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Olivia Van Ledtje (“LivBit”) and Cynthia Merrill are a mother-daughter team working together to inspire others to think about the power of citizenship online and student voice. They are co-authors of Spark Change: Make Your Mark on the Digital World. They have a surprise in the podcast about what they will be doing next. 

Olivia Van Ledtje (“LivBit”)

Liv is a reader, thinker, and kids’ voice believer. Using technology to inspire empathy, equity, and activism, Olivia’s mission is to share messages with the world that are hopeful, kind, and true. Olivia is the creator of LivBits—short videos for kids and teachers about reading, thinking, and life. Her work is featured internationally as a model for digital citizenship and kid creation. Liv is a much sought after international keynote speaker and author of Spark Change: Make Your Mark on the Digital World with her mum, Cynthia Merrill.

Liv’s Website: http://www.thelivbits.com/

Instagram: https://instagram.com/thelivbits 

Twitter: @thelivbits

Liv started her passion for books when she was eight years old. At the time we did this podcast, she is 12. It’s amazing to me that she started creating her website when she was 8 years old. In this episode, Liv shares about her love of sharks. Yes, sharks. She learned how to surf and explains why she has no worries about being eaten by sharks. She made me laugh when she said that “humans are the broccoli of the shark world.”  Liv loves books and shares books about sharks among a long list of books that she shares in videos and keynote addresses. Did I say that she started when she was 8? She also reached out to authors. Peter Reynolds was the first author who connected the dots for her and picked up her spark to blow it into the universe.

We discussed what it is like self-isolating during this pandemic. Liv who is a big hugger said that she is staying home to protect her grandma and her parents. I’m staying home and doing all things digital, digital learning. In fact, they were talking about digital learning way before the pandemic and realized that they can teach others how to do this. Liv also explained that she is connecting more with her teachers and other students more than she did before using zoom and other digital tools. In Liv’s words:

“We’ve been talking about teaching online for a long time. I’ve been doing online learning because of my travels with LivBits. Now, during this pandemic, this is tough self-isolating, but it is also a valuable experience that is bringing in all parts of my thinking. I’m doing more zooming in a good way. I’m communicating with my teachers, classmates, and other people around the world.”

Cynthia Merrill

Cynthia is a consultant, speaker, and author dedicated to strengthening literacy and tech experiences for all students. She works in diverse school communities through the US coaching, training, and encouraging administrators and teachers in their practices. Cynthia is passionate about creating authentic opportunities for students to document their thinking using tech tools. Cynthia’s book Spark Change: Make Your Mark on the Digital World is co-written with her daughter, Olivia Van Ledtje, creator of LivBits. 

Twitter: @cyndisueboo

LinkedIn: https://www.linkedin.com/in/cynthia-merrill-9aa504166/ 

Email: cynthiasmerrill@gmail.com 

Cynthia shares that her biggest claim to fame is that she is Liv’s mom. Liv is her middle child and she has a son who is 14 and a younger daughter who is 8.  She has been working with children in higher ed and teachers out in the field for some time. LivBits started with Liv watching Cynthia with her students and wanting to make her own mark. Peter Reynolds @peterhreynolds was the first author that connected with Liv. Cynthia said the most beautiful quote about Peter supporting Liv:

“It’s about connecting our dots and there are so many dots in the constellation. It really only takes one person to say to a child that you are special and what you believe in is special.”

Cynthia shares that with the pandemic, “we initially went into emergency teaching where we were triaging everything. What was different for us was our entire family was in the same space and we were all figuring out together. This is such an incredible opportunity for us to reflect on the power of pieces of tech that we never imagined would become so useful in connecting our hearts.” 

Spark Change: Making Your Mark in a Digital World

https://www.amazon.com/Spark-Change-Making-Digital-World/dp/1564847861

Check out the list of books Liv pulled together. bit.ly/allrisetoread #ALLRISE

This was such a fun podcast with Liv and Cynthia. I hope you enjoy our conversation and check out all their amazing resources and book. Enjoy and please share!! 

*****

Interested in checking out more of the Rethinking Learning podcasts and reflections, click on the podcast tab at the top, the logo below, or go to https://barbarabray.net/podcasts/

Go to this page for resources, questions, and more information about Barbara’s new book, Define Your WHY.

This guest post is a cross-post of Matthew Weimann’s post on Intersectionality from his website, The Captain of Class along with our reflection.

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An idea popped into my head about a year ago that symbolized my realization of privilege. In the spring I wrote a blog that I published in The Captain of Class, titled “Green Lights.” It is about a white guy–I don’t say he’s white in the allegory–who drives straight through the heart of a city, rather than taking the highway that would typically allow him to bypass all of the downtown traffic. In my make-believe story, I propose the reason being he has to buy something at a specific store; One only located in the middle of the city.

The point of the tiny tale is to illustrate the unconscious privilege people experience. Through it, I was exploring the unveiling awareness of my own privilege. In the story, this white guy curiously does not have to stop at even one red light, his whole way through the city. Strangely, he doesn’t even have to wait in line when he goes to make his purchase at the in-town store! By the end of his fascinating journey through town, the ease of his travels strikes him as an interesting peculiarity, but little more. He simply thinks of it as a lucky drive.

The driver’s perspective

In my story, I mention a few goings-on along the periphery of this driver’s travels. There is an accident that barely tempts his attention. Another vehicle is broken down. A jaywalker gets arrested. These occurrences hardly cause the hero to lessen acceleration.

At the very end, though, I revisit the intersections where, unbeknownst to the white guy driving straight down the middle of an empty avenue with nothing but green lights, there had been an unimaginable tragedy. People had been waiting so long they had starved to death. Untreated medical conditions caused others to perish from lack of treatment. There were individuals who thought that the traffic light would change at any moment for one too many moments, and their vehicles ran out of gas, causing even more problems for everyone behind them when the light did finally change!

The people at these side streets are the people for whom the term “intersectionality” applies. Why are they there? Each individual stuck on the side street has his or her own purpose for needing to cross the “Green-Lit” avenue. Many of these reasons intersect. Perhaps there is a hospital on the other side of the street. An elderly woman might be going to visit her husband who is recovering from heart surgery, while a couple is rushing a woman in labor to deliver their first baby into the world. Maybe someone else is on their way to the hospital to be tested for COVID-19.

