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Jamie Saponaro is the Senior Director of Community and Professional Learning at ClassLink. She leads thought leader initiatives that bring educational communities together through summits, webinars, and professional learning events. Jamie is the host of LinkedUp: Breaking Boundaries in Education, a podcast dedicated to spotlighting boundary-breaking educators. She just launched her new book: Transforming Classrooms: Building a Culture of Collaboration. I just had to share a picture of Jamie and me at one of the high teas I mentioned in the podcast.

I always ask my guests to share their WHY. What is your WHY? 

My father taught for 37 years – drafting, architectural drawing, woodshop, technology education, video production – and whenever anyone asked him what he taught, his answer was never that he taught any of those subjects –  he always said ‘I teach students.’ 

That shaped everything about how I think about teaching.  Are we teaching the ‘curriculum’? Or are we teaching the ‘students’? Students learn through instructional best practices that allow for differentiation. It is not about teaching the ‘stuff.’ It is about teaching and reaching individual learners. 

It is about building a community of students and the conditions for unique learning opportunities from not only their teacher, but also from each other.

Can you share an overview of your background?

A Jersey girl coming from a family of educators – my father was a teacher, my mother was a teacher, my husband was a teacher and is now a superintendent – education became my path as well, and I’ve been in it for over 35 years. I taught for a dozen years and then became a technology director.  I went on maternity leave to start my family, and during that time, I wrote a book called Creative Projects Using Popular Computer Applications. Then, I founded my own company, InTECHgration, as an instructional strategist and technology integration specialist, providing professional learning for teachers and administrators through coaching, mentoring, and hands-on workshops rooted in research-based strategies and high engagement. I also volunteered as the president and executive board member of an education foundation for 10 years.

Lead of ClassLink’s Thought Leader Initiatives

The industry side of education came knocking, so I gradually took that on full-time and now lead ClassLink’s thought-leader initiatives that promote community building and professional learning for educational leaders through in-person and virtual summit events in pursuit of “linking leaders.”

I am also the co-host of the podcast, “LinkedUp: Breaking Boundaries in Education,” and produce the podcast, “Perspectives: Finding Common Ground,” and additionally produce and host 3 webinar series. As for the rest of my family, my sister was the only one not in education, and my older daughter, Bella,  followed in her footsteps in the fashion world.  My other daughter, Lauren Rose, is an avionics product designer who is also my graphic designer for my second book, Transforming Classrooms: Building a Culture of Collaboration.

What Your Book Shares with Teachers and How it Transforms Classrooms

Most educators I have worked with have tried group work, and it failed every time. One student does all the work. Another disappears. A third turns it into a fight. The rest just wait for it to be over

What I want teachers to know is that it is not a flaw in their abilities. It’s actually a design flaw. 

Group work fails because it was never designed to work. There is no structure requiring every voice, no accountability that reaches every student, no reflection that builds the skill for next time. Without those elements, we are not doing cooperative learning. We are just putting children in proximity and hoping for the best.

Cooperative learning is different. It is a research-backed structure with 70 years of evidence showing it outperforms individual learning at a statistically significant rate — but only when all the components are present. When we implement it with fidelity, students do not just complete tasks together. They think together. They teach each other. They learn how to belong.

Cooperative learning is different. It is a research-backed structure with 70 years of evidence showing it outperforms individual learning at a statistically significant rate — but only when all the components are present. When we implement it with fidelity, students do not just complete tasks together. They think together. They teach each other. They learn how to belong.

That distinction is the entire foundation of my book Transforming Classrooms: Building a Culture of Collaboration.

I have seen it work so beautifully for students and seen classrooms flourish because of it, so I wrote the book to share the tips and simple tweaks to turn group work into true cooperative learning.

_________________

The Foundation: Five Pillars of Cooperative Learning (TEAMS)

To make cooperative learning stick — and to help educators remember what makes it work — I anchor the five research-backed pillars in the acronym TEAMS.

T — Together (Positive Interdependence): We succeed together. No one coasts, no one carries everyone.

E — Each Accountable (Individual Accountability): Every student has a real role. Coasting becomes impossible.

A — Actively Supporting (Promotive Interaction): Students help each other succeed — not just sit near each other.

M — Making Connections (Social Skill Development): students use active, listening, and productive talk to build the skills needed to properly communicate.  

S — Self-Reflecting (Team Processing): Teams pause and ask what is working and what needs to change.

