Tag: Classroom

From Lectures to Laughter: Strategies to Spark Joy in the Classroom – Faculty Focus
In the fast-paced, demanding world of college education, joy might not be the first thing that comes to mind when we think about teaching. But bringing joy into the classroom can make a real difference; it boosts student engagement, sparks creativity, and supports academic success. Joyful learning is about building a space where curiosity can thrive, where students feel safe making connections, asking questions, and taking intellectual risks. When instructors intentionally weave joy into their teaching, they help students tap into their own motivation and foster a stronger sense of community and belonging. This article takes a closer look at how joyful pedagogy can turn the college classroom into a vibrant, supportive environment where students truly flourish.

What is Joyful Pedagogy?

Joyful pedagogy is an approach to teaching that fosters enthusiasm, engagement, and a deep sense of connection to learning. It cultivates the emotional and intellectual well-being of students by integrating curiosity, creativity, and meaningful collaboration into the learning process. According to Zull (2011), when students experience joy in learning, their brains are more receptive to new information, leading to deeper understanding and retention. This approach moves beyond traditional lecture-based instruction, incorporating active learning strategies and, yes, even some laughter along the way. Joyful pedagogy recognizes that students are more likely to succeed academically and personally when they feel a sense of ownership over their learning and when the classroom environment is supportive and stimulating.

By incorporating joyful teaching practices, educators create welcoming classrooms that inspire critical thinking and collaboration. Additionally, joyful pedagogy embraces flexibility and adaptability, allowing for various instructional methods that meet students’ individual needs.

The Power of Play

One powerful tool for cultivating joy in learning is play, something often overlooked in higher education. Play isn’t just for children; it’s an essential part of learning at all ages. Forbes and Thomas (2022) highlight that play supports overall well-being and serves as a meaningful pathway to learning, even for adult learners. In the classroom, play sparks joy, which can help reduce stress, boost optimism and resilience, and foster a more positive learning environment (Rylance-Graham, 2024).

Importantly, bringing joy into the learning process doesn’t mean sacrificing academic rigor. High expectations and challenging coursework can be upheld while making room for playful, joyful moments. In fact, play can offer much-needed balance, especially when tackling serious or emotionally heavy content (Forbes, 2021).

Research shows that enjoyment during learning increases blood flow to the brain, enhancing cognitive functioning (Purinton & Burke, 2019). When play and joy are intentionally woven into instruction, students often feel more connected to their professors and peers, relationships that can, in turn, motivate them to meet and exceed academic expectations (Forbes et al., 2022).

Play promotes flexible and creative thinking and increases productivity (Brown, 2009). It naturally draws students in, helping them engage more deeply and look forward to class. Because play is intrinsically motivating, it can shift how students relate to learning itself (Whitton & Moseley, 2019). Simply put, when students experience joy in learning, their engagement and their performance can thrive.

Practical Strategies for Infusing Joy

How can instructors bring joy into their day-to-day teaching? Below are two simple yet effective and easily adaptable strategies I’ve used in my courses.

On the first day of my Introduction to Special Education course, I arrive with a large sheet of poster paper and a collection of colorful paper scraps varied in shape, size, and color. As students enter the room, I invite each of them to choose a scrap of paper, any one they like. Before we begin introductions or any of the “usual” first-day business, I ask them to tape their chosen piece onto the poster, wherever they feel it belongs. Once everyone has placed their scrap of paper, I ask the following questions:
- Why did you choose the piece you did?
- Why did you place it where you did?
- What do you notice about the overall design the group created?
- Why do you think I started class this way?
- What might this activity represent?
This simple yet engaging activity sparks curiosity and sets the tone for a semester rooted in exploration, connection, and reflection. While I can’t take full credit for the idea, it’s an activity shared by Marilyn P. Rice in the Professors at Play Playbook (2022), I’ve made it my own by adding a meaningful twist. I save the class poster and bring it back on the last day of the semester, hang it on the board, and ask the students if they remember creating it. Then I ask some reflective questions such as
- How has your understanding of individual learners evolved since placing your scrap of paper on this poster?
- How might this visual metaphor reflect the diversity you’ll encounter in your future classrooms?
- What can you do to ensure every student feels like their “scrap of paper” belongs in your classroom?
The responses are always thoughtful, creative, and deeply personal. It’s a powerful way to bookend our learning journey and leave students with a lasting impression of the value of joy, inclusion, and connection in education.

To adapt the end-of-semester reflective questions to be relevant to a broader range of disciplines, the following could be posed:
- How have you grown or changed since that first day?
- What did you learn from your peers that has stayed with you?
- Why do you think we’re revisiting this activity now, at the end of the course?
- How might this visual metaphor of “many parts making a whole” guide you in your future classes, work, or life?
Alternatively, students could choose a second paper scrap to place on the poster, symbolizing their “after” self, creating a kind of before-and-after reflection.

Another example of joyful pedagogy involves using visual exploration to spark creativity and deepen understanding. While exploring the question “What is literacy?” I asked students to work in teams of two or three and head outside with their phones. Their task was simple: find and photograph something they believed represented literacy. They had 15 minutes to explore and return to class.

Once they returned, each group uploaded their photo to our online discussion platform. I projected the images for the whole class to see, and each team took a moment to explain why they chose their particular representation. The results were diverse, creative, and often surprising, ranging from street signs and murals to sculptures or even a menu spotted in an unexpected place.

This activity was not only fun and energizing, but it also prompted meaningful discussion about how literacy can take many forms in our everyday lives. It encouraged students to think beyond traditional definitions and consider how literacy shows up in the world around them.

Even better, this type of activity is easy to adapt to nearly any course topic. Whether you’re exploring themes like equity, identity, community, or content-specific concepts, inviting students to find and share visual representations brings movement, creativity, and fresh perspective into the learning experience.

If the aforementioned activities don’t quite fit your style, there are infinite ways to infuse joy into your teaching. For example, send students outside with chalk to solve a problem or equation on the sidewalk. Having students take a photo of their completed work to share with the class adds a collaborative element. Another example is to ask small groups of students to create and perform a short skit or role play to demonstrate a concept. This activity can add some fun along with a deeper layer of learning and engagement.

Bringing in board games or puzzles that connect to your course content is another engaging way to reinforce key concepts and spark curiosity. You can also flip the challenge by asking students to design their own games that relate to what they’re learning.

