support the Whole Child, Not Just the Academic One

Students are more than their grades or test scores. Each child or adolescent brings a unique constellation of experiences, values, interests, cultural background, underlying health, cognitive and physical abilities, and social-emotional development to the learning environment. Parents want IEP teams to recognize this full picture—not to focus solely on academic performance. When educators adopt this whole-child perspective, they value each student’s need for connection, belonging, and affirmation within the school community. This approach emphasizes that every child holds inherent worth and the capacity for growth, regardless of their learning profile.

The IEP process provides a critical opportunity to reflect this holistic understanding. Conversations around goals, services, and supports should consider the child’s full identity—not just academic performance. When parents feel that their child is truly seen and valued as a whole person, they have more trust in the team’s recommendations. Viewing students holistically is not only foundational to meaningful academic progress, it also supports their overall well-being and long-term success (Tucker & Pape, 2022).

Highlighting Strengths Isn’t Optional—It’s Essential

While it’s difficult to admit, I have worked as a school psychologist since 1997 and did not encounter the concept of strength-based, neurodiversity-affirming practices until 2022. Looking back, I cringe at the 25 years I spent approaching students through a deficits-based lens. At the same time, I’m grateful for the growth and awareness I now have, and I often reflect on the quote attributed to Maya Angelou: “When you know better, you do better.” Strengths-based practices do not ignore or minimize a student’s areas of need. Instead, they take into account the student’s unique profile of strengths and use those assets to support areas of challenge. These practices also reframe skill gaps—not as deficits, but as signals that a student may need more time, instruction, or opportunity to build mastery. This shift in perspective fosters a more positive, proactive, and supportive approach, resulting in more appropriate and individualized recommendations and interventions (Climie & Henley, 2016).

To You, They're One of Many—To Us, They're Everything

Now that I’ve sat on both sides of the table, I understand that while I may be attending my tenth IEP meeting of the week, to the family members across the table from me, this is their only IEP meeting of the year. As a result, my approach has shifted - I now prioritize building relationships and empowering parents, rather than focusing on data and documentation. I make space for small, meaningful moments—like sharing a cute or funny anecdote about their child—to help parents know that their child is seen and valued. I begin and end with student strengths and express genuine care throughout.

It’s important for IEP teams to remember that families are not only processing complex information, but also navigating deep emotions. When we emphasize strengths, connection, collaboration, and the student’s full profile—not just academic needs and legal documentation—families leave the meeting feeling supported and hopeful rather than overwhelmed. And ultimately, that leads to better outcomes for the child.

References: 

Climie, E., & Henley, L. (2016). A renewed focus on strengths-based assessment in schools: Strengths-based assessment. British Journal of Special Education, 43(2). https://doi.org/10.1111/1467-8578.12131

Rossetti, Z., Story Sauer, J., Bui, O., & Ou, S. (2018). Developing collaborative partnerships with culturally and linguistically diverse families during the IEP process. TEACHING Exceptional Children, 50(4), 172–182. https://doi.org/10.1177/0040059918758163

Slade, N., Eisenhower, A., Carter, A. S., & Blacher, J. (2017). Satisfaction With Individualized Education Programs Among Parents of Young Children With ASD. Exceptional Children, 84(3), 242-260. https://doi.org/10.1177/0014402917742923 (Original work published 2018)

Tucker, E., & Pape, B. (2022). A whole child, strengths-based approach to IEPs. Getting Smart. https://www.gettingsmart.com/2022/03/07/a-whole-child-strengths-based-approach-to-ieps/

This article was crafted by Dr. Staci Lorenzo Suits, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.

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by Ylaiza Perez

When I started teaching, I was known as “the translator.” Teachers called on me to help students navigate between English and Spanish. At the time, I didn’t mind. I wanted to help. I wanted to be useful. But I soon realized that being the helper put me in a unique position as an educator and a bridge. A bridge between worlds, understandings, and languages. It wasn’t just about translating words. It was about translating culture, emotion, and identity. It was about honoring how students express themselves through tone, silence, rhythm, and even confusion.

Lera Boroditsky, in her TED Talk How Language Shapes the Way We Think, said, “To have a second language is to have a second soul.” That line has never left me. Because for multilingual educators and students alike, language is not only a way of speaking—it is a way of being. It holds our memories, our values, our humor, our hope. And for our students, being affirmed in their native language opens up the possibility of feeling fully seen. Connecting deeply with the work of Dr. Tyrone C. Howard (2010) writes, “language plays a central role in this affirmation.” When we create learning spaces that acknowledge the beauty and complexity of our students’ languages, we also recognize their humanity.

There is nothing more beautiful than acknowledging the many forms of language. It’s not just what we say—it is how we move, look at each other, and show up. As a teacher, I’ve been privileged to design lessons and curriculum from scratch. That means I get to embed identity into instruction. I get to say, “Yes, you belong here,” through the way I greet a student in their native tongue, saying “buenas noches” every entry of class, or how I explain a math problem using words they grew up hearing at home.

Teaching math in Spanish has become one of the most powerful tools in my practice. It’s not just a language I teach—it’s the language of my roots, home, and voice. Spanish has been the lens through which I see my students not as behind or lacking, but as becoming. This year, I am working with a classroom full of native Spanish speakers, most of whom have recently arrived in the United States. They’re stepping into a world that often measures them by their English proficiency, without ever asking about the richness they already bring.

I think about Angel, a student who arrived from the Dominican Republic just five months ago. She was weeks away from graduating from high school back home when her life changed. Now, she sits in a ninth-grade classroom, relearning subjects she’d mastered simply because she doesn’t speak English yet. At first, she told me it made her feel like she had to start from scratch. Like everything, she no longer counted. But little by little, I’ve watched her shift. She started connecting Spanish vocabulary to what she was learning in English. She told me, “TP, ya no creo que estoy atrasada—solo creo que estoy aprendiendo de una manera diferente.” Her language, she’s realizing, isn’t a barrier. It’s her safe space. Her anchor.

At the beginning of my career, I was the first Dominican, person of color, and non-gender-conforming educator I knew. That title comes with weight, but it also comes with opportunity. I may not speak all the tongues, but I hold many languages inside of me. I’ve learned that no matter the language—Spanish, English, math, music, or poetry—every student deserves to feel like they belong. And yes, math is often called the “universal language,” but that doesn’t mean it automatically connects with everyone. We still have to make it feel personal—we still have to translate it into something meaningful.

When I moved to the United States as a pre-teen, I didn’t speak English. Although I have the privilege of saying I was born in NYC, I still did not speak English.  And to be honest, for a long time, I didn’t want to. Being called an “immigrant” felt like a scarlet letter. A label. Something that made people look at me with pity or condescension. There is no excuse because I had grown up hearing English, but it felt so far from the language I used to dream, to pray, to cry. And in that distance, I built a wall. I started to believe what others implied: that I didn’t belong.

But I now know that language is not something to fear. It’s something to become. In learning English, I didn’t lose myself—I expanded. I found new ways to connect, to teach, to empower. I became a bridge, a storyteller, a guide. Continuously seeking to develop in my practice. That second soul Boroditsky spoke of? I’ve been living with it. And now, I help my students do the same.

In my last post, Poetry: Fostering Inclusive Learning Spaces, I discussed why poetry is so essential in our lives and how, through words and language, we become more inclusive. Poetry was where my two worlds didn’t collide—they harmonized. Poetry met me in silence when I couldn’t find the right words in English or Spanish. It said, “You don’t have to choose.” It gave me metaphors when grammar failed me. It gave me rhythm when vocabulary escaped me. It helped me process what I couldn’t explain and speak truths I didn’t know I had inside. In my classroom, I encourage students to write, speak, build, and question—in whatever language feels like home. Because their voice is a form of art, and when they feel seen, their confidence rises, not just in language, but in themselves.

Language is not a limitation. It’s liberation.

It is the mirror we hold to our identity, the map that guides our learning, and the thread that ties us to others. My role as an educator is to ensure that every student feels that their language is a gift, not a gap. Whether through math, storytelling, or poetry, I want them to know that their words matter. Language liberated me—and now, I teach to help it liberate others.

How can we incorporate discussions about language into various subjects to strengthen students’ growth mindsets and resilience?

References:

• Boroditsky, L. (2017, November). How language shapes the way we think [Video]. TED Conferences. https://www.ted.com/dubbing/lera_boroditsky_how_language_shapes_the_way_we_think?audio=en&language=en

• Howard, T. C. (2010). Why race and culture matter in schools: Closing the achievement gap in America's classrooms. New York: Teachers College Press. pp. 121, 123-124

This article was crafted by Ylaiza Perez, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.

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By Melinda Medina

As a teacher, you enter the classroom every morning with a lesson plan, your materials, and a vision for the day. But in the quiet moments, when the students are just themselves, you realize that they’ve entered carrying things far heavier than their backpacks. They carry stories—stories that are too big for their years, stories that leave you awake at night.

I remember Angel, who always came to class with the same hoodie and jeans. He sat in the back, usually quiet, and sometimes put his head down. One day, I gently asked him if everything was okay. He avoided eye contact and muttered, “I didn’t eat last night or this morning.” Angel’s family was living in a shelter. Food was scarce, and quiet hunger gnawed at him as he tried to concentrate on my lesson about Fitzgerald’s, The Great Gatsby. I don’t think he could focus on the conflicts between social classes when his own world revolved around surviving the day.

Then there was Sophie, who stayed after class one afternoon to ask for help. She was missing a lot of assignments and her grades were slipping. She told me she was staying in a group home, sharing a small space with six other girls. “It’s loud all the time,” she said. “I can’t think straight, and sometimes, I’m scared because we always fight.” Sophie was 16, but her life had forced her to become an adult too soon. I told her we’d work out a plan to help her catch up, but the truth is, she didn’t need tutoring—she needed safety and stability.

Jaydel had an attendance problem. Weeks would go by, and he’d miss class, only to return disheveled and withdrawn. After a lot of patience and trust-building, he opened up. “Sometimes, I have to sleep on a park bench,” he admitted. His mom was struggling with addiction, and there was no place to call home. He was 17, one year from graduation, yet burdened with the question of where he’d lay his head at night.

Rosa, wore the same pair of shoes every day, the soles worn thin. She was painfully shy, but one day during a writing activity she shared a poem about her life. She wrote about nights spent in temporary housing, listening to the sounds of strangers moving around her and feeling unsafe. But she also wrote about hope—about wanting to be a nurse, to help people who felt as helpless as she often did.

Kevin was always falling asleep in class. Teachers often sent him to the principal’s office, assuming he was lazy or defiant. But when I sat down with him, he admitted he often doesn’t go home or sleep at night because he spends most of the time on the streets to help bring money into his household. “It’s hard to sleep when you have to be the man of the house,” he said. Kevin wasn’t a problem to fix; he was a child in desperate need of compassion.

In our classrooms, we encounter students who shoulder responsibilities far beyond their years. Some are primary caregivers for their younger siblings, stepping into parental roles because their own parents are working multiple jobs or are absent entirely. We have other students who flinch when someone raises their voice or makes a sudden movement behind them, the echoes of abuse reverberating in their minds and a result of past traumas.

These are some of the many stories of our students. The burdens they carry into our classrooms and the quietness in which they hold their unspoken narratives. Maybe once upon a time, you were that student.

As educators, we’re trained to teach standards, administer tests, and track data. But where is the manual for comforting the child who’s been beaten down by life before they’ve even had a chance to start? How do you help a student dream about their future when they’re unsure if they’ll eat dinner tonight?

Poverty and trauma are not just barriers to education; they are life-altering forces that shape the way children see the world and their place in it. Research can tell us about the brain’s response to chronic stress and the impact on the brain’s development. Research can tell us about how survival mode impacts memory and cognition. But sitting across from a student who looks at you with pleading eyes, all that theory feels distant and cold.

What I’ve learned is that sometimes, the most important lesson I can teach isn’t found in a textbook or the curriculum I created. It’s in the small acts of kindness that remind students they are seen and valued. It’s keeping granola bars in my desk drawer for when Angel’s stomach growls. It’s creating flexible deadlines for Sophie because her environment doesn’t lend itself to homework. It’s the clothes I bring in to provide to students like Rosa who just want to feel comfortable.

These students carry stories that could break your heart, but they also carry a resilience that will take your breath away. They step one foot in front of the other into our spaces, no matter the weight they carry. They show up even when it’s hard, because somewhere deep inside, they believe in the possibility of something better. Our job is to nurture that belief—to hold hope for them when they can’t hold it for themselves.

I often think about what success looks like for these students. It’s not always about grades or diplomas, though those are important and can provide long-term access and increase the quality of their life. Sometimes, success is Jaydel staying in school one more week, or Angel smiling because he finally feels safe enough to let his guard down. It’s Sophie writing a poem in class that helps her process her pain.

School is more than a building—it’s a lifeline. It’s a place where the lights stay on, the bathrooms are clean, and someone asks, “How are you?” and really means it. It’s where they can sit in a chair that isn’t shared, eat a meal that’s warm, and for a few hours, just be kids.

If we ensure our practices are trauma informed, our classrooms can be safe spaces. Our schools can be a safe haven where students can imagine a life beyond the barriers they face and they can dream out loud. It’s about cultivating an environment where students feel seen, heard, and valued. For kids living in chaos, the stability of school can be a grounding force. For those who feel invisible, a simple “I believe in you” can be transformative.

