According to the American Stress Institute, about 70% of U.S. teens ages 13-17 say anxiety or depression are major issues among their peers. This is apparent in our classrooms, as teachers observe students who freeze, lash out, or suddenly shut down. 

Because anxiety can look different from one child to the next, it can be challenging to identify. However, we often find the same four domains at play: physical, emotional, cognitive, and behavioral. Understanding each domain can help us support students with care and confidence. Below is a descriptive list of each domain, including information on what to look for and how to assist.

The Physical Domain

Every morning before math, Maya complains of a stomachache and asks to see the nurse. There’s nothing physically wrong, but her racing heart and queasy stomach indicate that she might be anxious. For Maya, anxiety presents as physical discomfort when the body is triggered by a “fight, flight, or freeze” response. For students, that can mean headaches, stomachaches, restlessness, or fatigue.

Teacher Tip:

Validate, don’t dismiss. Try: “It sounds like your stomach feels tight before math. Let’s take a few deep breaths.” Predictable routines and calm starts can help students regulate and feel safe.

The Emotional Domain

Elijah stares at his essay, eyes filling with tears. “It’s terrible,” he says, crumpling the paper.  Emotionally, anxiety often shows up as fear, frustration, or self-doubt. Students might cry easily, resist help, or take criticism to heart. Elijah is so anxious about the quality of his essay that he completely shuts down.

Teacher Tip:

Respond with empathy and calm: “It sounds like you’re frustrated. Writing can be tough, but we’ll take it one step at a time.” Validating feelings teaches students that emotions aren’t dangerous; they’re normal and manageable.

The Cognitive Domain

Sophia reads the test directions again and again, unable to start. Her mind races: What if I fail? What if everyone finishes before me? Anxiety floods the brain with “what ifs” and worst-case scenarios, making it hard to focus or think clearly. In Sophia’s case, she’s frozen with the messages of potential failure. 

Teacher Tip:

Break tasks into small, doable parts. Encourage positive self-talk like, “I’ll try my best” instead of “I’ll fail.” These small shifts can quiet racing thoughts. Consider arranging scheduled assignments in brief chunks leading up to a final assessment. 

The Behavioral Domain

When it’s time for group work, Ben asks to work apart from the group, but does not turn in his part of the assignment. It looks like avoidance, but underneath is fear of embarrassment or judgment. Behaviorally, anxiety can look like avoidance, perfectionism, or even defiance. Students may withdraw or act out to cope, especially in Ben’s case, to avoid potential embarrassment.

Anxiety is a full-body experience, with physical discomfort, feelings, thoughts, and actions. When we recognize these signs, we can respond to the whole child, not just what appears on the surface. Supporting anxious students starts with small, consistent moments of understanding. 

This week, observe your students through these four domain lenses. Who might be showing anxiety in their body, their words, or their actions? Try one small supportive step: validate a feeling, offer a choice, or create a calming routine. Those small moments of compassion can help students manage their anxiety in a supportive and healthy way.

For more information and strategies to serve students with anxiety, check out our course, 5371: Helping Anxious Kids Feel Safe and Supported.

About the Author

Betsy Butler (she/her) is a Professional Learning Specialist at Teaching Channel. She holds a B.A. in English, a Master’s in Education, and has been teaching since 1992. Betsy uses her three decades of teaching experience to write and revise our courses while selecting the perfect accompanying texts. Her specialty areas include ELA, special education topics, behavior management, and mental health.

Fun Fact: Betsy’s daily conquest is solving the New York Times crossword puzzle!

The post How to Address the 4 Domains of Anxiety in Students appeared first on Teaching Channel.

If you love to stay up to date on children’s literature, but don’t have time to track down all the newest titles earning recognition, we’ve got you covered! Links to Bookshop.org are included below for easy browsing, whether you’re adding to your classroom library, searching for the perfect student recommendation, or choosing a meaningful gift. So, grab a cozy blanket and a warm beverage, and enjoy a few minutes adding to your to-be-read list!

Alex Awards

Focus: The Alex Awards are given to ten books written for adults that have special appeal to young adults, ages 12 through 18. (ala.org)

The 10 Alex Award Winners for 2025

Asian/Pacific American Award for Literature

“The goal of the Asian/Pacific American Award for Literature is to honor and recognize individual work about Asian/Pacific Americans and their heritage, based on literary and artistic merit.” (Asian/Pacific American Librarians Association)

PreK-3

Aloha Everything, written by Kaylin Melia George and illustrated by Mae Waite (Picture Book winner)

Middle Grades

Continental Drifter, written by Kathy MacLeod (Children’s Literature winner)

Young Adult (Ages 14+)

Everything We Never Had, written by Randy Ribay(Young Adult Winner)

Coretta Scott King Book Award

The awards “encourage the artistic expression of the African American experience via literature and the graphic arts; promote an understanding and appreciation of the Black culture and experience, and commemorate the life and legacy of Mrs. Coretta Scott King for her courage and determination in supporting the work of her husband, Dr. Martin Luther King Jr., for peace and world brotherhood.” (Ala.org)

