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On the show
From 17 epsHosts
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Recent episodes
Teaching with HEART and SOUL: "The Look" That Taught Me to Care, Not Carry
Jun 24, 2026
27m 57s
Making Moments Matter: Weisler Alumni (Pt. V)-- Growing Up Through Grief, Friendship, and Parkland
Jun 17, 2026
14m 28s
Adjust the Flame: Exploring Anger and Emotional Intelligence in Schools with Dr. Mitch Abrams
Jun 10, 2026
1h 08m 02s
When Presence Becomes Prevention: School Safety, Trauma, and Educator Voice with Abbey Clements
Jun 3, 2026
49m 05s
"The Pie Just Gets Bigger”: Parenting, Identity, and Emotional Survival in Schools with Dr. Julie Davelman
May 27, 2026
1h 03m 37s
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| Date | Episode | Topics | Guests | Brands | Places | Keywords | Sponsor | Length | |
|---|---|---|---|---|---|---|---|---|---|
| 6/24/26 | ![]() Teaching with HEART and SOUL: "The Look" That Taught Me to Care, Not Carry | 📝 Episode SynopsisIn the first installment of the HEART & SOUL series, Dr. Joey Weisler shares the deeply personal story that helped shape the foundation of the HEART framework. Long before he entered a classroom as a teacher, Joey recognized what he calls "the look"—the quiet expression carried by people who simply want to feel visible.Through reflections on a high school friendship, and the loss of the friend to suicide, and the lessons learned from years of trying to help others heal through direct intervention efforts, Joey explores the difference between caring for people and carrying people. Along the way, he examines how empathy can become both a gift and a burden, and why educators need structures that allow them to support students without sacrificing themselves in the process.This episode serves as the emotional origin story behind HEART, offering listeners an invitation to reflect on their own motivations for entering education and challenging the belief that seeing someone's pain automatically makes us responsible for solving it.🔗 Links and Show Notes📌 Join HERE for the HEART and SOUL book launch📌 CLASSROOM NARRATIVES segment: Stepping into the classroom – An introduction to the "Classroom Narratives: Healing in Education" podcast journey with host Joey Weisler📌 CLASSROOM NARRATIVES segment: From Disillusionment to Fulfillment: Teaching with the HEART...A Mindset by Dr. Joey Weisler | 27m 57s | ||||||
| 6/17/26 | ![]() Making Moments Matter: Weisler Alumni (Pt. V)-- Growing Up Through Grief, Friendship, and Parkland | 📝 Episodic SynopsisIn this special “Weisler Alumni” segment of Classroom Narratives: Healing in Education, Dr. Joey Weisler reconnects with Haylie — a former Parkland-area student now studying sociology and higher education at Georgia Southern University. Together, they reflect on growing up in the aftermath of the MSD tragedy, navigating grief during adolescence, and the educators who helped make school feel safe, human, and healing.Haylie opens up about losing her father to glioblastoma during middle school, the friendships that carried her through, and the classroom environments that helped her breathe during difficult seasons of life. From calming writing exercises and stream-of-consciousness journals to the impact of compassionate teachers, this conversation explores what students remember long after the lesson plans are gone.At its heart, this episode is a reminder that sometimes the smallest moments in education — feeling heard, welcomed, and emotionally safe — become the moments students carry forever. | 14m 28s | ||||||
| 6/10/26 | ![]() Adjust the Flame: Exploring Anger and Emotional Intelligence in Schools with Dr. Mitch Abrams✨ | angeremotional intelligence+5 | Dr. Mitch Abrams | I’m Not F*cking Angry: Adjust the Flame to Get What You Want and Need | — | angeremotional intelligence+5 | — | 1h 08m 02s | |
| 6/3/26 | ![]() When Presence Becomes Prevention: School Safety, Trauma, and Educator Voice with Abbey Clements✨ | school safetytrauma+4 | Abbey Clements | Teachers Unify to End Gun ViolenceIf I Don’t Make It, I Love You | Sandy Hook Elementary School | school safetytrauma+5 | — | 49m 05s | |
| 5/27/26 | ![]() "The Pie Just Gets Bigger”: Parenting, Identity, and Emotional Survival in Schools with Dr. Julie Davelman✨ | parentingidentity+4 | Dr. Julie Davelman | Abrams Psychological ServicesThe Emotional Lives of Teenagers: Raising Connected, Capable, and Compassionate Adolescents | — | parent burnoutfrustration tolerance+3 | — | 1h 03m 37s | |
| 5/20/26 | ![]() Listening as Witness: How Art, Community, and Invitation Create Space for Healing with Rosa McAllister and Tieshka K. Smith✨ | intentional listeningcommunity healing+4 | Rosa McAllisterTieshka K. Smith | Listening LoomArtists For Artists Global+1 | — | listeninghealing+7 | — | 42m 07s | |