Each intentional design component is needed for the structure to work. Remove any one letter, and it becomes flawed group work. 

_________________

The Practice: Cooperative Learning Strategies

The book includes over 40 cooperative learning strategies that are organized by usage of convergent vs divergent thinking as well as where each would fit within a lesson. They are grouped in a matrix and act as a menu to choose the right structure for the right moment. Technology in the classroom has become synonymous with cheating, shortcuts, and students outsourcing their thinking to a chatbot instead of doing it themselves. That worry is valid. But the answer is not to ban the tool. It’s to design the structure around it. 

An additional specialized framework that considers the integration of technology that I developed is called QUEST. 

_________________

QUEST is a five-stage framework for collaborative inquiry, design-thinking, and purposeful technology use within problem-based learning.

Q — Question Generation — where students generate their own questions first, individually, then as a team, from their own curiosity and prior knowledge. Human thinking has to come before any tool or research. 

U — Unpack and Explore — where teams research using multiple sources, and yes, AI tools are now a part of this phase. There are roles involved that are part of the structured cooperative learning. 

E — Evaluate and Verify — and this is the AI literacy component. Teams apply what I call the ABCD Check to every source they find, including AI-generated content: Is it Accurate? Is there Bias? Is it Complete? Is it directly relevant? This phase is not consumption of information – it is an interrogation of it.

S —Synthesize and Create — where teams take everything they have gathered, evaluated, and debated, and build something new together through genuine consensus and individual accountability ( the skills developed through ongoing cooperative learning). The PBL end product has to reflect every team member’s thinking — not just whoever talks the most.

T —Think About Thinking – metacognition. Teams reflect on how they collaborated, not just what they produced. 

The whole model is built on the belief that technology should be a collaborative thinking partner, never a replacement for thinking. 

This framework gives teams of students the structure to use design-thinking and critical thinking to go on a problem-based learning “QUEST” collaboratively without losing their own voice in the process.

The most important element in any classroom has always been the human beings in it. TEAMS and QUEST are structures, but the goal underneath them is about helping students think, connect, and grow collaboratively to prepare them for the future ahead. 

transformingclassrooms.com

_________________

Jamie Saponaro‘s Contact Information

LinkedIn: https://www.linkedin.com/in/jamiesaponaro/ 

Emails: intechgrationed@gmail.com 
jsaponaro@classlink.com

*****

The post Building a Culture of Collaboration with Jamie Meola Saponaro (EP186) appeared first on Barbara Bray.

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Olivia Odileke is the founder of Kampus Insights Inc. and the creator of Lead Spark Team, a platform designed to help schools move professional development beyond inspiration and into measurable instructional change. Olivia also created the Spark Curiosity AI Coach, which helps educators spark student curiosity through short, inquiry-based learning experiences at the beginning of a unit.

Your WHY 

My why is simple, but it runs deep: I want every student, teacher, and leader to love to wonder again. I want them to fall in love with growing their mind, discovering their potential, and nurturing the natural gifts already inside of them.

Education has always been more than content delivery to me. At its best, learning should awaken something in us. It should invite students, teachers, and leaders to wonder, question, grow, and see new possibilities in themselves.

That is the heart of my work.

I believe curiosity is one of the most powerful things we can protect in education. When students are curious, they lean in. When teachers are curious, they become designers of learning instead of simply deliverers of content. And when leaders are curious, they create the conditions for people to grow.

Through Kampus Insights CC, Lead Spark Team, the Spark Curiosity AI Coach, Spark Curiosity EDU, and Fearless Educator Radio, my work centers on one big idea: helping educators move from inspiration to action, and from action to meaningful instructional change.

What challenged you to start Kampus Insights? What were the problems you saw that you knew you could make a difference?

I started Kampus Insights CC because I kept seeing the same disconnect in schools. Teachers were attending professional development, getting inspired for the day, but then returning to classrooms where the actual shift in practice was hard to sustain.

I understood that because I was a teacher. I worked in Title I schools for many years. I know what it feels like to care deeply about students while also feeling overwhelmed by pacing guides, testing pressure, behavior challenges, and the daily responsibility of trying to meet every learner’s needs.

The problem I saw was that teachers did not need more information thrown at them. They needed practical tools, meaningful support, and small instructional shifts they could actually use.

They needed professional development that did more than motivate them for a moment. They needed support that helped them change what happens in the classroom.

