Angela Watson's Truth for Teachers

I had an experience when I was a new teacher that shaped much of what I believe about how educators should use their time and the most effective way to reach students. It was my very first exposure to understanding and questioning school norms, and made me realize that so much of what we assume about the ways school "should be done" is based on a very specific construct in our local area or even in our individual buildings. Part of this story is in my book "Fewer Things, Better: The Courage to Focus on What Matters Most" but I felt like it was too lengthy to include the best details, and I really wanted to share the entire story with you. So, I hope you'll join me for this episode as I recall the very first time I went against school norms, and why the experience shaped my thinking from that day forward. Listen on or read: https://truthforteachers.com/truth-for-teachers-podcast/the-first-time-i-questioned-tradition-vs-whats-best-for-kids/

"My toaster has undergone more safety and efficacy testing than any piece of ed tech that's been put in front of our kids in the past 20 years." That's according to Dr. Jared Cooney Horvath, a neuroscientist, university professor, and former classroom teacher whose book "The Digital Delusion" has become the center of a national conversation about screens in schools. He's testified before the U.S. Senate, and parents are handing out copies at school board meetings. Jared's argument is that we've spent decades and $400 billion building an ed tech industry on a promise that never materialzed, and that the tools we've handed kids are working against the way human beings actually learn. I came into this conversation agreeing with a lot of his premise and pushing back on some of it, particularly the reliance on standardized test scores as evidence of learning outcomes and the assumption that school was working well before devices showed up. Jared took the pushback seriously, and what came out of it is one of the deepest (and certainly lengthiest!) conversations I've had about whether the ed tech promise keeps failing and what teachers can actually do about it. We dig into: Why the work of learning goes against our natural human biology, and what that means for a tool designed to remove friction What "engagement" means at the level of the brain, and why gamified learning keeps kids entertained without teaching them much The only two use cases where the research shows ed tech genuinely works (and why neither are very exciting) The difference between what a tool could do and what kids will actually do with it -Whether school was actually working better before devices, and what we lost that's worth going back for Jared makes the case for reintroducing friction and eliminating tech as the default rather than banning it outright, and shares what to say to admin and parents when you want to teach differently. Most importantly, Jared makes the case for teacher autonomy and why you need to trust your own expertise about student learning. This conversation ended in a more hopeful place than I expected, and I hope you'll carve out some blocks of time to go deep with us on this topic. It takes time to tease out the nuance, and that's where the most important takeaways are. LIsten on or read: https://truthforteachers.com/truth-for-teachers-podcast/the-digital-delusion/

If you scroll social media right now, you'll probably land on a teacher revamping their reading corner like it's a home renovation reveal, then a TikTok Shop haul of classroom must-haves you didn't know you needed nine seconds ago, then someone who built an entire year's curriculum with AI in under a minute. And somewhere underneath all of it is this creeping feeling that you're already behind, and the school year has hardly even started. In this episode, I'm telling a story about a veteran teacher I worked next door to early in my career, and why I think about my mistake in emulating her every time some new pendulum swing happens in education. And, I discuss how a lot of what shapes our thinking about teaching no longer originates from trainings or mentors or our own gut instincts and professional expertise. It's coming from whichever five seconds of video happened to outperform in an algorithm built to sell ads, not to teach well. The truth is that you don't have to teach like the teacher down the hall, and you don't have to teach like an IG influencer. You just have to keep asking the question I had to learn the hard way: is this authentic to my teaching philosophy, or am I performing someone else's idea of what a good teacher looks like? Listen in. Or read the transcription here.

Metacognition — "thinking about your thinking" — is one of the most powerful skills we can teach students, and it doesn't require adding anything new to your already packed schedule. In this episode, you'll learn four simple, one-minute routines you can weave into your daily classroom flow to help students notice, analyze, and adjust their own thinking. We'll explore: How to use attention checks so students can redirect focus in the moment Why brain break signals teach learners to connect physical energy with mental clarity (and how to manage them without chaos) How mistake moments reframe errors as valuable information A fresh take on end-of-day brain checks that builds awareness of learning strategies, not just content recall Whether you teach kindergarteners or high school seniors, you'll walk away with concrete ideas for creating a classroom culture where students take ownership of their learning process. Plus, I'll share how my Finding Flow Solutions K–12 curriculum can give you ready-made, no-prep lessons to teach these skills — and where to grab your free downloadable sample lesson. Get the shareable article/transcript for this episode here. This episide is brought to you by Listenwise and MiaTiagoBooks.com.

How much effort is enough—for you and your students? In this episode, I'm weaving together three listener questions about navigating effort, expectations, and balance. We'll explore how to recognize whether you lean more toward Type A (overextending) or Type B (holding back) tendencies, and how to make small, mindful adjustments so you're not burning out—or stagnating. You'll hear practical advice for: Reworking your expectations of yourself during seasons of low energy, burnout, or chronic illness. Knowing when to give yourself permission to do less, and when to gently push yourself to do more. Supporting students who either overextend or under-extend themselves without trying to individualize every message for every learner. Listen in for a simple framework you (and your students) can use to calibrate effort in healthier, more sustainable ways. 🔗 Want to submit a question for a future episode? Share it at truthforteachers.com/podcast. Get the shareable article/transcript for this episode here..