But it’s also about understanding what’s behind the behaviors we sometimes label as “disruptive” or “disengaged.” Yet, these kids show up with their tattered backpacks and heavy hearts. They show up with their dreams and their resilience. And they remind me, every single day, why this work matters.

Our classrooms must be more than spaces for learning—they must be spaces for healing. Spaces where students can find calm, can take off the mask, can draw their heart out, and share their poetry. Spaces where we listen not just to their words but to their silences, and where we meet them with patience, understanding, and an unwavering belief in their potential.

Yes, these stories are heavy. But in every one of them, there’s a spark—of resilience, of possibility, of hope. And as teachers, we have the profound privilege of protecting that spark until it’s ready to ignite.

This article was crafted by Melinda Medina, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.

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You’re planning fall PD—and the pressure’s on to make next year significantly better.

You want to help teachers feel confident, not overwhelmed.

You want to lighten teacher workloads without sacrificing outcomes.

And you want professional learning that actually drives results, not just fills a calendar.

That’s why this moment matters.

This year, instead of building your entire BTS PD plan from scratch, what if you started with one session that delivers real strategies—done for you?

A Free Webinar That Does the Heavy Lifting for You

On May 15, we’re hosting a free session called:

Brain-Based Strategies: Applying the Science of Learning to enhance student growth

This isn’t a sales pitch. It’s a practical, research-driven look at what’s really getting in the way of retention—and what teachers can do differently from day one.

You’ll learn:

• Why attention doesn’t equal retention—and how to fix the gap
• How to shift from review games to retrieval that actually works
• Why relevance isn’t fluff—it’s memory science
• What PD strategies reduce burnout while increasing learning gains

And best of all?

It’s already done for you.

Designed for Leaders Like You

This webinar was created for curriculum leaders, coaches, and PD teams who are already juggling too much—and want to walk into fall with tools that work.

You’ll hear from:

• Peg Mischler, Director of Education & Research at CheckIT Learning, longtime teacher educator, former district leader, science and special education teacher.
• Stefanie Faye, Neuroscience and human systems expert known for making brain science deeply practical for schools

They’ll help you reframe your PD strategy through the lens of memory, motivation, and meaning—without asking your teachers to become scientists or your team to create new materials from scratch.

Save Your Spot

The PD session your fall plan deserves—done for you.

Free Webinar: Brain-Based Strategies: Applying the Science of Learning to enhance student growth

📅 May 15 | 💻 Live on Zoom

🔗 Register here

You’ll leave with ideas you can use—and a PD strategy that helps teachers teach less, and students remember more.

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‍By Stefanie Faye

When you were a child, do you remember what felt more important? Was it being protected and connected? Or was it the freedom and independence to master your world and learn who you are? 

As much as I remember loving the feeling of closeness with loved ones, I also savor my memories of exploring the world and doing things on my own, knowing I could have more autonomy over my life. 

These are two forces that underlie Attachment Theory and are key drivers of much of human behavior.  

What is Attahcment theory?

Attachment theory is not a 'theory'. It's a part of our neurophysiological operating system. Attachment is a way of seeking proximity to an attachment figure. It’s a bio behavioral adaptation that helps us co-regulate with others. This in turn helps us achieve higher levels of independence.

What is called the Paradox of Attachment is that we can’t have one without the other.  Without the security of feeling protected and connected - that someone has your back - the ability to explore becomes limited. Without the freedom to navigate the world on our own and have an identity, we lower our power and sense of agency in social dynamics by becoming dependent. 

Human relationships and attachment are tied to two key dimensions: intimacy and independence. Because we are mammals, we are biologically dependent on others to co-regulate our nervous systems. Because we are self-regulating systems, we also require independence and autonomy in order to exercise our self-regulating mechanisms.

Because of how brains mature over time, as children, we need to outsource our self-regulating abilities to our caregivers. This is especially important when we are distressed. If, during childhood, we experience a lack of responsiveness, emotional availability, or attunement to our emotions, this can lead to insecure attachment patterns in our adult relationships.

Attachment Patterns

This may sound counterintuitive, but our attachment to a secure base when we are young actually helps us become more independent. Knowing we have an emotionally attuned, available, and regulated base to return to and turn to in times of distress helps regulate our immature nervous system to tolerate a more expansive array of emotions and situations until our own more sophisticated brain and body architecture can help us do this for ourselves and with a wider variety of people (Harvard Center on the Developing Child). 

Disruptions within our earliest attachment experiences can lead to patterns that emerge across the lifespan and into our adult relationships. The good news is that because of human brain plasticity, especially in regions that involve aspects of self-regulation, we can take steps to become more secure in our attachment behaviors. 

Secure attachment is related to being able to attune to and become more aware of our own experiences and sensations and be able to recognize, report, request, and regulate in a mature way within relationships.  

The dance between connection and autonomy is part of the human experience. However, because our earliest experiences and conditions are not always in our control, it means that it can be challenging for a large portion of the planet to learn how to co-regulate and self-regulate.

So whether we are dealing with young people or grown-ups - there's a good chance some of them have attachment behaviors that can get in the way of having their most optimal states of both connectedness and autonomy.  

As much as we need to learn how to self-regulate, as mammals we also need safe connections with others in order to restore our systems. 

It’s part of our oxytocinergic, co-regulating genetic heritage. 

Every human relationship is therefore a lifelong dance between connection and independence, intimacy and autonomy. 

It’s not one or the other… when we learn more about the importance of both, we can build a safe harbor with a trusted other - that they are there to return to as we explore our autonomy and purpose. This is as true for children as it is for adults. The dance of having phases of connection and bonding, with time for individuality and independence, those rhythms are a catalyst for power, compassion, agency, and self-mastery. 

The first step is awareness. The first key to awareness is to realize that many of our social behaviors are tied to our attachment experiences. As adults, we can prioritize our own self-regulation. As we do this, we become better models for self-regulation and we become contributors to healthy co-regulation within our communities and relationships.

National Scientific Council on the Developing Child (2015). Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience: Working Paper No. 13. Retrieved from www.developingchild.harvard.edu.

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This article was crafted by Stefanie Faye, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.

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By Dr. Tawheedah Abdullah

It’s that time of the year again… The sweet smell of blossoms fills the air, wildlife meanders about, plucking grubs from the grass, and bees come out of hiding, rushing to embrace newly-bloomed flowers like long-distant relatives.

As the calendar turns, students, parents, and educators begin diligently preparing for testing season. Students review content, learn about the process of elimination, eat a well-balanced breakfast, and race to hit the pillow before their bedtimes. Parents pray that the academic investments they’ve made over the past 9 months (the time it takes for a baby to grow, so why not a mind?) will produce high returns in the form of scaled scores, national percentile rankings, and grade level equivalents. Educators brace themselves as they anxiously await the annual ritual of evaluation—their students’ test scores will be graded, rated, and disaggregated, their effectiveness reduced to numbers. 

Despite ongoing debates about the effectiveness of standardized tests in their ability to provide an accurate, holistic profile of students’ abilities, many districts continue to rely on these assessments as the sole instrument for measuring and tracking academic progress.

As both a scholar and practitioner in the field of educational leadership and policy, I find myself torn between multiple competing perspectives about standardized testing. On the one hand, these tests have unveiled the my riad of opportunity gaps that continue to plague the nation’s public schools, illuminating the need for amore fair distribution of academic resources to students who have been historically marginalized. This has led to many good-faith efforts by districts to work towards closing opportunity gaps and ensuring that all students have access to high-quality curricula. 

On the other hand, the structure, content, and format of standardized tests have faced numerous critiques for lacking cultural relevance and exhibiting inherent cultural biases. Simply put, these assessments are designed for some students to excel and for others to fail (Kendi, 2019). Students who belong to groups that are perpetually on the low end of the “achievement gap” and are further subjected to deficit-framing through the media, school, or society may experience elevated testing anxiety in the form of stereotype threat. Studies show that, even if minorities are equally preparedas their non-minority peers, exposure to stereotype threat often leads to lower achievement (Steele & Aronson, 1995). I worry about the nation’s lack of attention to this phenomenon and the barriers preventing schools and districts from addressing testing anxiety through targeted support for students of color. 

This begs the question: How does a culturally conscious parent, caregiver, educator, or school leader respond to a young person who asks: Why is this test so important? A fair question, indeed. How does one celebrate a young person’s ability to question the value society places on standardized assessments while honoring their opinions and respecting their choices, and yet, in the end, conclude this riveting dialogue with, “but you still have totake the test”? 

During my time as a teacher, responding to this question was difficult. Knowing what I knew about the history of standardized testing, particularly as it relates to perceptions of Black and Brown students’ abilities, I would struggle to craft a response that acknowledged this harmful history without undermining school and district testing initiatives. In these moments, I was reminded that my students deserved an earnest response. I took this question as an opportunity to build critical consciousness and counter any deficit thinking with affirming, empowering statements.    

To that young person:

You are not your scores.

‍You must understand this. Your standardized assessment results are just one thread in the complex web of strengths, talents, and traits that make you a unique and special being. As such, only a collective, holistic view of your performance across all areas of your life can paint an accurate reflection of your progress. That test won’t show how kind you are, it won’t boast your creative genius, and it certainly will not illuminate your ability to make others smile. In a world that craves human connection and individuality, the idiosyncrasies that make you who you are are more valuable than gold. Also, comparison is the thief of joy. Noone can be better at being you than you. 

It doesn’t hurt to try your best.

‍If the assessment is required, why not give it your all? What is there to lose? The test simply provides you with information. You can use that information as a starting point to become more curious about your performance and keep track of how you are evolving. Focus on the assets you bring. View any gaps in performance as exciting opportunities for growth.

The test is as important as you want it to be.

‍You are the driver of your learning. What would you like to celebrate about the way you have poured into yourself this year? Have you improved your ability to focus? To think critically? To finish each section? Perhaps you better understand who you are as a learner. Did you go back and check your answers this time? Have you gotten better at annotating your responses? Set a goal for this year’s assessments, and prepare to celebrate your growth, as defined by you. 

Your voice matters. 

Critique the assessment preparation process and the assessment itself. It is only through the constructive feedback and persistent advocacy of our predecessors that assessments and preparation processes have evolved over the years. As you prepare for the assessment, share feedback with your teachers about what has been most or least helpful for you. Politely offer suggestions on how to improve the process. As you complete the assessment, meta cognitively reflect on what is going well and how the test could be improved. Are there questions that are easier to understand? Do any of the online tools present challenges? Do you notice any evidence of bias in the content, language, or structure? Share this feedback with your teachers and school leaders, or locate online evaluation forms and surveys on your state education website. 

In sum, the test is not important. You are. Those results are meaningless without the love, compassion, and joy you bring when you live in your truth and show up as your authentic self. What is most important are the things that cannot be measured. Your opinions and experiences are valuable, inspiring, and unique. We invite you to share them liberally. Bask in the beauty of your impact. You have already changed the world. 

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Kendi, I. X. (2019). How to be an antiracist. New York: Random House.

Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personalityand Social Psychology, 69(5), 797–811. https://doi.org/10.1037//0022-3514.69.5.797 

This article was crafted by Dr. Tawheedah Abdullah, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.

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By: Melinda Medina‍

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When my student, Marcus, strolled into class one morning and greeted me with a confident, “Yo, what’s good, Ms. M?” I could feel a few heads turn, the air thick with the unspoken tension of what’s deemed “proper” in a classroom. I tried my best to hold back my grin. Marcus wasn’t just greeting me, he was bringing his whole self into the room. It reminded me of myself as a kid. I could have snapped back with the classic teacher line: “That’s not how we greet in school.” But I didn’t. Marcus wasn’t being disrespectful—he was simply showing up as Marcus, with all the vibrant energy and linguistic rhythm of his world. 

But here’s the thing: Marcus, like many of my students, lives in a world where not everyone will appreciate his “what’s good?” the way I do. Some spaces will judge him based on his choice of words and frown upon his authentic linguistic style, assuming his language reflects his intelligence, ambition, or character. I also know that my job is to prepare him to navigate various spaces without losing himself. That’s where the delicate dance of honoring identity while teaching code-switching comes into play.

The Brooklyn Way: Language as Identity

Growing up in Brooklyn, New York, I learned that language isn’t just communication—it’s identity. Whether it was the rhythm of my abuela’s Spanish, the sing-song cadence of the kids on the block, or the no-nonsense directness of my parents, our words wereas much a part of us as our DNA. When I showed up in spaces, so did the Brooklyn in me. Biggie Smalls did say, "Spread love, it's the Brooklyn way.” So when Marcus walked in with his “what’s good,” I saw it for what it was: an extension of his narrative, his history, and his community.

But I was quickly taught that the world doesn’t always see it that way. I remember my first job interview when I was 16 years old where I said “Nah, for real” instead of “Absolutely.”. The interviewer raised her eyebrow extremely high. As I became older and grew professionally, I quickly realized that if I wanted access to certain spaces, I’d have to learn how to speak their language without letting go of my own. That’s the lesson I wanted to share with Marcus. 

The Fine Line Between Acceptance and Assimilation

Let’s be honest—our classrooms should be places where students feel celebrated for who they are and how they speak. Language carries culture, history, and pride. But in a world that still values “standard” English above all else, students like Marcus might find doors closed to them unless they can code-switch, adapting their language to fit certain environments. It’s a harsh truth I wish didn’t exist, but as an educator and aspiring leader, I’m here to prepare my students for the world they’ll face—not just the one I wish existed.