Even a quick three-minute brain break after 30 minutes of teaching can make a big difference. Ask students to stand up if possible and set aside all devices before the break begins. A brain break might include box breathing, stretching, structured movement, or a brainteaser. There are many resources available for brain break ideas, and they range from seated breathing exercises to dancing and everything in between. These quick pauses support focus and concentration, reduce stress, and contribute to a more positive learning experience (Tapp, 2020). Brain breaks can also help combat mental fatigue and give students a much-needed cognitive recharge.

Scaling Joy for Large Classes

Joy isn’t just for small seminar rooms; it is equally powerful in large lecture halls. In fact, joyful teaching may be even more important when students risk feeling lost in the crowd.

Here are a few scalable strategies:
- Create a Class Playlist: Let students contribute songs and play them before class begins to set a positive tone.
- Quick Icebreakers or Polls: Start class with a low-stakes question or prompt that encourages interaction.
- Digital Scavenger Hunts: Use online tools for creative, content-linked challenges.
- Infographic Partner Work: Students create visual summaries of key concepts together.
- Pop Culture Connections: Use memes or relevant songs to reinforce course material and spark discussion.
These small touches can build community and make content feel more relevant without a full course redesign.

Key Takeaway

Joyful learning doesn’t have to involve elaborate plans or major changes to your teaching. In fact, it often emerges from small, intentional moments that make the classroom feel more human, more connected, and more alive. You don’t need to overhaul your entire lesson; just try one simple idea that adds a spark of joy to your students’ experience and see where it leads.

These joyful moments can increase engagement, deepen connection, and foster a more positive learning environment. Most importantly, by weaving joy into our teaching, we have the invaluable opportunity to inspire a lifelong love of learning, one that reaches far beyond the walls of the classroom.

AI Disclosure: ChatGPT was used for basic copyediting and general proofreading to check for redundancies and identify grammatical and word usage errors. It was also used to inspire ideas for the title of the article.

Robin Wolpinsky, EdD, is a clinical assistant professor in the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University. Her background and expertise are in school psychology, human development, special education, and adult learning. Dr. Wolpinsky is deeply committed to cultivating student success.

References

Brown, S. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York: Penguin Group (USA) Inc.

Forbes, L. (2021). The process of play in learning in higher education: A phenomenological study. Journal of Teaching and Learning. 15(1), 57-73.

Forbes, L. & Thomas, D. (2022). Professors at Play Playbook. Pittsburgh, PA: Carnegie Mellon University: ETC Press.

Purinton, E. & Burke, M. (2019). Student engagement and fun: evidence from the field. Business Education Innovation Journal, 11(2), 133-140.

Rice, M. (2022). Human growth and learning: Setting the stage. In Forbes, L. & Thomas, D. Professors at Play Playbook (pp. 92-93). Pittsburgh, PA: Carnegie Mellon University: ETC Press.

Rylance-Graham, R. (2024). The lived experience of play and how it relates to psychological well-being: An interpretive phenomenological analysis (IPA) study amongst undergraduate students from medicine, nursing, and allied health professions’ programmes in the United Kingdom. Nursing Research and Practice. Apr 3;2024:7871499. doi: 10.1155/2024/7871499.

Tapp, F. (2020, January 9). Kids need brain breaks – and so do adults. Brain Facts. https://www.brainfacts.org/thinking-sensing-and-behaving/learning-and-memory/2020/kids-need-brain-breaks-010920

Whitton, N. & Moseley, A. (2019). Play and learning in adulthood. In Whitton, N. & Moseley, A. Playful Learning: Events and Activities to Engage Adults. (pp. 12-24). New York: Routledge.

Zull, J. E. (2011). From brain to mind: Using neuroscience to guide change in education. Stylus Publishing, LLC.
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September 19, 2025
Supporting neurodiverse learners requires more than accommodation: It demands systemic change
Key points:

Approximately 1 in 5 children in the United States are estimated to be neurodivergent, representing a spectrum of learning and thinking differences such as autism, ADHD, dyslexia, and more. These children experience the world in unique and valuable ways, but too often, our education systems fail to recognize or nurture their potential. In an already challenging educational landscape, where studies show a growing lack of school readiness nationwide, it is more important than ever to ensure that neurodivergent young learners receive the resources and support they need to succeed.

Early support and intervention

As President and CEO of Collaborative for Children, I have personally seen the impact that high-quality early childhood education can have on a child’s trajectory. Birth to age five is the most critical window for brain development, laying the foundation for lifelong learning, behavior, and health. However, many children are entering their academic years without the basic skills needed to flourish. For neurodivergent children, who often need tailored approaches to learning, the gap is even wider.

Research indicates that early intervention, initiated within the first three years of life, can significantly enhance outcomes for neurodivergent children. Children who receive individualized support are more likely to develop stronger language, problem-solving, and social skills. These gains not only help in the classroom but can also lead to higher self-confidence, better relationships and improved well-being into adulthood.

The Collaborative for Children difference

Collaborative for Children in Houston focuses on early childhood education and is committed to creating inclusive environments where all children can thrive. In Houston, we have established 125 Centers of Excellence within our early childhood learning network. The Centers of Excellence program helps child care providers deliver high-quality early education that prepares children for kindergarten and beyond. Unlike drop-in daycare, our certified early childhood education model focuses on long-term development, combining research-backed curriculum, business support and family engagement.

This year, we are expanding our efforts by providing enhanced training to center staff and classroom teachers, equipping them with effective strategies to support neurodivergent learners. These efforts will focus on implementing practical, evidence-based approaches that make a real difference.

Actionable strategies

As educators and leaders, we need to reimagine how learning environments are designed and delivered. Among the most effective actionable strategies are:
- Creating sensory-friendly classrooms that reduce environmental stressors like noise, lighting, and clutter to help children stay calm and focused.
- Offering flexible learning formats to meet a range of communication, motor, and cognitive styles, including visual aids, movement-based activities, and assistive technology.
- Training teachers to recognize and respond to diverse behaviors with empathy and without stigma, so that what is often misinterpreted as “disruption” is instead seen as a signal of unmet needs.
- Partnering with families to create support plans tailored to each child’s strengths and challenges to ensure continuity between home and classroom.
- Incorporating play-based learning that promotes executive functioning, creativity, and social-emotional development, especially for children who struggle in more traditional formats.
Benefits of inclusive early education

Investing in inclusive, high-quality early education has meaningful benefits not only for neurodivergent children, but for other students, educators, families and the broader community. Research indicates that neurotypical students who learn alongside neurodivergent peers develop critical social-emotional skills such as patience, compassion and acceptance. Training in inclusive practices can help educators gain the confidence and tools needed to effectively support a wide range of learning styles and behaviors as well as foster a more responsive learning environment.

