A mood…#Evangatees

Young men, who often lack robust discipleship relationships with older brothers and fathers in the faith, are vulnerable to looksmaxxing messages. They’re looking for answers—about romance, sex, work, wellness, and the meaning of life—in YouTube videos and podcasts. But what they really need is apprenticeship and fellowship with God-fearing men who will guide them with wisdom, discernment, and truth. thegospelcoalition.org/artic…

It doesn’t really matter if students are interested in what school teaches. Our job is to GET them interested in the content they need, not waste their school time on interests that won’t serve them.

Full list of 2026-27 Teach Like a Champion Workshops (in-person and online) teachlikeachampion.org/train…

'Reading comprehension is not a “skill” like riding a bike or making free throws in basketball. It’s heavily dependent on the background knowledge readers bring to a text. Thus your ability to make a correct inference when reading about baseball, for example, does not mean you can make correct inferences when reading about a Japanese tea ceremony. There’s no abstract skill called “inferencing” that you can practice, master, and apply with equal effect on whatever you read. This places strict limits on reading strategies. That said, test score gains have long been associated with Reading Comprehension Strategies (RCS). “The funny thing about reading comprehension strategy instruction is that it really shouldn’t work, but it does,” the pair note. But once kids get the big idea behind RCS—that a piece of text is trying to tell us something—there’s zero evidence that repeated practice has any beneficial effect. Ten lessons are as good as fifty. “The implication seems obvious,” they conclude. “RCS instruction should be explicit and brief.”' @rpondiscio with a tight description of a central insight in comprehension.

FASE reading isn’t just a reading routine. It’s a thinking routine. Here’s how I used it today to help students organize, retrieve, connect, and articulate what they were reading. 🔗⬇️ @Doug_Lemov @TeachLikeAChamp

This morning, I was thinking about all the quiet kids who leave their chaotic &/or abusive homes each morning hoping for 8 hours of respite, only to be forced to deal with more chaos &/or abuse in school thanks to lax discipline & restorative practices. My heart breaks for them.

Gentle reminder for the male teachers out there: Tuck in your shirt.

YALL I JUST WON MY FIRST CRIMINAL CASE AS A PARALEGAL!!!! STOP PLAYING WITH ME! 🔥💼 IM REALLY A BEAST AT THIS LEGAL STUFF!!!!

“Teachers constantly worked to refocus students and mitigate conflict. This is good educational practice.” Nicole Hannah-Jones saw how this negatively affected her daughter’s education and still calls it good educational practice. I don’t even know what to say.

I genuinely don’t know what the right thing to do with students who refuse to learn is, but it surely can’t be just let them perpetually disrupt the classroom and steal 90% of the teacher’s time and energy away from the students who *are* there to learn.

Seems to me that a lot of trendy education theory & practice is just not ready to admit that the vast majority of kids do not “naturally” want to learn what they are being taught. Learning is often boring & frustrating. You have to teach kids to tolerate boredom & frustration.

First peer PD presentation tomorrow! Will be facilitating on retrieval practice for student learning and retention🧠

And she’s still at it. She opines in the article that her daughter’s school using restorative justice instead of “zero tolerance” (an inaccurate and loaded description of policies that enforce rules & sometimes take disrupters out of class to preserve exactly the learning environment she wishes her daughter had) is effective practice. But of course she’s wrong as anyone who runs effective schools anywhere but the leafiest places knows. She’s still advocating unironically and mis-informedly for the things that destroy schools like her daughter’s.

Our librarian had the library aides provide book suggestions to add to our school library. One of the criteria was that the book had to have been published in 2026. Now as for me and my classroom, we will read and share in the stories of various books from different time periods.

Kids need love, and they need structure. They need pathways to succeed behaviourally, they need to know how to navigate a complex social world, and they need to know where the boundaries are. They need high regard and high standards. If you get that right, everything else is possible. In the 2016 NFER survey quoted at the start of the TES article, they asked teachers what promoted positive behaviour. The most commonly slected answer was ‘consistent application of behaviour rules by all teachers.’ I couldn’t agree more.

You can't Rosenshine your way out of a Curriculum problem* But you also can't Curriculum your way out of a Rosenshine problem** And you can't ANYTHING your way out of a behaviour problem.

When a teacher cedes their authority to their students, it isn’t the nice kids who take over. It’s the ones the nice kids are afraid of.

Four strategies to support high expectations in the classroom: 🧠No Opt Out 🧠Right is Right 🧠Stretch It 🧠Thinking Hard

I teach 5th grade in NY state. Despite poor decisions made by NY state Ed, I will continue to set the bar high for my students and push them to learn as much as possible this school year. I still remember my 9th grade Spanish teacher and school counselor, Father Julio. He had high expectations and really pushed me to be the best student I could be. I wish NY state Ed. had more Father Julio's.