New Teacher Talk

Bölümler

• 
  Ep 223: How to Get Involved 21.09.2026 15dk

  New Teacher Talk welcomes Abby Bartle, a fourth-year English teacher at Oswego High School in Oswego, Illinois, for an honest conversation about getting involved in your school community without running yourself into the ground. Hosted by Dr. Anna Quinzio-Zafran and Dr. Beth Wilkins, this episode is full of practical guidance from someone who has done a lot, running the school website, coaching, sponsoring clubs, tutoring, volunteering, and finishing a master's degree, and has learned where the limits need to be. Abby walks through the many doors into school involvement, from coaching and sponsoring activities to simply showing up at student events like games, musicals, and poetry slams. She makes the case for committees and PLCs as a way to grow fast, sharing how joining a curriculum-rewrite committee in her first year became the best professional decision she made, even though it took time to find her voice among veteran teachers. She talks candidly about mentorship on both sides of the relationship, the realities of pursuing a master's degree, and how she funded hers through coaching. Throughout, she keeps returning to one idea: say yes on purpose, and protect the time that keeps you whole. Abby’s Teacher-instagram account: @teaching_with_ms_b What you will take away: How to find coaching, club, and committee openings, and when to volunteer your way in instead Why attending student events is one of the simplest relationship-building moves you can make How committees and PLCs accelerate your growth alongside experienced colleagues Making the most of mentorship, formal or informal, and eventually mentoring others Practical thinking on a master's degree, from salary caps to summer classes A burnout reset: name what is mandatory, what you enjoy, and what eats the most time, then adjust If this episode gave you permission to be more intentional, or there is a topic you want us to cover next, leave us a review. We read every one, and your feedback shapes future episodes. #NewTeacherTalk #NewTeacherSupport #TeacherBurnout #SchoolInvolvement #TeacherMentorship #PLC #FirstYearTeacher #WorkLifeBalance #TeacherCommunity #IntentionalTeaching
• 
  Ep 222: Teaching in a Title 1 School 16.09.2026 13dk

  New Teacher Talk welcomes back Dion Copeland, National Board-Certified Teacher and Assistant Principal, for a conversation that reframes what it means to teach in a Title I school. Dr. Beth Wilkins and Dr. Anna Quinzio-Zafran set the stage around a deliberate choice: leading with an asset-based view of students and communities rather than a deficit narrative. Dion starts by clarifying what Title I actually is, a federal funding designation tied to economic need, not a measure of student ability. From there he calls for a mindset shift, away from language like broken and at-risk and toward activating the potential already in the room. He lays out the professional profile that helps new teachers thrive: equity-driven practice, data literacy, adaptability, cultural competence, and instructional skill. At the center is his dual engine of student achievement, the idea that instructional rigor and relational trust have to run together. As he puts it, you cannot love students into poverty, but you can hold high expectations while supporting them through every mistake along the way. Dion also reframes data as a flashlight, not a hammer, something that reveals who is being served and who is being missed, and he offers the PDSA cycle as a practical rhythm for reflection across the year. He closes by connecting Title I teaching to long-term career growth, drawing clear lines between classroom skills and organizational leadership. What you will take away: Why Title I signals economic need and resource allocation, not ability The five competencies that make up a complete professional profile How instructional rigor and relational trust work as one system Using data as a flashlight to surface equity gaps, with the PDSA cycle as your guide How the skills you build in Title I classrooms translate into leadership Three questions Dion leaves you with: Which transferable skill are you developing fastest? How does your current data use support equity? And where is your biggest opportunity to shift from a deficit to an asset-based mindset? Connect with Dion on LinkedIn, and follow New Teacher Talk on Apple Podcasts, Spotify, Instagram, and Bluesky. #NewTeacherTalk #TitleI #AssetBasedTeaching #EquityInEducation #NationalBoardCertified #DataDrivenInstruction #TeacherLeadership #NewTeacherSupport #InstructionalRigor #RelationalTrust
• 
  Ep 221: Managing Extreme Student Behaviors 14.09.2026 9dk