Prioritizing inclusive early education can also create strong bonds between families and schools. These partnerships empower caregivers to play an active role in their child’s development, helping them navigate challenges and access critical resources early on. Having this type of support can be transformative for families by reducing feelings of isolation and reinforcing that their child is seen, valued, and supported.

The benefits of inclusive early education extend far beyond the classroom. When neurodivergent children receive the support they need early in life, it lays the groundwork for increased workforce readiness. Long-term economic gains can include higher employment rates and greater earning potential for individuals.

Early childhood education must evolve to meet the needs of neurodivergent learners. We cannot afford to overlook the importance of early intervention and tailored learning environments. If we are serious about improving outcomes for all children, we must act now and commit to inclusivity as a core pillar of our approach. When we support all children early, everyone benefits.

Dr. Melanie Johnson, Collaborative for Children

Dr. Melanie Johnson serves as the President and CEO of Collaborative for Children, where she leads groundbreaking initiatives in early learning enterprise systems across Texas’s Gulf Coast region. Her work focuses on improving school-readiness outcomes for under-resourced children from birth to age five through metrics-driven outcomes and digital transformation.

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September 12, 2025
New research highlights the importance and challenges of K-12 student engagement

This press release originally appeared online.

Key points:

While there is wide agreement that student engagement plays a vital role in learning, educators continue to face uncertainty about what engagement looks like, how best to measure it, and how to sustain it, according to a new study from Discovery Education.

Education Insights 2025–2026: Fueling Learning Through Engagement captures prevailing attitudes and beliefs on the topic of engagement from 1,398 superintendents, teachers, parents, and students from across the United States. Survey data was collected in May 2025 by Hanover Research on behalf of Discovery Education.

“Discovery Education conducted the Education Insights report to gain a deeper understanding of how engagement is defined, observed, and nurtured in K-12 classrooms nationwide, and we are thankful to the participants who shared their perspectives and insights with us,” said Brian Shaw, Discovery Education’s Chief Executive Officer. “One of the most important findings of this report is that engagement is seen as essential to learning, but is inconsistently defined, observed, and supported in K-12 classrooms. I believe this highlights the need for a more standardized approach to measuring student engagement and connecting it to academic achievement. Discovery Education has embarked on an effort to address those challenges, and we look forward to sharing more as our work progresses.”

Key findings of the Education Insights 2025–2026: Fueling Learning Through Engagement report include:

Engagement is broadly recognized as a key driver of learning and success. Ninety-three percent of educators surveyed agreed that student engagement is a critical metric for understanding overall achievement, and 99 percent of superintendents polled believe student engagement is one of the top predictors of success at school. Finally, 92 percent of students said that engaging lessons make school more enjoyable.

But educators disagree on the top indicators of engagement. Seventy-two percent of teachers rated asking thoughtful questions as the strongest indicator of student engagement. However, 54 percent of superintendents identified performing well on assessments as a top engagement indicator. This is nearly twice as high as teachers, who rank assessments among the lowest indicators of engagement.

School leaders and teachers disagree on if their schools have systems for measuring engagement. While 99 percent of superintendents and 88 percent of principals said their district has an intentional approach for measuring engagement, only 60 percent of teachers agreed. Further, nearly one-third of teachers said that a lack of clear, shared definitions of student engagement is a top challenge to measuring engagement effectively.

Educators and students differ on their perceptions of engagement levels. While 63 percent of students agreed with the statement “Students are highly engaged in school,” only 45 percent of teachers and 51 percent of principals surveyed agreed with the same statement.

Students rate their own engagement much higher than their peers. Seventy percent of elementary students perceived themselves as engaged, but only 42 percent perceived their peers as engaged. Fifty-nine percent of middle school students perceived themselves engaged in learning, but only 36 percent perceived their peers as engaged. Finally, 61 percent of high school students perceived themselves as engaged, but only 39 percent described their peers as engaged.

Proximity to learning changes impressions of AI. Two-thirds of students believe AI could help them learn faster, yet fewer than half of teachers report using AI themselves to complete tasks. Only 57 percent of teachers agreed with the statement “I frequently learn about positive ways students are using AI,” while 87 percent of principals and 98 percent of superintendents agree. Likewise, only 53 percent of teachers agreed with the statement “I am excited about the potential for AI to support teaching and learning,” while 83 percent of principals and 94 percent of superintendents agreed.

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September 11, 2025
Exploring a new standard for preparing students for the future of work
Key points:

According to the World Economic Forum’s Future of Jobs Report 2025, nearly 40 percent of workers’ core skills will change in just the next five years. As AI, automation, and global connectivity continue to reshape every industry, today’s students are stepping into a world where lifelong careers in a single field are increasingly rare.

Rather than following a straight path, the most successful professionals tomorrow will be able to pivot, reinvent, and adapt again and again. That’s why the goal of education must also shift. Instead of preparing students for a fixed destination, we must prepare them to navigate change itself.

At Rockingham County Schools (RCS), this belief is at the heart of our mission to ensure every student is “choice-ready.” Rather than just asking, “What job will this student have?” we’re asking, “Will they be ready to succeed in whatever path they choose now and 10 years from now?”

Choice-ready is a mindset, not just a pathway

Let’s start with a quick analogy: Not long ago, the NBA underwent a major transformation. For decades, basketball was largely a two-point game with teams focused on scoring inside the arc. But over time, the strategy shifted to where it is today: a three-point league, where teams that invest in long-range shooters open up the floor, score more efficiently, and consistently outperform those stuck in old models. The teams that adapted reshaped the game. The ones that didn’t have fallen behind.

Education is facing a similar moment. If we prepare students for a narrow, outdated version of success that prepares them for one track, one career, or one outcome, we risk leaving them unprepared for a world that rewards agility, range, and innovation.

At RCS, we take a global approach to education to avoid this. Being “choice-ready” means equipping students with the mindset and flexibility to pursue many possible futures, and a global approach expands that readiness by exposing them to a broader range of competencies and real-world situations. This exposure prepares them to navigate the variety of contexts they will encounter as professionals. Rather than locking them into a specific plan, it helps them develop the ability to shift when industries, interests, and opportunities change.