Young Adult (Ages 13+)

Twenty-four Seconds From Now, by Jason Reynolds (Author Winner)

PreK-3

My Daddy Is A Cowboy, by Stephanie Seales, illustrated by C.G. Esperanza (Illustrator Winner)

2025 Author Honor Titles

2025 Illustrator Honor Titles

Jane Addams Children’s Book Award

The award “recognizes children’s books of literary and aesthetic excellence that effectively engage children in thinking about peace, social justice, global community, and equity for all people.” (Jane Addams Peace Association)

PreK-3

They Call Me Teach: Lessons in Freedom, written by Lesa Cline-Ransome and illustrated by James E. Ransome (Picture Book Category winner)

Middle Grades

Not Nothing, by Gayle Forman (Chapter Book Category winner)

John Newbery Award

“The most distinguished contributions to American literature for children.” (Ala.org)

Middle Grades

The First State of Being, by Erin Entrada Kelly (Winner)

2025 Newbery Honor List

John Steptoe Award for New Talent

The award, “affirms new talent and offers visibility for excellence in writing and/or illustration at the beginning of a career as a published African American creator of children’s books.” (Ala.org)

Middle Grades

Kwame Crashes the Underworld, by Craig Kofi Farmer (Author Winner)

PreK-3

Jimmy’s Rhythm & Blues: The Extraordinary Life of James Baldwin, illustrated by Jamiel Law, written by Michelle Meadows (Illustrator winner)

National Book Award for Young People’s Literature

The National Book Award for Young People’s Literature is one of five annual National Book Awards, which are given by the National Book Foundation (NBF) to recognize outstanding literary work by US citizens. They are awards given “by writers to writers.” (Wikipedia)

The Teacher of Nomad Land: A World War II Story, by Daniel Nayeri

2025 Finalists

Pura Belpré Award

The Belpré Award “honors Latinx writers and illustrators whose works best portray, affirm, and celebrate the Latino cultural experience in an outstanding work of literature for children and youth.” (ala.org)

Young Adults (Ages 14-18)

Shut Up, This Is Serious, by Carolina Ixta (Young Adult Author winner)

Middle Grades

Lola, by Karla Arenas Valenti (Children’s Author winner)

PreK-3

The Dream Catcher, written and illustrated by Marcelo Verdad (Youth Illustrator Award winner)

2025 Pura Belpré Honor Books

Randolph Caldecott Medal

Awarded to the illustrator of the “most distinguished American picture book for children.”

PreK-3

Chooch Helped, written by Andrea L. Rogers and illustrated by Rebecca Lee Kunz

2025 Caldecott Honor Books

Schneider Family Book Award

Books that “embody an artistic expression of the disability experience for child and adolescent audiences.” (ala.org)

K-3

A Little Like Magic, written and illustrated by Sarah Kurpiel (Young Children Winner)

Middle Grades

Popcorn, written and illustrated by Rob Harrell (Middle Grades)

Young Adult (Ages 12+)

Chronically Dolores, by Maya Van Wagenen (Teen Winner)

Sydney Taylor Book Award

Presented by the Association of Jewish Libraries to, “outstanding books for children and teens that authentically portray the Jewish experience.” (AJL)

PreK-3

An Etrog from Across the Sea by Deborah Bodin Cohen and Kerry Olitzky, illustrated by Stacey Dressen McQueen (Picture Book Winner)

Middle Grades

The Girl Who Sang: A Holocaust Memoir of Hope and Survival by Estelle Nadel with Sammy Savos and Bethany Strout, illustrated by Sammy Savos (Middle Grade)

Young Adult (Ages 13+)

Night Owls by A. R. Vishny (Young Adult)

2025 Sydney Taylor Book Awards Honors and Notable Books

Stonewall Book Awards-Mike Morgan & Larry Romans Children’s & Young Adult Literature Award

The Stonewall Book Awards are presented to English language books that have exceptional merit relating to the LGBTQIA+ experience. (Ala.org)

Middle Grades

Lunar Boy, by Jes and Cin Wibowo (Children’s)

Young Adult (Ages 13+)

Canto Contigo, by Jonny Garza Villa (Young Adult)

Theodor Seuss Geisel Award

The award is named for children’s author Theodor Geisel, aka Dr. Seuss, and is given annually to “the most distinguished American books for beginning readers.”

PreK-3

Vacation: Three-and-a-Half-Stories, written by Ame Dyckman and illustrated by Mark Teague

2025 Theodor Seuss Geisel Honor Awards

Walter Dean Myers Awards for Outstanding Children’s Literature

The Walter Dean Myers Awards for Outstanding Children’s Literature, also known as “The Walters” and hosted by nonprofit We Need Diverse Books (WNDB) “recognize diverse authors whose works feature diverse main characters and address diversity in a meaningful way.”