The Story of Marcus: A Lesson in Code-Switching

One day, after class, I pulled Marcus aside—not to reprimand him, but to talk. “Marcus,” I started, “you know I love how you greet me every morning, right?”

He grinned. “Yeah, Ms. M, I know. You’re cool like that.”

I chuckled. “Well, thanks. But let’s talk about this: Imagine you’re walking into a job interview or addressing a college professor. Do you think ‘what’s good’ will work there?”

His smile faded a bit, and he shrugged. “Probably not. They’d think I’m dumb or something.”

“That’s not because of you,” I said gently. “But here’s the thing: language is like a toolbox. You’ve got your everyday tools, like ‘what’s good,’ but sometimes, you need a different tool to get the job done, like ‘Good morning’ or ‘How are you?’ It’s not about losing who you are; it’s about adding to what you’ve got and giving yourself options. Sometimes, different tools open different doors."

We talked about how code-switching isn’t about erasing his identity but expanding it. He nodded thoughtfully. “So, it’s like when I talk to my grandma versus my friends?”

“Exactly!” I said. “You’re not pretending to be someone else. You’re just showing different sides of yourself depending on the situation. Same person, different tools. Both are valuable.” 

Honoring the Whole Student

It’s a tricky balance, teaching students like Marcus to navigate a world that might not always value their authentic selves while fiercely protecting their right to be exactly who they are. It starts with celebrating their language and stories. In my classroom, we read literature that reflects their lives and voices. We write narratives in whatever dialect feels most natural to them. And yes, we also practice formal academic writing and speaking—not because one is better, but because both are useful.

I also teach them that code-switching isn’t a betrayal of their identity—it’s a strategy.

Acceptance isn’t about forcing students to conform; it’s about equipping them with choices. It’s about saying, “You are perfect just as you are, and here’s how you can succeed and gain access to spaces that might not see that yet.”

Teaching Beyond the Words

By the end of our conversation, Marcus had a new perspective—and a new greeting. The next morning, he walked in, gave me a sly grin, and said, “Good morning, Ms. Medina.”

That’s what it’s all about—teaching students to navigate the world while staying true to themselves, honoring their voice while helping them amplify it, and showing them that whether they say “what’s good” or “good morning,” they’ve got a teacher in their corner who sees the brilliance in both.

As educators, it’s our job to meet students where they are and help them expand their toolbox—not sothey can conform, but so they can thrive. Sometimes that means teaching them how to switch from their colloquial swagger to boardroom poise.

The Power of Code-Switching to Shatter Glass Ceilings

In the context of code-switching, the idea of using our voices to break the glass ceiling takes on a nuanced meaning. Code-switching is about leveraging linguistic versatility as a tool for empowerment, access, and dismantling the barriers that limit us.

When students learn to code-switch, they’re not abandoning their authentic selves; they’re mastering the art of using their voices to navigate and challenge environments that might otherwise exclude them. It’s a way of saying, “I understand your rules, but I’ll play the game on my terms.” This duality—honoring their identity while expanding their toolbox—is what equips them to break the glass ceilings that exist due to biases against certain dialects or speech patterns.

In the end, teaching code-switching is more than just teaching language—it’s giving students the keys to unlock doors that have been historically closed to people who speak like them, look like them, or come from where they come from. 

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This article was crafted by Melinda Medina, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.

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By Stefanie Faye

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Years ago, when I started teaching students and teachers about neuroplasticity and 'Growth Mindset', I never actually used the phrase Growth Mindset. In fact, I had never even heard of it! As a neuroscientist and school counselor, I’d studied the brain’s plasticity and presented this information to students and teachers. I would explain that neurons and networks in the brain form stronger connections the more they’re used and that some of our repetitive, thoughts, schemas, or scripts come from hearing them enough times not because they’re true, healthy, or adaptive, but because it's all science!

During my time as a school counselor, I utilized research from Experiences Build Brain Architecture (Harvard) to show an anxious student how her repetitive thoughts can change her overall mindset.

I used visual aids and diagrams about myelination and back-to-front development to help her understand exactly how this worked. At the end of our session, she made a gesture with her hands exploding away from her head because her “mind was blown”. 

After feeling chronically anxious and unheard by her previous counselors, I was able to use neuroscience to help a malleable student feel seen, heard, and understood. We eventually built a relationship, and she started attending regular sessions with me. She even began to stop by during lunch or after school to learn more about how the brain builds networks and how it prunes others away. She learned that the fact that a network gets myelinated isn’t about whether it ‘should’ be or is a ‘good one’, but rather because it was being activated regularly. She went from being close to dropping out of high school to creating an after-school leadership group. 

Bringing the Concept of Neuroplasticity Closer to Students

One of my duties as a school counselor was to give these extremely long and frankly mundane presentations. While speaking to over 400 high school students about the idea of neuroplasticity and specifically ‘self-directed neuroplasticity’, many of the students stayed silent. To be honest, I’m pretty sure most of them weren’t even listening - I mean, we’re talking 400 high school students in one room; however, the students who were engaged were on the edge of their seats. They raised their hands and asked thought-provoking questions. They even lingered after the presentation to learn more about self-directed neuroplasticity and other ideas. 

I also remember working with a young man who was ready to abandon an extremely challenging science project. He felt dejected and helpless, but when he saw that it would just take a few moments of reflection and additional attempts to make his contraption work, he calmed down. I was able to show him that his brain was growing stronger with each attempt, and he decided to keep working on the project. He even told me that he realized that life was going to keep giving him “more and more dips” that he would need to go through so he could build even more “brain strength”. Pride is not enough to describe how I felt about him at that moment.  

Using the Phrase "Growth Mindset"

Through all of these experiences, I didn’t have a word or specific phrase for what I was teaching my students. I didn't use the phrase ‘Growth Mindset’ because I’d never heard of it. I just explained what I knew about the most recent research in neuroscience. I was explaining how the brain is an organ that is plastic and malleable, it can be shaped and molded into what we want it to be. Students, parents, and teachers resonated with my lessons because they reflected what they already knew. I was able to give them an explanation for the unprecedented change and growth their students and children were experiencing- an explanation rooted in facts and science. 

Unfortunately, I can’t measure those results with quantifiable data.  All I can say is that once people heard these principles of learning and the brain, they saw themselves differently. They would respond to this new information with their own new ideas or efforts to learn something.  

Learning about the mechanics of learning helped people see more clearly how they could mold their thinking and give their brains the stamina needed to try and succeed in new things, while using failure as a stepping stone to success.

They learned that this new thought process didn’t happen because someone was simply saying “I know you can do it!”, but because the laws of nature and neuroplasticity could help them achieve it.

No matter what kind of mindsets we are surrounded by at home or in our community, with the right type of education and thought leadership, school scan become a place where the next generation gets to play with new perspectives and use their minds in the brilliantly adaptive ways they are designed to be used. Just one educator can give students a new way to look at themselves. This new perspective can completely change their trajectory by showing them that a person’s mindset can be a powerful catalyst to create change in their behaviors and abilities!

This article was crafted by Stefanie Faye, an independent contributor engaged by CheckIT Labs, Inc. to provide insights onthis topic.

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By Dr. Tawheedah Abdullah

When asked why I chose to dedicate my life to social justice and educational equity, I often say it was a spiritual calling. For as long as I can remember, I have viewed the world through a socio political lens. During middle and high school, I often walked through halls and sat in classes, lost in deep, existential questions about life, fairness, and equity: Why are some kids rich and other kids poor? Why aren’t any of the Black or Latinx kids in AP classes? Why do kids make fun of each other for their differences? Why are all my teachers White? Why don’t I learn about anyone who looks like me in my History class? Questions like these became the foundation of my drive to challenge the systems that perpetuate inequality and to work toward meaningful change in education.

Tuck and Yang (2018) refer to the “impulse to dream and work toward justice” as being “born under the rising sign of social justice” (p. 2).

They characterize it as an intrinsic calling that is “whispered by ancestors” or felt as an intense, impenetrable force that permeates through one’s career, relationships, and decisions. I don’t remember a time before feeling this calling. It has always been part of me— this desire to advocate for unity—to grow as a human being connected to other human beings who were all part of some grand design… some energy or force much bigger than us, but to which we all contribute. 

This drive to connect, grow, and fight for justice has been further shaped by my own spiritual journey, which has unfolded alongside my academic and career paths. In the pursuit of nurturing my calling, I found my place in K-12 education. My first few years of teaching were not easy. I was young, and my students could smell my nervousness. My ego was attached to my work, so I often got into power struggles with students. It became a daily fight, and I found myself entangled in such deep unhappiness that I turned to my spirituality for answers. 

One day, while praying, it dawned on me: my students were placed into my life to teach me something about myself. As such, I began to reflect on my interactions with students and teaching as a way of learning more about myself and to fuel the fire of my calling. I began to ask myself questions: 

• Why did it bother me so much when student x said that? 
• Why did I react that way when student y left the classroom? 
• What triggers are being unveiled?
• What biases am I carrying into my practice? 

I began to wonder: How can I use my inner work to strengthen and model my sense of calm, promote unity, and honor my students as human beings? I found myself increasingly attuned to the ways I could unlock my fullest potential as a social justice-oriented educator, while simultaneously helping my students unlock theirs. As I continued to grow in this space, I learned more about advocates and communities whose impulse for justice was born through or fueled by spiritual or ancestral connections — Malcolm X, Steve Biko, Martin Luther King, The Zapatistas, Marcus Garvey, Bob Marley, and many others. As such, I continued to sit still, pray, reflect, meditate, engross myself in nature, and allow messages from my ancestors to come to me. I found these practices to be powerful acts of resistance and essential tools for my own healing and self-care in the face of challenging, emotionally draining work. 

Spiritual and meditative practices continue to ground me in my purpose and have shaped pivotal moments in my career. During the height of the Black Lives Matter movement, I relied on these practices, in conjunction with energy exchanges from elders in my community, to write and deliver a speech called “We are Breathing”  during a justice rally in Atlanta, GA.

Through exchanges with powerful social justice leaders in my work with the Intercambio program at the Stanford Center for Latin American Studies, I created a tool to help educators who are “born under the rising sign of social justice” connect with the Seven Sacred Directions, a practice used by Indigenous communities to foster connection with nature, self, ancestors, and community. To use the tool, educators sit outdoors, immersed in nature, and align their physical and mental presence with the seven sacred directions: East, South, West, North, Above, Below, and Inward. They then meditate and reflect in each direction, drawing upon its energy and wisdom. 

In the words of Audre Lorde, “Caring for myself is not self-indulgence, it is self-preservation, and that is an act of political warfare.” As I continue to engage in the complex, meaningful work required to live out my calling, I will always prioritize stillness and reflection, turning inward to find strength and wisdom, even in the most uncertain times. Chaos and confusion are mere distractions. Inner peace and calm are radical acts of self-care. 

What higher purpose are you connecting to through your work? 

How do you hold space for yourself as you act out your calling? 

References:  

Tuck, E., & Yang, K. W. (2018). Toward what justice?: Describing diverse dreams of justice in education. Routledge.

This article was crafted by Dr. Tawheedah Abdullah, an independent contributor engaged by CheckIT Labs, Inc. to provide insights onthis topic.

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By Dr. Rachelle Dené Poth

I have long been interested in the stories of others and in sharing my own story. It was not always like this in my teaching practice, though; it took years for me to realize the power of sharing one's story because of the impact that it can have on others. 

Storytelling has been a fundamental part of our history and personal experiences. Telling stories helps us to shape our understanding of the world, develop empathy, and connect with others. We may not realize the impact of our stories on the lives of others, so that is why we need to be open and willing to share our stories in a way that brings us comfort and builds confidence and that is beneficial to others in search of ideas or reassurance in the work we do as educators. We also need to model the power of story telling for our students. 

For students, storytelling can sometimes be scary, especially about their own story. It leaves us vulnerable and may involve sharing failures.

However, it can also be a positive exercise in boosting creativity and fostering greater classroom connections.  Through storytelling, we have a means of self-expression and reflection, and it helps our personal growth. In today’s digital age, with access to so many technologies and choices, storytelling has evolved from the use of traditional journaling in notebooks to a variety of multimedia formats such as podcasts, blogging, vlogging, or even the creation of digital portfolios or story books, which offer students authentic and creative ways to share their voices. These options amplify the stories that need to be told.

As we start a new year, it is the perfect time to explore the power of storytelling in education. We can learn from our students' unique approaches and experience the incredible benefits of embracing various digital tools that enable them to share their stories with the world in a comfortable space that builds confidence.

The Power of Storytelling in Education

Storytelling allows students to explore their identities, reflect on experiences, and connect with others. When students tell their stories, they develop essential skills such as critical thinking, communication, creativity, and empathy. It also fosters a sense of belonging and confidence as they realize that their perspectives and experiences matter and can have a tremendous impact on others.

Storytelling promotes more active and meaningful engagement with the content material.Students who share their stories can better connect to their studies orleverage their personal experiences to develop a deeper understanding of the subject matter. I have experienced this and seen it in my students’ experiences in my classroom. Sharing stories opens us up to vulnerability, but that is not a sign of weakness. Our stories can lift others and help them push through challenges because they learn from the experiences and stories of others.  