If there were a vehicle several cars back from the intersection whose sole passenger was a man who had experienced a serious cut on his leg, this man would have many obstacles between himself and the hospital. First of all, his leg is too hurt for him to get out of the car and walk the relatively short distance to the hospital. If he were to travel by foot, people might mistake him for a dangerous individual, seeing his severe limp and assuming it was due to something malevolent. Let’s say he was left alone or at least unhindered, once he got to the intersection, he would be facing both physical and legal harm. There would be fast-moving vehicles to dodge. Since they were taking advantage of the endless stream of green lights, they’d be moving at a nice clip. If there were a break in the traffic, our injured individual would have to chance to cross when a “Do Not Walk” sign was beaming down on him. He could be arrested for jaywalking, even though he was on a crosswalk!

Research found video discrediting intersectionality

In preparation for this post, I watched a few videos. One was produced by a company that actively works at discrediting movements aimed at correcting inequity. The video from this company was the complete opposite of Crenshaw’s idea of intersectionality. It attempted to shine a light on the assumed hidden and mischievous purpose of intersectionality. It made American White males out to be the victims of intersectionality. The admittedly high-quality video whined that the acceptance of intersectionality would empower marginalized peoples, taking power away from White males. It almost says these exact words! The message couldn’t be more clear.

This video, albeit made to discredit intersectionality, was the most enlightening to me on why it is so very necessary to have these conversations. As I watched, the graphics explained that intersectionality is the coming together of minority groups in order to confront the majority, in essence, White supremacy. This message was meant to sow fear in the minds of White people. The minorities are joining forces and supporting one another. They will be powerful enough to stand up to our oppression if we don’t do something about it!

The video instilled fear and hate about marginalized people.

Back to “Green Lights,” but with a twist

I pictured this idea of intersectionality playing out in my story about Green Lights. The guy driving comfortably through the middle of the city, never needing to slow down, suddenly has to slam on his brakes. There were people in the street!

Pedestrians, passengers, and drivers stuck at a seemingly endless red light had noticed a man hobbling toward the intersection. What was he doing? they wondered. He would get himself killed if he tried crossing that busy thoroughfare. Best to wait for the light to turn. Get in line with the rest of us.

Someone rolled down their window to ask the guy, “Hey, where are you going?”

“I cut my leg,” the limping man exclaimed. “I must get to the hospital.”

“You are going to get yourself killed, crossing that intersection!”

“I am afraid I might die waiting.” And, at this several onlookers and over-hearers noticed blood trailing the gentleman. Several people leaped from their cars to help the man. Other people conversed about the fact that the light had been red for far too long. Looking behind them and seeing the long line of piled up vehicles, they imagine that there might be a problem with the traffic signals.

The small crowd attending to the man with the hurt leg petition other persons to help. Come to find out, they were all on their way to the hospital! Some crafty individuals construct a stretcher for the man who seems ready to faint. Others put together posters, signaling to traffic that the lights are broken. Everyone exits their stopped vehicles and pours into the intersection, a tsunami of human need; A need for aid; A need to get help at the hospital; A need to cross the street.

Now, the car driver, who had known nothing but empty road found his avenue filling up. And, what’s this? People on foot!

They are holding signs.

They are holding hands.

They are holding up a stretcher.

They are holding up a man.

People sitting at the red lights of other intersections witness the wave of pedestrians filling the avenue. Some venture to find out what is happening.

They meet in the middle of the street; In the intersection; where trails crisscross.

They say hello to one another.

They share stories.

They hear that people on the opposite side of the road had been stuck at red lights for a very long time, just like themselves.

They empathize.

This takes time.

“Beep.”

“Beep… Beep.”

The people in the middle of the intersection hear a car horn. They stop sharing. Everyone turns and looks at the driver who is assaulting ears with a prolonged harangue of horn blasting.

He stops.

He sees hundreds of eyes staring at him.

There are thousands more behind these. The street is full of them.

He is alone.

They are together.

The driver unlocks his door.

He opens it.

He gets out of his vehicle.

He walks over to the crowd forming in the middle of the street to find out what’s happening.

Someone explains the predicament.

Others validate the story.

The driver who had only known green lights; who had been making good time getting home; who had never had a medical emergency in his life; who barely knew what it was to wait for anything more than a short traffic signal to change; who could make many important decisions and changes at the touch of his phone…

This man turned around…

He saw others like him screeching to a halt up the avenue.

He raises his hands.

He cries out.

“There’s been a problem with the lights!” he shouts. “The traffic signals haven’t been changing.”

How is his message received? Who exits their vehicle to help him spread the news? How many people get on their phones to fix the problem?

How many phoned their friends to complain? Friends, like themselves, who have only known green lights… All of their lives.

How can we help? What can we do? How will you react?

****

Matt Weimann grew up in New England and then migrated to Pennsylvania 25 years ago to attend college. The last ten of those years has been spent teaching 3rd grade right outside Allentown. Matt prides himself on offering a full educational experience. In addition to innovative multimedia projects, hands-on crafts, and creative writing, Matt teaches his students tai chi and what it means to be classy. 

Before teaching, Matt and his wife started and ran their own house painting business. The entrepreneurial skills used to operate his own business can be seen in Matt’s teaching. Over the course of the past couple of years, he has even begun blogging about some of his unique takes on classroom management and pedagogy in https://thecaptainofclass.com/. One of Matt’s mission objectives is to approach commonplace things from a new perspective.

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Jennifer Appel has been teaching for 21 years and is a teacher and coach at Enterprise Middle School in West Richland, Washington. She helped launch a blog about School Culture and helped roll out a student-led leadership podcast called the Award-Winning Culture. Jennifer as part of the coveted Teach Better Speakers Network presents at conferences, schools, and districts all over the country.

Your background 

I’ve basically taught a little bit of everything. In college, my major was elementary ed with a reading minor and said I would never teach over 3rd grade. When I graduated from college, Hans was still getting his masters so I needed a job. My next-door neighbor was the middle school principal who told me she had a 7th-grade math job. I took it and been in middle school ever since. I was a track coach, a basketball coach, and a volleyball coach. I taught college classes for ten years at a local university and at the middle school taught every subject except science. Hans was hired at the same middle school a year later, so we’ve been here at Enterprise Middle School together for 20 years.