The core competencies to embrace this mindset and flexibility include:
- Creative and analytical thinking, which help solve new problems in new contexts
- Empathy and collaboration, which are essential for dynamic teams and cross-sector work
- Confidence and communication, which are built through student-led projects and real-world learning
RCS also brings students into the conversation. They’re invited to shape their learning environment by giving their input on district policies around AI, cell phone use, and dress codes. This encourages engagement and ownership that helps them build the soft skills and self-direction that today’s workforce demands.

The 4 E’s: A vision for holistic student readiness and flexibility

To turn this philosophy into action, we developed a four-part framework to support every student’s readiness:
1. Enlisted: Prepared for military service
2. Enrolled: Ready for college or higher education
3. Educated: Grounded in academic and life skills
4. Entrepreneur: Equipped to create, innovate, and take initiative
That fourth “E”–entrepreneur–is unique to RCS and especially powerful. It signals that students can create their opportunities rather than waiting for them. In one standout example, a student who began producing and selling digital sound files online explored both creative and commercial skill sets.

These categories aren’t silos. A student might enlist, then enroll in college, then start a business. That’s the whole point: Choice-ready students can move fluidly from one path to another as their interests–and the world–evolve.

The role of global education

Global education is a framework that prepares students to understand the world, appreciate different perspectives, and engage with real-world issues across local and global contexts. It emphasizes transferable skills—such as adaptability, empathy, and critical thinking—that students need to thrive in an unpredictable future.

At RCS, global education strengthens student readiness through:
- Dual language immersion, which gives students a competitive edge in a multilingual, interconnected workforce
- Cultural exposure, which builds resilience, empathy, and cross-cultural competence
- Real-world learning, which connects academic content to relevant, global challenges
These experiences prepare students to shift between roles, industries, and even countries with confidence.

Redesigning career exploration: Early exposure and real skills

Because we don’t know what future careers will be, we embed career exploration across K-12 to ensure students develop self-awareness and transferable skills early on.

One of our best examples is the Paxton Patterson Labs in middle schools, where students explore real-world roles, such as practicing dental procedures on models rather than just watching videos.

Through our career and technical education and innovation program at the high school level, students can:
- Earn industry-recognized credentials.
- Collaborate with local small business owners.
- Graduate workforce-ready with the option to pursue higher education later.
For students who need immediate income after graduation, RCS offers meaningful preparation that doesn’t close off future opportunities, keeping those doors open.

And across the system, RCS tracks success by student engagement and ownership, both indicators that a learner is building confidence, agency, and readiness to adapt. This focus on student engagement and preparing students for the world postgraduation is already paying dividends. During the 2024-25 school year, RCS was able to increase the percentage of students scoring proficient on the ACT by more than 20 points to 44 percent. Additionally, RCS increased both the number of students who took AP exams and the number who received a passing score by 12 points to 48 percent.

Preparing students for a moving target

RCS knows that workforce readiness is a moving target. That’s why the district continues to evolve with it. Our ongoing focus areas include:
- Helping graduates become lifelong learners who can retrain and reskill as needed
- Raising awareness of AI’s influence on learning, creativity, and work
- Expanding career exploration opportunities that prioritize transferable, human-centered skills
We don’t know exactly what the future holds. We do know that students who can adapt, pivot, and move confidently from one career path to another will be the most prepared–because the most important outcome isn’t fitting students into today’s job market but preparing them to create value in tomorrow’s.

At Rockingham County Schools, that’s what being “choice-ready” really means. It’s not about predicting the future. It’s about preparing students to thrive within it wherever it leads.

Dr. John Stover, Rockingham County Schools

John O. Stover III, Ed.D. (Shawn) is currently the superintendent for Rockingham County Schools, a system of 11,000 students located in Eden, North Carolina. Dr. Stover holds degrees from The University of North Carolina at Chapel Hill, East Carolina University, and Marymount University in Virginia.

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September 5, 2025
4 tips to create an engaging digital syllabus

Key points:

Back-to-school season arrives every year with a mixed bag of emotions for most educators, including anticipation and excitement, but also anxiety. The opportunity to catch up with friendly colleagues and the reward of helping students connect with material also comes with concern about how best to present and communicate that material in a way that resonates with a new classroom.

An annual challenge for K-12 educators is creating a syllabus that engages students and will be used throughout the year to mutual benefit rather than tucked in a folder and forgotten about. Today’s digital transformation can be a means for educators to create a more dynamic and engaging syllabus that meets students’ and parents’ needs.

While it can be overwhelming to think about learning any new education technology, the good news about a digital syllabi is that anyone who’s sent a digital calendar invite has already done most of the technical-learning legwork. The more prescient task will be learning the best practices that engage students and enable deeper learning throughout the year.

Step one: Ditch the PDFs and print-outs

Creating a syllabus that works begins with educators stepping into the shoes of their students. K-12 classrooms are full of students who are oriented around the digital world. Where textbooks and binders were once the tools of the trade for students, laptops and iPads have largely taken over. This creates an opportunity for teachers to create more dynamic syllabi via digital calendars, rather than printed off or static PDFs with lists of dates, deadlines, and relevant details that will surely change as the year progresses. In fact, many learning management systems (LMS) already have useful calendar features for this reason. Again, teachers need only know the best way to use them. The digital format offers flexibility and connectivity that old-school syllabi simply can’t hold a candle to.

Tips for creating an effective digital syllabus

Classroom settings and imperatives can vary wildly, and so can the preferences of individual educators. Optimization in this case is in the eye of the beholder, but consider a few ideas that may wind up on your personal best practices list for building out your digital syllabus every year around this time:

Make accessing the most up-to-date version of the syllabus as frictionless as possible for students and parents. Don’t attach your syllabus as a static PDF buried in an LMS. Instead, opt-in to the calendar most LMS platforms offer for the mutual benefit of educators, students, and parents. To maximize engagement and efficiency, teachers can create a subscription calendar in addition or as an alternative to the LMS calendar. Subscription calendars create a live link between the course syllabus and students’ and/or parents’ own digital calendar ecosystem, such as Google Calendar or Outlook. Instead of logging into the LMS to check upcoming dates, assignments, or project deadlines, the information becomes more accessible as it integrates into their monthly, weekly, and daily schedules, mitigating the chance of a missed assignment or even parent-teacher conference. Students and parents only have to opt-in to these calendars once at the beginning of the academic year, but any of the inevitable changes and updates to the syllabus throughout the year are reflected immediately in their personal calendar, making it simpler and easier for educators to ensure no important date is ever missed. While few LMS offer this option within the platform, subscription calendar links are like any hyperlink–easy to share in emails, LMS message notifications, and more.