  New Teacher Talk welcomes Abigail Jarrett, an educator who specializes in managing extreme student behavior, for a candid conversation about what to do when a situation escalates past anything your training prepared you for. Dr. Beth Wilkins opens by naming something every new teacher needs to hear: when behavior reaches this level, it is usually not a reflection of your skill or your effort. Abigail describes the scenarios that can feel like a new teacher's worst nightmare, a student throwing chairs, screaming, hitting classmates, or bolting from the room, and reframes them as communication. Behavior like this usually signals a student who is overwhelmed, dysregulated, or out of coping skills in the moment. Understanding that matters, but as Abigail is clear to say, safety always comes first. Drawing on a firsthand account from her own first-grade classroom, she offers five concrete strategies you can hold onto when things escalate, along with the prevention and repair work that happens before and after the hard moments. What you will take away: Why extreme behavior is communication, and why safety still comes first How to stay calm and steady even when you are not feeling calm The difference between misbehavior and crisis behavior, and how to tell quickly Why relationships built before a crisis are your strongest prevention How to debrief afterward in a way that builds skills instead of shame Resources mentioned: The Explosive Child by Ross Greene, the Collaborative and Proactive Solutions model, and the behavior specialists, counselors, and special education teams already in your building. If this episode gave you something to hold onto, or there is a topic you want us to cover next, leave us a review. We read every one, and your feedback shapes future episodes. #NewTeacherTalk #ClassroomManagement #BehaviorSupport #CrisisResponse #NewTeacherSupport #StudentBehavior #TraumaInformedTeaching #CollaborativeProactiveSolutions #TeacherWellbeing #K12Education
• 
  Ep 220: What Interleaved Practice Teaches Us About Real Learning 09.09.2026 14dk

  New Teacher Talk kicks off a special Science of Learning series with Dr. Ken King of Aurora University. In this first episode, Dr. King makes a case that may feel counterintuitive: the practice that feels easiest is often the practice that teaches the least. The focus is interleaved practice, the strategy of mixing different problem types and topics together rather than drilling them one block at a time. Dr. King explains why blocked practice, like twenty fraction problems in a row or fifty free throws before layups, creates quick, visible improvement that can fool us. It looks like learning, but it often fades. Interleaving feels harder, students make more mistakes, and they frequently believe they are learning less, yet it produces stronger retention and deeper understanding over time. Along the way, Dr. King unpacks the research behind why it works: how interleaving reduces discrimination errors by forcing students to compare similar concepts, how it builds storage strength by pulling information from long-term memory, and why these "desirable difficulties" lead to deeper processing. He closes with practical ways to bring it into your classroom at any grade level. What you will take away: Why strong performance during practice does not equal lasting learning The difference between blocked and interleaved practice, and when each has its place How mixing problem types forces students to decide what they are looking at before deciding how to respond Grade-level examples for elementary math, middle school science, and high school English A book recommendation to go deeper, Powerful Teaching by Agarwal and Bain If this episode gave you something to try, or there is a learning-science topic you want us to cover next, leave us a review. We read every one, and your feedback shapes the series #NewTeacherTalk #ScienceOfLearning #InterleavedPractice #EvidenceBasedTeaching #TeacherPD #InstructionalStrategies #CognitiveScience #NewTeacherSupport #PowerfulTeaching #TeachingStrategies
• 
  Ep 219: Finding Your People in a New Building 07.09.2026 8dk