Middle Grades

Shark Teeth by Sherri Winston (Younger Readers Category)

Young Adult (Ages 14+)

Black Girl You Are Atlas, written by Renée Watson and illustrated by Ekua Holmes (Teen Category)

Want to catch up on past favorites?
Explore previous roundups of award-winning children’s and YA books:

• From Caldecott to Coretta Scott King: 2024’s Award-Winning Children’s Books
• A Teacher’s Guide to Award-Winning Children’s and Young Adult Books in 2023
• Refresh Your Classroom Reading List with 2022 Book Award Winners!

About the Author

Sarah Murphy is the Evaluation Manager and a Professional Learning Specialist at Teaching Channel. She holds a B.A. in History and a Master’s in Education. Sarah began teaching in 2004 at the elementary level. She now leads Teaching Channel’s Evaluation Team, managing our wonderful team of Course Evaluators. Sarah is also a coursewriter and content creator, specializing in edtech, educator wellness, and content area teaching.

Fun fact: Sarah has camped in 18 national parks and hopes to visit all 63 someday!

The post 2025’s Award-Winning Children’s and Young Adult Books appeared first on Teaching Channel.

We’re talking about lived experiences that can shape how students think, feel, and learn every single day. Students encounter stressors beyond financial strain, such as unstable housing, food insecurity, community violence, or family disruption. These challenges indicate that for many students, poverty and trauma are deeply intertwined.

As the weather gets colder here in my home state of Minnesota, and everything seems to be getting more expensive, these students and their families are on my mind. Not only am I worried about the stressors students experience, I’m also concerned about the long-term physiological effects of what this trauma does to their developing brains. 

As the research on Adverse Child Experiences (ACEs) tells us, ongoing and/or unpredictable trauma becomes toxic stress: the kind that can overwhelm children emotionally and physically. When a child lives in conditions where basic needs are uncertain, their nervous system learns to stay on alert. If a student’s brain is working hard just to feel safe, there’s less mental capacity available for solving math problems, meeting behavior expectations, or participating in group work. The result isn’t a lack of ability –  it’s a lack of capacity in the moment. This is one of the most urgent understandings educators can take with them into the classroom.

How Trauma-Informed Practices Support Students

It’s inspiring to know that trauma-informed schools can be powerful healing environments. Trauma-informed schools recognize that behavior is communication, asking, “What has this student been carrying, and what do they need to feel safe enough to learn?” Trauma-informed practices address the root causes of behavior, so students can actually learn new skills. These approaches typically involve:

• Predictable routines
• Clear and calm communication
• Opportunities for student voice and choice
• Relationship-building as an instructional priority

Trauma-informed teaching isn’t just for students who we know have experienced trauma, or just those living in poverty. Many students carry invisible histories. Trauma-informed practices are universal supports that create safety, belonging, and mutual respect in every classroom. Small shifts in practice can benefit all students: offering time to de-escalate, narrating calming strategies aloud, building community agreements rather than top-down rules, and normalizing that strong feelings are human, not disruptive.

And here’s the heart of it: connected, caring adult relationships are one of the strongest buffers against toxic stress. A supportive tone, a moment of patience, a classroom that feels predictable and welcoming are biologically healing things.

A Path Forward for Students Living in Poverty

Poverty and trauma do not define a child’s future, even if they can create barriers that feel insurmountable. When schools commit to trauma-informed practices, we’re reshaping and supporting what’s possible for students who carry far more than any child should.

If you’d like to learn more about assisting your students who live in poverty, check out our new course, 5366: Understanding the Impact of Poverty on Students and Learning

About the Author

Betsy Butler (she/her) is a Professional Learning Specialist at Teaching Channel. She holds a B.A. in English, a Master’s in Education, and has been teaching since 1992. Betsy uses her three decades of teaching experience to write and revise our courses while selecting the perfect accompanying texts. Her specialty areas include ELA, special education topics, behavior management, and mental health.

Fun Fact: Betsy’s daily conquest is solving the New York Times crossword puzzle!

Resources:

_{National Child Traumatic Stress Network. (n.d.). Complex trauma: Effects. https://www.nctsn.org/what-is-child-trauma/trauma-types/complex-trauma/effects}

_{National Education Association. (n.d.). Trauma-informed practices. https://www.nea.org/resource-library/trauma-informed-practices}

_{National Education Association. (n.d.). NEA trauma handbook. https://www.nea.org/resource-library/nea-trauma-handbook}

_{SchoolSafety.gov. (n.d.). Strategies and resources to support trauma-informed schools. https://www.schoolsafety.gov/trauma-informed-practices}

_{The Freedom Story. (n.d.). Why poverty can be traumatic. https://thefreedomstory.org/why-poverty-can-be-traumatic/}

_{Thriving Schools. (n.d.). Adverse childhood experiences (ACEs) – A partnership for healthy students, staff & teachers.
https://thrivingschools.kaiserpermanente.org/aces/}

The post How Poverty and Trauma Affect Student Learning and What Educators Need to Know appeared first on Teaching Channel.