For example, a history student creating a podcast episode about a historical event from a first-person perspective can engage with the material more deeply than through traditional methods.

5 Unique Ways Students Can Tell Their Stories

1. Blogging and Digital Journaling

Blogging is something that I have done for years with my students and as an adult. Writing blog posts helps us reflect on our experiences, articulate our ideas, and develop our writing voice. There are different blogging platforms like Google Docs, OneNote, and WordPress, depending on the age of students. However, even having dedicated spaces in different LMS platforms can provide user-friendly environments for students to create and share content and stories.

In my teaching experience, I introduced blogging on paper when I had students write responses to prompts in Spanish many years ago. These written reflections allowed students to process their learning and build confidence in writing, speaking, and collaboration. Today, digital portfolios take this concept further, enabling students to showcase their work to classmates, families, oreven global audiences. Digital journaling tools also promote accessibility, which is so important, and Immersive Reader (available in tools like Wakelet, Microsoft, and other tools) helps to support diverse learning needs and promote accessibility. 

2. Podcasting

Podcasts are a great way to boost storytelling and taps into students’ creativity and curiosity. Students can create podcasts to share their thoughts, interview peers, teachers, or experts, and discuss topics they’re truly interested in and passionate about. There are some tools such as Audacity, Anchor, or GarageBand that make podcast creation accessible even for beginners and make it easy for students to get started. 

Podcasting builds confidence in speaking and communication skills, especially for students who struggle with public speaking. A student who feels anxious presenting to the class might thrive when allowed to create a podcast episode in a comfortable, controlled environment. Podcasts can also be shared with the school community, allowing students to contribute their voices to broader conversations.

3. Video and Story Creation

Video storytelling is another powerful way for students to express themselves. Whether through the creation and performance of skits, conducting interviews, recording video reflections, or even teaching lessons, video creation allows students to share their thoughts in a personal and engaging way.

In my classroom, students have used tools like WeVideo tocreate their video projects. These tools enable students to narrate stories, record reflections, or collaborate on multimedia projects. Another option is StoryJumper, which lets students design characters, choose backgrounds, and narrate their stories, resulting in personalized digital books.

Video creation fosters creativity and provides authentic insights into students’ thought processes. Teachers can hear the students’ voices, better grasp student understanding, and provide students with personalized feedback. This is particularly valuable for students who feel more comfortable speaking than writing, as it accommodates diverse communication preferences.

4. Collaborative Platforms

Collaborative platforms like Wakelet provide students with versatile storytelling opportunities. With Wakelet, students can curate collections of resources, collaborate with peers on projects, and record Flip videos to document their learning journeys.

For instance, during project-based learning (PBL) activities, my students used Wakelet to create resource collections they shared with classmates. This collaborative approach enhanced their research skills and fostered new ideas and perspectives. Wakelet’s accessibility features, like Immersive Reader, ensure that all students can participate fully in the storytelling process. 

Benefits of Storytelling for Students

1. Enhancing Communication Skills

Students can better articulate their thoughts more clearly, whether in writing, speaking, or multimedia formats with storytelling. These communication skills are invaluable in academic and professional settings. 

2. Building Confidence

Sharing stories helps students find their voice and gain confidence. Whether narrating a personal experience, discussing a topic they’re passionate about, or reflecting on their learning, students develop a sense of self-assurance through storytelling and become more comfortable and confident in their learning space.

3. Promoting Creativity and Critical Thinking

Creative storytelling encourages students to think critically and find unique ways toconvey their messages. For example, a student creating a video skit about a scientific or other concept must understand the material and think creatively about how to represent it so that others can understand it, too. 

4. Fostering Empathy and Connection

When students tell their stories, they share a part of themselves with others. They become vulnerable, and this vulnerability fosters empathy and a closer connection between peers. When this happens, it creates a more supportive classroom environment where diverse perspectives are valued and embraced.

5. Encouraging Reflection

Storytelling prompts students to reflect on their experiences and learning processes. Whether through journaling, video reflections, or digital portfolios, reflective practice deepens their understanding of the material and their personal growth.

Moving Students From Consumers to Creators

We want students to build their skills. By Integrating storytelling into the classroom, we can shift students from being passive consumers of information to developing into active creators. When students create blogs, podcasts, videos, or digital portfolios, they take ownership of their learning and engage with the contentin more meaningful ways. A “creator mindset” enhances engagement and prepares students for future academic and professional success.

As we prepare students for the future and equip them with essential skills, storytelling promotes collaboration, a skill employers highly value and seek. Collaborative storytelling projects—whether creating a group podcast, co-authoring a digital book, or curating a Wakelet collection—teach students how to work effectively with others, resolve conflicts, and share responsibilities.

By leveraging digital platforms and creative approaches, educators can empower students to share their stories in ways that resonate with their unique voices. Whether through blogs, podcasts, videos, or collaborative projects, storytelling builds confidence, fosters creativity, and helps students connect with others in meaningful ways.

As educators, we have many roles. One of them is to provide the tools, guidance, and encouragement our students need to tell their stories. When we do this, we amplify their voices and help them discover the power of their narratives to inspire, inform, and connect.

This article was crafted by Dr. Rachelle Dené Poth, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.

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By: Melinda Medina

Growing up, I often felt like a whirlwind in a world demanding stillness. I was full of energy, a true bull causing chaos in a china shop. As a young girl, I excelled academically but silently struggled within attentiveness, forget fulness, and restless energy. My teachers saw a “rebellious daydreamer” who “needed to try harder." Little did they know, I was juggling a brain that worked like 50 browser tabs open at once—and none of them were loading. A habit I haven’t outgrown, as anyone who has seen mylaptop screen lately can confirm!

Like many women, I wasn’t diagnosed with ADHD until adulthood—when the pieces of my lifelong puzzle finally clicked into place and I finally realized my “quirks” were more than just bad Wi-Fi.

This revelation profoundly shaped my role as an aspiring leader, educator, and advocate for students with special needs. I see myself in mystudents who can’t sit still for 45 minutes, let alone 10. Some are tapping their pencils like they’re auditioning for Stomp, others are twisting intheir chairs as if they’ve joined an impromptu yoga class. Some simply stareinto the abyss as their internal monologue has overtaken their focus, spinningtales more captivating than the lesson at hand. Meanwhile, a few might bebouncing their legs with the intensity of a drummer at a rock concert, burningenergy that refuses to stay bottled up. Each movement tells a story—not of defiance, but of a brain seeking harmony in a world that often demands quiet focus.

That’s why my classroom includes flexible seating, like wobblestools that let kids bounce without the trampoline risks. Sensory toys, likestress balls or fidget spinners, are the unsung heroes of focus—helping students release their inner chaos without turning the classroom into a circus. Sensory-safe spaces, complete with calming tools and soft lighting, are the educational equivalent of a spa day for overstimulated minds. Movement breaks, like a quick stretch or walk, have the ability to transform restlessness into readiness. ADHD isn’t a barrier; it’s a different way of experiencing theworld. These tools aren’t distractions—they’re lifelines, helping students channel their energy and focus on engaging in the instruction—because who learns well when they’re trying not to explode?

I’m sure you are thinking, “flexible seating sounds like a great idea—until I catch two students trying to turn the wobble stools into race carslike a scene from Fast & Furious.”

If it makes you feel any better, I once gave a student a fidget spinner, thinking it would help with focus. Instead, it became a ninja star getting tossed across the room like a prop from Kung Fu Panda. So yes, I want you to be prepared that accommodations sometimes come with bonus entertainment. But I also want to gently remind you that even the best tools come with a learning curve for teachers and students.

Now, I think it’s important to tell you about Sarah. Sarah was astudent who rarely spoke or did any work in her classes and often paced backand forth. I allowed her to pace my  classroom when she needed and gaveher a chair that would allow her to spin and lean backwards. I realized oncethese tools were introduced, Sarah was more engaged in my class and began participating in the instruction more. She did her work as she swiveled backand forth in the chair and would volunteer to read Shakespeare’s Macbeth aloudas she paced the room. She wrote me a note at the end of the year: “Thank you for not getting mad when I move a lot. It helps me feel like I can be me andallows me to actually think and remain focused.” That note showed me that astill body isn't always a still mind. The note still sits on my desk as areminder of why we try new approaches—it’s not just about managing behavior; it’s about unlocking potential.

You might not see it right away, but the little accommodations you make—like allowing a student to stand instead of sit—can change how they seethemselves as learners. You’re giving them permission to learn in the way thatworks for them. Incorporating these tools in your classroom doesn’t require anoverhaul. Sometimes, it’s as simple as providing a stress ball, allowing aquick movement break, or offering alternative seating options. I want you toremember that small changes can have big impacts.

I tell my students my brain is like a puzzle: full of missing pieces, unpredictable patterns, and those satisfying moments when it all clicksinto place. Some days, I’m piecing it together like a pro, and other days, I’m flipping the box over, hoping for a cheat sheet. Most of the time, I’m just wandering around the classroom, trying to remember where I left my keys—which,more often than not, are right in front of me. Object permanence doesn’t seemto exist for us ADHDers! Whether you are “neurodiverse” or “neurotypical”, doesn’t life feel like a puzzle sometimes? The important thing is to keepworking on the puzzle, finding resiliency as we place each piece, and not beafraid to ask for help when we need it.

ADHD isn’t a roadblock; it’s a rollercoaster. With the rightsupport, students can learn to ride it instead of flying off the tracks. With the right tools and understanding, students with ADHD—and all learning differences—can unlock their full potential. My journey reminds me, and hopefully reminds you, that we don’t need to mold kids into conformity. We needto meet them where they are—twists, wiggles, and all. It’s a reminder that aseducators, we are here to honor their unique needs, strengths, and potential.We must meet every student halfway—between their energy bursts and our coffee breaks.

Lastly, I leave you with some questions to ponder: 

• How might your classroom change if you looked at restless behavior as an opportunity instead of a challenge? 
• What small shifts could you make to help students feel more understood?
• How can you adapt your classroom to honor every student’s unique rhythm?

Feel free to check out this resource to learn more about ADHD: https://chadd.org/about-adhd/adhd-quick-facts-about-adhd/

This article was crafted by Melinda Medina, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.

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By: Ylaiza Perez

Using writing and poetry to interact with my students became a cornerstone of my teaching practice. It inspired my love for writing and how, through admiration and exposure, students can also find joy in expressing themselves through writing. As educators, we all know the difficulties of engaging students in activities they initially resist. Especially with writing, they resist writing about themselves or sharing their personal thoughts. However, when students find ways to put their thoughts into words, it can transform their communication skills and their sense of self.

Through exploring writing, I have found my purpose in the classroom– to empower students to foster an inclusive learning community that allows students to lead, persevere, and create positive change.

Through writing, self-awareness is instilled, and a mindset shift is possible through the consistency of exposure. Empowering students to find their voice is our top responsibility as educators. Whether you are a math teacher incorporating poetry or a history teacher exploring primary sources, we all aim to foster an environment for students to feel seen and valued. Incorporating writing helps create that connection in any subject classroom. When I was in high school, a long time ago, we had a homeroom as a space to get exposed to different peers and learn life skills transferable in other spaces; now, homeroom is called advisory. Advisory periods are often dedicated to social and emotional learning (SEL), but this can extend into subject-specific classrooms to help students enhance their skills to build relationships, growth mindset, and communication skills. I understand time is always a factor—between preparing lessons, grading, and everything else on our plates. But weaving creative writing into existing lessons doesn’t have to be time-consuming. Simple activities, like poetry with content vocabulary, can be powerful without adding extra prep time.

For example, in my math class, I found a way to incorporate SEL through a poetry activity focused on expressions and equations. I introduced an assignment where students created poems using key math vocabulary. This task empowered students to explore how terms like “variable,” “expression,” “constant,” “solution,” or “distributive” can connect to their life experiences. We started brainstorming on how students could discuss what the vocabulary words meant to them while applying beyond math through poetry. For example, one group used the word “variable” to talk about changes in their life and “solutions” to overcome problems and challenges.

Next, students wrote free-verse poems incorporating at least two vocabulary words that connect their personal stories or thoughts to the math concept. I provided sentence starters for those students who needed them, such as:

• “Seeking solutions to a problem, _______, a variable in my life changed ___”
• “Constant reminders of ______, values what I need _____”

Student lines in poems:

• “Mathematics, I hate it but loved it with so much strength; I found a solution to my hate, practicing with constant reminders and not forgetting that the main variable between math and my learning is me.”
• “My expression, feeling the pain, seeking solutions that keep running away”

I’ll admit—I was nervous about asking my math students to write poems. I braced for the outright refusals. But instead, they surprised me.. However, they were so excited to write, which made me feel confident in my choices for what helps them. A student, let’s name him John, does not participate verbally but was empowered to write a poem about balancing expressions in their life with their friends and family and moving to a different country. Another student started discussing how math felt impossible to reach, but now they understand how, through distributing time constantly, they see how much they view math differently.

We concluded the activity with a class share-out, and students could do a gallery walk in the classroom or read their work to the class. Students appreciated the choice, the ownership of their learning, and the opportunity to display their learning with different methods. This activity reinforced math vocabulary, gave students vocabulary and pride in their creativity and changes, and fostered a sense of belonging.