Leverage the calendar description feature. Virtually every digital calendar provides an option to include a description. This is where educators should include assignment details, such as which textbook pages to read, links to videos or course material, grading rubrics, or more.

Color-code calendar invitations for visual information processors. Support different types of information processors in the classroom by taking the time to color-code the syllabus. For example, purple for project deadlines, red for big exams, yellow for homework assignment due dates. Consistency and routine are key, especially for younger students and busy parents. Color-coding, or even the consistent naming and formatting of events and deadlines, can make a large impact on students meeting deadlines.

Encourage further classroom engagement by integrating digital syllabus “Easter eggs.” Analog syllabi often contain Easter eggs that reward students who read it all the way through. Digital syllabi can include similar engaging surprises, but they’re easy to add throughout the year. Hide extra-credit opportunities in the description of an assignment deadline or add an invitation for last-minute office hours ahead of a big quiz or exam. It could be as simple as a prompt for students to draw their favorite animal at the bottom of an assignment for an extra credit point. If students are aware that these opportunities could creep up in the calendar, it keeps them engaged and perhaps strengthens the habit of checking their classroom syllabus.

While the start of the new school year is the perfect time to introduce a digital syllabus into the classroom, it’s important for educators to keep their own bandwidth and comfortability in mind. Commit to one semester with a digital syllabus and spend time learning the basic features and note how the classroom responds. From there, layer in more advanced features or functionality that helps students without being cumbersome to manage. Over time, educators will learn what works best for them, their students and parents, and the digital syllabus will be a classroom tool that simplifies classroom management and drives more engagement year-round.

Joep Leussink, AddEvent

Joep Leussink is the Head of Growth at AddEvent, a San Francisco-based platform that provides event and calendar marketing solutions. With a proven track record in driving growth for B2B SaaS companies from Series B to post-IPO, Joep leverages his expertise in demand generation and growth marketing to make AddEvent known and accessible to everyone.

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September 4, 2025
5 ways to infuse AI into your classroom this school year

Key points:

As artificial intelligence (AI) continues to reshape the educational landscape, teachers have a unique opportunity to model how to use it responsibly, creatively, and strategically.

Rather than viewing AI as a threat or distraction, we can reframe it as a tool for empowerment and efficiency–one that allows us to meet student needs in more personalized, inclusive, and imaginative ways. Whether you’re an AI beginner or already experimenting with generative tools, here are five ways to infuse AI into your classroom this school year:

1. Co-plan lessons with an AI assistant

AI platforms like ChatGPT, Eduaide.ai, and MagicSchool.ai can generate lesson frameworks aligned to standards, differentiate tasks for diverse learners, and offer fresh ideas for student engagement. Teachers can even co-create activities with students by prompting AI together in real time.

Try this: Ask your AI assistant to create a standards-aligned lesson that includes a formative check and a scaffold for ELLs–then adjust to your style and class needs.

2. Personalize feedback without the time drain

AI can streamline your feedback process by suggesting draft comments on student work based on rubrics you provide. This is particularly helpful for writing-intensive courses or project-based learning.

Ethical reminder: Always review and personalize AI-generated feedback to maintain professional judgment and student trust.

3. Support multilingual learners in real time

AI tools like Google Translate, Microsoft Immersive Reader, and Read&Write can help bridge language gaps by offering simplified texts, translated materials, and visual vocabulary support.

Even better: Teach students to use these tools independently to foster agency and access.

4. Teach AI literacy as a 21st-century skill

Students are already using AI–let’s teach them to use it well. Dedicate time to discuss how AI works, how to prompt effectively, and how to critically evaluate its outputs for bias, credibility, and accuracy.

Try this mini-lesson: “3 Prompts, 3 Results.” Have students input the same research question into three AI tools and compare the results for depth, accuracy, and tone.

5. Automate the tedious–refocus on relationships

From generating rubrics and newsletters to drafting permission slips and analyzing formative assessment data, AI can reduce the clerical load. This frees up your most valuable resource: time.

Pro tip: Use AI to pre-write behavior plans, follow-up emails, or even lesson exit ticket summaries.

The future of AI

AI won’t replace teachers–but teachers who learn how to use AI thoughtfully may find themselves with more energy, better tools, and deeper student engagement than ever before. As the school year begins, let’s lead by example and embrace AI not as a shortcut, but as a catalyst for growth.

Timothy Montalvo, Iona University

Timothy Montalvo is an educator passionate about leveraging technology to enhance student learning outcomes. With over a decade of experience in social studies education, he is dedicated to preparing students for active citizenship in the digital age. He currently serves as a Middle School Assistant Principal in Westchester, NY and an adjunct professor of education at Iona University in New York. He can be reached on Twitter/X @MrMontalvoEDU.

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September 1, 2025
Making PD meaningful in today’s classrooms
Key points:

As a classroom teacher and district leader with over 26 years of experience, I’ve attended countless professional development (PD) sessions. Some were transformative, others forgettable. But one thing has remained constant: the need for PD that inspires, equips, and connects educators. Research shows that effective PD focuses on instructional practice and connects to both classroom materials and real- world contexts.

I began my teaching career in 1999 through an alternative certification program, eager to learn and grow. That enthusiasm hasn’t waned–I still consider myself a lifelong learner. But over time, I realized that not all PD is created equal. Too often, sessions felt like a checkbox exercise, with educators asking, “Why do I have to be here?” instead of “How can I grow from this?”

Here are some of my favorite PD resources and experiences:

edWeb

edWeb is free to join, and once you’re in, you can dive into as many sessions as you want. The service offers a live calendar of events or on-demand webinars covering a range of topics. Plus, the webinars come with CE certificates, which are approved for teacher re-licensure in states like New York, Massachusetts, Texas, Pennsylvania, Arkansas, Utah, and Nevada.

You can go deeper into the state-specific options with an interactive map. I also love the community aspect of the platform, as you can connect with peers and learn from experts on so many topics for all preK-12 educators.