| 5/13/26 | ![]() Listening Isn’t Fixing: Creating Space for Presence in the Classroom with Kathryn Pannepacker✨ | intentional listeningpresence in education+3 | Kathryn Pannepacker | Eyewitness News ABC-7Restorative Practices in Education Through the Arts+2 | — | listeningeducation+6 | — | 30m 40s | |
| 5/6/26 | ![]() Meeting Your Inner-Hero and Healing Your Inner-Child: with Ron Yap @mentalhealthceo✨ | healinginner child+4 | Ron Yap | Finding Meaning in Life When It Feels Like There Is NoneThe Inner-Hero's Journey Newsletter+2 | — | healinginner child+5 | — | 49m 44s | |
| 4/29/26 | ![]() Empathy Without Self-Abandonment: Unhooking from Survival Mode in Leadership and Teaching with Leila Boutaleb Brousse✨ | burnoutempathy+4 | Leila Boutaleb Brousse | Eyelee GrowthUnhooked Leadership Method | — | burnoutempathy+5 | — | 31m 10s | |
| 4/22/26 | ![]() Invitation Over Compliance: Design Thinking in Classrooms with Dr. Fred Estes✨ | design thinkingeducation transformation+3 | Dr. Fred Estes | Fred Estes websiteThe Education Talk Show With Jeremy Brooks+1 | — | design thinkingeducation+5 | — | 30m 11s | |
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| 4/15/26 | ![]() “Changing the Narrative: Identity, Power, and the Weight Educators Carry” with Dr. Dwight “Kofi” Rogers✨ | identitypower+4 | Dr. Dwight “Kofi” Rogers | Change the Narrative, Don’t Let the Narrative Change YouMore Than Just Principals | — | identitypower+7 | — | 43m 23s | |
| 4/8/26 | ![]() “We’re Never Doing Too Much for Kids”: Rethinking Resilience with Dr. Rob Martinez✨ | resilienceeducation+4 | Dr. Rob Martinez | Recipes for Resilience | — | resilienceeducation+3 | — | 56m 28s | |
| 4/1/26 | ![]() “I’m Doing My Best”: Burnout, the Nervous System, and the Weight Educators Carry with Dr. Claire Plumbly✨ | burnouteducation+4 | Dr. Claire Plumbly | The Trauma of Burnout | — | burnouteducators+5 | — | 47m 38s | |
| 3/25/26 | ![]() Windows, Mirrors, and the Stories That Save Us with Dr. Katie Egan Cunningham✨ | literacyeducation+4 | Dr. Katie Egan Cunningham | — | — | storiesliteracy+6 | — | 45m 32s | |
| 3/18/26 | ![]() Early Warnings: What Educators Need to Know About Preventing School Violence (with Bruce Liebe)✨ | school violence preventioneducator training+3 | Bruce Liebe | Illinois State Police | Parkland | school violenceearly warning signs+3 | — | 29m 21s | |
| 3/11/26 | ![]() Beyond Behavior: Bev Johns on Advocacy, Trauma, and Supporting Teachers Who Speak Up (Bev Johns)✨ | advocacytrauma+4 | Bev Johns | special educationclassroom practice+2 | — | special educationbehavioral consultant+5 | — | 46m 21s | |
| 3/4/26 | ![]() More Than Just a Principal: Servant Leadership, Differentiation, and the Human Side of School Leadership (Robert Hinchcliffe)✨ | servant leadershiphuman-centered school leadership+5 | Robert Hinchcliffe | Ron Clark AcademyMore Than Just Principals | — | school leadershipservant leadership+5 | — | 57m 40s | |
| 2/25/26 | ![]() From Crisis Response to Proactive Care: Safety, Systems, and Servant Leadership (Part II with Jeremy Brooks)✨ | school safetycrisis response+4 | Jeremy Brooks | Brooks Broadcasting LLCThe Education Talk Show with Jeremy Brooks | — | school safetycrisis response+5 | — | 45m 56s | |
| 2/18/26 | ![]() More Than a Title: Leadership Through Service and Presence (Part I with Jeremy Brooks)✨ | leadership in educationteacher burnout+4 | Jeremy Brooks | Brooks BroadcastingThe Education Talk Show with Jeremy Brooks+1 | — | leadershipeducation+4 | — | 28m 40s | |
| 2/11/26 | ![]() The Invitation to Play: Building Community Through Storytelling with Rachael Harrington | 📌 Episode Synopsis In this episode of Classroom Narratives: Healing in Education, Dr. Joey Weisler sits down with storyteller and teaching artist Rachael Harrington to explore how storytelling can rebuild connection, imagination, and community in the aftermath of isolation and disruption.Drawing from her background as a middle school art teacher and illustrator, Rachael shares how the “invitation to play” became central to her teaching philosophy and later evolved into her storytelling work with schools, libraries, and families. She reflects on creating Morning Circle during the COVID shutdown, using stories and art-making to provide routine, creativity, and emotional respite for children and educators navigating uncertainty.Together, Joey and Rachael discuss storytelling as a deeply human act—one that strengthens listening skills, builds shared language and memory, and fosters empathy across communities. Through folktales, imagination, and interactive performance, storytelling becomes more than entertainment—it becomes a pathway toward reconnection.As Rachael reminds us, rebuilding community often begins with something simple: sharing our stories with one another🔗 Link here to Rachael's website🔗 Rachael's podcast: The Fairytale Art Cart | 36m 54s | ||||||