That is what challenged me to build Kampus Insights and eventually Lead Spark Team. I wanted to help schools move beyond, “That was a great workshop,” into, “We can actually see this changing teacher practice and student engagement.”

Lead Spark Team was created to help schools turn professional development into measurable instructional change. It gives leaders and teachers a way to focus on a specific instructional practice, reflect on implementation, gather evidence of growth, and build momentum over time.

You can learn more about Kampus Insights here:

https://kampusinsights.com

Being curious is all about wonder and magic. How do you spark curiosity?

I spark curiosity by helping teachers create moments where students get to wonder before they are told what to know.

A lot of times in education, we start with the answer. We introduce the vocabulary, explain the concept, model the process, and then ask students to respond. But curiosity often happens before the explanation.

It happens when students notice something, question something, make a prediction, compare ideas, or realize there is a gap between what they know and what they want to understand.

That is where Micro Inquiry comes in.

A Micro Inquiry Task is a short learning experience that gives students something to observe, discuss, sort, compare, predict, or figure out before the lesson begins. The teacher then uses guiding questions to help students make meaning together.

It is like lighting a small spark before building the fire. The goal is not to teach the entire lesson in that moment. The goal is to create the reason students want to learn the lesson.

To support teachers in creating these moments more easily, I created the Spark Curiosity AI Coach. The coach helps educators design short, curiosity-based learning experiences that can be used at the beginning of a unit or around challenging concepts.

You can explore the Spark Curiosity AI Coach here:
https://ai.sparkcuriosityedu.com

What does it look like when curiosity is sparked? What are some results and outcomes from this work?

Some of the most meaningful outcomes from my work have come through the messages teachers send after they experience a Spark Curiosity session, use a Micro Inquiry Task, or try the Spark Curiosity AI Coach.

I have had teachers share that they felt a difference in their classroom almost immediately. They noticed students talking more, wondering more, and participating in ways they had not seen before. Some teachers have shared that the approach helped them rethink how they start a lesson because they saw how powerful it can be to give students space to think before they are given information.

Those moments matter to me because they show that instructional change does not always have to begin with something massive. Sometimes it begins with one small shift.

One teacher might begin a unit with a question instead of a definition. Another might allow students to compare images, patterns, or scenarios before introducing vocabulary. Another might use the Spark Curiosity AI Coach to create a quick inquiry experience that gives students a reason to care about the content.

The result is not just engagement for the sake of engagement. The deeper outcome is that students begin to see themselves as thinkers. Teachers begin to see themselves as designers of learning. And schools begin to see that professional development can lead to real classroom practice when teachers are supported with tools, structure, and follow-up.

That is the kind of change I care about: practical, visible, and rooted in the everyday realities of teaching.

What is Fearless Educator Radio?

Fearless Educator Radio is music for teacher wellness and empowerment.

I created it because so many educators are not just looking for another strategy or tool. They are looking for renewal. They need something that helps them breathe, reflect, reset, and remember that their work still matters.

Fearless Educator Radio features original songs created for educators around the real emotional journey of teaching: stress, doubt, purpose, courage, joy, resilience, and healing.

The broader platform is Fearless Educator Radio. One creative project within that platform is Fearless: Soundtrack of a Fearless Educator. The soundtrack tells the story of an educator moving from burnout to boldness—rediscovering her spark, reclaiming her voice, and stepping into confidence, purpose, and power.

For me, music is another way to reach the heart of educators. Professional learning speaks to practice, but music can speak to the part of the educator that is tired, hopeful, discouraged, brave, and still showing up.

You can listen and learn more here:
https://fearlesseducator.com

What’s next for you?

What’s next is Spark Curiosity EDU: The Experience 2026, happening July 31 and August 1 in Austin, Texas.

This is not a traditional sit-and-get conference. It is an immersive professional learning experience designed for educators who want to bring curiosity, creativity, and deeper student thinking back into learning.

The experience brings together teachers, leaders, instructional coaches, and education innovators for two days of powerful conversations, hands-on learning, and practical strategies. We will focus on how to spark student curiosity, how to use AI in meaningful and responsible ways, and how to help educators reconnect with the joy and purpose of teaching.

For me, Spark Curiosity EDU is more than an event. It is a space where educators can breathe, imagine, learn, and leave with something they can actually use.