  Finding Your People in a New Building Guest: Samantha "Sammi" Katschke In this episode, Dr. Beth and Dr. Anna present Samantha "Sammi" Katschke, district band director and music teacher at Chadwick-Milledgeville, about a challenge new teachers rarely get warned about: loneliness. You can know your content cold and still walk into a building unsure of who to turn to when a lesson falls apart or a day feels like too much. Sammi lays out where that support actually comes from, and how to build it on purpose. In this episode: Why new teachers can feel isolated even surrounded by colleagues, and why nobody hands you a map for who to ask Staying connected to your undergraduate cohort, and why those relationships often become your first call when a lesson fails What formal mentorship programs are actually for: gradebooks, technology systems, and the daily operational questions nobody else has time to answer Why proximity matters: building relationships with the teacher next door or the colleague who shares your prep period The case for face-to-face connection over purely online ones, and why some conversations need someone across a table Building a network beyond your building: connecting with teachers in the same role across other schools and districts for repertoire, ideas, and perspective The friendships from outside education that Sammi undervalued in college and now counts on Staying in touch with former cooperating teachers and practicum mentors, and how those relationships can grow into long-term mentorship Why this whole network isn't a nice extra, it's protection against burnout and a direct benefit to your students Key takeawayFinding your people in a new building doesn't happen by accident. It takes deliberate effort across several circles at once: your cohort, your mentor, your neighbors, your role-alike network, your non-education friends, and your former mentors, and building that support system is part of the job, not separate from it. #FindingYourPeople #NewTeacherTalk #TeacherSupport #NewTeachers #TeacherPD #TeacherWellbeing #TeacherLeadership #K12Education
• 
  Ep 218: Staying Calm and Staying Firm 02.09.2026 11dk

  Staying Calm and Staying Firm   Hosts: Dr. Beth Wilkins and Dr. Anna Quinzio-Zafran In this episode, Dr. Beth and Dr. Anna tackle the moment every new teacher dreads, the one where a student pushes and the whole room waits to see what you'll do. They reframe that test as a question rather than an attack, and show how the same core skills play out differently at every stage from pre-K through senior year. In this episode:     Why a student testing you is rarely personal, and what they're actually asking: are you safe, are you steady, and do you mean what you say     Pre-K and kindergarten: the “you're not the boss” carpet standoff, and why a small choice beats a command with a flooded four year old     First and second grade: the warm broken record for the student who argues every direction like a tiny courtroom lawyer     Third through fifth grade: naming the eye roll or under-the-breath comment privately instead of publicly to protect a student's dignity and the relationship     Middle school: why defiance is almost always a performance for an audience, and why you should never hand a student a public stage to lose on     Deferring the power struggle instead of fighting on the student's schedule     High school: reading the quieter test, the head on the desk, the phone, the flat refusal, and why force backfires with older students     Getting curious, not controlling, and leading with respect to bring the wall down     The five-part through line that works at every grade: regulate yourself first, take the audience out of it, offer a way to save face, stay boringly consistent, and repair when you slip     Why an off ramp isn't letting students off the hook, it's the only kind of compliance that lasts     Why apologizing after you lose your cool builds authority rather than costing it Key takeaway Staying calm and staying firm isn't about never being tested, every good teacher is. It's about being the steady, predictable presence in the room when it happens, so students learn they can trust both your warmth and your limits. #StayingCalmStayingFirm #NewTeacherTalk #ClassroomManagement #NewTeachers #TeacherPD #ClassroomCulture #TeacherLeadership #K12Education
• 
  Ep 217: Two Teachers, One Classroom 31.08.2026 24dk