| 2/4/26 | ![]() Rising Through the Unknown: Advocacy, Trust, and the Families Schools Don’t Always See--with Mark Ingrassia | 📝 Episodic SynopsisWhat does it really mean to rise when the special education system feels overwhelming, opaque, and emotionally exhausting?In this episode of Classroom Narratives: Healing and Education, Dr. Joey Weisler is joined by Mark Ingrassia, longtime special education advocate, former teacher, parent-coach, and founder of Special Ed Rising: No Parent Left Behind. Together, they explore what families are facing behind the scenes—burnout, fear, withheld information, and the constant pressure to advocate without clear guidance.Mark shares both professional insight and lived experience, offering a compassionate look at why parents need trusted allies, why educators need better support and training, and how true collaboration between schools and families can change outcomes for students. This conversation moves beyond policy and paperwork to center humanity, presence, and the quiet, daily work of rising—together.This episode is for parents, teachers, school leaders, and caregivers who believe that advocacy is not about conflict, but about connection.📌 Show Notes / Key TakeawaysParents carry more than paperwork Families navigating special education are managing daily emotional labor, fear for the future, burnout, and uncertainty—often unseen by schools.The school–home connection is everything Progress happens when parents are treated as partners and experts on their own children, not as adversaries.The IEP is a living, legal roadmap Mark emphasizes the importance of early, consistent advocacy—starting as early as age 14—to ensure families are prepared for post–high school transitions.Advocacy doesn’t have to mean confrontation Advocates can be parents, retired educators, professionals, or community members who help families understand their rights and the process.Information gaps harm trust When schools withhold or fail to fully communicate information, families are left reacting instead of participating proactively.Mainstreaming without training hurts everyone New and general education teachers are often placed in high-need classrooms without adequate preparation, leading to burnout and inequitable outcomes.Teacher retention is tied to feeling valued Recognition, mentorship, collaboration, and simple affirmation (“you did a good job”) matter deeply—and are often missing.Rising is not performative Rising means getting out of bed, meeting the moment imperfectly, pausing before reacting, and choosing compassion over fear.Knowledge empowers families Each piece of understanding helps parents rise—reducing isolation and restoring agency.Community is the antidote to exhaustion No parent, teacher, or student is meant to navigate this system alone.🔗 Links to Include in Show Notes🌐 Special Ed Rising – Home Page https://specialedrising.com/home-page/🎧 Special Ed Rising Podcast https://special-ed-rising.captivate.fm/ | 27m 35s | ||||||
| 1/28/26 | ![]() A Conversation With Dr. Adam Wolfsdorf (Pt II): Teaching in the Riptide: Trauma, Authority, and the Ethics of Response in the Classroom | 🧭 Episodic SynopsisIn Part II of this conversation, Dr. Joey Weisler sits down again with educator-scholar Dr. Adam Wolfsdorf to examine what happens after disruption—when trauma, authority, and behavior collide in the classroom. Moving beyond theory, this episode focuses on the ethical decisions educators must make in real time: when to intervene, when to pause, and when restraint is the most powerful pedagogical move.Drawing from personal experience—including a formative moment as a Harvard undergraduate, classroom eruptions involving student crisis, and decades of teaching across secondary and higher education—Wolfsdorf interrogates how educators’ unresolved wounds can shape classroom dynamics, sometimes creating the very behaviors they seek to control. Together, Weisler and Wolfsdorf explore reflective functioning, countertransference, and the danger of reactive discipline in trauma-laden spaces.This episode reframes classroom management as a relational practice rather than a punitive one, arguing that trust, emotional regulation, and curricular flexibility are not signs of weakness—but prerequisites for meaningful learning. For educators navigating burnout, behavioral challenges, and ethical uncertainty, Teaching in the Riptide, Part II offers a grounded, humane approach to holding both students and ourselves to higher standards.