Hans and Jennifer Appel [Hans’s podcast: Episode #54]

Where you live and work

Where Hans and I live is called the Tri-Cities: Pasco, Kennewick, and Richland. We live in Kennewick and work in West Richland which is a small town west of Richland. It is in the southeast corner of Washington and on the other side of the mountains from Seattle which is actually a desert. In the winter, we get snow and in the summer, it’s like 100 degrees. In the last 10 years, we’ve become more like Napa Valley. We have a bunch of vineyards and wineries all around us. My parents live close to us in the same house since I was four months old. Their house was the only house on the hill and dirt roads when I was a kid. Now everything is developed around us. There were maybe 100,000 people in the Tri-Cities and now there are over 300,000 people. Enterprise Middle School was built in 2005 and they just built another middle school three years ago a mile from here.

What was it like for you as a student

My whole family is in education. My mom was my pre-school teacher. My dad was the principal at the elementary school I attended. I would say I was a good student. I loved going to school, but I would say that I struggled. I had a really hard time reading. My second-grade teacher told my parents that I was not very smart and didn’t know what I was doing. They tested me for special ed and found I needed other tests. Nothing changed and I still struggled with reading.

When I was in college, Hans found my test results from those tests in second grade. Apparently, they had tested me for special ed but I hadn’t qualified because I had a 156 IQ. Hans said to me that my IQ was more than Einstein’s at 154 and that I’m really smart. All those years, I grew up thinking I was not very smart. I found out that I had dyslexia and that’s why I was struggling with reading. I couldn’t sound out words and trouble with phonics. To make it in school, what I did was memorize the English language. I just ask Hans or use my Kindle what’s this word if I can’t figure it out and then I memorize it.

I think because I struggled that was one of the reasons why I became a teacher and focused on reading. I may have been smart but I learned differently from everyone else. We make mistakes, and we can learn from them. It helped me as a teacher. As a reading specialist, I can sit with the parents and discuss problems their children might have like vision or anxiety issues that can impact their reading.

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[This is Barbara. I transcribed some of our conversation above. Jennifer’s story is so inspiring that I hope you listen to her story all the way until the end. Below are links and resources that Jennifer shared with me. Enjoy!]

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Jennifer’s passion for education comes from growing up in an education-driven family (4th generation) and wanting to help and serve others. She is now driven to create an environment where all students are able to learn and become passionate about serving others.

In 2018, Jennifer helped launch a blog about School Culture and helped roll out a student-led leadership podcast called Award Winning Culture: Hosted by Wildcat Nation, which can be subscribed, listened or reviewed on iTunes Apple Podcasts, Stitcher, Google Play, Spotify, PodBean, and Libsyn. Jennifer and Hans shared the Innovation Center with me after our conversation. Here are a few pictures she shared with me to sh are with you. This is where the students do their Award-Winning Podcast.

In 2018, EMS was awarded the ASCD Whole Child Award for the State of Washington and the Global “Class Act Award” for creating a culture of excellence through kindness, service, and empathy.  Additionally, EMS was selected as a finalist in the 2019 PBIS Film Festival and took the top prize in the Community, Parents, and Staff category.

Jennifer has written blogs and lesson design for CharacterStrong.  She was selected for the Washington State Reading Cadre and spent 10 years teaching graduate and undergraduate classes at Heritage University. Additionally, she’s spoken at state and national conferences on PBIS, Student Voice, and School Culture.   

Jennifer is a part of the coveted Teach Better Speakers Network and presents at conferences, schools, and districts all over the country. Topics include: Creating an Award-Winning Culture, Amplifying Student Voice, Student-Led Podcasting, and Infusing Servant Leadership through PBIS.

Hans and Jennifer are co-writing a series on the Award-Winning Culture through EduGladiators publishing. The first book will be out soon.

Jennifer can be contacted through email at awardwinningculture@gmail.com.  You can follow her on twitter at @jennifermappel. Follow AWC on Twitter @awculture or @awcpodcasting on Instagram @awardwinningculture. Follow Wildcat Nation on Instagram @emsleadership.  #WildcatNation #AwardWinningCulture

School Culture can be a JOYFUL experience with
KINDNESS, SERVICE, AND EMPATHY being the icing on top.

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For all of the Rethinking Learning podcasts with Barbara Bray, click on the podcast tab at the top, the logo below, or go to https://barbarabray.net/podcasts/

Go to this page for more information about Barbara’s new book, Define Your WHY.

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What do you do if your child fails first grade? The system can label your child. That label then defines your child. That happened to Lois Letchford’s son, Nicholas, and Lois decided to change the label and his mindset to overcome the odds so he believed in himself. I asked Lois if she could share this story in my book. I was so moved that I asked Lois to have a conversation with me about her journey as a literacy spokesperson for struggling learners.

Lois Letchford has been a literacy problem solver. She specializes in teaching children who struggle with learning to read, her creative teaching methods vary depending on the reading ability of the student, employing age-appropriate, rather than reading-age-appropriate, material. Lois’s non-traditional background, multi-continental exposure, and passion for helping failing students equip her with a unique skillset and perspective.

“The test of a good teacher is not how many questions he can ask his pupils that they will answer readily but how many questions he inspires them to ask him which he finds hard to answer.”  –– Alice Wellington Rollins

Lois and her family

Lois Letchford has been a literacy problem solver. She specializes in teaching children who struggle with learning to read, her creative teaching methods vary depending on the reading ability of the student, employing age-appropriate, rather than reading-age-appropriate, material. Lois’s non-traditional background, multi-continental exposure, and passion for helping failing students equip her with a unique skillset and perspective.

Reversed Memoir Book Trailer

Originally a physical education teacher, she later completed a Master’s in Literacy and Reading from the State University of New York at Albany. Lois has presented her work at SPELD in Australia, the Kentucky Council for Exceptional Children, the Spring Festival of Children’s Literature in Maryland, and the Ireland International Conference on Education. She is a member of the Australian College of Education.

Reversed: A Memoir (Acorn Publishing), the story of her son’s—and her own—learning disability, is her first book.