  Two Teachers, One Classroom Guests: Leana Malinowsky and Paul Garcia In this episode, Dr. Beth and Dr. Anna introduce a conversation between Leana Malinowsky and Paul Garcia, two experienced co-teachers, about what it actually takes to make a shared classroom work. Leana, a teacher since 2008 and a structured literacy dyslexia specialist, and Paul, a 32-year special education veteran, built their partnership over five years of trial, error, and a dragon puppet named Furny. They break down the practical framework behind it: roles, routines, and respect. In this episode: How Leana and Paul's partnership began: a transfer to second grade, a full day co-teacher, and an adjustment neither had made before The mindset shift that makes co-teaching work: "not your kids and my kids, but our kids" Why Paul wasn't there just to serve special education students, and how that changed the way the classroom ran The pandemic pivot: how a disengaged Zoom class led to Furny the dragon, and how that improvisation grew into a full classroom theme The six co-teaching models from Marilyn Friend and Wendy Murawski: one teach one observe, one teach one assist, station teaching, parallel teaching, team teaching, and alternative teaching Why "one teach, one assist" is often the default and why it quietly wastes a co-teacher's expertise How alternative and station teaching let Leana and Paul group students by need instead of by IEP status Paul's honest take on parallel teaching, including the real logistics of managing his own distractibility in a shared space Why clear routines for transitions, materials, and cleanup make or break a co-teaching model What general education teachers can do to welcome a co-teacher as a true partner, not an extra pair of hands Why building a strong co-teaching partnership takes time, patience, and forgiveness, and why five years in, Leana and Paul are still refining theirs Key takeawayCo-teaching isn't about dividing a classroom in half. It's about two teachers sharing every student, building routines that make collaboration visible, and respecting what each partner brings, so students get more than either teacher could offer alone. #TwoTeachersOneClassroom #NewTeacherTalk #CoTeaching #NewTeachers #TeacherPD #SpecialEducation #TeacherLeadership #K12Education
• 
  Ep 216: Holding the Line on High Expectations 26.08.2026 9dk

  Holding the Line on High Expectations Guest: Dr. Carla Braun, Assistant Superintendent for Teaching and Learning in Westmont Community Unit School District 201 In this episode, Dr. Beth and Dr. Anna invite Carla Braun to dig into a belief every new teacher holds and every new teacher gets tested on: that all students can succeed. Carla draws on years of classroom observations across districts nationwide to show how good intentions quietly slide into lowered expectations, and what to do instead. In this episode: Why believing every student can succeed is easy to say and hard to hold onto in a difficult teaching moment The tension Carla sees again and again: teachers trying to support students end up limiting them without realizing it What "meet students where they're at" gets right, and how taking it too literally can stall progress instead of protecting it A pattern Carla has observed in struggling schools: classrooms quietly teaching below grade level, like a third grade class working through second grade content Why tier one instruction should always stay at grade level or above, and why it should make up the bulk of the instructional block Breaking down the three tiers: tier one as grade-level learning for everyone, tier two as extra support built around grade-level content, tier three as targeted support to fill specific gaps The Charlotte's Web example: why the answer to a struggling reader is scaffolding up, not swapping in an easier book Concrete scaffolding techniques, including chunking text, highlighting key phrases, pre-teaching vocabulary, discussion pauses, and read-alouds or audiobooks Treating scaffolds as temporary, built to be removed as students grow, not permanent accommodations The roughly 1% of students for whom adjusted goals genuinely apply, and why that number is much smaller than most teachers assume Why for the other 99%, lowering the bar is a limitation dressed up as kindness Key takeawayStudents rise to the level of expectation set for them. Holding the line on grade-level instruction, and scaffolding up instead of differentiating down, is what turns high expectations from a slogan into daily practice. #HoldingTheLineOnHighExpectations #NewTeacherTalk #HighExpectations #NewTeachers #TeacherPD #ScaffoldingNotSimplifying #TeacherLeadership #K12Education
• 
  Ep 215: What Your Union Card Actually Means 24.08.2026 18dk

  What Your Union Card Actually Means Guests: Dr. Amy Howerton, English Teacher and Department Chair, Oswego High School and Katie Popp, President of the Indian Prairie Education Association In this episode, Dr. Beth and Dr. Anna invite Amy and Katie to unpack what union membership actually does for a new teacher. Katie brings 23 years in education and seven as union president to the conversation, and together they move past the dues line item to show what's really behind it: contract protection, legal cover, mentoring, and a voice in decisions that shape a career. In this episode: What a union actually is: a collective voice working to improve conditions, benefits, and wages for its members Contract enforcement and how unions work with administration to interpret language and resolve issues before they become problems Legal and professional protection, including access to educational attorneys for situations like DCFS investigations, at no cost beyond dues Mentoring and professional development, from virtual discipline-specific coaches to building mentors who help new teachers learn the culture of a school Legislative advocacy at the state and national level, including the fight over Tier 2 retirement requirements and pension-Social Security protections What changed and what didn't after Janus: no more fair share fees, but Illinois unions kept exclusive bargaining agent status A concrete win: negotiating earlier paycheck distribution so new teachers aren't waiting until September 15 for their first check Why nearly 99% of teachers in Katie's district are union members, and what pushes the rest to join Building-level representation, professional learning communities, and cross-district networking as membership benefits new teachers often don't expect Key takeawayA union card isn't just a line on a pay stub. It's legal protection, a mentor, a voice in your contract, and a seat at the table, all working in the background before a new teacher ever needs to ask for help. #WhatYourUnionCardMeans #NewTeacherTalk #TeacherUnions #NewTeachers #TeacherPD #EducationAdvocacy #TeacherLeadership #K12Education
• 
  Ep 214: Structure, High Expectations, and Real Connection 19.08.2026 11dk