My hope is that people do not just leave inspired. I want them to leave equipped, connected, and ready to spark change in their own schools.

Learn more about Spark Curiosity EDU:
https://sparkcuriosityedu.com

About Olivia Odileke

Olivia Odileke is the founder of Kampus Insights Inc. and the creator of LeadSpark Team, a platform designed to help schools move professional development beyond inspiration and into measurable instructional change.

She is also the creator of the Spark Curiosity AI Coach, a tool that helps educators design short, inquiry-based learning experiences that spark student curiosity at the beginning of a unit or around challenging concepts.

Olivia has over 15 years of experience as an educator, instructional coach, edtech trainer, and professional learning facilitator. She has worked extensively with Title I schools and has trained thousands of educators across the country. Her work focuses on curiosity-driven learning, instructional practice, AI-supported lesson design, teacher wellness, and helping schools create learning environments where students, teachers, and leaders grow with purpose.

She is also the creator of Fearless Educator Radio, a music-for-teacher-wellness platform featuring original songs written to help educators reduce stress, restore clarity, and reconnect with why they started.

Connect with Olivia

Kampus Insights CC:https://kampusinsights.com
Lead Spark Team:https://app.leadsparkteam.com
Spark Curiosity EDU: https://sparkcuriosityedu.com 
Spark Curiosity AI Coach:https://ai.sparkcuriosityedu.com
Fearless Educator Radio:https://fearlesseducator.com
Email: olivia@kampusinsights.com
LinkedIn: https://www.linkedin.com/in/oliviaodileke

*****

“I want every student, teacher, and leader to love to wonder again.
The future belongs to the curious.”

The post Sparking Curiosity, Building Confidence, and Moving PD Into Action with Olivia Odileke (EP185) appeared first on Barbara Bray.

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Kat Crawford, an Instructional Designer and Justice and Accessibility Advocate, specializes in designing innovative digital solutions, facilitating professional learning, and supporting the transformation of school systems to enhance student engagement. Kat never really left the stage—she traded the bright lights of theatre class for designing learning experiences that students actually want to eat up as the Lunch Lady. She spent over a decade disrupting the technology divide inside secure schools, fueled by her core belief: every student deserves a seat at the table—and a learning experience worth savoring.

Your WHY 

My work spans various roles, including directing and designing national curriculum initiatives, teaching graduate courses, and leading digital adoption for alternative and secure schools, all driven by my passion for student success and inclusion. All of my work is driven by my core belief that all students deserve a high-quality education.

I run on stories. On second chances. On the sacred mess of being human.

Background as an Educational Technology Leader

As an educational technology leader with over 20 years of experience, I specialize in designing innovative digital solutions, facilitating professional learning, and supporting the transformation of school systems to enhance student engagement. With expertise in curriculum design, technology integration, and instructional coaching, I have worked with school districts in 47 states to promote educational equity and impactful learning experiences. 

Executive Director of Digital Innovation

From 2020 to 2024, I was the Executive Director of Digital Innovation at the Schlechty Center. My responsibilities included:

• Managing school district clients nationwide from the classroom to the boardroom in designing work centered around engagement.
• Customizing district proposals to design innovative work in person and virtually through on-site workshops, meetings, and trainings.
• Driving adoption and implementation of technology in professional learning sessions using educational technology tools aimed at equity, accessibility, and collaboration for all students.
• Leveraging client relations from year to year to maintain proposal renewals and growth opportunities with new and existing districts.
• Working closely with cross-functional teams to support our work nationally.

The Lunch Lady

My alter ego, The Lunch Lady, is an apron-wearing, tray-slinging voice inside every educator, reminding us that meaningful learning isn’t prepackaged—it’s handcrafted, messy, and deliciously authentic. It’s lunchtime, and The Lunch Lady is cooking up something new for

the classroom. The way this came about is when I was asked to dress up like a chef for an ISTE playground. Everyone looked like a chef, but that wasn’t me. I remember Chris Farley as the lunch lady, and that was it.

https://lunchladyedu.com

The Secret Recipe for Student Agency is now Breakfast in Banter

Today’s special? A three-course meal filled with deeper learning, sprinkled with innovation, and stuffed with student agency – served piping hot! Your reservation is ready because every student deserves a seat at the table – and a learning experience worth savoring. Don’t start from scratch! It’s time to reveal the secret recipe for Mystery Meat: Learning experiences worth devouring. Step into the kitchen and start cooking meaningful learning – no more prepackaging or reheating. Let’s transform classrooms into cafeterias of curiosity, choice, and creativity. Come hungry – you’ll want seconds.