📝 Show Notes: Key Ideas & TakeawaysWhen Teachers Create “Bad Students” Wolfsdorf revisits a pivotal experience as an 18-year-old Harvard student, illustrating how rigid authority and intellectual gatekeeping can wound learners and distort identity—often unintentionally. Trauma Does Not Stay Outside the Classroom Both educators and students bring lived experiences into learning spaces; unexamined trauma in teachers can quietly shape grading, discipline, and expectations. Countertransference in Education Borrowed from psychology, this concept helps explain why certain students trigger disproportionate reactions—and why self-awareness is essential for ethical teaching. Punishment vs. Empathy Not all misbehavior requires escalation. In moments of student crisis, empathy and delayed response often produce better long-term outcomes than immediate discipline. Reflective Functioning Under Pressure Wolfsdorf emphasizes the educator’s ability to regulate emotion before responding, especially after explosive incidents, as a defining professional skill. The Aftermath Matters More Than the Outburst How teachers handle follow-up conversations—tone, timing, and intent—shapes whether a rupture becomes a turning point or a lasting fracture. Reading the Room as Pedagogy Teaching requires the same situational awareness as performance—knowing when to pivot, slow down, or lean into what students are already carrying. Good Teaching Is Developmentally Flexible While structure varies across K–12 and higher education, the core principles of trust and intellectual respect remain constant. Holding Ourselves to High Standards Wolfsdorf closes by urging educators to be relentless with their own growth, arguing that teacher self-reflection is the most underused assessment tool in education.🔗 Learn More About Dr. Adam Wolfsdorf🔗 Get the Book: Teaching in the Riptide | 47m 15s | ||||||
| 1/21/26 | ![]() A Conversation With Dr. Adam Wolfsdorf (Pt I): Teaching in the Riptide: Subversion, Power, and the Moments That Redefine the Classroom | 🧭 Episodic SynopsisIn this return conversation (since spring 2025), Dr. Joey Weisler welcomes back Dr. Adam Wolfsdorf—English educator, scholar, and author of Teaching in the Riptide—for a deep exploration of the moments in education that pull teachers off balance and force reckoning, reflection, and growth. Drawing on vivid classroom narratives, Dr. Wolfsdorf introduces the metaphor of the “riptide”: those unpredictable, disorienting moments that no amount of lesson planning or graduate training can fully prepare educators for.Together, Weisler and Wolfsdorf examine obstructive and constructive subversions, unpacking how power shifts in classrooms when students challenge authority, disrupt norms, or exceed expectations in profound and unexpected ways. From a graduate seminar overtaken by cupcakes and balloons to a ninth grader’s devastatingly honest poem about loss, this episode interrogates what happens when teaching collides with humanity.At its core, this conversation asks educators to rethink control, creativity, and compliance—arguing that meaningful learning often emerges not from obedience, but from ethical risk-taking, reflective restraint, and a willingness to sit with uncertainty. For anyone teaching in today’s trauma-aware landscape, Teaching in the Riptide offers both a warning and an invitation: the work will unsettle you—and that may be precisely the point.📝 Show Notes: Key Ideas & TakeawaysThe Riptide as Pedagogical Reality Wolfsdorf defines “riptide moments” as those classroom experiences that disorient educators—moments where control dissolves and certainty disappears, yet reflection can transform futility into growth.The Illusion of Preparation Graduate seminars and teacher training often simulate idealized classrooms, failing to reflect the emotional, psychological, and social complexities students bring into real learning spaces.Obstructive Subversion When students challenge authority in ways that derail learning—such as boundary-crossing behavior—the educator is forced to navigate power, professionalism, and self-preservation in high-stakes moments.Constructive Subversion Not all disruption is harmful. Some of the most transformative learning emerges when students exceed expectations, reshape assignments, and radically reframe what is possible in the classroom.Power, Authority, and Fear The episode explores how evaluation culture, student ratings, and institutional pressure can make educators fearful of confrontation—sometimes leading to silence as a survival strategy.Creativity as Ethical Practice From poetry to video games to performance, creative freedom becomes a pathway for students to engage deeply without forcing therapeutic disclosure or retraumatization.Resisting Compliance Culture True learning, Wolfsdorf argues, is inherently radical. Obedience may feel safe, but subversion—when guided ethically—creates thinkers, not replicators.Educator Subversion The episode closes by challenging teachers to examine their own subversive identities, suggesting that comfort with personal nonconformity allows educators to better support student resistance and creativity.🔗 Learn More About Dr. Adam Wolfsdorf🔗 Get the Book: Teaching in the Riptide | 42m 05s | ||||||