As educators, incorporating parts of ourselves into our teaching creates brave spaces where students can thrive. Building on the ideas in my previous post, “Poetry and Its Power to Heal,” I’ve continued to reflect on how poetry can create inclusive learning environments that empower students to express themselves and connect with peers. Here are some tools to consider implementing in the classrooms— sentence starters to lower the barrier for hesitant writers, integrating content-specific vocabulary into creative writing activities to strengthen understanding, wait time, group tasks, and reflection questions—can create opportunities for students to persevere, explore, and become change agents in the world.

What are your thoughts?

How can we incorporate poetry into various subjects and its impact on students’ growth mindsets and resilience?

This article was crafted by Ylaiza Perez, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.

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By Joy VerPlanck

I was an adult the first time I realized I enjoyed yogurt—a discovery that felt like a whole new world of healthy, convenient snacks had opened up for me. Excited to stock up, I headed to my local grocery store, where I stood in awe of an entire aisle dedicated to yogurt stretching as far as the eye could see. But I was quickly overwhelmed. Faced with a dizzying array of choices—different milk types, flavors, fat percentages, and textures—I suddenly had no idea what I wanted. Despite my enthusiasm and readiness to buy, I left the store empty-handed and, surprisingly, disappointed.

Turns out, my decision paralysis isn’t just me—it’s a well-known concept in psychology called the "paradox of choice," the "tyranny of freedom," or "choice overload." Researchers have found when presented with abundant choice, we’re actually happier with our decisions when we have fewer options to choose from. When we’re faced with too many choices, even the one we pick can leave us feeling less satisfied. While limiting selection is now a common consumer tactic, famously deployed at one grocery chain, option-overwhelm is still prevalent, partly because of a persistent theory claiming choice matters most.

It’s True, Choices are Good

Self-Determination Theory (SDT), a psychological framework developed by Edward Deci and Richard Ryan, emphasizes that autonomy—having control over our choices—is a basic human need. And it’s not just a feel-good concept; science backs it up. Research shows that feeling autonomous can boost both mood and productivity. Even the simple perception of control can significantly enhance our ability to work, learn, and thrive.

This need for autonomy starts early. It’s no surprise that when kids are given the chance to make their own choices—like deciding what game to play or which snack to eat—they feel good about the decision. Autonomy helps develop stronger problem-solving skills and self-regulation,  skills that serve us well into adulthood. In many ways, autonomy acts like a superpower: a little of it can go a long way, whether you’re a child exploring the world or an adult tackling life’s bigger decisions.

Too Much Choice Can Add Cognitive Load

In the classroom, too many choices—like selecting topics, assignments, or learning materials—can easily overwhelm students who are already experiencing the cognitive demands of knowledge transfer and life as fast-growing humans. When faced with an abundance of options, they often feel paralyzed, disengaged, or unsure about how to move forward. This isn’t just about decision fatigue; it’s also about how too many choices can dilute focus and make learning feel less manageable.

Classrooms are filled with plenty of opportunities for students to exercise autonomy, like choosing how to approach a project, deciding on group or solo work, or picking a book for a report. The trick is to make those choices meaningful and manageable. Instead of offering dozens of options for study guides or homework, educators can provide a thoughtfully-curated set of possibilities that align with students’ interests and goals. This way, students feel supported rather than overwhelmed, and their decision-making confidence grows without unnecessary cognitive strain.

Striking the Right Balance

Offering just the right amount of choice can make all the difference in creating a classroom where students feel engaged and confident rather than frustrated or stuck. It’s all about balancing freedom with structure—giving students enough options to feel empowered but not so many that they tip into decision fatigue. A handful of thoughtful options for a project topic or assignment style feels empowering for students. But give them 20, and the process can quickly shift from exciting to overwhelming.  

Balancing autonomy with cognitive load is like walking into the yogurt aisle at the grocery store. When faced with 47 flavors and 15 brands, you might leave craving something else. But with a few options, you can easily pick something that leaves you satisfied and coming back for more.

This article was crafted by Joy VerPlanck, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.

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By Dr. Tawheedah Abdullah

After the death of George Floyd and the rise of the Black Lives Matter movement, DEI took the American Public School System by storm. The emergence of self-proclaimed “equity warriors” seemed to parallel the increase in federal and district funding allocated to school-based equity initiatives.

According to Dr. Larry Leverett, equity warriors are those who “lead and embrace the mission of high levels of achievement for all students, regardless of race, social class, ethnicity, culture, disability or language proficiency” (Leverett, 2002).

Equity warriors lead schools by modeling the values of effective communication, collaboration, personal and professional growth, and risk-taking for others to emulate in the pursuit of fostering equitable school communities (Leverett, 2002).

Titling oneself as an equity warrior is honorable, however, there is a wrong way to embody this role. As an early-career teacher transitioning into school leadership, I was eager to serve my school community. I saw each opportunity to make school-based decisions as an opportunity to create equitable learning experiences for the populations who I believed needed it the most. I became particularly skilled at analyzing academic data, identifying areas of opportunity, and devoting myself to designing intervention programs to address the gaps. Regarding myself as an advocate for those who were not given the opportunity to voice their needs, I emphatically believed that I knew what was best for my school community, and no one could convince me otherwise.

I couldn’t have been more wrong. After progressing through my journey as a social justice-oriented leader, I became exposed to literature that would directly challenge my approach to being an “equity warrior” (Thank you Freire, Duncan-Andrade, Darling-Hammond, Love, Muhammad, and so many others!) I unpacked the harsh reality that I was hiding my savior complex under the guise of this title, and the way I approached leadership was, in fact, counterintuitive to the concept of equity altogether.

I came to the stark realization that I was not truly illuminating the voices of the communities I was beholden to; instead, I was amplifying my own voice. Bertrand and Rodela (2017) describe this phenomenon as Implicit Individualism, which is defined as "following the belief that [your] understandings of social justice and how to achieve it are superior to those of others" (p. 17). This paradigm also carries the assumption that you are more equipped to make decisions for these school communities than the communities themselves. Coming to terms with this was a harsh and humbling realization.

Throughout my journey as an Equity Warrior, I have learned the following:

1. As equity-oriented leaders, the temptation to make unilateral decisions about students and families often stems from a genuine belief that we know what is best for them. This approach perpetuates the very hierarchies and power imbalances that we claim to be fighting against. It becomes particularly paramount for us to use our titles and positions of power as a way to amplify the leadership of young people, parents, and community members—recognizing them as experts who are fully capable of making sound decisions for themselves. This takes time, investment, and hard work. It is NOT the easy route.
2. A requisite to this action is a foundational belief in mutual humanization (Freire, 1970)— recognizing that all beings, not just those who share our backgrounds, cultures or experiences, are as human as we are, as capable as we are (if not more so)… and that their backgrounds, cultures, and experiences HAVE PROFOUND VALUE.
3. In practice, this means taking a listening stance and humbling oneself to the voices of the community. This means co-constructing decisions, distributing leadership, and having a genuine interest in the lives, experiences, and beliefs of community members. This means being driven, not just by quantitative academic data, but also by Street Data (Safir and Dugan, 2021)—the qualitative insights derived from listening to the lived experiences and narratives of students, families, and educators.

With these realizations, I hope to ignite similar epiphanies in other education practitioners,  leaders, and policymakers. I offer the following questions: How have you grown along your journey as an equity warrior? How do you work to actively break down power dynamics in your organization? In what ways do you prioritize mutual humanization in your role? What opportunities do community members have to co-construct solutions and make decisions that impact them?

This article was crafted by Dr. Tawheedah Abdullah, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.

By Ylaiza Perez

Poetry has offered me a sense of belonging. I’ve always struggled with being vulnerable; however, here I am sharing my deepest passions for writing through free writing. Through poetry I find healing; I find solace in the fact that I’m not the only one in the world that may feel emotions and struggle to express them. Poetry allows me to express my unwinding thoughts that otherwise remain unspoken.

For many, writing is more than an act—it’s a journey to self-discovery and healing. As Lamott (1994) explains, writing helps us catch our soul and unearth truths about ourselves that we may not have previously understood. Writing, especially poetry, provides a safe space for individuals to process and articulate complex emotions.

Not everyone benefited equally from writing, but studies show that those who engage in emotional writing are often more resilient and can even recover from job loss more quickly than non-writers. Poetry, in particular, gives people the opportunity to share their experiences with others in a way that is both creative and cathartic. This process helps individuals build community, feel heard, and find a sense of belonging.

Poetry therapy has been shown to alleviate symptoms of depression and provide participants with an outlet to explore their emotions in a more manageable, structured way. In studies like those of Rickett, Grieve, and Gordon (2011), poetry workshops helped participants navigate their personal journeys, whether through illness or other significant life events. Poetry gives patients a tangible, creative object to hold onto—a story that is uniquely theirs but also resonates with others.

During my undergraduate, and as the founder of the Believers of Words (B.O.W.) Poetry Club at Providence College, I’ve witnessed firsthand the transformative power of poetry and having and creating a sense of community. The club offered a safe space for students to express their emotions, especially those that felt silenced.

The feedback from participants highlights how poetry can help people find clarity, serenity, and healing. Whether it’s a personal and spiritual connection, and also a bridge among different cultures and communities that are trying to find a beacon of hope in life’s challenges.

Poetry is not just an art form—it’s a path to self-discovery, and emotional well-being. Regardless of if you’re a writer, an avid reader, or just someone who enjoys the beauty of words, poetry provides healing. Individuals can feel empowered, and a renewed sense of purpose through poetry and personally develop a deeper connection within themselves.

Ready to read some poetry?

“I stand,
Again.
I stand to love,
I stand to love.
I stand to live,
In living a life of winning,
I stand to be grateful,
Thinking of air as tasteful,
Blissful.

I stand to have peace,
To never stop reflecting.
Find my turn,
With no return.

I stand to happiness,
Found in my soul,
Loving my spirit,
To find control.

References:

1. Parsa, A. N., & Harati, S. (2013). The impact of poetry therapy on depression. Academic Journal.
2. Lamott, A. (1994). Bird by Bird: Some Instructions on Writing and Life. Pantheon Books.
3. Campo, R. (1997). The Healing Art: A Doctor’s Black Bag of Poetry. W.W. Norton & Company.
4. Pennebaker, J. W. (2004). Writing to Heal: A Guided Journal for Recovering from Trauma & Emotional Upheaval. New Harbinger Publications.
5. Rickett, C., Grieve, C., & Gordon, J. (2011). Evaluating the impact of a poetry-writing workshop on the psychological well-being of cancer patients. The Arts in Psychotherapy, 38(3), 160-167.
6. Gold, K. (2012). The role of poetry in social work practice: Expressing, connecting, and healing. Journal of Poetry Therapy, 25(3), 123-130.

This article was crafted by Ylaiza Perez, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.‍

By Stefanie Faye

When I was a school counselor several years ago, I met Timothy.  He was in fifth grade. He didn’t smile much.  In fact, he didn’t have any kind of expression on his face.  When he spoke, he barely moved his mouth.

The principal, his teachers, and his mom had all come in to see me several times to talk about the fact that he was being sent to the office on a weekly basis for pushing or hitting other kids.  When his mom came to see me, she told me that she was angry and depressed.  She felt like most of the time she ‘couldn’t stand him.’  

What is Interoception?

What I'd been working on in my own life was something called ‘interoception’.  It is the ability to become more aware of the physical sensations in our body as a way to notice how we are reacting to people and events.  By noticing these sensations, we can slow down the behavior that comes next.  Since it helped me in several situations in my own life, I decided to try to explain it to Timothy.

I started with my own example. Using this skill, I gradually started to notice that when I felt anxious or stressed - particularly when it came to social situations - I felt a prickly sensation in my fingertips.  As I kept noticing this, it became clear that this sensation was somehow related to a fear of being rejected.

I began reading and learning more about this. What I began to learn was that:

• I could notice those sensations and not immediately do something to ‘get rid of’ the feeling.  Just noticing them was the first step.  
• By not creating a story and adding assumptions about another person’s behavior would help quiet down those sensations.  
• By focusing on my breathing or something else in my present environment,  I was better able to notice that the sensations bubbled up and then faded away - they weren’t ‘permanent’.

But as I'd been learning, the more certain types of hormones are circulating within us, the more accustomed our body gets.  It can get to a point where certain neurochemical and physiological states seem to be more ‘normal’ than others - not because they’re the healthiest, but because they’re the most familiar.  

The reactions that happen the most quickly are generally the ones that are the most automated - and are most influenced by our less evolved structures.  The slower-to-respond circuitry is higher up and further away from our motor centers and the centers that are receiving the inputs from our senses. So those signals need a little more time to travel from the brain stem (attached to the spine) to our frontal lobe.  

This means that the very first reaction we have might feel like an ‘urge’ - maybe it’s an urge to yell or reply angrily. These are our primitive systems kicking into gear.  But if we wait a moment, we give a chance for our more evolved system to even have a chance to process. I shared all this with Timothy.  I asked him if he noticed any sensations when he was angry or upset.  He said he didn’t. He just felt angry.

I asked him to imagine one of the situations that upset him so he could see if he noticed any sensations in his body.  He imagined a scenario that had happened, but still just felt angry -like a cloud, he said.  He couldn’t pinpoint anything specific. What I also knew is that words are not always the best teacher.  If we are hoping to help someone else have an experience that they hope to have (like feeling more in control over their life, feeling happier, etc.) we need a way to spark that experience.   One way is through modeling.  