AI isn’t coming, it’s here. It’s already reshaping how students learn, how systems run, and what communities expect. As a superintendent, you’re constantly balancing innovation with safety, and vision with practicality.

But without clear planning around infrastructure, training, and policy, AI becomes another fire to put out instead of a tool to move your mission forward. A strong strategic plan keeps your district ahead of the curve so you’re leading, not just reacting.

Key Considerations for your District’s Readiness

• Clarify your district-wide vision for AI
  Make sure your leadership team, board, and community know why you’re exploring AI and how it aligns with equity, instruction, and long-term goals.
• Form a cross-functional task force
  Include academic leaders, IT staff, operations, finance, and educators. Diverse voices lead to better decisions and help you avoid pitfalls.
• Develop governance and policy frameworks
  As AI tools enter classrooms and back-end systems, policies around student data privacy, responsible use, and security must be in place. Clear guardrails protect your community.
• Evaluate your existing infrastructure
  Review whether your bandwidth, devices, and systems are ready to support responsible and equitable AI integration.
• Support educator learning and confidence
  Provide professional learning that meets educators where they are. Leaders and teachers need support to evaluate tools, apply them to learning goals, and navigate emerging technologies.
• Pilot with purpose
  Avoid a district-wide rollout too soon. Start with a small pilot, gather feedback, and use those insights to refine your approach.
• Measure and adjust over time
  Readiness is not a one-time milestone. Use reflection tools like the K-12 Generative AI Maturity Rubric to assess where your district is and where it needs to go.

AI Readiness Resources for School Leaders

aiEDU’s Resource Library

aiEDU frames AI readiness as more than technical know-how. Their framework describes an AI-ready individual as someone who can navigate rapid technological change with adaptability, creativity, and ethical grounding. “AI is not just shaping the future of work,” their team writes, “it is shaping the future of learning itself.” This perspective underscores the importance of systemic, district-level preparation.

aiEDU’s resources also emphasize critical thinking as the cornerstone of AI literacy. Their R.E.A.L. approach encourages students and educators to approach AI with habits of inquiry, reflection, and responsibility. “Building AI literacy isn’t just about understanding algorithms,” their blog post “Building AI Readiness with AI Fundamentals in Your Classroom” notes. “It’s about preparing students to engage thoughtfully with AI in a world where it will be ever-present.”

K12 Coalition’s Strategic Planning Services

K12 Coalition can serve as your partner. Our Strategic Planning services help district leaders like you navigate the complexity of AI adoption with confidence:

• Collaborative planning with your leadership team
  We help you build the right team, align your board and executive leaders, and design a planning process that reflects your community’s priorities.
• Assess readiness with clear data
  We work alongside you to assess policies, instructional practices, infrastructure, and stakeholder capacity so that your next steps are grounded in real conditions.
• Design governance and communication plans
  We help you define responsible use guidelines, facilitate conversations with your community, and draft policies that reflect your district’s values.
• Professional learning strategy and support
  We work with your PD leaders to build an AI literacy strategy that complements existing initiatives and prepares your educators to lead this work.

K12 Coalition’s AI Readiness Roadmap

Districts need a thoughtful plan that balances innovation with responsibility. The AI Integration Readiness Roadmap helps K–12 leaders move from exploration to sustainable implementation through clear, phased milestones. 

Each stage outlines concrete actions, deliverables, and goals to ensure every educator and student can benefit from AI in safe, purposeful, and human-centered ways.

Ready to Begin Strategic Planning?

Every school district faces unique challenges, but the path to success starts with a clear, well-structured strategic plan. K12 Coalition’s Strategic Planning Team partners with districts nationwide to develop collaborative, data-driven plans that align with each district’s vision, mission, and long-term goals. Schedule a time to chat with the K12 Coalition team here.

The post AI Readiness for School Districts: A Superintendent’s Complete Guide appeared first on Teaching Channel.

Meet Alex. She loves building models, drawing detailed diagrams, and asking “why?” at every turn. Science class is thrilling for Alex — especially when experiments let her tinker and explore. Unfortunately, Alex often gets in trouble because she doesn’t understand the hidden curriculum of the classroom.

When the teacher gives instructions, Alex asks a few clarifying questions, trying to understand the reasoning. Other students nod along silently. The teacher sighs, “Just follow the directions, Alex,” and moves on. During a group activity, Alex fidgets and moves around to examine materials from different angles. Classmates whisper that she’s “not paying attention,” even though she’s fully engaged. When sharing her ideas, Alex blurts out her conclusions before raising her hand. She gets a warning, while quieter students receive praise for “participating appropriately.” 

For many neurotypical students, the hidden curriculum is easy to navigate because it resembles how they already think and behave. But for neurodivergent learners, whose brains process, communicate, and experience the world differently,  this hidden curriculum can become a constant source of stress, misunderstanding, or even exclusion. 