| 1/14/26 | ![]() A Conversation With Christopher S. Mukiibi (Part II): Connection Is the Cure: Burnout, Belonging, and the Future of Teaching | 📘 Episodic SynopsisIn Part II of this two-part conversation, Dr. Joey Weisler and Christopher S. Mukiibi turn toward the heart of the work: connection, burnout, courage, and the deep human need to feel seen. Chris shares what his burnout research revealed — that connection, not rest alone, is what keeps teachers alive in the work — and how isolation inside classrooms can quietly erode purpose.The conversation explores imposter syndrome, the nervous system in schools, public skepticism toward education, and why many educators still do the work despite misunderstanding or dismissal. Joey and Chris also reflect on the lifelong impact of mentors who make students feel seen, and how modeling courage and curiosity gives students permission to grow.This episode is for educators who are tired, hopeful, introverted, overwhelmed, committed — and still here.📝 Show Notes – Key Ideas & HighlightsConnection as the strongest protective factor against burnoutWhy rest alone doesn’t cure burnout — belonging doesThe isolating structure of K–12 classrooms and its emotional costImposter syndrome and why courage and faith are foundational virtuesHow mentors who see us change the trajectory of our livesBuilding campus relationships as a burnout antidoteThe nervous system in the classroom: regulation, safety, and presenceHow educators absorb student pain — and why it feels so heavyPublic skepticism about education and how teachers persist anywayReframing expertise: anyone can build competence and agencyEducation as a tool to alleviate unnecessary suffering“Feeling seen” vs. “being assessed” — and why the difference matters🔗 Links and ContactChristopher's Linkedin Username: Christopher MukiibiInstagram: @mrmukiibiEmail: chris@chrismukiibi.comWebsite: https://stan.store/mrmukiibi | 30m 15s | ||||||
| 1/7/26 | ![]() A Conversation With Christopher S. Mukiibi (Part I): Real Learning Beyond Trauma and How Education Helps Us Suffer Less | 📘 Episodic Synopsis In this powerful conversation, Dr. Joey Weisler sits down with educator, mentor, and creator Christopher S. Mukiibi to explore what real learning actually is—and why education must help students suffer less, not just perform better. Drawing from his own first year of teaching after the pandemic, his “Learning Compass” framework, and his experiences supporting students living through trauma, Chris speaks candidly about apathy, burnout, literacy, discipline, identity, and the deep human need for connection in schools.Together, Joey and Chris discuss how literacy gives language to pain, how students “act out” experiences they cannot yet express, and why connection—not perfection—protects both teachers and students. This episode is for anyone who believes education should change lives, not just test scores, and who is searching for meaning in the work again.📝 Show Notes – Key Ideas & HighlightsThe meaning of “real learning”—understanding, behavior change, and moving closer to the life we actually wantEducation as a path to reducing unnecessary sufferingWhy connection protects against burnout more than rest aloneThe crisis of apathy and disengagement post-pandemicHow students “act out” when they lack the vocabulary for their painThe role of literacy and writing in healing trauma and PTSDFirst-year teaching challenges: parenting, pandemic return, instability, and grief in studentsWhy teachers matter even when lessons “don’t land”The unseen curriculum: students learn who we are, not only what we teachReframing metrics of success: measuring growth instead of just participationThe danger of treating reading as punishment or complianceThe life-changing impact of safe adults who notice and interveneChemistry, language, and story: “We are made of stories more than atoms.”🔗 Links and ContactChristopher's Linkedin Username: Christopher MukiibiInstagram: @mrmukiibiEmail: chris@chrismukiibi.comWebsite: https://stan.store/mrmukiibi | 39m 15s | ||||||
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