  Structure, High Expectations, and Real Connection Guest: Chloe Lillie, first-year general music teacher In this episode, Chloe Lillie challenges the idea that student behavior is a puzzle to be solved, arguing instead that authentic, human connection is at the center of good classroom management. She shares hard-won lessons from her first year in the classroom. In this episode: Why interacting with students shouldn't feel artificial or like problem-solving The case for starting strict, and why clarity brings students comfort rather than stress Why structure matters for students still developing organizational skills How high expectations reduce students' fear of trying and failing Chloe's strategy of intentionally modeling mistakes to normalize the learning process A holiday classroom story: navigating a kindergartner's question about race and representation Chloe's framework: treat younger students like they're older, and older students like they're still kids Teaching first graders solfège and sheet music notation, with surprising results Why she gave middle schoolers holiday stuffed animals, and how they responded Why authentic, confident connection matters more than being a "perfect" teacher Key takeaway:Strong behavior management isn't about solving a puzzle, it's about building real, human connection while holding clear, consistent expectations. #ClassroomManagement #NewTeacherSupport #FirstYearTeacher #TeachingPodcast #StudentBehavior #ClearExpectations #ClassroomStructure #HighExpectations #LearningFromMistakes #SensitiveConversations #AgeAppropriateTeaching #TreatYoungerStudentsAsCapable #LetOlderStudentsBeKids #HumanCenteredTeaching #NewTeacherTalk
• 
  Ep 213: The Warm Demander Secret to Starting Your Year Strong 17.08.2026 14dk

  The Warm Demander Secret to Starting Your Year Strong Guest: Melissa Dudic, Director of Curriculum and Instruction, large suburban high school district In this episode, Melissa Dudic explains how three fundamental elements, present in every classroom whether teachers realize it or not, shape the culture for learning: time, routines, and relationships. She draws on resources including Creating Cultures of Thinking by Ron Ritchhart and The 12 Touchstones of Good Teaching by Brian Goodwin and Elizabeth Ross Hubbell. In this episode: Why how teachers use class time communicates their priorities and values Specific feedback language that builds perseverance, resourcefulness, and independence The importance of wait time after posing a question Building in explicit closure and reflection time, even just 60 seconds Why classroom routines matter most for new teachers The "C3B4 me" routine for group work and student agency Why routines require modeling, practice, feedback, and reinforcement Relationships as the foundation of instruction The "warm demander" concept Practical ways to connect with every student daily, including quieter students Key takeaway:Intentional use of time, clear routines, and genuine relationships create classrooms where students see themselves as active participants in their own learning. #ClassroomCulture #NewTeacherSupport #TeachingPodcast #InstructionalLeadership #TimeRoutinesRelationships #ClassroomRoutines #WarmDemander #MeaningfulFeedback #StudentBelonging #C3B4Me #IntentionalTeaching #TeachWithConfidence #HighExpectationsWarmSupport #NewTeacherTalk #NewTeachers #FirstYearTeacher
• 
  Ep 212: Classroom Management Part Two, Structure, Strictness, and Redirection 12.08.2026 11dk