Nicholas talking about his learning:

Lois mentioned these books in our conversation that she uses to teach pronouns: 

 “Ahhh,” Said Stork  by Gerald Rose  

Dear Zoo by Rod Campbell

Lois Letchford
@LetchfordLois

Website: https://www.loisletchford.com/ 
FB: https://www.facebook.com/loisletchfordauthor/

“You just can’t beat the person who never gives up.”
––Babe Ruth

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For all of the Rethinking Learning podcasts with Barbara Bray, click on the podcast tab at the top, the logo below, or go to https://barbarabray.net/podcasts/

Go to this page for more information about Barbara’s new book, Define Your WHY.

I’ve spent most of my life as a teacher, a coach, and a mentor supporting teachers and administrators. Something is different now. I feel there is a sense of urgency to rethink the idea of “school” and what it means to be a teacher, a principal, and a student. I have also heard from people in and outside of education who felt lost and didn’t know their WHY. They said they accepted that they went down the wrong path and felt they were living someone else’s story. This made me stop and rethink my WHY. I became aware that that had happened to me. I thought I had no other choice to keep doing what I was doing, but I did. I thought of Churchill’s quote and that all of us need to live for something. 

“It’s not enough to have lived. We should be determined to live for something.” ―Winston S. Churchill

Through these conversations, I realized how challenging it was to teach, how difficult it was to be a student, and how many educators had gotten lost in the WHAT and HOW that they’ve forgotten or maybe never knew their WHY. 

In 2017, I started the Rethinking Learning podcast to share stories about people who inspired me. It wasn’t long before I got it. It was all about the stories. I needed to learn more. In the process, I found out that most everyone I talked with had struggled or had made choices that didn’t always work. In fact, those struggles made them stronger. At this same time, I was searching for my WHY and considered the different struggles I had and other events in my life. I had changed careers, had taken projects that were only for the money, and went in a direction that was more about the WHAT and HOW instead of the WHY. 

I needed to search for my WHY. I adapted the strategies that I used during my coaching sessions and workshops to learn more about me. What did I love? What am I good at? It all came back to the stories and my love of writing. You see, I used to write poetry and short stories years before. I did co-author two books on personalized learning which I enjoyed, but that was not the kind of writing I wanted to do. I wanted to write about the stories and the WHY. To get me in the mood to write, I decided to blog, journal daily, and write a post for each podcast. The posts changed me. I realized that when I listened to the podcast I wasn’t connecting to the person as much as I wanted.

I asked my guests to share information about themselves in a Google doc so I could do research about them before our conversations. I also decided to listen closer by transcribing some of the conversations for the post. If I wanted to learn more, I reached out to the person after the podcast for more information. I know I was spending way too much time on each post, but I loved it. I loved learning about each person and collaborating with them to find pictures, links, and other resources about their lives. The stories motivated me to want to write more.

I asked different people who were on my podcast if they would like to collaborate with me by sharing some of their stories about their WHY in a book I wanted to write. 26 people said yes. I found My WHY: to write my new book, Define Your WHY. I’m really excited to share the stories and the strategies I used to define the WHY. I’ll be sharing more soon because my book is launching on Monday, February 17th and the link is up on Amazon for pre-order. http://bit.ly/defineyourwhybook

“Believe in yourself, your abilities and your own potential. Never let self-doubt hold you captive. You are worthy of all that you dream of and hope for.”     

––Roy Bennett

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Stephen Hurley currently lives at the intersection of two passions. A life-long love of radio (since Grade 4) and a 30-year career in public education in Ontario, Canada. Stephen is the architect and chief catalyst behind voicEd Radio—a 24/7 radio station dedicated to deepening the way we talk about education in Canada and around the world. Enjoy!

Your Background and as a Student

I grew up in a suburban neighborhood just outside Toronto, Canada. I was a fairly compliant student. I don’t remember ever disliking school but there were many times when I felt out of place. I learned that I loved to read and write early on in my schooling and I’ve found opportunities to nurture both of these passions in my personal and professional life. I was often caught daydreaming in class—something else that has stayed with me throughout life. 

Fourth grade was, arguably, the most important year of my schooling. It was during this year that I discovered a love for radio and a real passion for music. My Grade 4 teacher, Sr. Leona introduced me to a cassette tape recorder and a Radio Shack microphone and the combination of these two pieces of technology-fueled a passion to work in the broadcasting industry. Unfortunately, my parents insisted that I go to university instead of radio college, but the passion for the medium continued to inspire and attract me.

This was also the year that my parents bought a piano. I had been “playing” at my grandmother’s house since I was a small child but it wasn’t until I was 9 that a piano actually made its way into our house. Music became a central part of my growing up. A few years later I started playing piano and organ at our local church, a post that I held for over 30 years. I still play every day and I find great joy in continuing my journey through the worlds of both jazz and classical music.

Your family and where you live now

I waited until later in life to settle down and get married to the wonderful Zoe Jordan. I retired from teaching 7 years ago, but have 10 and 12-year-old boys (Luke and Liam) and am loving watching them move through these years of living and learning. 

I haven’t ventured too far from the place where I was raised but I do long to pick up stakes and move out to the country! 

Your journey as an educator

Although my mom insists that she always knew I would be a teacher, it wasn’t something that was really on my radar. In fact, I’m one of those people who kind of fell into the profession. I had been studying philosophy and theology and when I left my studies at a Roman Catholic seminary, I really didn’t know what to do. So, after a year working for Bell Canada, I applied to the teachers’ college and immediately fell in love with the work.

Throughout my career, I’ve always enjoyed being “on the edge” of things. An early adopter and enthusiastic “embracer” of change, technology and new approaches to teaching and learning, life as a teacher have allowed me to explore imagination, creativity, and innovation in ways that other professions would not have permitted. 

I’ve always been a little bit restless and this resulted in me applying for a variety of different roles and, when I couldn’t find something that captured my imagination, writing proposals for the positions that I wanted. 

I spent 30 years with the same school district in Ontario but held a variety of roles: Grade 4-8 classroom teacher, technology resource, teacher educator and arts consultant. 

But, you know, there’s a sense in which an entirely new career in education has taken flight since “retiring” 7 years ago.

VoicEd.ca

In 2011, I became a little frustrated by some of the polarization that was developing on social media and across the blogosphere. I felt that there was a need to invite deeper and broader conversations about the issues that were important to us as educators and so I started voicEd.ca—originally a multi-author blog space invited contributions from across the education landscape. I was hoping for a diversity of perspectives, vibrant conversation, and even some disagreement. That happened, to a degree. 