We spent the next few sessions with me bringing up situations that were causing me stress or frustration, and I would talk through what I was feeling in my body and where.  After a few sessions of this, Timothy was finally able to pinpoint some sensations. He felt warm in his chest, and he could see his fist clenching. He said to me, " Miss Stefanie! I have an indicator of when I'm angry - my fist clenches!".

Later that day, he came up to me with a big smile on his face.  He told me that earlier that day, he started feeling angry at one of his classmates, but he looked down and saw that his fist was clenched. He knew that was his ‘indicator’ that he might do something like push or punch. So, he stopped and told his classmate that he wanted to use his prefrontal cortex and talk to them later.  It was a turning point for him - that he knew he could notice the signals his body was telling him and make a choice about what to do with it.

Why the Power of Interoception Matters

This is what the power of interoception has to offer: it brings the fluctuations and variations occurring within us to what neuroscientist Stanislas Dehaene calls our ‘global conscious workspace’. From that workspace, we have an opportunity to upgrade our patterns and responses.

What are sensations and indicators that you might have for certain emotions? For example, is there a place in your body that you notice becomes more active when you feel nervous, anxious, or overwhelmed?  Just paying attention to this and locating it helps activate brain circuitry that can help you find alternate choices for what you do when those feelings come up.

This article was crafted by Stefanie Faye, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.‍

By Joy VerPlanck

I once led the hiring process for a workforce development role. There was no shortage of applicants, but most weren’t making the cut. Some folks didn’t appear to read the requirements; some listed “attention to detail” as a skill but had typos in their applications; others never answered their phone or email. Ultimately, three qualified candidates were chosen to interview.

The first candidate had extensive education and expertise, and direct experience in our industry. They seemed eager to join the team and would have probably excelled in individual tasks — but there were subtle signs they’d cause problems in a collaborative setting. The second candidate was smart, socially adept, and spoke of their intent to teach job-seeking students to send thank you notes after interviews. However, they never sent a thank you note — a hint that they might be more talk than action. The third candidate had an unrelated degree and no direct experience, but they arrived 10 minutes early, treated the receptionist with respect, researched tools required for the job and openly shared where they might need support, and sent a thank you note to the hiring committee within 24 hours. Guess which one we picked.

The Current Reality Requires Work Ethic

The hiring experience I’ve just described underscores the power of a critical ingredient and force multiplier that can elevate any team in any industry. While I often hear from leaders that they value technical skills, they also share that they need people who help others on the team, adapt to pivoting needs, and are eager to learn. That secret sauce employers across industries are desperately searching for is work ethic — a set of personal values driving and influencing behavior on the job.  

Work ethic can manifest in many ways, including dependability, attention to detail, a positive attitude, or a willingness to help beyond their job description. With this in mind, our best efforts in education should focus on setting students up for success not just with knowledge and technical skills but with a strong sense of work ethic. Yes, we can teach them how to code, design, or build, but to truly develop them for work, we also need to prepare them to persevere through challenges, collaborate with others, and contribute positively even when their colleagues (or leaders) don’t.

Nature, Nurture, or Both?

It’s tempting to think of work ethic as something we’re born with — a natural instinct for human survival and collaboration. After all, without working together, families and communities would struggle to adapt to challenges from finding food to fending off threats. But if work ethic was entirely genetic, employers wouldn’t be in such dire need of people willing to show up on time ready for anything. There’s clearly more involved than being born to work.

In reality, work ethic is shaped by both nature and nurture. Research shows that work ethic and organizational culture have a bidirectional relationship: what you bring to the table is just as important as what the organizational culture is already serving up. This means even if someone is naturally hardworking and reliable, the dynamics of their environment can either reinforce or erode those qualities. For educators, the impact of environmental influence highlights the importance of daily nourishment of these traits in the classroom. But instead of adding to an already exhaustive list of educator responsibilities, why not exploit technology to make their jobs easier — even when developing core values like work ethic.

Get More Out of the Tools You’ve Got

In a classroom, every moment is a lesson and every tool is an opportunity. Teachers — like employers — have the power to either diminish or develop work ethic through role modeling and the culture they foster. But add another requirement for teachers to develop students’ personal values, and they may struggle to get it all in. This is where educational technology (EdTech) might have a hidden benefit to lift some of the teacher burden.

EdTech platforms that encourage self-paced learning promote discipline and time management, and help students start to learn to manage responsibilities with the ebb and flow of assignments while collaborative virtual projects help students learn how to communicate professionally and collaborate on platforms they’re likely to use at work, like Teams, Skype, and Slack. Additionally, EdTech can build problem solving and leadership skills through simulated real-world scenarios, where students can immerse themselves in a work-like setting and learn to overcome challenges with others productively. EdTech can also augment students’ critical thinking skills through artificial intelligence (AI), so long as they aren’t over-relying on it and deteriorating technical skills. And teachers can encourage advanced users to consider how the EdTech can automate classroom processes to help make things a little easier for everyone — something we can all use from time to time.

It’s important to note that EdTech also provides a crucial opportunity with students who may not have access to digital tools at home. The assumption that today’s students are all 'digital natives' overlooks those without the privilege of regular technology use, as well as students with disabilities who struggle in a world still lacking in digital accessibility. By integrating accessible EdTech into the classroom, we not only create opportunities for all students to prepare for a high tech future of work, we also help them learn to recognize and address digital inequity when they encounter it — another way work ethic appears in a modern society.

Push The Limits of Technology and Mindset

If you’re already using EdTech in your classroom, great! Lean on your tech tools fully to instill work ethic while making your life easier. Embrace the upgrades and enhancements to see how students react — can they be agile and stay focused when expectations shift suddenly? Encourage technologically-proficient students to help their less tech-savvy peers — how well do they handle the responsibility of putting others’ needs ahead of their own? And let’s take this reminder to keep our own reaction to changes in technology in mind — what work ethic are we presenting as the standard for our future workforce, one of rigidity and a fixed mindset, or one of curiosity and growth?

Look around your classrooms for the lessons and opportunities afforded in every tool. And if you haven’t embraced EdTech or AI yet, this is a great time to model the adaptability you want your students to cultivate and try something new. After all, is there any skill more transferable in the classroom, at work, and in life than embracing change?

This article was crafted by Joy VerPlanck, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.‍

By Tawheedah Abdullah

Throughout my tenure as an educator, I have often been asked to reflect on the concept of a “problem student”— one who is difficult to reach and subsequently difficult to teach. One who, through no fault of their own, has been born under circumstances that hinder their success. This “problem student” might turn our classrooms into warzones, creating triggering battlefronts that push us to reach into the depths of our toolboxes and pull out the most patient parts of ourselves.

It’s difficult not to take the actions of the “problem student” personally. When you are called an obscenity, attacked, or have school supplies hurled in your direction, it’s only natural to want them punished to the fullest extent of the law.

“In the real world, there are consequences for your actions, and if we don’t teach them this now, they will have a rude awakening, and blah blah blah blah. Throw the book at them!” We’ve all heard this reasoning. Maybe we’ve even said it ourselves. It feels like the right thing— the tough love approach that screams “this hurts me more than it hurts you!” Beneath the surface, is it really about teaching our students a lesson, or is it about our ego-driven desire to regain control of our classrooms? Some of us are at war with our students. Some of us are at war with ourselves.

I’m glad I didn’t get my vengeance. The security camera conveniently malfunctioned at the exact millisecond that she threw her school supplies at me and called me a you-know-what. Just like that, the case was closed, and there she was, waltzing right back into my classroom, taking her usual seat in the back and flashing a derogatory smirk that said, “I won.”

From that moment on, I decided to release control. I decided that this was all in divine order. She was put into my life for a reason, and I was hellbent on finding out what that reason was. I started to dig deeper, to ask questions, and to show a genuine interest in her world. Slowly, as I discovered the person behind the title of “problem student,” I discovered myself. I reflected deeply, not just on my actions and beliefs about my students, but also on the origins and motives behind them.

This was a pivotal moment in the development of my educational philosophy, which holds that educators should constantly engage with and challenge their personal and professional codes by intentionally exposing themselves to the diverse perspectives and ethical frameworks of others. Shapiro and Stefkovich (2001) offer four ethical paradigms for educators to consider when making decisions in the best interest of students: justice, critique, care, and profession. In my own experiences—both personal and professional—I’ve found that the moments requiring me to reflect deeply on my ethical paradigms have been most illuminating.

This became especially clear when my “problem student” surprised me by visiting my classroom and entrusting me with some very sensitive information: she was pregnant. After looping in the counselors and connecting her with resources, I began to nurture the mother within her. I engaged in conversations with her about opportunities for growth. I fed her, hugged her, laughed with her, and even organized a school-wide baby supply drive. When she went into premature labor, I visited her in the hospital, staying by her side as she navigated the uncertainty.

What a joy it has been to watch her carve new paths for herself—to see her daughter, brilliant and beautiful, begin to make sense of a world that doesn’t always have to be use tough love. I can’t help but beam with pride when I think about my “problem student.” She will always personify a moment in my professional journey when I grappled with my ethical paradigms, realizing that practicing outrageous love is my superpower.

It’s easy to react to a student’s “defiance” with rigid consequences in the name of "preparing them for the real world." But when we pause to reflect on our motivations, we might discover a profound opportunity to engage with a counter-narrative. It’s in that space—where justice, critique, care, and professional integrity intersect—that we find the capacity for outrageous love and a more compassionate approach to education. This approach pushes us to see beyond the immediate disruptions and instead focus on the significant impact we can have on our students' lives when we choose understanding over retribution.

How have you practiced outrageous love in your personal or professional life? What has it helped you discover about yourself?

What is your “problem student” success story? How can you spread the wisdom of your leadership?

What beautiful things have happened for you after deciding to release control?

How do Shapiro and Stefkovich’s (2001) four ethical paradigms show up for you in your decision-making?

This article was crafted by Tawheedah Abdullah, Ed. D., an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.‍

By Dr. Rachelle Dené Poth

Professional learning in all areas of work is essential. Regardless of your line of work, continuing to build and refine your skills is important. Professional learning is essential to keeping up with changes in the world and in our field. As educators, our work requires adaptability, ongoing reflection, and the pursuit of continued professional growth.

Especially today, as we see changes and challenges in education, whether as a result of new technologies, different student needs, or school initiatives, educators must stay informed and seek opportunities for professional learning. If we don’t, then we will remain stagnant in our teaching practices, which will limit student success.

However, there are many demands in our everyday work, which makes finding time for professional learning a challenge. Finding time is essential, and even with busy schedules, there are many ways to learn beyond the traditional professional development (PD) provided in our schools.

Ideas for Learning on Busy Schedules

Whenever I have provided professional development sessions for educators or engaged in conversations, the top answer for the most significant challenge when it comes to bringing in new methods or new technologies is a lack of time. Even finding time within our schools to talk to our colleagues is difficult. Our days are so busy with so many interactions and different tasks that even if we want to engage in a professional learning opportunity such as a webinar, a conference, or a simple conversation with a colleague, it seems that our schedule doesn't match up. However, professional learning Is not as limited as it once was and doesn’t have to be time-consuming.

Here are some ideas for engaging in professional learning that meets your schedule:

Book Clubs: Joining or starting a book club focused on education is a fun way to engage in professional learning. Years ago, I joined in a book study on Voxer, a walkie-talkie messaging app. Every person in the group read the book, posted, and answered questions. Even when the book study officially ended, that group stayed together to keep the learning and relationships in place. That book study took place seven years ago and we are still connected and learning in new ways.  Whether in person or virtually, reading and discussing a book with colleagues or your PLN will provide you with new insights and foster more collaboration. And it can happen on your schedule!

Microlearning: Professional learning does not require a specific amount of time. I like to call it “pockets of learning.” Plan time in the day for a short break to read a blog, check out a video tutorial, or listen to a podcast. Some of these options only take a few minutes, yet they provide you with access to new and hopefully impactful ideas. Have a planning period? Take a walk, listen to a podcast, or catch a tutorial video for something useful for your classroom.

Podcasts and Audiobooks: Podcasts and audiobooks offer the benefit of engaging in self-care while learning on the go. Sometimes, sitting and listening can be a challenge, so exploring one of these options makes sense because you can listen while doing other activities, whether driving to school, taking a walk, exercising, or just sitting outside. I enjoy the dual focus on self-care and professional learning that happens when I can walk and listen to a blog or even record my own podcast or reflections.

Social Media Networks: Personally, I never realized how beneficial social media can be for educators. Whether you choose Facebook, Instagram, LinkedIn, or Twitter (X), there are a variety of opportunities for professional development. One of my favorites has been Twitter chats. Engaging in a real-time conversation with educators from around the world is a great way to build your PLN and also stay informed about trends, strategies, and tools that other educators are using.

Self-Paced Online Courses or Certifications: There are many different platforms for taking courses, such as Coursera, Udemy, and edX, which offer professional development courses on many topics. Many of these courses are self-paced, which makes it easier to fit your schedule.  There are courses through Google and also the Microsoft Educator Center that educators can take for free and explore many topics that are relevant to their practice.  The best part about some of these, such as Microsoft, is that there are topics relevant for everyone, and you can complete the whole course in one sitting or complete parts of the module over the course of a week or more. Whatever best fits with your time.