  Classroom Management Part Two, Structure, Strictness, and Redirection Guest: Abby Bartle, fourth-year English teacher, Oswego High School, Oswego, Illinois In part two, Abby Bartle moves from big-picture classroom management into the daily habits and in-the-moment techniques that keep a classroom calm and focused. She emphasizes that classroom management is personal and that what works for one teacher may not work for another. In this episode: Why classroom management style is personal and varies teacher to teacher Starting each period with clear materials routines Setting realistic attention span benchmarks (10-15 minutes) based on knowing your students Using movement breaks and brain breaks to refocus a class Creating a positive classroom environment through tone, personality, and decor Why misbehavior happens even with strong management, and why strictness early matters The "sacrifice a lamb" concept for establishing authority as a new teacher A redirection progression: praise, direct redirection, and non-verbal cues Why addressing behavior privately avoids power struggles and public escalation The difference between handling off-task behavior and students talking over instruction When to involve counselors, colleagues, or parents Key takeaway:Consistent routines and calm, private redirection do more to manage behavior than volume or punishment ever will. #ClassroomManagement #NewTeacherSupport #TeachingPodcast #LessonPlanning #BehaviorManagement #StudentAttentionSpan #ClassroomProcedures #NonVerbalRedirection #TeacherExpectations #PositiveClassroomCulture #ProactiveTeaching #TeachWithConfidence #CalmClassroomStrategies #NewTeacherTalk
• 
  Ep 211: Classroom Management Starts on Day One, Not Later 10.08.2026 12dk

  Classroom Management Starts on Day One, Not Later Guest: Abby Bartle, fourth-year English teacher, Oswego High School, Oswego, Illinois In this episode, Abby Bartle explains why classroom management can't be postponed while you settle into curriculum and school logistics. She makes the case for prevention over punishment and lays out a practical, proactive framework for the first weeks of school. In this episode: Why classroom management must start on day one, not once things "settle down" Establishing routines and procedures before the school year begins Where to find inspiration: online teachers, school colleagues, student teaching experience, and your own education Why the second week of school often brings boundary testing Learning student names quickly through attendance, pronunciation practice, and icebreakers Building relationships without becoming "too friendly," and why that boundary matters The concept of being a "warm demander" Strategic desk placement and seating arrangements, including pods, pairs, and rows A step-by-step approach to building seating charts, from accommodations to friendships Why students shouldn't choose their own seats early in the year Key takeaway:Structure now creates freedom later. Prioritizing routines and procedures at the start of the year makes it possible to build in flexibility and relationship warmth as the year goes on. #ClassroomManagement #NewTeacherSupport #TeachingPodcast #BackToSchoolPrep #WarmDemander #TeacherTips #ClassroomRoutines #BehaviorManagement #TeacherLife #PositiveClassroomCulture #TeacherProfessionalDevelopment #RelationshipBuilding #SeatingChartStrategy #TeachWithConfidence #NewTeacherTalk #TeacherPodcast
• 
  Ep 210: Classroom Design Secrets Every New Teacher Should Know 05.08.2026 13dk

  In this episode, Dr. Meg White explains why classroom setup is never just about aesthetics, it's a direct reflection of your educational philosophy. She walks through the difference between behaviorist and constructivist theory, teacher-centered versus student-centered classrooms, and what that means for how your room should actually be arranged. In this episode: Behaviorist theory (B.F. Skinner): learning through repetition, rewards, and consequences, "learning by training" Constructivist theory (Piaget and Vygotsky): learning through hands-on problem solving and prior experience, "learning by building" The fishing analogy: teacher-centered classrooms "give a fish," student-centered classrooms "teach to fish" White's first-year teaching story about bulletin boards, construction paper, and a principal's hard lesson in priorities The "renting versus owning" framework for information retention Practical classroom arrangement guidance: desk placement, traffic flow, sight lines, and material accessibility Four fundamental principles of classroom behavior management A three-strike system built on student choice, featuring the "Roberto" scenario Why frequent punishment is usually a sign of a management problem, not a discipline problem Key takeaway:Thoughtful classroom design isn't decoration. It's a foundational teaching decision that shapes participation, collaboration, behavior, and learning.  #BehaviorismVsConstructivism #TeacherCenteredVsStudentCentered #ClassroomArrangement #TeachingPodcast #LearningTheory #ClassroomDesign #ProximityControl #ThreeStrikeSystem #IntentionalClassroomDesign #RentingVsOwningLearning #TeachWithConfidence #StudentResponsibility #NewTeacherTalk
• 
  Ep 209: The First 10 Days: Procedures that Prevent Chaos 03.08.2026 10dk