In 2017, I revived that vision but, this time, drawing on my life-long passion for radio to create voicEd Radio. We are a growing community of educators, parents, researchers, policy-makers, and students who are working to help broaden and deepen the conversations that we’re having about education. Our explicit belief at voicEd Radio is, “If we want to change the way we DO education, then we’re going to have to change the way we TALK ABOUT education. And we’re doing that through the creation and network of podcasts including my own, the development of live radio shows and the coverage of education events from across Canada and around the world.   

Next steps for you

I would like to continue to grow the voicEd Radio community and, in particular, nurture a vibrant live radio experience for the education community, nationally and internationally.

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Stephen Hurley has been working in Canada’s education space for 35 years, serving as a classroom teacher, curriculum consultant, and teacher educator. Stephen is passionate about supporting and nurturing new conversations about education across the country. He is the architect and chief catalyst behind voicEd Radio—a 24/7 radio station dedicated to deepening the way we talk about education in Canada.

voicEd Radio is a 24/7 Internet-based radio station designed to both broaden and deepen the conversations that we have about education in Canada. Drawing on the stories, experiences, and passions of educators, students, parents and community members from across the country and around the world, voicEd Radio is a type of national gathering place for lively talk, insight and debate about the things that matter most to us in education.

Website: https://voicEd.ca

Blog: https://stephenhurley.ca

Twitter: @stephen_hurley

Facebook: @voicEdCanada

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For all of the Conversations on Learning podcasts with Barbara Bray, click on the podcast tab at the top, the logo below, or go to https://barbarabray.net/podcasts/

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Nicole Biscotti is proud to be an educator and believes that everyone should have access to a quality education that connects them with their purpose. She seeks to bridge understanding, spark conversations, and inspire through her writing. Nicole is writing a book with her 9-year-old son from the unique perspectives of a child and a mother who is also a teacher. 

Your background – where you grew up

I grew up in between New York City and Phoenix, Arizona. My parents divorced when I was little and my childhood was filled with a lot of instability and chaos. I moved a lot, had a few different living situations, and the setting and the characters changed frequently. I see myself in a lot of the kids that I teach that are struggling with instability at home while they deal with the challenges of being a teenager.

What it was like for you as a student

I was a mostly introverted kid with pretty low self-esteem who didn’t think that what I thought or felt mattered much. I escaped the chaos around me by reading in my bedroom most of the time. I was very disconnected and didn’t do well in school until I went to live with my dad in high school. I remember that in the 7th grade I was failing Reading Class, partly because I had not filled out even one book report. My mother made me document all that I had read that year and I had, in fact, read 114 books. Looking back I marvel at how disconnected I was to not even think about filling out the form and getting credit for doing that in my class. When I went to live with my dad in high school, I saw this change as a new start.  My father had very high expectations of me and I really wanted to please him. I pretty much changed overnight into an Honors student.

Your family – your children

I have raised my children largely alone, without a lot of economic resources. I have 4 children: my oldest is Nicholas who is 19, he makes me proud every day with his diligence and accomplishments.  I have twin girls that are physically identical to each other and pretty much to me. They are 10. Their names are Rose and Julia. Rosie is a great writer and very artistic and Julia is bright and joyful and loves horses.  Jason is 9 and is a Math wiz who loves to play soccer.

I believe in education and am convinced that education provides us with opportunities. Nicholas graduated from a Title 1 high school and is currently on his way to becoming an Officer in the United States Marines through an ROTC scholarship. Nicholas has talent as we all do, and he has worked hard.  I believe that the difference between my son and many other kids (including my younger self) is that he (a) found his purpose and (b) had support. We live in a place and time that is full of opportunities yet kids are struggling. We need to address these gaps in education to ensure that each and every child has the support that they need to succeed. 

WHY you went into education

At 38 years old I had the opportunity to start over.  I chose education because I wanted to spend my time and energy on something that I perceived as important and could make a difference in people’s lives.

My Story WHY I am a Teacher on BookCampPD

I teach Spanish but my commitment to kids only begins at promoting bilingualism. The need that I see every day is so great that I cannot stop at being a Spanish Teacher. Kids are struggling with mental health issues, disabilities, family situations, and the confusion of being a kid. I organized a student-led leadership group on campus to address the lack of connection and to encourage kids to offer peer support. Our group was amazing and I’m proud to say that many of the kids that participated were not your typical student leaders but rather kids that were struggling themselves. We received a state award and the news came to our school. I cannot tell you how proud the kids were. My work is to continue to support kids, spark conversations, and to bridge understanding, as a teacher and a writer.  

Jason’s story

My youngest son, Jason, has ADHD and was basically expelled from kindergarten.  I’ll be honest, I had no idea how to relate to Jason’s challenging behavior. I was a mostly compliant child, at least on the surface. I was quiet and did not want to draw attention to myself from adults because I was very intimidated and had low self-esteem. I was also able to do well in school with little effort. I tried very hard to not make adults mad.  

Jason’s Message to Teachers about Kids with ADHD

Why you and Jason are writing his story

How many Jason’s are out there without guidance and support?  I barely knew how to help him and I’m a teacher. Jason has ADHD and Oppositional Disorder. I am close to finishing my second Master’s Degree in Education and I can tell you with all honesty that I was not prepared in any way to support kids with ADHD. I know that parents are struggling and that teachers are overwhelmed, and what tugs at my heart the most is that I know that there are little ones like my son that are hurting, scared, and feeling rejected.  We have to start talking honestly about ADHD and inclusion and how to best support everyone involved. It is simply unacceptable to know that there is a suspension to prison pipeline and to know that ADHD kids are disproportionately affected and not increase our efforts.  In writing Jason’s story, I am not only attempting to help other children, but I am also validating my son’s voice as well.

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Nicole Biscotti is proud to be an educator and believes that everyone should have access to a quality education that connects them with their purpose.  She seeks to bridge understanding, spark conversations, and inspire through her writing.

She is writing a book with her 9-year-old son from the unique perspectives of a child and a mother who is also a teacher. She has seen both personally and professionally how children struggle to be understood and how adults are often at a loss with how to handle the difficult behaviors associated with ADHD. She hopes that by sharing her and her son’s story, along with researched-based strategies,  educators and parents will benefit from others’ perspectives, communication will increase, and adults will be better equipped to help children who desperately need our support.