What Students Really Learn from the Hidden Curriculum

In many classrooms, compliance is preferred. Success means sitting still, listening quietly, following directions, and showing work. While these behaviors are not explicitly part of the standards, they often determine how students are perceived and graded. This presents a clear message: being a “good student” means doing things the neurotypical way. These expectations might keep the classroom attentive and orderly, but they also risk teaching students that conformity matters more than thinking differently; that some natural ways of learning are wrong.

When neurodivergent students who think differently struggle with these expectations, they may be labeled as challenges in the classroom. They may be seen as inattentive or unmotivated, even when they’re deeply engaged in their own way. Their behavior, like Alex’s fidgeting or blurting out, causes dissonance and distraction. Over time, many learn to “mask” their natural tendencies to blend in. When compliance becomes the priority, curiosity and creativity take a back seat.

How Educators Can Rewrite the Hidden Curriculum

As educators, we have the power to rewrite the hidden curriculum in ways that honor all students: neurotypical and neurodivergent. The following are ways we can “decode” the hidden curriculum.

1. Be explicit about classroom rules.
   Whenever you teach your classroom expectations explicitly and explain their purpose. This helps neurodivergent students understand context instead of guessing at hidden social rules.
2. Multiple ways for learners to show what they know
   Offer multimodal options, like written responses, drawings, oral explanations, or digital media. Showing flexibility communicates that thinking differently is valued.
3. Redefine what participation looks like.
   Engagement doesn’t always mean speaking aloud. Allow think time, written reflection, or digital discussion tools for students who process information differently.
4. Celebrate neurodiverse strengths.
   Point out when students’ unique perspectives lead to deeper understanding or creative ideas. Normalize different ways of solving problems
5. Reflect on your own assumptions.
   Ask yourself: Which of my classroom expectations reward compliance more than learning? Who benefits from these norms,  and who might be excluded by them?
   

The hidden curriculum isn’t intentionally harmful, but by recognizing it, we can choose to create spaces where every learner’s brain is seen as a gift. When we move from compliance to curiosity, we help all students discover that learning isn’t about doing things the “right” way; it’s about thinking deeply, expressing authentically, and contributing uniquely.

And that’s how both neurotypical and neurodivergent students like Alex can thrive.

About the Author

Betsy Butler (she/her) is a Professional Learning Specialist at Teaching Channel. She holds a B.A. in English, a Master’s in Education, and has been teaching since 1992. Betsy uses her three decades of teaching experience to write and revise our courses while selecting the perfect accompanying texts. Her specialty areas include ELA, special education topics, behavior management, and mental health.

Fun Fact: Betsy’s daily conquest is solving the New York Times crossword puzzle!

The post How the Hidden Curriculum Shapes Curiosity and Compliance appeared first on Teaching Channel.

Even better, when students talk with one another in a structured discussion, they practice the “4 C’s” skills of education: critical thinking, communication, collaboration, and creativity. In discussions, we see the 4 C’s in action when:

• Students analyze, evaluate, and question (Critical thinking).
• They learn to express ideas clearly and listen actively (Communication).
• They build knowledge together, sharing roles and responsibilities (Collaboration).
• They generate new ideas, explore alternatives, and make unexpected connections (Creativity).

To practice these 4 skills, design discussions with them in mind. This will prepare students for a world where thinking deeply, speaking clearly, working with others, and coming up with new ideas are make-or-break skills! Here’s how: 

1. Clear Goals and Prep Time: Critical Thinking

Students should know exactly what they’re expected to demonstrate; maybe they’re analyzing evidence and perspectives, or brainstorming creative solutions. When students see what “good” discussion looks like, they have an example to aim for, so a checklist or posted norms make a difference.

Let students know the topic or questions in advance. Background information and a list of guiding questions can help them arrive at the discussion prepared. This results in stronger connections and comments, with confident and prepared discussants.

2. Model the Moves: Communication

Students don’t automatically know how to build on each other’s ideas or disagree politely. Show them! 

• Try think-alouds, like  “Notice how I asked a follow-up question…” 
• Role-play with student using situations that may come up during discussions. 
• Provide sentence starters like “I agree with ___ because…” or “Could you clarify what you meant by…?” 

These supports may feel “scripted” at first, but they will free students up to focus on the substance of the discussion.

3. Create Norms and Roles Together: Collaboration

Build trust by co-creating norms like “assume positive intent,” “listen to understand,” and “challenge ideas, not people.” Consider providing students with rotating roles:  questioner, note-taker, or summarizer. These norms and roles help students practice collaboration and ensure everyone contributes.

4. Mix Up the Formats: Creativity

Not all discussions have to be within a full class. Formats like Think-Pair-Shares, small groups, debates, online discussion boards unlock a different side of students’ thinking. Some debates help students practice evidence-based reasoning and quick thinking, while think-pair-share builds confidence in quieter voices before they speak to the larger group.