Career Connect
This summer, I attended the Discovery Education Summer of Learning Series at the BMW facility in Spartanburg, South Carolina, for a day-long professional learning event focused on workforce readiness and preparing students for evolving career landscapes. It was an energizing day being surrounded by passionate educators. One standout resource we dove into more deeply is Career Connect by Discovery Education. Career Connect is within Discovery Education Experience and is available to all educators in South Carolina by the Department of Education.

This is quickly becoming a priority tool in our district. With early access in the spring, we’ve integrated it across grade levels–from elementary STEM classrooms to our Career Center. The platform offers students live interactions with professionals in various fields, making career exploration both engaging and real. I witnessed this firsthand during a virtual visit with an engineer from Charlotte, N.C., whose insights captivated our students and sparked meaningful conversations about future possibilities.

Professional Development Hub
The ASCD + ISTE professional learning hub offers sessions on innovative approaches and tools to design and implement standards-aligned curriculum. Each session is led by educators, authors, researchers, and practitioners who are experts in professional learning. Schools and districts receive a needs assessment, so you know the learning is tailored to what educators really need and want.

Tips for Meaningful PD
With over 26 years of experience as a classroom teacher and district leader, I have participated in my fair share of professional learning opportunities. I like to joke that my career began in the late 1900s, but professional development sessions from those first few years of teaching now do feel like they were from a century ago compared to the possibilities presented to teachers and leaders today.

Over these decades I’ve seen a lot of good, and bad, sessions. Here are my top tips to make PD actually engaging:
- Choose PD that aligns with your goals. Seek out sessions that connect directly to your teaching practice or leadership role.
- Engage with a community. Learning alongside passionate educators makes a huge difference. The Summer of Learning event reminded me how energizing it is to be surrounded by people who lift you up.
- Explore tech tools that extend learning. Platforms like Career Connect and others aren’t just add-ons–they’re gateways to deeper engagement and real-world relevance.
Professional development should be a “want to,” not a “have to.” To get there, though, the PD needs to be thoughtfully designed and purpose-driven. These resources above reignited my passion for learning and reminded me of the power of connection–between educators, students, and the world beyond the classroom.

Bucky Ware, School District of Newberry County

Bucky Ware is a Technology Integration Specialist and Public Information Officer for the School District of Newberry County with over 26 years of experience in education. A former English and Journalism teacher, he specializes in integrating instructional technology, leading professional learning, and fostering community engagement. Beyond his district role, Bucky serves on statewide advisory groups and professional associations, including the South Carolina Association for Educational Technology Board of Directors, SCASA Instructional Technology Roundtables, and the National School Public Relations Association.

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August 29, 2025
3 steps to build belonging in the classroom
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The first few weeks of school are more than a fresh start–they’re a powerful opportunity to lay the foundation for the relationships, habits, and learning that will define the rest of the year. During this time, students begin to decide whether they feel safe, valued, and connected in your classroom.

The stakes are high. According to the 2023 Youth Risk Behavior Survey, only 55 percent of students reported feeling connected to their school. That gap matters: Research consistently shows that a lack of belonging can harm grades, attendance, and classroom behavior. Conversely, a strong sense of belonging not only boosts academic self-efficacy but also supports physical and mental well-being.

In my work helping hundreds of districts and schools implement character development and future-ready skills programs, I’ve seen how intentionally fostering belonging from day one sets students–and educators–up for success. Patterns from schools that do this well have emerged, and these practices are worth replicating.

Here are three proven steps to build belonging right from the start.

1. Break the ice with purpose

Icebreakers might sound like old news, but the reality is that they work. Research shows these activities can significantly increase engagement and participation while fostering a greater sense of community. Students often describe improved classroom atmosphere, more willingness to speak up, and deeper peer connections after just a few sessions.

Some educators may worry that playful activities detract from a serious academic tone. In practice, they do the opposite. By helping students break down communication barriers, icebreakers pave the way for risk-taking, collaboration, and honest reflection–skills essential for deep learning.

Consider starting with activities that combine movement, play, and social awareness:
- Quick-think challenges: Build energy and self-awareness by rewarding quick and accurate responses.
- Collaborative missions: Engage students working toward a shared goal that demands communication and teamwork.
- Listen + act games: Help students develop adaptability through lighthearted games that involve following changing instructions in real time.
These activities are more than “fun warm-ups.” They set a tone that learning here will be active, cooperative, and inclusive.

2. Strengthen executive functioning for individual and collective success

When we talk about belonging, executive functioning skills–like planning, prioritizing, and self-monitoring–may not be the first thing we think of. Yet they’re deeply connected. Students who can organize their work, set goals, and regulate their emotions are better prepared to contribute positively to the class community.

Research backs this up. In a study of sixth graders, explicit instruction in executive functioning improved academics, social competence, and self-regulation. For educators, building these skills benefits both the individual and the group.

Here are a few ways to embed executive functioning into the early weeks:
- Task prioritization exercise: Help students identify and rank their tasks, building awareness of time and focus.
- Strengths + goals mapping: Guide students to recognize their strengths and set values-aligned goals, fostering agency.
- Mindful check-ins: Support holistic well-being by teaching students to name their emotions and practice stress-relief strategies.
One especially powerful approach is co-creating class norms. When students help define what a supportive, productive classroom looks like, they feel ownership over the space. They’re more invested in maintaining it, more likely to hold each other accountable, and better able to self-regulate toward the group’s shared vision.

3. Go beyond the first week to build deeper connections

Icebreakers are a great start, but true belonging comes from sustained, meaningful connection. It’s tempting to think that once names are learned and routines are set, the work is done–but the deeper benefits come from keeping this focus alive alongside academics.

The payoff is significant. School connectedness has been shown to reduce violence, protect against risky behaviors, and support long-term health and success. In other words, connection is not a “nice to have”–it’s a protective factor with lasting impact.

Here are some deeper connection strategies:
- Shared values agreement: Similar to creating class norms, identify the behaviors that promote safety, kindness, and understanding.
- Story swap: Have students share an experience or interest with a partner, then introduce each other to the class.
- Promote empathy in action: Teach students to articulate needs, seek clarification, and advocate for themselves and others.
These activities help students see one another as whole people, capable of compassion and understanding across differences. That human connection creates an environment where everyone can learn more effectively.