Nicole and her family live in Phoenix, Arizona and enjoy barbecues and road trips to Mexico.  She is originally from New York City where she gained a love of culture and travel. She has a Bachelor’s Degree in Spanish from the University of Florida and a Master’s Degree in Secondary Education from the University of Phoenix.  She is currently a Spanish Teacher and World Languages Department Chair in a public high school. She is a certified Translator & Interpreter as well.

Website: nicolebiscotti.com

Blog:  nicolebiscotti.wordpress.com

Twitter: @BiscottiNicole

Instagram: @BiscottiNicole

Medium: medium/@BiscottiNicole

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For all of the Conversations on Learning podcasts with Barbara Bray, click on the podcast tab at the top, the logo below, or go to https://barbarabray.net/podcasts/

Barbara Gruener loves the challenge of being an educator and staying current as things trend in and out of our field. She is a coach, mentor, consultant, speaker, and author of What’s Under Your Cape.

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Barbara especially enjoys working with people as they discover who they are, what they stand for, what motivates them, and what they want and need. Enjoy our conversation!

Where you grew up

Growing up on my family’s dairy farm in Wayside, Wisconsin, I learned what it meant to work hard and make a living off the land. My parents always welcomed people into our home including foreign exchange students and foster children, so I learned to cook and manage a household at a fairly young age. I also grew to appreciate diversity and culture! These skills have all served me well as an adult.

What it was like for you as a student

I got my education at a parochial grade school, a public high school, and a Big 10 University. My first-grade teacher knew what the young know-it-all, energetic child in me needed; she made me a teacher’s assistant at the age of 6. I love learning and teaching; I didn’t love leaving Miss Natzke, and my grades 3 and 4 with the next teacher weren’t very happy. That teacher didn’t know I was an assistant and, even if she did, she didn’t need one. I was a scared, nervous wreck. It did make me happy when it was announced that summer that she was moving, especially since my little sister wouldn’t have to endure another year with her. That is until the move was to grades 5 and 6. I barely survived those four years with her; I stayed home most of the 7th grade with a severe stomach muscle spasms. After a year to heal, I did return back to school and remember enjoying my high school years. College at UW Madison was kind of hard for a farmer’s daughter like me but I love a good challenge. I graduated with a BS majoring in English and minoring in Spanish.

Your family

There were five of us kids plus mom and dad grew up on the farm in my family of origin; they all still live in WI but me. My parents divorced just as they were about to celebrate their Silver Wedding Anniversary. I’ve managed to stay very close with my Wisconsin family despite the distance.

Journey to become an educator

I graduated from the University of Wisconsin in Madison in 1984 with a Bachelor of Science degree in English and Spanish. I began a Spanish Department in a small high school in central Wisconsin before heading to Texas in 1985. I taught Spanish and ESL classes at North Shore Middle School for a year before moving to FISD to teach Spanish and coach volleyball and softball at Friendswood High School. My education includes earning a Master of Science degree from the University of Houston Clear Lake in Education in 1989, followed by a Master of Science degree in Counseling in 1994. After 16 years of teaching and counseling at the secondary level, I decided to give the elementary school a try; there I found my niche as the counselor and character coach at Westwood for grades PreK through 3rd for 14 years, then with grades 3-5 at Bales Intermediate for three additional years.

Trauma

In January of 2013, early one afternoon on my way to get my son from Junior High for a dentist appointment, I was hit head-on by a drunk driver, who was also on her way to get her child from school. I was left broken in 3 places physically and in many more pieces emotionally. I returned to work fairly quickly, but by May that semester, I was unable to continue after PTSD made my life too difficult. After two years of trauma therapy, some medical intervention to take the edge off, and the opportunity to give my Victim Impact Statement, I was able to journey through recovery to the other side, to find my joy again, and to forgive so that I could move on. I still experience the startle response when I’m traveling down the road, and I still have chronic pain in my shoulders and neck, but it’s nothing that a chiropractor and a counseling session or two can’t help. This trauma amplified my voice for trauma victims and made me so much more trauma aware and sensitive.

Character Ed

I learned about perseverance, resilience, work ethic, responsibility, growth mindset, and grit from milking 250 cows on the dairy and doing chores before and after school during my formative years. In 1989, community members met and decided what we wanted our graduates to look like; during that time, they selected 14 traits and values that they wanted our graduates to live. In the year 2000, after a Character Counts! Training, I brought the Six Pillars of Character to our school and the Board adopted this framework to revitalize our CE efforts. Under my leadership, Westwood Elementary earned the distinction of Texas State School of Character in 2007. In 2009, we earned a National School of Character (NSOC) honor. The NSOC process strengthened our journey down Character Road; those days were, indeed, magical.

Barbara’s keynote from the National Forum on Character Ed

Book: What’s Under Your Cape

At the end of May 2014, just before my 53rd birthday, my first book was released.

What’s Under Your Cape? SUPERHEROES of the Character Kind

Superheroes

In the Fall of 2013, I was giving a workshop at the National Forum on Character Education called Character Is Our Superpower. Marion Nelson, an independent publisher, attended that workshop in DC and invited me to write the book to help other educators focus on strengths as superpowers. SUPERHEROES swoop in and come to the rescue; so do Character Kids (and adults!). It’s not about intangibles like invisibility or spidey-sense; it’s more about inspiring values like service, unconditional love, perseverance, empathy, respect, honesty, enthusiasm, responsibility, obedience, encouragement, and self-discipline.

Cape up; it becomes a fun tagline.

Kindness Matters and Spreading Love

In May of 2018, I decided to retire from my full-time work in public schools and pursue my encore career in consulting, mentoring, coaching, speaking, and writing. I’m currently freelancing as well as speaking with the Character Strong team. Additionally, in September of 2019, I am going back to school on a part-time basis, to serve as a mentor and SEL coach! Here is a graphic by Jule Woodard @woodard_julie about Kindness being a Superpower!

Gratitude, SEL, and Mindfulness

Gratitude: my one word for 2013, helped me tremendously during my trauma recovery. I strive to make it a verb, in all things. In fact, it’s neurologically impossible to be in a state of anxiety and grateful at the same time. Here are some of the suggestions I made in my freelance growth sessions:

Socio-Emotional Learning (SEL)

To me, SEL and Character Development are all about how we establish and maintain healthy relationships, about communicating, self-regulating, making responsible decisions, connecting relationally. It’s HEART work, it’s holy work, and it’s important work. It’s also about serving, about being the KIND of leader that we would follow. It’s about head, heart, and hands; it starts with empathy, becomes compassion, then moves to kindness. And kindness, my friends, is the real global warming!