  The First Ten Days: The Procedures that Prevent Chaos Hosts: Dr. Beth Wilkins and Dr. Anna Quinzio-Zafran In this episode, Dr. Anna and Dr. Beth make the case that classroom management isn't about rules or discipline, it's about procedures. They break down exactly how to use the first ten days of school to build the routines that prevent chaos all year long. In this episode: Why the difference between a calm and chaotic classroom often comes down to whether students know what to do the moment they walk in "Freedom through structure," why clear expectations give teachers more flexibility, not less The difference between rules (big-picture expectations like "be respectful") and procedures (the specific "how," like where to turn in homework) Why procedural gaps are an instruction problem, not a behavior problem, and can't be solved through discipline A day-by-day breakdown for the first three days of school: Day one: entry and exit routines Day two: materials distribution and collection Day three: attention signals and group work transitions Why the first 30 seconds of class sets the tone for the entire period The "explain, model, practice, give feedback" teaching method for procedures Why procedural mistakes call for reteaching, not punishment Reframing procedures as building muscle memory rather than catching students doing wrong Commonly overlooked procedures: early finishers, absence and makeup work, and emergency situations How to avoid overwhelm by prioritizing routines that happen multiple times a day, then adding more as the year goes on Why adjusting procedures for different classes or groups is normal, not a sign of failure Key takeaway:Strong classroom management starts with teaching clear, explicit procedures from day one. When students know exactly what to do, teachers spend less time managing behavior and more time teaching. #First10DaysOfSchool #ClassroomManagement #TeachProceduresNotRules #BackToSchoolPrep #TeacherSuccessStrategies #TeachWithConfidence #ClassroomSystems #EduPodcast #TeacherPodcast #EdLeadership #K12Education #TeachingCommunity #NewTeachers #FirstYearTeacher #NewTeacherTalk #TeacherPodcast
• 
  Ep 208: Summer Strong: What to Do Before Day One 01.06.2026 14dk

  The season finale of New Teacher Talk delivers exactly what new and returning teachers crave heading into summer: a clear, confidence‑building plan that replaces overwhelm with strategy. Dr. Beth and Dr. Anna break down how to prepare for the school year with intention, from documenting your classroom space to designing management systems that actually work. Their message is simple and powerful — systems come first, content follows — and they show you how to build those systems step by step.  This episode is packed with the kind of practical wisdom teachers wish they’d had in year one: routines that run themselves, attention signals that actually land, community‑building that feels natural, and self‑care that keeps you in the profession long enough to thrive. If you want to start the year grounded instead of scrambling, this finale is your roadmap. Summer Extra Value "Classroom and Behavior Management” Episodes:  Episode 145: Building Community Through Structure, Essential Classroom Management Techniques with Kwame Sarfo-Mensa Episode 177: Mastering the Art of Behavior Redirection, Part 1 Episode 181: Mastering the Arts of Behavior Redirection, Part 2 Episode 183: Redirecting Behavior, Part 3 Episode 191: Redirecting Behavior, Part 4  HASHTAGS #TeacherSummerPrep #SystemsFirstTeaching #NewTeacherPreparation #ClassroomManagementDesign #SustainableTeachingJourney #EdChat #TeacherTips #NewTeachers #FirstYearTeacher #NewTeacherTalk #TeacherPodcast
• 
  Ep 207: Work-Life Balance: How New Teachers Can Protect Their Time and Avoid Burnout 25.05.2026 27dk