Figma and how it is aligned with your WHY

I am the Education Program Manager for Figma. We support K12 educators, schools, and districts in bringing collaboration and creativity to the classroom through FigJam and Figma. The current focus includes in-person training, community building, and scaling impact through virtual programming. 

Your Consulting Company: How Might We

We empower school districts to push beyond traditional boundaries by fostering innovative solutions that address complex challenges. We specialize in designing transformative systems and initiatives for educational institutions, with a strong focus on alternative schools. Our services include individual and team coaching, customized professional development, and dynamic workshops. We don’t just respond to existing needs—we inspire new possibilities, helping schools discover what could be and build toward what will be.

Kat Crawford’s Contact Information

LinkedIn: https://www.linkedin.com/in/dramatickat/
X: https://x.com/dramatickat
LL (X): https://x.com/LunchLadyEDU 
Facebook: https://www.facebook.com/dramatickat
Instagram: https://www.instagram.com/dramatickat/
LL Instagram: https://www.instagram.com/lunchladyedu/
Lunch Lady Headshots: The Lunch Lady Plain Background

*****

I was looking forward to talking on my virtual porch with Kat Craford, the Lunch Lady. I didn’t know about Kat’s theatre background, but it makes sense. She is Dramatickat on social media and uses humor and her theater experience in her presentations. Her stories had me laughing. Knowing how she came up with the Lunch Lady was perfect. She watched Chris Farley and said, I can do that.  I just loved our conversation and hope you did, too. Please share the podcast and this post with your friends.

The post Learning Experiences Worth Savoring with Kat Crawford (EP184) appeared first on Barbara Bray.

By Barbara Bray and Stephanie Howell

Stephanie Howell and I decided to create a planning tool using the Design Thinking Process, Universal Design for Learning (UDL), and AI. In deciding what resources you need based on the learners you have, you may first need to determine how your learners learn best, what lesson or activity you plan to focus on, how design thinking can support the process, and which AI tools you include in a lesson or activity. We updated a previous planning tool for AI that I co-created with Jackie Gerstein on makerspaces. [source]

There is no “average” brain

The assumption that metrics comparing us to an average—like GPAs, personality test results, and performance review ratings—reveal something meaningful about our potential is so ingrained in our consciousness that we don’t even question it. That assumption, says Harvard’s Dr. Todd Rose, is spectacular—and scientifically wrong. [Source]

“If we overcome the barriers of one-dimensional thinking and demand that social institutions value individuality over the average, then we will change the way we think about success– not in terms of our deviation from average, but on the terms we set for ourselves.”

Dr. Todd Rose, author of The End of Average

From Todd Rose’s Project Variability, he states that “even though we have the most diverse population in the world, we are unable to exploit this natural advantage in human capital.” Four percent of dropouts in the US are intellectually gifted. That comes up to 50,000 minds each year who don’t fit in the average model. How much of this is bad design? We design learning environments for the average learner. We call our system age-appropriate, but it is not. Learners vary on many dimensions of learning.

Universal Design for Learning (UDL)

UDL is based on principles that empower everyone to have agency over their own learning. It enables educators and learners to establish clear goals, anticipate potential environmental barriers, create meaningful options, and fully embrace human diversity.

Center for Applied Special Technology (CAST) 

Universal Design for Learning (UDL), developed by David Rose and Ann Meyers of the Center for Applied Special Technology (CAST). The goal of the updated UDL 3.0 is learner agency.

• Multiple Means of Engagement The WHY of Learning): purposeful and reflective. 
  
• Multiple Means of Representation (The WHAT of Learning): resourceful and authentic. 
  
• Multiple Means of Action and Expression (The How of Learning): strategic and action-oriented.

http://www.cast.org/our-work/about-udl.html 

The National Center on Universal Design for Learning refers to the alternate version of the UDL Guidelines found in the book UDL Theory and Practice by David Rose and Ann Meyers. Starting with the WHY of Learning, the UDL 3.0 Guidelines take you on a deep dive into each of the principles, using checkpoints that provide resources, examples, and research. 