Ways to Share Our Experiences

A couple of years ago, I realized the importance of sharing your story and leveraging teacher talent. Sharing what we’ve learned with others is essential to professional growth. We may not know who needs specific information, but when you share your story, even if only one person hears it or reads it, it may just be the one person who needs it the most.

Here are some ways to share your teacher talent:

Blogging or Podcasting: I started my own blog seven years ago after a few years of writing blogs for other publications. At first, I simply wrote about what I was doing in my classroom. It helped me to reflect on my practice, and thankfully, I received positive feedback from people who read the blog and tried some of the ideas that I had shared. Blogging about your experiences or even starting your own podcast allows you to reach a wider audience. Whether you are writing about your challenges, successes, or innovative practices you use, it enables others to learn from your journey.  My own podcast started five seasons ago and it was basically me having a conversation with myself, but it shared ideas and helped me to reflect and grow professionally.

Present at Conferences or Workshops: One of the most impactful ways to share your knowledge is by presenting at educational conferences. While I was hesitant at first, I have enjoyed every opportunity. Don’t underestimate the power of sharing your unique classroom experiences, innovative strategies, or new tools you’ve integrated with others. You can even start small and host a session at your school or present at a local event with other educators. Every shared idea helps others grow and become more connected. You also will leave having made new connections for your PLN and that is hugely impactful in our work.

Social Media Sharing: Social media is a great way to share your work and insights. Beyond the most common platforms, there are communities on Slack and Discord for educators to engage in learning and make new connections to build their PLN. Posting in any of these spaces can lead to engaging discussions with educators globally and bring in new ideas for you and your practice. There are many times when I have a question or need new ideas, and being able to drop a question into one of these spaces is a quick way to learn on the go!

The Continuous Journey

As educators, we know that our work has a profound impact not just on our students but also on the world as we prepare them to be creators and innovators in the future. Every time we learn a new strategy, master a new tool, or share an insight with a colleague, we are making a difference.

Also, engaging in professional learning helps prevent teacher burnout. When we take time to learn together, share our ideas, and have a supportive network, it keeps us motivated and passionate about the work we do. Professional learning is a continuous journey. No matter how busy our schedules may be, we have options. Through continued professional learning, we become better educators and provide greater opportunities for all students. The more we learn, the better equipped we are to create environments where all students can thrive.

About the Author:

Dr. Rachelle Dené Poth is a World Language and STEAM Educator at Riverview High School in Oakmont, PA. She is also an Attorney, Edtech Consultant, Speaker, and the author of nine books about education and edtech. Follow her on Twitter, Instagram, and connect on LinkedIn. Contact Rachelle for PD training or keynotes on AI and other topics.

This article was crafted by Dr. Rachelle Dené Poth, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.‍

By Joy VerPlanck

I remember the first time I rolled out a learning management system (LMS). At that time, the company I worked for was embracing new technologies during an era when Blackberry phones were all the rage and computer-based training was just gaining momentum. Investing in educational technology was a bold move reserved for only the most forward-thinking companies.

That LMS, loaded with hundreds of e-learning modules, was supposed to solve every problem we didn’t even know we had. Brimming with optimism, we announced the initiative in the company newsletter and promised smooth sailing ahead. Employees were encouraged to carve out time during their workday to complete courses—some for compliance, others for their own personal growth. It was positioned as fast, simple, and fun—an easy win for our tech-savvy team.

Yet a week later we saw only a handful of logins and even fewer course completions. Calls started coming in, but they weren’t full of praise. Instead, employees expressed frustration, struggling with the clunky system rather than leveraging it for learning. "I don’t want to learn a new system; I just need to know how to create an Excel formula for this proposal. Can you just show me how?" they asked. What was intended to be a solution had instead added another layer of complexity to their already challenging jobs—and it made my job harder, too.

From Overload to Understanding: Embracing Simplicity

This situation is a familiar scenario in education—where well-meaning initiatives lead to a full plate of useless offerings, and we’re told to ‘be grateful and eat before it gets cold.’ The allure of advanced educational technology can sometimes overshadow its real purpose: to facilitate learning. So, how do we offer our students powerful tools without overwhelming their minds? The answer, it turns out, lies in simplicity—and cognitive science backs this up.

In educational design, we often discuss ‘cognitive load’—the mental effort required to process information. Cognitive load theory tells us that most people can only hold about four pieces of information in their working memory at once—like trying to hold four bites of food in your mouth at once. If you attempt a fifth, you might find it overwhelming and unable to properly chew any of it, let alone enjoy it. Our brains function similarly. When too much information is presented all at once, it's difficult to process effectively, and inevitably, some details are lost. But if we receive information in manageable bites—much like a well-paced meal—we can fully digest and appreciate each piece.

Think of it this way: if you're expecting a student to use technology to learn new information, find homework instructions, download materials, and then upload their homework, but the platform they're using is buried under layers of unnecessary options and confusing design, their brain is burning valuable energy just figuring out the requirements instead of focusing on what they’re learning. And it’s no surprise to any educator reading this when I say that kids already have a lot to chew on—piling more onto their plates only makes it harder for them to take it all in.

Simplicity as a Cognitive Ally

As an educational technologist, you might find it amusing that despite all the high-tech tools I love to work with, my favorite piece of educational technology is often my pen. It’s the simplest of tools, yet it serves its purpose flawlessly: capturing those a-ha moments, connecting new ideas, and developing strategies without any distractions. The schema for using it is securely embedded in my long-term memory, reducing cognitive load and making its use almost instinctual while I build my brain with new content.

This idea of focusing on content over technology taps into an ongoing debate that’s familiar to many educators—the Clark vs. Kozma debate. Richard Clark famously argued that media are merely vehicles for delivering instruction and don’t directly influence learning, emphasizing that it’s the instructional design, not the technology, that truly matters. On the other hand, Robert Kozma contended that media and technology, when used effectively, can enhance learning by fostering deeper engagement and more dynamic interactions.

In many ways, simplicity in educational technology aligns with both sides of the Clark vs. Kozma debate. A well-designed tool, whether as basic as a pen or as complex as an LMS, should stay out of the learner’s way and let the learning happen naturally. When technology is simple and unobtrusive, it acts as an invisible guide, enhancing learning without ever overshadowing the material. Kozma’s vision of technology transforming education works when the tools are intuitive and accessible, but as Clark reminds us, it’s the instructional design and content that matter most.

The beauty of simplicity is that it allows us to focus on the learning process itself. Behind the scenes, educators can leverage powerful features like AI-driven learning paths, progress tracking, and engagement analytics. Yet, for the students, the experience remains seamless and straightforward, allowing them to fully engage with the material without being distracted by the technology.

Simplicity in educational technology doesn’t just benefit students—it transforms the educator’s experience as well. Teachers want to focus on what matters: inspiring curiosity, fostering understanding, and challenging students to think critically. When they’re not bogged down by unnecessarily complicated systems, they can dedicate more energy to those efforts.

Simplicity Isn't the Absence of Complexity—It's the Presence of Clarity

At the heart of effective teaching is connection—between educator and student, between student and content. When technology becomes too complex, it risks severing those connections. The power of simplicity lies in its ability to clear the path for those connections to flourish.

In today’s modern, tech-driven classroom, it’s easy to get caught up in the race for more tools and innovation. But when choosing an LMS, simplicity is key. Here’s the test—don’t just watch an expert use it; hand it to a novice. If they don’t choke on the first bite, it’s probably safe to keep chewing.

This article was crafted by Joy VerPlanck, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.

By Tawheedah Abdullah

‍

In the words of Langston Hughes, “Life for me ain’t been no crystal stair.” Every so often, I re-read the journals I filled up in early adolescence— the pages saturated with notes of depression, angst, low self esteem, feelings of isolation, and other inharmonies. I read them through blurry, tear-filled eyes, for they are simultaneous reminders of how far I’ve come and what I’ve endured to earn this life.

Statistically speaking, I was not supposed to end up like this. My mother made many sacrifices to ensure that her three young children had access to the American Dream. Where she fell short, my grandparents, aunts, uncles, and cousins stepped in. It truly takes a village. That said, growing up in a single-parent minority household that relied on free-reduced lunch decreased the likelihood of me receiving a high school diploma, let alone a doctoral degree. In fact, as family income decreases, child problem behaviors and social-emotional deficits increase, making students more susceptible to high school dropouts, achievement deficits, and unfulfilling personal lives (CSAT, 2014 Gershoff et al., 2007; Thornberry et al., 2003).

One might say that I have beaten the odds, yet I possess no innate brilliance or unique trait that separates me from the millions of children in America who fall victim to poverty-related struggles.

After years of gratitude and reflection, I have retraced my steps and come to realize that there is a major element of my upbringing that has given me the impetus to lead a fulfilling life: an intimate relationship with music.

I started off making songs out of anything- tapping rhythms on tables and singing acapella when no one was watching. My family noticed my inclination and nurtured the musician in me. When I was 13, my jazz-loving grandparents bought me my first saxophone. At 15, my mother bought me my first acoustic guitar. For hours, I locked myself away, writing songs about love, heartbreak, sadness, hope, and all the other emotions swirling around in my early-adolescent brain. My throat chakra cleansed itself as I sang. I engaged in the somatic process of putting pen to paper, filling journals upon journals up with compositions. I blasted cassette tapes of Coltrane, Miles, and Bird, feeling the pain release from my body as my reed vibrated along with the smoky, velvety notes that filled my room. I played and I disappeared. I forgot about my physical body and my busy mind and became lost in a delicious synesthesia when I closed my eyes. It was my therapy.

In 9th grade, I joined the band at my predominantly white high school and (finally) felt a sense of belonging among my peers. Although we had families in different tax brackets, we bonded over music and the shared purpose that we felt as components of an ensemble contributing to something greater than ourselves. Research on the benefits of music education echo my experiences. Participation in music performance groups causes students to experience an increase in self-esteem and self-worth as well as social cooperation, and communication (Adderley et al., 2003; Heyworth, 2013; Hietolahti-Ansten & Kalliopuska’s, 1991; Ritblatt et al., 2013; Shin, 2011).

I am indebted to music. It has been my anchor for years. When it was time for me to decide what I wanted to do after high school, I put all my eggs in one basket and auditioned to join the FAMU Jazz Studies program. I received a full ride, and my life has been a steady incline up “the highest of 7 hills” ever since. Through music, I met many sisters, uncles, aunties, grandparents, cousins, and friends. Most importantly, I met myself. I would be blindly optimistic to assert that music removed all of my problems, but participation in music ensembles helped me learn invaluable skills and values that I transfer to other assets of my existence— skills and values that comprise the foundation upon which I have built a life for myself. Among them, discipline, self-assurance, communication, empathy, resilience, sacrifice, excellence, determination, character, ambition, and altruism, to name a few.

In 2021, I studied the ways students at 100% free-reduced lunch schools make sense of their musical experiences and perceptions as well as the way they view the significance and relevance of school music program participation (Abdullah, 2021). I made the following discoveries:

1. Students value band program participation as a way to become a member of a supportive social network that contributes to a high-quality high school experience. They make meaningful connections with their peers and their instructors, experience a sense of belonging, obtain emotional and academic support, and experience feelings of belonging and unity.

2. Students enjoy engaging with content that is fun, uplifting, exciting, and challenging. They feel a sense of accomplishment and stronger sense of unity after mastering difficult passages together. They feel embraced by their communities and make emotional and cultural connections to the music they engage with.

3. Students view music program participation as an entity that sets them up for success beyond high school. To combat their economic situations, many use music as a vehicle to gain acceptance into college, gain financial assistance, and access opportunities and experiences that give them the ability to lead choice-filled lives. Through participation in their school band, they were able to visit college campuses, network with college students and faculty music program directors, and gain skills that will contribute to their future success. This helped them develop institutional knowledge and allowed them to see themselves as people who are worthy and capable of college success.

As you can imagine, these discoveries were affirming for me. I saw myself in the students I spoke with, and I’ll never forget the beautiful melodies they strummed across my heart strings. These students gifted me with invaluable discoveries about the benefits of music program participation, and this article is one of the ways I am paying these gifts forward. Educators, I gift you several questions, and I charge you to reflect deeply and intentionally upon them.

• What can you learn from the structure, pedagogy, and content of music education programs that can be transferred into other disciplines?
• How can you create classroom environments where students are smiling, laughing, enjoying themselves, and becoming stronger together while tackling challenging content?
• In what ways can you foster a sense of belonging among students from diverse socioeconomic backgrounds?
• What can you do to ensure that your students walk away from your classes feeling a stronger sense of self-worth?
• How might you ignite passion, excitement, and a commitment to something greater than oneself in your classroom or school community?
• How might you integrate therapeutic elements into your content, and who in your school community might benefit from this approach?  
• What opportunities do students have to build skills that will be advantageous for them in their post-secondary endeavors?

As you interact with your students this year, keep in mind that they may be arduously climbing their own not-so-crystal stairs. Be a source of joy for them. Be the thing that makes them smile. Be a comforting escape. Be a guide that helps them navigate home to themselves.