Take it campus-wide

These strategies aren’t limited to students. Adults on campus benefit from them, too. Professional development can start with icebreakers adapted for adults. Department or PLC meetings can incorporate goal-setting and reflective check-ins. Activities that build empathy and connection among staff help create a healthy, supportive adult culture that models the belonging we want students to experience.

When teachers feel connected and supported, they are more able to foster the same in their classrooms. That ripple effect–staff to students, students to peers–creates a stronger, more resilient school community.

Belonging isn’t a single event; it’s a practice. Start the year with purpose, keep connection alive alongside academic goals, and watch how it transforms your classroom and your campus culture. In doing so, you’ll give students more than a positive school year. You’ll give them tools and relationships they can carry for life.

Brandy Arnold, Wayfinder

Brandy Arnold is Chief Customer Officer at Wayfinder, where she supports schools nationwide in implementing character development and future-ready skills programs that help students thrive and lead purposeful lives.

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August 27, 2025
In training educators to use AI, we must not outsource the foundational work of teaching

This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

I was conferencing with a group of students when I heard the excitement building across my third grade classroom. A boy at the back table had been working on his catapult project for over an hour through our science lesson, into recess, and now during personalized learning time. I watched him adjust the wooden arm for what felt like the 20th time, measure another launch distance, and scribble numbers on his increasingly messy data sheet.

“The longer arm launches farther!” he announced to no one in particular, his voice carrying the matter-of-fact tone of someone who had just uncovered a truth about the universe. I felt that familiar teacher thrill, not because I had successfully delivered a physics lesson, but because I hadn’t taught him anything at all.

Last year, all of my students chose a topic they wanted to explore and pursued a personal learning project about it. This particular student had discovered the relationship between lever arm length and projectile distance entirely through his own experiments, which involved mathematics, physics, history, and data visualization.

Other students drifted over to try his longer-armed design, and soon, a cluster of 8-year-olds were debating trajectory angles and comparing medieval siege engines to ancient Chinese catapults.

They were doing exactly what I dream of as an educator: learning because they wanted to know, not because they had to perform.

Then, just recently, I read about the American Federation of Teachers’ new $23 million partnership with Microsoft, OpenAI, and Anthropic to train educators how to use AI “wisely, safely and ethically.” The training sessions would teach them how to generate lesson plans and “microwave” routine communications with artificial intelligence.

My heart sank.

As an elementary teacher who also conducts independent research on the intersection of AI and education, and writes the ‘Algorithmic Mind’ column about it for Psychology Today, I live in the uncomfortable space between what technology promises and what children actually need. Yes, I use AI, but only for administrative work like drafting parent newsletters, organizing student data, and filling out required curriculum planning documents. It saves me hours on repetitive tasks that have nothing to do with teaching.

I’m all for showing educators how to use AI to cut down on rote work. But I fear the AFT’s $23 million initiative isn’t about administrative efficiency. According to their press release, they’re training teachers to use AI for “instructional planning” and as a “thought partner” for teaching decisions. One featured teacher describes using AI tools to help her communicate “in the right voice” when she’s burned out. Another says AI can assist with “late-night lesson planning.”

That sounds more like outsourcing the foundational work of teaching.

Watching my student discover physics principles through intrinsic curiosity reminded me why this matters so much. When we start relying on AI to plan our lessons and find our teaching voice, we’re replacing human judgment with algorithmic thinking at the very moment students need us most. We’re prioritizing the product of teaching over the process of learning.

Most teachers I talk to share similar concerns about AI. They focus on cheating and plagiarism. They worry about students outsourcing their thinking and how to assess learning when they can’t tell if students actually understand anything. The uncomfortable truth is that students have always found ways to avoid genuine thinking when we value products over process. I used SparkNotes. Others used Google. Now, students use ChatGPT.

The problem is not technology; it’s that we continue prioritizing finished products over messy learning processes. And as long as education rewards predetermined answers over curiosity, students will find shortcuts.

That’s why teachers need professional development that moves in the opposite direction. They need PD that helps them facilitate genuine inquiry and human connection; foster classrooms where confusion is valued as a precursor to understanding; and develop in students an intrinsic motivation.

When I think about that boy measuring launch distances with handmade tools, I realize he was demonstrating the distinctly human capacity to ask questions that only he wanted to address. He didn’t need me to structure his investigation or discovery. He needed the freedom to explore, materials to experiment with, and time to pursue his curiosity wherever it led.

The learning happened not because I efficiently delivered content, but because I stepped back and trusted his natural drive to understand.

Children don’t need teachers who can generate lesson plans faster or give AI-generated feedback, but educators who can inspire questions, model intellectual courage, and create communities where wonder thrives and real-world problems are solved.

The future belongs to those who can combine computational tools with human wisdom, ethics, and creativity. But this requires us to maintain the cognitive independence to guide AI systems rather than becoming dependent on them.

Every time I watch my students make unexpected connections, I’m reminded that the most important learning happens in the spaces between subjects, in the questions that emerge from genuine curiosity, in the collaborative thinking that builds knowledge through relationships. We can’t microwave that. And we shouldn’t try.

Chalkbeat is a nonprofit news site covering educational change in public schools.

For more news on AI in education, visit eSN’s Digital Learning hub.

Timothy Cook, Chalkbeat

Timothy Cook, M.Ed., teaches third grade and researches AI’s impact on education. He writes about cognitive development and technology at Psychology Today.

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August 26, 2025
Transforming Classroom Discussions with Communication Practices from Health Coaching – Faculty Focus
Classroom discussions are among the most enriching aspects of higher education, offering students opportunities to engage with peers, deepen their understanding of course material, and draw meaningful connections between concepts. For instructors, these discussions serve as a powerful tool to foster collaboration, assess comprehension, and create a more dynamic and inclusive learning environment. Yet, leading effective discussions can be challenging, especially when students are hesitant to participate or when conversations lack depth and substance.

The field of health coaching—where communication is central to guiding clients toward greater self-awareness and behavior change—offers a valuable framework for enhancing classroom dialogue. Health coaching is a collaborative process that relies on intentional and empathetic communication to help clients explore their motivations, clarify their goals, and take ownership of their progress. By applying key communication strategies from this field, educators can elevate the quality of classroom discussions and create more meaningful interactions with students. This article explores how three core techniques from health coaching — the OARS framework (open-ended questions, affirmations, reflective listening, and summarization), rephrasing, and active listening — can be adapted to the classroom to facilitate deeper, more personally relevant conversations.