5. Ask Great Questions: Critical Thinking

To empower students to think critically, skip the yes/no questions and go for “why,” “how,” “what if,” and “compare.” This little shift often turns a hesitant class into one buzzing with ideas.

6. Make Space for Every Voice: Communication and Collaboration

When more students participate, the whole class benefits from a range of perspectives and fresh ideas. Use round-robin sharing, small groups first, or assigning a “first speaker” to give quieter students a chance. Provide time for them to jot down ideas before sharing so they’re not scrambling for words. As mentioned earlier, giving topics or questions ahead of time makes participation much easier for all students.

7. Reflect at the End: Critical Thinking

As the discussion ends, give time for students to jot down any changes to their thinking or what they’re still curious about. Summarize the highlights. This helps them retain the learning, and gives you great insight into how the discussion went.

If you’re ready to bring these strategies to life, explore course 5369 Igniting Student Discourse Through Discussion, Debate, and Academic Conversation, designed to help you create deeper, more engaging classroom discussions that amplify student voice and strengthen critical thinking.

When you intentionally weave the 4C’s into classroom discussions, you’re building lifelong skills. Discussions prepare students to think deeply, listen carefully, and work together to solve problems in a world where these skills are essential. Give these tips a try to create a classroom culture where discussions become powerful engines for student growth.

About the Author

Betsy Butler (she/her) is a Professional Learning Specialist at Teaching Channel. She holds a B.A. in English, a Master’s in Education, and has been teaching since 1992. Betsy uses her three decades of teaching experience to write and revise our courses while selecting the perfect accompanying texts. Her specialty areas include ELA, special education topics, behavior management, and mental health.

Fun Fact: Betsy’s daily conquest is solving the New York Times crossword puzzle!

References:

_{Arizona Department of Education. (2024). Supporting the student role in extended thinking through discourse [PDF]. https://www.azed.gov/sites/default/files/2024/04/Supporting%20the%20Student%20Role%20in%20Extended%20Thinking%20through%20Discourse.pd}

_{Center for Innovative Teaching and Learning. (n.d.). Discussions. Indiana University Bloomington. https://citl.indiana.edu/teaching-resources/teaching-strategies/discussions/index.html}

_{Center for Innovative Teaching and Learning. (n.d.). Classroom debates. Northern Illinois University. https://www.niu.edu/citl/resources/guides/instructional-guide/classroom-debates.shtml}

_{Center for Teaching Innovation. (n.d.). Encouraging student participation in discussions. Cornell University. https://teaching.cornell.edu/teaching-resources/engaging-students/engaging-students-discussions/encouraging-student}

_{Columbia University Center for Teaching and Learning. (n.d.). Learning through discussion. https://ctl.columbia.edu/resources-and-technology/resources/learning-through-discussion/}

The post 7 Discussion Tips to Get Students Talking and Building the 4 C’s appeared first on Teaching Channel.

If you’re wondering how to start strategic planning in a way that’s thoughtful, inclusive, and grounded in what your community needs most, this is for you.

Here are some of the most common questions we hear from superintendents beginning this journey. And if you’re looking for a step-by-step guide, grab your free copy of K12 Coalition’s Next 100 Days Playbook built for the real-life complexity of district leadership.

Am I ready to start the strategic planning process in my district?

Strategic planning starts with listening. If you’ve taken time to understand your district’s current reality, built relationships, and surfaced core challenges, you’re likely ready to begin.

Still unsure? Take K12 Coalition’s quick quiz: Am I Ready for Strategic Planning? It will help you assess your readiness and pinpoint where to begin.

Does my current strategic plan need a refresh?

A strategic plan is only effective if it reflects your current context and is used to guide real decisions. If your plan feels outdated, irrelevant, or disconnected from daily work, it may be time to revisit it.

Some signs your plan needs a refresh:

• Your district’s needs or student demographics have changed.
• New state policies or funding shifts have changed your priorities.
• The plan includes too many goals or initiatives and lacks focus.
• Staff and stakeholders don’t refer to the plan in their day-to-day work.

You don’t always need to start from scratch. In many cases, you can build on what’s working and re-center your focus on what students need most now.

Case Study: Gainesville ISD
K12 Coalition partnered with district leaders to refine GISD’s vision and mission, creating clarity for leadership and a shared sense of purpose for teachers. The updated vision was actionable.

Through focus groups and surveys with students, families, educators, and community leaders, Gainesville’s plan reflected broad-based values rooted in equity, opportunity, and voice. This trust-building process created a foundation for long-term buy-in and relevance.

GISD’s new five-year plan, VISION 2026, defined student success in academic terms and through future-ready skills. The plan centered on access, innovation, and equity, ensuring every student had what they needed to thrive in college or careers.

What’s the first thing a new superintendent should do?