The Design Thinking Process

Design thinking is an approach to learning that includes considering real-world problems, researching, analyzing, conceiving original ideas, experimenting, and sometimes building things by hand. This process guides students to consider the needs of others, solve challenges, overcome setbacks, and stay motivated to learn. The process also teaches students to build on the ideas of others, vet sources, generate questions, deeply analyze topics, and think creatively and analytically. The Design Thinking Process includes five phases: Empathize, Define, Ideate, Prototype, and Test.

https://dschool.stanford.edu          https://designthinking.ideo.com/

Design Thinking 1. Empathize + (UDL) Engagement/Representation

To create meaningful innovations or solutions, you need to know your audience and care about their lives.

Design Thinking 2. Define + (UDL) Engagement/Representation

Framing the right problem is the only way to create the right solution.

Design Thinking 3. Ideate + (UDL) Representation/Action & Expression

It’s not about coming up with the ‘right’ idea. It’s about generating the broadest range of possibilities.

Design Thinking 4. Prototype + (UDL) Engagement/Representation/Action & Expression

The prototype is the iterative generation of artifacts intended to answer questions to get you closer to your solution.

Design Thinking 5. Test + (UDL) Engagement/Representation

Testing is an opportunity to learn about your solution and your users and invite feedback.

Digital Tools in the Learning Backpack 

Review the AI programs, online tools, and Google Doc templates using any of the examples of activities mentioned above. Choose any of the apps or tools you believe will enhance your lessons and engage your learners to add to your Learning Backpack.

Below are two Google Docs using AI with detailed activities:

 Using AI to Strengthen Authenticity in PBL (Activities)

 From Feedback to Glows & Grows by Greta Sandler

Now it’s your turn!

Choose a lesson you plan to focus on, how UDL and design thinking can support the process with specific activities, possibly the UN SDGs, and which AI apps or tools you will include.

Design Thinking, UDL, and AI Planning Tool

Barbara Bray https://linktr.ee/barbarabray27
Stephanie Howell  https://linktr.ee/mrshowell24

The post Think. Design. Engage: Where AI Meets UDL and the Design Thinking Process appeared first on Barbara Bray.

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Hanna Kemble-Mick, school counselor, dean of elementary school counseling, Indian Hills Elementary School, Topeka, Kansas. Hanna is a 2025 School Counselor of the Year® finalist, Therapy Dog mom, and Tech/AI enthusiast. I met Hanna through her mom, Jerri Kemble, when they were presenting with firefly wings. Then I had a one-to-one conversation with Hanna, and that was it… she had to be a guest on my show.

Your WHY and What Brings You Joy

My “why” is building schools where students are truly seen, where creativity is valued, and where opportunity is not reserved for a lucky few. I root for the underdog, the underserved, and students in rural communities who deserve the same expansive possibilities as anyone else. What brings me joy is connection, continuous learning, dogs, polka dots, and the everyday magic of my students growing into who they are meant to be.

Your Background (what it was like in school, growing up, what you always wanted to be)

I grew up in a rural community with a big heart, where everyone knew each other and helping others was simply part of everyday life. My parents, Kurt and Jerri Kemble, modeled what it meant to show up for others, and that spirit carried through our town. All of my grandparents lived nearby, so my childhood was filled with time around their kitchen tables, lending a hand to neighbors, and taking part in community service.

When I was little, I dreamed of becoming a veterinarian because of my love for animals. I loved school and felt connected there until my senior year, when my mom became superintendent, and I transferred to the district where she worked. Suddenly, I felt out of place. In true teenage fashion, I joined the track team and filmed basketball games, volunteering for anything that would get me out of the building. Even then, I was learning how much belonging and environment shape a person’s experience. 

I am fortunate to have a loving family and live in Lawrence, Kansas, with my husband, Dalton, two dogs, and a cat.

Becoming a School Counselor: Describe what it meant to you when you figured out your calling.

I graduated from college with a degree in advertising and began a career I genuinely enjoyed. I loved my job and deeply respected my boss, but something within me kept whispering that the work was not fulfilling my soul. I knew I wanted to make a different impact, so I decided to return to school to become a counselor. My boss met that decision with incredible kindness, allowing me to continue working while attending graduate school full-time, a generosity I have never forgotten. 

When I first contacted the counseling program, the response felt uncertain and discouraging. There were questions about whether this path was truly right for me and how a background in marketing and advertising fit into the counseling world. 