  First-year teaching is a marathon disguised as a sprint. In this episode, first-year English teacher Isabel Wilde and department chair Amy Howerton get honest about what no one tells you before you step into your own classroom: the planning is relentless, the administrative tasks are endless, and the risk of burnout is real. Together they unpack practical strategies for protecting your time and your energy, from setting email boundaries and building smarter planning routines to understanding why comparison with other teachers will quietly steal your joy. Amy also shares research-backed insight on the three-year teaching cycle and what shifts when you finally hit your stride. Whether you are weeks into your first year or already dreaming of survival, this episode is your reminder that sustainable teaching is not selfish. It is the whole point. HASHTAGS: #SustainableTeaching #WorkLifeBalance #OnePositiveEveryDay #Yet #EdChat #Newteachertips #newteachers #newteachertalk #podcast
• 
  Ep 206: Building Confident Teachers: What Early-Career Educators Need to Stay and Thrive 20.05.2026 27dk

  At the heart of every new teacher's journey is a quiet question: Can I really do this? In this episode, Dr. Beth and Dr. Anna welcome Dr. Virginia Shank of Liberty University, whose research and mentoring work centers on what helps early-career educators feel capable, confident, and supported. Dr. Shank unpacks the concept of teacher self-efficacy in practical, classroom-level terms -- explaining why it is one of the strongest predictors of new teacher confidence and success. She shares what tends to chip away at a new teacher's belief in themselves, what small wins and experiences can strengthen it, and why that inner confidence is so closely tied to whether teachers stay in the profession. Whether you are a new teacher, a mentor, an instructional coach, or a school leader, this conversation offers research-grounded, experience-backed insight into what early-career educators truly need to grow and thrive. AAEE Job Search Handbook: https://www.aaee.org/job-search-handbook HASHTAGS: #TeacherSelfEfficacy #TeacherConfidence #MentorSupport #SupportNewTeachers #EarlyCareerEducators #Newteachertips #NewTeacherTalk #podcast
• 
  Ep 205: The PD Early Career Teachers Actually Want: A Conversation with 3NBCTs 11.05.2026 7dk

  What if professional development felt less like an obligation and more like a conversation? In this episode, Dr. Anna is joined by her 3NBCTs colleagues Maryellen Friel and Laura Mota Newmeyer, both National Board Certified Teachers, to talk about something teachers rarely get in their professional lives: the freedom to choose. Together, the three educators walk through the self-paced individual book studies available at 3NBCTs.com, explaining why teacher-selected reading paired with deep reflection questions produces the kind of growth that mandatory PD rarely does. They discuss how the books were chosen, how the reflection questions are designed to push beyond comprehension and into genuine practice transformation, and why starting this kind of reflective work early in a teaching career pays dividends for years. Whether you're a new teacher trying to find your footing, an experienced educator craving meaningful professional learning, or someone exploring National Board Certification, this episode makes the case that becoming a scholar of your own practice is not a luxury; it's the foundation of excellent teaching. Visit 3NBCTs.com to browse available book studies and find the one that meets you where you are right now. HASHTAGS: #EarlyCareerTeachers #TeacherPD #TeacherReflection #3NBCTs #TeacherLeadership #ReflectiveTeaching #TeacherBookStudy #Newteachertips #newteachers #newteachertalk #podcast
• 
  Ep 204: Five Things Every New Teacher Should Do in May 04.05.2026 9dk

  May is a lot. You have spirit weeks, field trips, testing windows, and emotions all at once. But before you sprint to the finish line, there are five things that can help you close out the year with intention and set future-you up for success. In this episode, Anna and Beth walk you through a simple "What's Working" reflection, how to gather honest student feedback without a formal survey, what to document before summer erases your memory, how to start building the relationships that will carry you into next year, and why protecting your energy right now is not optional, it's essential. If you're a new teacher in the home stretch, this one's for you. HASHTAGS: #NewTeacherTalk #NewTeacher #TeacherPodcast #FirstYearTeacher #EndOfYear #TeacherSelfCare #NewTeacherSupport #TeachingTips #ClassroomCommunity #YouveGotThis