Abdullah, T. B. U. (2021). Beyond the Notes and Rests: A Study of African American High School Students' Musical Experiences, Preferences, and Perceptions. Retrieved from https://purl.lib.fsu.edu/diginole/2020_Summer_Fall_Abdullah_fsu_0071E_16363

Adderly, C., Kennedy, M., & Berz, W. (2003). “A home away from home”: The world of the high school music classroom. Journal of Research in Music Education, 51(3), 190-205. doi:10.2307/3345373

Center for Substance Abuse Treatment. (2014). Trauma-informed care in behavioral health services. Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Treatment. Retrieved June 16, 2018, from https://www.ncbi.nlm.nih.gov/books/NBK207191/.--

Gershoff, E. T., Aber, J. L., Raver, C. C., & Lennon, M. C. (2007). Income is not enough: Incorporating material hardship into models of income associations with parenting and child development. Child Development, 78(1), 70-95. Retrieved March 6, 2019, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2835994/.

Heyworth, J. (2013). Developing social skills through music: the impact of general classroom music in an Australian lower socio-economic area primary school. Childhood Education, (4), 234. Retrieved from https://login.proxy.lib.fsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsgao&AN=edsgcl.338522437&site=eds-live

Hietolahti-Ansten, M., & Kalliopuska, M. (1990). Self-esteem and empathy among children actively involved in music. Perceptual & Motor Skills, 71, 1364–1366. https://doi-org.proxy.lib.fsu.edu/10.2466/PMS.71.7.1364-1366

Ritblatt, S., Longstreth, S., Hokoda, A., Cannon, B.-N., & Weston, J. (2013). Can music enhance school-readiness socioemotional skills? Journal of Research in Childhood Education, 27(3), 257–266. Retrieved from https://doi-org.proxy.lib.fsu.edu/10.1080/02568543.2013.796333

Shin, J. (2011). An investigation of participation in weekly music workshops and its relationship to academic self-concept and self-esteem of middle school students in low-income communities. Contributions to Music Education, 38(2), 29–42. Retrieved from https://login.proxy.lib.fsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1052994&site=eds-live

Thornberry, T. P., Freeman-Gallant, A., Lizotte, A. J., Krohn, M. D., & Smith, C. A. (2003). Linked lives: The intergenerational transmission of antisocial behavior. Journal of Abnormal Child Psychology, (2), 171. Retrieved from https://login.proxy.lib.fsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsbl&AN=RN127289165&site=eds-live&scope=site

Tawheedah Abdullah, Ed. D.

Director, CSET School Leaders Program

Center to Support Excellence in Teaching (CSET)

Graduate School of Education

Stanford University

This article was crafted by Tawheedah Abdullah, Ed. D., an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.‍

By Ylaiza Perez

It appears out of nowhere—the end of summer. One moment, we are binge-watching shows and enjoying barbecue leftovers, and next, the school year is coming ahead. As educators, this shift brings a mix of emotions and questions: "How will my first lesson or professional development session go? "Will the kids and families be excited?” and “Do I have what it takes as an educator this year?”

Returning to school isn't just about coexisting with work— it is about crafting a work-life balance that enhances our professional and personal worlds. Here are streamlined strategies to help you thrive as the new school year begins:

Strategies for Work-Life Balance

1. Establish a Daily Routine

Think beyond the 8:00-5:00 structure.

Envision your ideal day—what activities before and after work bring you joy? Planning around hobbies, quality time with family, and self-care can transform your perspective on workdays, especially on Mondays! During a meeting, Sophie Germain, an ELA teacher, mentioned, "For me, it's all about finding a routine—not just during the school day, but also before and after. I make time for workouts, hanging with friends, and relaxing to balance everything."

2. Set Priorities

Distinguish between what's urgent and what can wait.
‍This approach reduces stress and allows room for self-compassion, which is crucial in our demanding roles as educators. Amela Kucevic, an Assistant Principal, details her approach, "Over the years, I've learned that I can't keep delaying self-care. To be fully present, efficient, and successful, I start routines during the summer, like meal prepping and exercising. I also create lists early to complete tasks over the summer, which lightens my workload in September, allowing more time to focus on self-care during an overwhelming time."

3. Convey Your Needs

You are not alone.
‍Letting others know how they can help you succeed is vital for your productivity and presence and for creating a supportive work environment. A veteran teacher, Chris Berrios, highlighted this importance at a workshop: "I find new balances by making time for family, cooking, and other joys. Communicating these needs helps my team understand my approach to the new school year with optimism."

Moving Forward

As we begin this new school year—refreshed and ready to tackle what lies ahead—let's embrace the change, acknowledge the challenges, and focus on the joy and grace that make this path so rewarding. Setting a clear schedule, prioritizing tasks, and communicating needs will help us create a healthier balance in supporting our students and ourselves.

Remember, you've got this!

Your Opinion Matters

What strategies do you use to maintain work-life balance as an educator? Share your thoughts in the comments below!

This article was crafted by Ylaiza Perez, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.‍

By Rachelle Dené Poth

As educators, one of our most important tasks is to continue to build relationships in our classrooms and schools. Getting to know our students and also working to establish connections between students will help students in many ways.  Students will become more comfortable in the classroom and develop confidence as they collaborate with their peers. These are skills that are essential for their future success.

A strong classroom community is a space where students feel safe, valued, and inspired. By creating and fostering a classroom community,  we will positively impact our students' academic success while supporting their social and emotional well-being and development. When we build a supportive learning community, it has an impact not only on students but also on teachers.

Why Is Developing a Community Important?

A classroom community in education is more than just sharing the same learning space. It is about having a shared sense of purpose, belonging, and feeling connected to classmates, teachers, and the content being taught. When students know they are part of a supportive community, they are more likely to engage in learning, participate in class discussions, and collaborate on projects. An environment like this provides opportunities for students to:

• ‍Engage actively: Students who feel a sense of belonging are more motivated to participate in class discussions, ask questions, and take risks in learning.‍
• Develop social-emotional skills: Collaboration, empathy, and respect are life skills that are more likely to be developed in a positive classroom environment.‍
• Achieve academic success: Students who know they are supported are better equipped to focus on their studies and reach their fullest potential.‍
• Build resilience: A strong community helps students develop the resilience to overcome challenges and setbacks they may experience in learning. Building skills in resilience is vital for future success.

The Impact of a Strong Learning Community

Throughout my many years of teaching, I have seen the impact of fostering a learning community in my classroom. Years ago, I noticed students didn’t have the best interactions or opportunities to learn about each other, or even me, in our class. After making some changes to both the physical classroom space and my teaching practice, I noticed a big difference in my classroom, and so did my students. An experience like this doesn’t happen overnight. It takes a consistent and intentional plan for activities and strategies to use in the classroom.

Many benefits come from fostering a learning community in our classrooms. And these benefits extend beyond the time we spend together in class. Over time, students build confidence to share ideas, ask questions, and develop a more positive attitude about learning. In my experience, students provided more support to one another than before.

The benefits extend beyond academic performance and impact students’ social and emotional growth, which best prepares them for the future.  

In my own classroom, after a few shifts, students told me how much more they enjoyed class. Some students even said it felt like a class family, a true learning community.  When I heard these words from my students, it made a big impact on me personally and professionally. Teaching became even more rewarding, and I felt more connected to my students. These connections enabled me to tailor my teaching methods to better meet the needs of my students. Seeing and experiencing the impact is one thing, but hearing about it directly from students, as I did, gives us the feedback we need to keep taking risks and working to provide the best learning space for our students.

When students have opportunities to interact and take the lead more, they develop interpersonal skills that are in demand for future careers. Some of these skills include active listening, collaboration, empathy, conflict resolution, and teamwork. These are just a few of the top 10 skills in demand, as listed in the Job Skills Outlook from the World Economic Forum.

Ideas for Learning About Each Other

At the start of the year and throughout the year, it is important to take time to get to know each other and continue to build relationships. Educators need to better understand each student’s interests, needs, and goals for the class. The more we know about our students, the better we can provide more meaningful and personalized instruction.  Here are a few ideas:

1. Icebreaker Activities:

For some, icebreakers can be scary, and while they are great for getting to know others, we have to do more. Whether at the start of the school year, a new semester, or just for a break, use some fun, interactive icebreakers that invite everyone to share a little about themselves. Some examples I have used include “Two Truths and a Lie” and “Find Someone Who,” which can be entertaining and insightful, especially when you uncover shared interests and unique traits with classmates and teachers. There are even game-based learning tools with icebreaker games to try. Any of these will help to foster a sense of community, which leads to a more comfortable learning space for all.

2. Sharing Stories and Backgrounds:

We want students to learn about each other. When we can, we design activities where students have an opportunity to share personal stories or experiences related to their backgrounds. Activities like this promote inclusivity and broaden everyone's understanding of diverse perspectives.

3. Collaborative Projects:

Students often enjoy working with a classmate on a project. Even when students may prefer to work alone, we know that they need to develop teamwork skills so they are prepared for the future. Collaborative projects are a great way for students to learn about each other while working toward a shared goal.

4. Student Surveys:

I have used a variety of surveys at the beginning of and throughout the year to learn about my students. I am curious about their hobbies, favorite classes, and personal goals for the class.  I always add in some extra fun questions about music or TV preferences, animals they may have, and anything else that helps me get to know them and for them to see that they may have something in common with classmates and me! Beyond the relational information I get, these surveys provide insight I can use in my lessons by adding some of the students’ interests. It also boosts engagement and creates more authentic learning for all students.

Developing a classroom community is essential for enhancing both learning and personal growth. A strong community empowers students to feel safe, valued, and engaged in learning. It leads to the creation of an environment where they can thrive academically and socially.

By employing strategies that focus on getting to know each other, building trust, and celebrating shared experiences, educators can create a classroom that is not just a place for learning but a supportive space where students learn about the importance of connection, empathy, and collaboration. The lessons learned in these classrooms will stay with students long after they have left a particular class or their school. It will impact them throughout their lives.

This article was crafted by Rachelle Dené Poth, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.

By Stefanie Faye

A common myth about learning is that if a person learns in ways that tailor to their learning preference, they learn and remember concepts better. Yes, research shows that people will express preferences about how they prefer information to be presented to them.  There is also evidence that people have different aptitudes for different ways of processing information. However, there is little reliable research-support for spending time and resources for incorporating learning-styles assessments.

What IS supported by research?  That students learn, remember, and apply new concepts and information better if they process that information in multiple different ways. Processing information in multiple and varied forms (including multiple senses, abstract and concrete representations, diverse examples, and varied activities) creates elaborated and detailed memories, which enhances the long-term retention and generalization of that knowledge.

What is Embodied Learning?

When you truly learn something - to a deep enough level that you can use it in real life, the brain-body system creates sensory-motor simulations as though you are reliving it.  Learning on surface levels where you can only repeat, or mimic is not the same thing.  Unfortunately, this is the surface level kind of learning that happens in schools and in a lot of professional learning environments.  This makes it so a person can only repeat what they’ve heard, they haven’t applied it in their own life.

An example is an expert violinist player.  When this expert musician thinks of ‘bassoon’, their entire brain lights up with activity that simulates what it’s like to feel the smoothness of the instrument, the vibration of the sounds, etc. as they hear and play the instrument.  Someone who has never played that instrument will not have the same areas light up when they think about a bassoon - there will be categories and words associated with ‘bassoon’, such as instrument or music, but that embodied, sensorimotor anchor of knowledge will not be there.  To learn something well enough to apply it, personalize and use it, we need to ‘play’ with the world, interact with it using our bodies and senses. (Macrine & Fugate, 2002)

The richer the initial experience , the richer the information that can be used for the simulation (Macrine & Fugate, 2022).  Using more of our senses (including interoceptive and proprioceptive senses) during the learning process gives the brain-body more data to use later.

The Benefits of Embodied Learning

I remember walking into a first-grade classroom years ago and seeing a new teacher struggle with helping the students understand addition. She was showing slides on a screen and giving them worksheets.  As part of our partnership for bringing neuroscience knowledge into the classroom, I shared with her aspects of why embodied learning is so important. We decided to bring out small plastic coins for the kids to feel - with their senses - what addition actually means in the physical world. That it was not just an abstract idea represented by squiggles and lines on a page.  As the students held the coins in their hands and saw addition happen with their eyes, they began to answer the addition questions correctly.  This was a great example of a teacher who was open to expanding how she was teaching, and how to integrate the body into the process.

All great teachers are also exceptional learners - and this process of exceptional, deep learning is what makes them great teachers.  

This type of deep, impactful, embodied learning is extremely difficult to do with the old, factory-model school paradigm of a ‘talking head teacher’ at the front of the room and children seated at their desks.

What and how we teach children and young people about themselves, and the world is a sacred process that is often not honored in how typical classrooms are run.  I have seen many kids begin to believe that something is wrong with them. Not because they are unable to learn, but because of the teachers’ and education system’s outdated understanding of how humans actually learn and optimize their functioning.  The world misses out on what the next generation has to offer when we try to force human intelligence into a standardized process.

• Di Vesta, F. J., & Peverly, S. T. (1984). The effects of encoding variability, processing activity, and rule–examples sequence on the transfer of conceptual rules. Journal of Educational Psychology, 76(1), 108–119
• Macrine, S., and Fugate. J. (2022) Movement Matters: How Embodied Cognition Informs Teaching and Learning. https://mitpress.mit.edu/9780262543484/‍
• Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3), 105-119. https://doi.org/10.1111/j.1539-6053.2009.01038.x‍
• Schiavio, A. & van der Schyff, D. (2018). 4E music pedagogy and the principles of self-organization. Behavioral Sciences, 8(8), 72.
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This article was crafted by Stefanie Faye, an independent contributor engaged by CheckIT Labs, Inc. to provide insights on this topic.