While I understand their perspective now, at the time, it planted seeds of imposter syndrome and left me wondering if I truly belonged. Yet, as the program continued, so did my clarity of purpose. I discovered that the skills I brought with me, including communication, creativity, understanding people, and connecting messages to meaning, were not detours but strengths. Looking back, I would not change the path at all. It shaped my resilience, deepened my empathy, and affirmed that this calling was exactly where I was meant to be.

Junior Coaches Program

Junior Coaches began as a restorative program designed to support students who struggle with peer conflict and behavior by building problem-solving skills and confidence. The group included older students who practiced these skills together and then took them to recess, where they supported younger students in navigating conflicts and challenges. This felt more comfortable and natural for them than stepping into that role with their own classmates, and it gave them a meaningful way to lead.

Paws and Claws grew alongside it as a project-based learning group where students design, create, and donate pet products to a local animal shelter. I love both of these groups because they move beyond simply talking about skills and instead create depth through authentic skill-building. Students are not just learning what to do. They are practicing empathy, responsibility, collaboration, and problem-solving in real and meaningful ways.

School Counselor of the Year 2025 Finalist

Being named a 2025 School Counselor of the Year Finalist has been a wild and humbling ride. I still catch myself looking at photos from Capitol Hill and thinking, Did that really happen? It has been one of the most meaningful experiences of my life. 

https://videos.schoolcounselor.org/hanna-kemble-mick

For a moment, you feel fully seen, valued, and celebrated as an educator and as a school counselor, and I find myself wishing every person in education could experience that kind of affirmation. The connections, friendships, and shared purpose have been next level. This truly feels like the gift of a lifetime. 

Through this experience, I have built lasting relationships with educators across the country and have had the opportunity to share my message about elevating school counseling and keeping it future-focused through keynotes and presentations in districts and conferences nationwide. I am deeply grateful to ASCA for opening doors I never imagined, and for creating an experience I wish every school counselor could have.

Firefly Effect Presentations and more

I have had the meaningful opportunity to present alongside my mom through the Firefly Effect and the Life Hack Lab for Women Who Lead. These experiences focus less on quick fixes and more on intentional navigation, introspection, and reflection. Together, we invite participants to pause, examine their paths, and reconnect with their purpose while building the courage to lead with authenticity and resilience. Sharing this work with my mom has made it even more special, blending a personal story with professional insight in a way that resonates deeply with the women we serve.

AI Integration and what that means for Educators and School Counselors

When I present on AI integration for educators and school counselors, I emphasize intentional use and meaningful impact. Rather than using technology for its own sake, I encourage professionals to ask why they are using it and how it supports students and strengthens their work. We explore how AI can expand access to support, streamline tasks, and open new pathways for learning, while remaining grounded in ethical, safe, and student-centered practices. 

At the same time, I stress as technology becomes more present in our lives, human skills become even more essential. Skills, like empathy, communication, critical thinking, self-awareness, creativity, and ethical decision-making, empower students to use technology. wisely and to thrive in a rapidly changing world. The goal is not to replace the human element, but to amplify it, empowering counselors and educators to extend their reach, deepen relationships, and better support the growth and well-being of the students they serve.

Hanna’s Keynote in Mississippi

What’s next?

Speaking engagem

ents and presentations, writing a book, giving back to the profession, and continuing to be a champion for students! 

Hanna’s Contact Information

LinkedIn: https://www.linkedin.com/in/hannakemble/ 
Facebook: https://www.facebook.com/hanna.kemble 
Instagram: https://www.instagram.com/hannamickedu/  
Email: hannamickedu@gmail.com

****

I was looking forward to my talk on my virtual porch with Hanna Kemble-Mick. I just loved it and hope you did, too.  I knew Hanna was a School Counselor Finalist and an amazing speaker, but I also know her as Jerri Kemble’s daughter. When I saw the two of them in their Firefly Wings, I just had to get to know Hanna better. You can see the joy in our selfie from the FETC conference.. Enjoy the post that Hanna created here. Then please share our conversation with your friends.

The post Unlock the Power of AI in School Counseling with Hanna Kemble-Mick (EP183) appeared first on Barbara Bray.

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Dr. Martha Umana, Founder of AIA (AI4Educator), author, and bilingual educator, is known as The Bridge. She helps parents and teachers thrive in the AI era by prioritizing human skills for future-ready kids.

For over two decades, Dr. Umama has worked at the intersection of school and home, guiding families and educators in raising children who are emotionally intelligent, cognitively strong, and future-ready.