The OARS Framework

First and foremost, good discussions begin with good questions. Consider the principles contained in the acronym “OARS” to shape the way you formulate questions and listen to responses, facilitating more interactive and less directive discussions.

O: Open-ended questions: Ask questions that require more than discrete responses. Avoid questions that can be answered with “yes,” “no,” or a number. Instead of asking “Are people motivated solely by monetary incentives?”, consider asking: “Tell us about your sources of motivation,” “Why might people not be motivated when provided an incentive?” and “What, in your experience, have you seen motivate your peers to…?” When used effectively, open-ended questions encourage students to think more deeply and progress in their understanding. They can even prompt students to introduce classroom topics without the instructor ever having to explicitly steer the discussion in a particular direction.

A: Affirmations: Don’t hesitate to provide positive statements that acknowledge a student’s contribution. Affirmations foster respect and support an inclusive teaching climate; however, the affirmations must be genuine and authentic. Students notice when the instructor simply says “Great comment” or “Good question” to a majority of students’ responses. Remember, this isn’t an interrogation but a dialogue. Consider the potential impact of statements like: “Sara, thanks for volunteering to share your thoughts about applications of aerobic energy production in exercise programming,” or “Javier, I really appreciate how your comments reflect Van Gogh’s perspective on his use of sunflowers in his paintings.”

RS: Reflective Listening and Summarization: Reflective listening occurs when the instructor reflects back to the student the core elements of their contribution to the discussion. Reflective listening provides an excellent opportunity for the instructor to confirm their understanding of the student’s comments, as well as directing the conversation forward. In this step in the OARS framework, it may be appropriate to ask either a yes/no or an open-ended question. For example, “John, you’re saying personal accomplishment can be a powerful motivator among mountain athletes, is that right?” or “It seems like something is missing in our understanding of what happens when we introduce financial incentive to these groups. What do you think would happen if…?” When applied to the discussion as a whole, a summary of the main points made from the instructor’s perspective can be a great way to remind students of key points, reinforce the instructor’s informal assessment of student learning, as well as introduce the next topic or item in the lesson plan of the day.

Application Moment: Consider how you might have applied these principles of the OARS framework to a recent group discussion you led in class.

While the OARS framework provides an excellent guideline for how an instructor can improve the overall quality discussions, the following two techniques will provide concrete recommendations on what to say and how to act during the discussion.

Rephrasing

Remember the importance of good questions for good discussions? To take things one step further, consider the technique of rephrasing. To encourage deeper topic exploration, consider restructuring questions by replacing the intended question word (e.g., “who,” “what,” “when,” “where,” “why,” or “how”) with a different one. For example, an instructor may want to ask, “How can we increase motivation?” and might rephrase that question as, “What factors increase motivation?” or “Where do you feel the most/least motivated?” or “Who demonstrates the most/least motivation?” or “Why does motivation ebb and flow?” or “When are you most/least motivated?” By changing the question word, the instructor can steer the discussion to change how students think about the question, perhaps eliciting a list of possible outcomes (e.g. “What are the factors?”) or explore possible mechanisms/antecedents (e.g., “Why might motivation decline in competitive settings?”) or to help the students develop their ability to embody or conceptualize new perspectives (e.g. “How do financial incentives impact different groups or individuals? John, you represent a group of…”). This can provide depth to the conversation, encourage creativity and application of concepts in discussion, and allows for the exploration of a variety of interesting tangents.

Application Moment: Write down a discussion question from your last class instruction. Rephrase the question using each of the common question words (“who”, “what”, “when”, “where”, “why”, “how”). Consider the types of responses each question word will elicit.

Active Listening

Last, but not least, active listening: Often, instructors forget that when a question is asked, a response is on the way. It can be surprisingly difficult to fully engage with student responses, as it requires the instructor to focus on what the student is saying rather than on what they will say next. The instructor’s first job is to focus on what students are saying rather than their (the instructor’s) response. The following strategies promote active listening in the classroom during discussions:
- Provide adequate time for student responses.
- Don’t be afraid of silence. Silence provides you and your students time to think.
- Call on students by their first name when you engage with them.
- Get out from behind your lectern and casually move toward the student who is speaking.
- Nod and use affirmations (e.g., nodding or stating “nice insight, Paul”).
- Paraphrase when appropriate (“What I hear you saying, Paul, is that….”) – see “rephrasing/summarization” under the OARS framework.
Fostering meaningful classroom discussions is both an art and a skill—one that can be significantly enhanced by drawing on the principles of communication in health coaching. By integrating techniques such as the OARS framework, rephrasing, and active listening, instructors can create more engaging, inclusive, and thought-provoking learning environments. These strategies not only encourage deeper student participation but also help build a classroom culture rooted in empathy, curiosity, and mutual respect. As higher education continues to evolve, integrating communication practices from other disciplines can be a powerful means of enriching the educational experience and enhancing student learning.

Maria Newton, PhD, F-AASP, is an Associate Professor in the Department of Health and Kinesiology at the University of Utah. She holds a BA from the University of California, Davis, an MS from California State University, Chico, and a PhD from Purdue University, with specialized training in sport and exercise motivation. Dr. Newton’s research focuses on achievement motivation, specifically how perceptions of the climate influence motivational striving. Her most recent contributions to the literature have focused on how creating a caring and task-involving climate fosters motivation. With over 30 years of experience in higher education, Dr. Newton brings extensive expertise in teaching a variety of courses in diverse formats. Recognized with numerous teaching awards, she is deeply committed to cultivating an inclusive and intellectually stimulating climate that inspires learning and personal growth.

Jefferson Brewer, MS, CSCS, ACSM EP, is an Associate Instructor in the Department of Health and Kinesiology at the University of Utah. He holds a BS in Kinesiology with an emphasis in Exercise Science and an MS in Kinesiology focused on Health and Wellness Coaching, both from the University of Utah. He is currently completing his dissertation for a PhD in Integrated Health Science at Rocky Mountain University of Health Professions. Jefferson’s research centers on metabolism in rock climbers—examining both systemic and localized muscular responses. Before transitioning into academia, he worked in patient care, applying his coaching background and exercise science expertise to improve health outcomes. His experience has shaped a teaching style grounded in interpersonal communication, creating engaging and dynamic learning environments that foster growth, curiosity, and academic success.
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August 22, 2025