Mindfulness

I’ve been researching and studying the practice of mindfulness for six years. My trauma responses and recovery brought me to mindfulness, by necessity, because I had to slow down. It’s when I learned to savor, an important lesson because we simply cannot serve from an empty vessel. It pairs nicely with self-care, to be in the moment, mindfully aware, without judgment. It’s a joy to support and encourage those educators in the field to take care of themselves so that they can overflow as they serve.

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Sharing my joy and delight for educating tomorrow’s leaders through speaking and writing is one of my sparks and my blog has been an amazing outlet for that passion. Prior to blogging, my work has been published in Teaching Tolerance magazine, Teaching PreK-8 magazine, Change magazine, Daughters magazine, and the MO Counseling Interviewer. Since the year 2008, I’ve written monthly blog posts for the Josephson Institute of Ethic’s Character Educator and most recently for Really Good Stuff and The Teachers’ Lounge. I’ve also guest posted at Books That Heal Kids, Cachey Mama’s Classroom, Teach Forever, and I Can Teach My Child and I’ve written a guest post for Kleinspiration (thanks Erin!) and was recognized at Maria Dismondy’s blog. I spent three years writing the Counselors’ Corner post for Free Spirit Press and currently guest post periodically for the Prosign Design and the Character Strong blogs.

Website/Blog: corneroncharacter.com

Twitter: @BarbaraGruener #Whatsunderyourcape 

Facebook: https://www.facebook.com/WhatsUnderYourCape

The Corner on Character Where Character Speaks podcast: https://www.listennotes.com/podcasts/the-corner-on-character-prosign-design-N3Q7LvmJs6D/

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For all of the Conversations on Learning podcasts with Barbara Bray, click on the podcast tab at the top, the logo below or go to https://barbarabray.net/podcasts/

Dr. Sarah Thomas is a Regional Technology Coordinator in Prince Georges County, MD, and Affiliate Faculty at Loyola University. Sarah’s passion has also expanded to helping educators connect globally that led the EduMatch project that she founded in September 2014. 

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EduMatch has grown to include Voxer, guest blogging, a weekly Twitter chat/podcast, and a publishing arm. I’m so honored to know Sarah and to be part of the EduMatch community. Enjoy our conversation!

About where you grew up

I was born and raised in Alexandria, VA and stayed there for 26 years. I moved to Woodbridge which is not that far from my mom and dad so I see them almost every day on my way to and from work. I went to Fairfax County Public Schools and then to Howard University for undergrad and grad school. Then I went to George Mason for my doctorate.

What it was like for you as a student

I was an early reader and elementary school was a lot of fun. When I got to middle school, it wasn’t as much fun. Everything was separated into tracks. I was the only student in my track that looked like me. The experience was at times difficult navigating my identity, how I fit in the space and it was a little rocky for a while. Academically, when I wanted to get my work done, I buckled down. Whenever I had positive interactions, that would consume me and not do homework. I would stay on AOL and chat messenger for however long and tie up the phone lines. In my junior and senior years, when it was time to start looking at colleges, I got it together. That’s what It was like for me as a student: the best of time and the worst of times.

Your journey as an educator

It’s funny that I would always come back to becoming an educator. I just looked at my first-grade writing book I kept that the teacher put together with cardboard and wallpaper and saw that I wrote that I wanted to teach first grade. Lo and behold almost 20 years to that date, I taught first grade. I was thinking of going to law school or into TV production which ended up being my undergrad major, but my mom started teaching middle school at that same time. I went to help her in the classroom, and when I saw her with the kids, I just knew this was where I wanted to be even though I had done most of my coursework. 

I saw a flyer for alternative certification through Howard University, so I applied. They took me and here I am. That was a challenging time and did a lot of learning on the job. I was immature for my age at 22 and making rookie mistakes. I wasn’t in climates that were conducive to making mistakes so I was in four different schools in five years. I want to say that the third school was a good experience but the fourth school was a French immersion school. That was a fantastic experience and stayed there for seven years. I always wanted to work at that school because my family is from Haiti. I started speaking French with my parents to prepare myself. There was a sense of community with great relationships with my colleagues, parents, families, and the principal who was like a working mom to me. I stayed there as a technology liaison until the principal left. I fell in love with the fifth school but only stayed there a short while. 

Sarah Thomas on Being a Learner and Building a Personal Learning Family

My next step was teaching technology education at the high school and then where I am now one of the Regional Technology Coordinators in Prince Georges County. We have 208 schools with help schools support to integrate technology. This is my dream job. 

Building my #PLN

I remember I was at Common Ground Maryland 2013 and they had a hashtag. I had a twitter handle but I wanted people to take me seriously. So I typed in the first thing that came into my mind since I was knee-deep into my dissertation on English Language Learners. So I spelled out my name phonetically so out came “sarah da teechur” and that’s how I got my handle @sarahdateechur and it stuck.

I also teach at Loyola and was talking about using different tools. I was tweeting out Buffer and had put on an impromptu twitter chat. I went on my phone and it said that my Twitter account was locked. I was able to unlock it but everyone I followed was wiped out. It was finally restored but that was crazy. I love to use Twitter, Voxer, and all the tools.

EduMatch-Connecting the Dots: Learning with your PLN

EduMatch 

This was almost five years ago now. I was on Voxer with a good friend of mine, Rafranz Davis, and were talking about math and gamification. She started mentioned different people to talk to and asked her if there was a program that would match person A to person B to person C. So I had this idea and tweeted out saying what I wanted to do about building a place to connect. Mark Gates in Australia was the first person who responded and I got information about him and added him to a list and tweeted him out. At that point, I set up a site with a Google form and people joined and brought their ideas. From there, we went to Voxer, Tweet and Talk, and a bunch of other things. It’s growing more than I ever would have thought.

The mission of EduMatch® is to connect educators
around the world with similar topics of interest.

It’s all about the teamwork aspect where people are bringing part of themselves and investing time and energy helping to grow exponentially. 

EduMatch Community

You sign with the Google form that was the very first form we started with. We had Person of the Day and now what we do is send people to search our Awesome Table of previous EduMatchers to connect with other educators around the world with similar interests.

