Feeling unnerved by the unpredictability of our world right now? You’re not alone. In this first Truth for Teachers episode of 2025, we’re diving into how to practice radical acceptance as we navigate uncharted territory as educators (and as a society.)

Join me as I share practical strategies I’m using right now for staying grounded, making my world smaller, and focusing on what’s within my control.
We’ll explore how to shift from fear to hope by embracing the opportunities hidden within unpredictability. You’ll hear about my own struggles with anxiety, my word of the year (serendipity), and how unexpected blessings can arise when we let go of needing to plan and control everything.

As we move into 2025, let’s commit to focusing on possibility.

Let’s not judge situations when it’s too soon to see the ripple effect of what’s good and bad.
Let’s release the limitations of black-and-white, all-or-nothing thinking, and of judging everything as a positive thing or a negative through an immediate reaction.
Let’s release judgment of the situation altogether, and practice radical acceptance.
Let’s choose to see unpredictability not as a threat but as an invitation.
Let’s keep showing up, creating, and building a future rooted in hope.

Get the shareable article/transcript for this episode here.

In this last episode of 2024, I want to leave you with a powerful conversation to marinate on deeply.

I’m talking with Dr. Shamari Reid, an assistant professor of justice and belonging in education at New York University. He has taught Spanish, English as a new language, and ELA at the elementary, secondary, and post-secondary levels in Oklahoma, New York, Uruguay, and Spain.

Shamari shares the journey from seeing himself as a “teacher superhero” to understanding he’s a human who teaches. Like many of us, Shamari once believed that it was his job to save his students and fix systemic issues like racism and classism through sheer hard work. That mindset led him to overwork himself until he burned out completely, even blacking out while driving from exhaustion.

During his recovery, Shamari came across Toni Morrison’s concept of self-regard, which caused him to rethink his identity and realize that he was more than just a teacher. He started to see the importance of recognizing his humanity and taking care of his needs outside of the classroom.

I could relate deeply to Shamari’s experience. As women, especially those of us in nurturing roles, we often feel pressure to put our personal needs last. In this conversation, we unpack how different groups, like Black male educators, face unique pressures. Shamari shares the unrealistic expectations placed on him, particularly being seen as a relatable savior for students facing discipline issues.

Together, we explore how centering love in education—nurturing both students’ and our own emotional and spiritual growth—can create a more just and equitable learning environment. It takes courage to break away from fear-based, status quo practices and lead with love, but it’s necessary.

We talk about how teachers can overcome common fears like making mistakes, not being perfect, or neglecting academics. Shamari shares practical steps for navigating these challenges, including articulating your vision, planning backwards, and, most importantly, giving yourself grace.

At the heart of this conversation is a reminder: being human is enough. We don’t need to earn our worth by overworking or sacrificing our boundaries. It’s okay to say no, set limits, and take care of yourself. By embracing our humanity, we invite love into our classrooms and can overcome obstacles together.

This is an honest, heartfelt conversation about what it really means to teach with love and why it's crucial to prioritize our well-being. I hope it leaves you feeling inspired and reminded that you are enough—just as you are.

I’ll be back with more episodes for you in the new year. Until then, be well, my friends, and keeping choosing love over fear.

There’s a powerful connection between movement and cognitive performance. Standing up and moving around can both foster diffuse thinking—the kind of relaxed mental state that encourages breakthroughs and innovative ideas.

In this episode, I’ll share Cal Newport’s research on training the brain for deep work through “productive meditation”, a practice that involves focusing on a specific problem while engaged in physical movement.
I’ll then share 4 practical ways to incorporate productive movement into your instruction, not as a break from learning but as a critical component of it:

Standing meetings and discussions to increase engagement and collaboration.
Dictation while walking, allowing students to process and express ideas on the move.
Using audio learning while students walk, so they can absorb information away from their desks.
Encouraging walking brainstorming sessions to help students collaborate and generate new ideas.

I’ll also share how to extend these strategies to outdoor environments for an even greater cognitive boost, even if you don’t have a large, quiet school campus.

Finally, I’ll talk about handling off-task behavior and off-topic conversations you observe during productive moment activities, and offer a mental reframing you can use to determine when you should (and shouldn’t) use these movement activities.

Discover how simple shifts in how we think about movement can unlock deeper thinking and more focused learning for both you and your students!

Get the shareable article/transcript for this episode here.