Teaching is hard, and it keeps changing. Vicki Davis opens with the 200-question test she gave the second week of her first year — a disaster that made her ask what she actually wanted students to be able to do, and set off the chain of changes that led to the internationally recognized Flat Classroom Project. Then, a 2012 study of 242 teachers in the UK and the Netherlands: 93% and 96% of them believed the learning-styles myth, and the teachers who knew more general facts about the brain believed more of the myths, not fewer. So what do we do? We keep learning, and we check the evidence. Today is about encouraging us to learn and grow.

Three educators show what that looks like. Ross McGill of Teacher Toolkit spent 18 months reading MRI research for his new book on the science of learning, and he used to confiscate fidget spinners — "maybe if I had been more evidence-based, I might have been a bit more compassionate." He explains cognitive load in plain English, why learning styles don't hold up while dual coding does, why highlighting and rereading are the least impactful study habits, and his own twist on a classic: Think, Pair, Share, Show Me.

Starr Sackstein, co-author of Actionable Assessment with Michael McDowell, defines formative and summative in a way any teacher can repeat, explains why a grade stops feedback from doing its job, walks through Four Corners and the Post-It trick for equity of voice, and tells on herself about the project whose directions were so unclear that most students missed the point.

Sean Morrisey spent eight years as a school psychologist testing struggling readers before deciding to teach them himself. Eighteen years into fifth grade, he shares the 60-second routine for teaching a word, why morphology unlocks whole word families, why words can't be one-offs, and what he tells teachers carrying guilt about the science of reading: you gotta let it go and get a little better every year.

Then, Vicki (that's me!) closes with ideas you can try tomorrow, a few for parents, and why changing how you teach puts you out on a limb — and why you should go out there anyway.

Show notes, the full transcript, and every resource mentioned: https://www.coolcatteacher.com/bettereveryday - we can all grow, and improve. And sometimes our biggest mistakes lead to the things that set our career up for success.

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Every AI story in the news right now has a human being at the center of it who looked twice. A reporter read the products on Teachers Pay Teachers. A community college chemistry teacher with a full course load read fourteen meta-analyses and found the research was rotten. MIT's own faculty said policing AI was poisoning their relationships with students. In this episode, Vicki Davis and John Davis open with what those stories have in common, and why "the human in the loop" is not a checkbox. It is a teacher.

Then Kathy Nimmer tells her story. She taught high school English for 29 years, totally blind, and it started with a shattered window and a first year she calls "the Rocky Mountains." She is the 2015 Indiana Teacher of the Year, a National Teacher of the Year finalist, and this year the American Foundation for the Blind gave her the Helen Keller Achievement Award. She explains what it means to see students from the heart, how she built SEEDS, a program whose whole job is protecting the joy of brand-new teachers, and why her affirmative observations, notes on only the good, never made a single teacher complacent. And she tells us about the second-grade teacher who watched one little girl a little longer than five doctors did.

Show notes, the full transcript, and every resource mentioned: https://www.coolcatteacher.com/notice

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How do we help this next generation with their relationship to screens, to each other, and to the adults in their lives? That's the question we're digging into today. Betty Ray talks about rites of passage — those moments that help children move from one stage to the next. She also has a genius way to work with children so they gradually earn more responsibility with technology. Lawrence C. Harris is a 20-year-old who looks back on his time in high school just a couple of years ago. He rose out of a traumatic childhood to become successful instead of a statistic, and now he helps other kids move forward. He has tips for reaching kids like him — the ones who don't act out, but need our attention all the same.

Finally, Luddite clubs and screen-free activities are growing fast, and — gasp — here's one for you: bridge! Yes, bridge clubs are growing, and Patty Tucker shares how the ACBL Educational Foundation, a nonprofit, will help you get the cards, the supplies, and the curriculum you need to teach bridge, reinforce math concepts, and have fun in your classroom. We're focusing on screen-free connections and reaching kids this week.

In this episode, you'll learn:

- How much screen time kids average at every age, according to the American Academy of Pediatrics
- The STARS framework for scaffolding a kid's relationship with a device instead of just handing it over
- Signal Check — a simple red, yellow, green system for earning screen privileges
- What NOT to say to a struggling student, and the four-second sentence to say instead
- Why the kid who is "always fine" may need you more than the kid who acts out
- How to get free bridge curriculum, cards, and supplies for your classroom

This show is not here to judge you. It's here to share the facts and the conversations so you can decide what works for your child, your classroom, and your community.

Full show notes and every link: https://www.coolcatteacher.com/reachkids

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