Before setting new goals or launching initiatives, take time to understand the people, systems, and history that shape your district. Start a structured listening tour that includes classroom visits, small-group conversations with staff, meetings with community members, and data reviews with your leadership team.

Listening is how you build trust, identify patterns, and uncover the root causes behind persistent challenges. What you hear in these early months should inform every decision you make going forward, including how you approach strategic planning.

Earn trust by listening intently, acting strategically, and communicating clearly. Your first months aren’t about proving you’re the smartest person in the room. They’re about proving you’re the most trustworthy. Build relationships, honor the good that came before you, and focus on systems over quick fixes. When people trust your heart and believe in your vision, they’ll follow you through bold change. Listen well. Lead with clarity. And never underestimate the power of consistent communication. 

— Jon George, K12 Coalition Strategic Advisor

What mistakes should I avoid in the early stages of strategic planning?

Many leaders feel pressure to act quickly, but moving too fast can backfire. Here are a few common missteps to avoid:

• Rushing into planning before you’ve listened well: If people feel excluded or unheard, your plan is unlikely to gain traction.
  
• Trying to solve everything at once: Focus on a small number of priorities that will move the needle. Strategic planning is about clarity, not complexity.
  
• Not bringing in experienced thought partners: Without a partner who has experience guiding strategic planning across diverse districts, you risk building a plan that looks strong in theory but falls apart in implementation.

An experienced facilitator can help structure the process, ask the right questions, surface blind spots, and keep the work moving forward. At K12 Coalition, we support district leaders throughout the entire process, from early listening to goal-setting to making sure the final plan is actionable and owned by the people doing the work.

How do I manage stakeholder expectations throughout the strategic planning process?

Be transparent from the beginning. Share your timeline, the process you’re using, and how you’ll gather and use feedback. Set clear communication routines, such as monthly updates, leadership check-ins, or community forums, and stick to them.

What is the best way to develop my strategic vision?

An effective strategic vision is grounded in what you’ve learned and clear enough to guide real choices. It should:

• Reflect the voices of your community
• Focus on student outcomes and equity.
• Be specific enough to shape your district’s work

 A strong vision should guide everyday decisions. If it only lives in a slide deck, it won’t shape the work.

We all know education leaders are pulled in a hundred directions, and superintendents feel the pressure to act and respond quickly, but building in time to get clear (about your leadership, about the district, about what matters most for students…) means that actions will be thoughtful and intentional. This intentionality provides a foundation for meaningful, lasting change.

— Jess Wilson, K12 Coalition Strategic Advisor

How do I start the strategic planning process in my district?

You’re not alone. Strategic planning can feel like another thing on an overflowing plate. That’s why we built the Next 100 Days Playbook, to help leaders carve out the time and space to plan with intention.

You Don’t Have to Plan Alone

Strategic planning is some of the most important and challenging work you’ll do as superintendent. You need a process that’s grounded in your district’s reality and built to drive results. That takes clarity, time, and the right support.

If you’re thinking through your next steps and want a partner who understands the complexity of school systems, K12 Coalition is here to help. Book a call with our team to see how we support superintendents and leadership teams in building strategic plans that actually move the work forward.

The post How to Create a Strategic Plan for Your School District appeared first on Teaching Channel.

If your answer is “anxiety and dread,” you’re not alone. Many people recall tear-stained homework, worn-down pencil erasers, and frustration that made math feel impossible. The American Psychological Association even has an entire page dedicated to helping students manage math anxiety.

The good news? It doesn’t have to be that way. While we can’t change our past experiences, we can create a brighter, less stressful math journey for our students. If you have learners who struggle with math anxiety, try one (or all!) of the strategies below.

1. Emphasize the Basics

When students lack a solid foundation in basic mathematical concepts, learning becomes like building a house on shaky ground. Each new concept adds weight, and without reinforcement, the structure eventually wobbles. Give students opportunities to revisit and strengthen foundational skills through games and activities they find fun and accessible.

2. Slow Way Down

We’ve never met a teacher who said, “I just have too much time to cover all these standards!” Slowing down may feel counterintuitive or even stressful (speaking of anxiety!), but investing extra time now can save time later. Spending one more day solidifying understanding is far more effective than reteaching the concept months down the road.

3. Teach Concepts, Not Procedures

As a middle and high school student, I struggled with math until college, when I realized I’d been approaching it all wrong. I had memorized formulas and steps without understanding why they worked. That’s like trying to memorize every sound combination in English instead of learning to read! Once I understood the reasoning behind the math, things began to click. Prioritize conceptual understanding so students see math as a language that makes sense, not a list of rules to memorize.

4. Use Manipulatives

Many students find math too abstract. Combat this by using manipulatives; anything that helps make ideas concrete. Tools can range from graph paper and counting blocks to scraps of paper—whatever allows students to visualize concepts and reduce cognitive load.

Want to dive deeper into this strategy? Check out course 5560: Transform Geometry Instruction with Manipulatives.