EduMatch Publishing

Publishing started in 2016 and got really active a little over a year ago. Somebody asked in the Voxer group what was on your educator bucket list. A lot of people said they wanted to publish someday and write their own book. So this is obviously something that a lot of people want to do so let’s try it. There was a group of about 20 of us the first year. Everybody submitted a chapter and we put out EduMatch Snapshot in Education. That was such a great experience that we made it an annual thing. Last year, we started solo projects. We’ve put out 10 solo books so far and a couple more crowdsourced books in addition to EduMatch Snapshot 2018, Makers in Schools, To Whom It May Concern. We also have Dr. Will with the EduPreneurs as our very first documentary. We’re just trying to grow from there. We’re in talks with someone who does curriculum. Very excited! Check out the EduMatch Books.

Listen to the Teacher’s Journey – Season 2 – Episode #9: The EduMatch Story

EduMatch Podcast Network

We have a site that Brian Costello is heading up. He’s kind of growing that out. So we’re going to get that rolling pretty soon where we have a group of folks supporting one another and come up with initiatives together. View our Podcast calendar, and sign up to be a panelist.

Edcamps 

Edcamp Voice is entirely through Voxer.

Your passion, purpose and what’s next

I super excited and on cloud 9 to do what I love in multiple aspects of my life. The one thing I am pretty excited about is the non-profit that provides grassroots grants for educators and students. The website http://edumatchfoundation.org

Dr. Sarah Thomas is a Regional Technology Coordinator in Prince Georges County, MD, Affiliate Faculty at Loyola University, and recently graduated with a Ph.D. in International Education in December 2017.

While Sarah is still passionate about best practices, such as flipped/blended learning and gamification, her passion has also expanded to helping educators connect globally.  This is the rationale behind the EduMatch project, which she founded in September 2014. The project belongs to all EduMatchers, and together it has grown it to include Voxer, guest blogging, and a weekly Twitter chat/podcast. Her newest developments are: 

• the publishing arm of EduMatch.
• a nonprofit arm: EduMatch Foundation

 Sarah loves to connect with other educators because she strongly believes that we are all experts at something, and can learn so much from each other!  

• Website: https://www.sarahjanethomas.com/
• Blog: www.medium.com/@sarahdateechur
• Twitter: @sarahdateechur
• Email: sarah@edumatch.org 
• Facebook: sarahdateechur
• Voxer: sarahdateechur

Official Twitter handles are @edu_match and @edumatchbooks

Other websites

• Edumatch.org
• Edumatchpublishing.com
• Edumatchpn.com
• Edcampvoice.com

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For all of the Conversations on Learning podcasts with Barbara Bray, click on the podcast tab at the top, the logo below or go to https://barbarabray.net/podcasts/

Mandy Froehlich is a speaker, consultant, and author from Wisconsin. She is the Director of Author Success for EduMatch Publishing and a co-host of the podcast Teacher’s Aid on BAM Radio with Jon Harper.

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Mandy is the author of two books, The Fire Within and Divergent EDU and is passionate about speaking, coaching, and supporting teachers. Mandy is also the Edumatch publishing: Director of Author Success. Enjoy our conversation!

What it was like when you were a student 

I played by the rules all the time. My drive to do well when I was in elementary was to make my teachers happy and not get in trouble at home. They told me I was gifted (GT) at one point and put me in special classes, but looking back I’ve wondered if I was part of that weird study where they told ordinary kids they were GT to see if thinking they were smart had an impact. In middle school and high school where I didn’t have as much of a connection to the teachers, I did well because I was supposed to. I never had any real intrinsic motivation to do well. I never felt good when I did, only felt bad when I didn’t.

Mandy’s 2018 Ignite speech

Your journey as an educator 

I was excited about teaching but burnt out fast. I was nearly one of the five-year statistics. Moved positions because I thought the district was to blame but it was really about me. Not that it was my fault, but that I hadn’t watched for the burnout that everyone had spoken to me about. I thought it could never happen to me because I loved teaching and the kids too much. Became a technology instructional coach and then tech director, but miss my days as a tech integrator.

Presenting/Keynoting and PD

I am passionate about learning and my profession in general, but my two favorite components of my position are being able to provide professional development to teachers and present/keynote conferences. I believe that by providing these opportunities to teachers, I am in turn able to reach many more students and ultimately affect their learning experiences. Also, on a personal side note, I was insanely afraid of public speaking throughout my life until I reached college. At that time I took multiple public speaking courses to try to get over my fear of speaking in front of people to the point where it was silly for me not to declare it as my minor because I had so many credits. The ability to get up in front of adults (which is not the same as getting up in front of kids) and not bawl like a baby is one of my accomplishments that I’m most proud of. Just another reason I think I like providing PD, presenting & keynoting.

Fire Within book

Mandy’s first book is The Fire Within: Lessons from defeat that have ignited a passion for learning discusses mental health awareness for teachers.

Divergent EDU book

Her second book is Divergent EDU, is based on an organizational structure she developed to support teachers in innovative and divergent thinking.

Mandy is also the EduMatch Publishing as the Director of Author Success.

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Mandy Froehlich passionately encourages educators to create innovative change in their classrooms. Her interest lies in reinvigorating and re-engaging teachers back into their profession, as well as what’s needed to support teachers in their pursuit of innovative and divergent thinking and teaching. She consults internationally with school districts and post-secondary institutions in the effective use of technology to support great teaching, mental health support for educators, and how to create organizational change.

• Twitter: @froehlichm  #DIVERGENTEDU #firewithinbook
• Website: https://mandyfroehlich.com/ 
• Email: mandyfroehlichedu@gmail.com 
• Author: The Fire Within: Lessons from defeat that have ignited a passion for learning bit.ly/firewithinbook
• Author: Divergent EDU: Challenging Assumptions and Limitations to Create a Culture of Innovation bit.ly/divergent_edu
• Co-hosts podcasts with Jon Harper on the BAM Radio Network’s Teacher’s Aid

Articles

A Roadmap for Building an SEL Program for Hoonuit
The Rules of Teacher Engagement for Hoonuit

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For all of the Conversations on Learning podcasts with Barbara Bray, click on the podcast tab at the top, the logo below or go to https://barbarabray.net/podcasts/