5. Grade Less, Practice More

Why do athletes get nervous for games but not for practice? The pressure to perform. What if math class felt more like practice, a place to experiment, explore, and grow, rather than a constant performance? Treat daily math learning as low-stakes practice time, and save formal grading for assessments.

6. Set a Homework Time Limit

Many of us remember late nights crying at the kitchen table, frustrated over homework we couldn’t figure out. Encourage students to set a productive struggle limit. For example, if an assignment should take 15 minutes, allow them to stop after 25 minutes of genuine effort. This keeps math practice positive and prevents burnout.

7. Write Math Autobiographies

At the start of the year, or a new unit, have students write a short math autobiography. Ask questions like:

• What has your experience with math been?
• How do you respond when math feels challenging?
• Do you enjoy math? Why or why not?

These reflections give valuable insight into students’ math mindsets and help you better support their specific needs.

8. Celebrate Mathematical Mistakes

Mistakes are one of the best parts of learning math! Celebrating them normalizes struggle, encourages risk-taking, and deepens understanding. Build a classroom culture where errors are seen as opportunities for discovery.

To learn more, explore course 5375: Celebrating Mathematical Mistakes.

Building math confidence starts with small, consistent changes. When students feel safe to take risks, ask questions, and make mistakes, they begin to see math as something they can do and even enjoy.

About the Author

Amy Szczepanski (she/her) is a Professional Learning Specialist at Teaching Channel. She holds a B.S. in both Biology and Environmental Science, a Master’s in Teaching, and has been teaching since 2014. Amy uses her experience to create highly engaging and effective content for both teachers and students. She loves all things STEM and is passionate about teacher advocacy. 

Fun fact: Amy’s favorite hobby is taking long walks through New York City searching for delicious treats.

The post 8 Tips to Calm Math Anxiety appeared first on Teaching Channel.

• Reflections on the changes urbanization and globalization have brought to the small village in India where a high school student’s grandparents grew up.
• The story of a retired Japanese-American teacher from San Jose whose family was relocated to an internment camp during World War II, as told to her middle school neighbor
• The experiences of a fourth grader on a school trip with “zero technology whatsoever” allowed.

Click the links above to listen yourself! I was impressed by the quality of the students’ research and the creativity of their production choices, but I was struck most by the powerful and moving stories they communicated.

Why Podcasting Belongs in Every Classroom

Listening to these student stories shows how podcasting amplifies learning. When students plan, script, and share audio stories, they practice key skills while developing confidence in their own voices. Podcasting encourages students to:

• Think deeply as they research, script, and revise.
• Collaborate meaningfully by planning and editing together.
• Engage authentically by creating for real audiences beyond the classroom, motivating students to care more about their work.
• Tell meaningful stories that help them connect emotionally to their learning.

5 Tips to Get Started with Classroom Podcasting

Inspired to try podcasting with your students, but feeling a bit intimidated? The suggestions below will help you dive in and build confidence as you go.

1. Use What You Have. Chromebooks and iPads already include simple tools like Screencast or Voice Memos for recording; no extra tech needed. When you’re ready to expand, try free, school-friendly apps like BandLab for Education, Spotify for Podcasters, or Audacity to mix, edit, and publish student work.
2. Start Small. Keep first recordings under one minute. An “Exit Ticket Podcast” is a perfect low-pressure entry point.
3. Model the Process. Record your own short reflection to show students what planning, pacing, and tone sound like.
4. Emphasize Storytelling. Encourage students to include a beginning, middle, and end. Every podcast tells a story, even a science one.
5. Reach an Authentic Audience. Upload podcasts to your LMS, a class Padlet, or host a “listening day” for peers and families. Hearing their voices shared with real listeners helps students see themselves as creators.

To launch your first podcast, try this Student Podcast Script Template. It’s a simple, fill-in-the-blank guide that walks learners through the flow of a one-minute podcast:
Hook → Main Idea → Example → Wrap-Up

It’s the perfect on-ramp for your first recording day and adaptable for any subject or grade.

Ready to Go Deeper?

If this quick project leaves your class wanting more, explore Teaching Channel’s new course, 5377: Digital Projects to Ignite Authentic Learning.

Learn to design and facilitate student-created blogs, podcasts, music videos, and short films that amplify voice, creativity, and real-world connection across the curriculum. From personal narratives to community storytelling, you’ll discover how digital creation can turn everyday lessons into stories that matter.

About the Author

Sarah Murphy is the Evaluation Manager and a Professional Learning Specialist at Teaching Channel. She holds a B.A. in History and a Master’s in Education. Sarah began teaching in 2004 at the elementary level. She now leads Teaching Channel’s Evaluation Team, managing our wonderful team of Course Evaluators. Sarah is also a coursewriter and content creator, specializing in edtech, educator wellness, and content area teaching.

Fun fact: Sarah has camped in 18 national parks and hopes to visit all 63 someday!

The post Spark Student Voice with Classroom Podcasting appeared first on Teaching Channel.