Your Why

My WHY is the child and the adults around the child. I kept seeing students who could produce impressive work, but they could not explain it, verify it, or revise it. When the process is missing, the child is not protected: teachers cannot assess fairly, and parents cannot mentor confidently at home. I do this work to keep learning honest across school and family life, and to build the human skills that remain stable. no matter what AI becomes: judgment, self-regulation, empathy, and truth seeking.

Your Background

I was born and raised in Latin America. Because I have lived and worked across countries and languages, I am careful about what transfers and what does not. What I focus on is universal: children learn when adults stay connected, expectations are clear, and revision is safe.

Growing up, learning was a deeply social experience. Adults helped you improve without shaming you. That balance, accountability, and connection became central to how I work with teachers and families. I do not romanticize any system. I simply pay attention to what protects children: high expectations paired with dignity, and correction paired with care.

Early in my career, I held leadership roles in higher education, including Academic Affairs Director and University Professor. Later, I moved to the United States as an adult, built a business, and eventually returned to education in public schools. Looking back, that shift mattered because it gave me the three lenses I needed: system, workplace, and relationship.

AI Changed the Conditions of Learning, and Why This is Urgent

AI did not just add a tool. It changed the conditions of learning for children and for the adults guiding them. AI accelerates output, but it does not build the internal capacities a child needs to live well. It can generate language, answers, and even persuasive arguments, but it cannot build a child’s self-regulation, empathy, moral judgment, or ability to verify what is true.

Those skills are formed through guided practice and accountability. If we do not prioritize them now, we will confuse productivity with competence. We will raise students who can perform, but cannot explain, check, or revise under pressure. That is why I say that human skills are the stable line of support when the future is hard to predict.

From school safety to AI governance: why emotional and identity harms appear first.

The Role Shift for Teachers and Parents

Teachers are no longer competing as holders of information. Information is everywhere. What is scarce now is judgment, verification, and authorship. So the teacher’s role shifts. Teachers become accountable architects of thinking: they design what students must know and show independently, what can be supported, and what must be verified, so learning is not replaced by polished output.

Parents face a role shift, too. Parents have a new factor shaping childhood: algorithmic influence. It shapes what children see, what they repeat, what they normalize, what they desire, and sometimes what they fear. Parenting shifts from policing screens to mentoring attention, values, safety, and truth seeking.

The child is the only person who lives in both worlds every day. That is why home and school must be coherent: shared expectations for explanation, verification, and revision keep the child protected.

Coherence before capacity: Protecting teacher thinking in the age of AI

Coherence Before Capacity, and What I Built

My organizing principle is Coherence Before Capacity. It means we align roles, boundaries, and evidence of learning first, before we scale tools, training, or adoption. Capacity without coherence just scales confusion. Coherence is what protects meaning, protects dignity, and protects the child as an author of their own learning.

I founded AI4Educator to help teachers use AI in a way that protects teacher authority, student authorship, and feasibility. That is why I built two practical supports.

Question: When AI saturates STEM ecosystems, what protects the learning process?

For teachers, I developed an Epistemic Principle: a simple way to decide what must be independent, what may be supported but verified, and what artifacts make thinking visible. I built the agent to operationalize that in teacher planning, so those protections show up in lessons without adding workload.

For parents, I created The Bridge: a shared language that brings home and school together in the same direction through explanation, verification, and revision.

The Bridge Script, One Routine That Works at Home and School

During one of my parent education classes, a mom came in upset. Her fourth grader’s writing had been flagged as AI because it sounded too perfect. But when we slowed down, the real issue was epistemic. When the student was asked to explain the writing in their own words, the thinking was not visible.

The child was caught between two worlds. At school, the teacher needed evidence of learning. At home, the family needed homework done, and fast answers were everywhere. So I gave the mom one shared script that works at home and school.

• Show Me: Show me your process: plan, notes, draft, and what you changed.  
• Explain It: Tell me in your own words what you meant and why you chose it.  
• Check It: Verify one key claim or one step with a second source or method.  
• Change It: Update your work based on what the check revealed. Correct an error if needed. If you are right, strengthen your evidence and explanation so that your thinking is visible.

This simple routine helps both teachers and parents protect learning integrity without turning adults into AI police.

The Bridge is available on LinkedIn: https://www.linkedin.com/newsletters/the-bridge-home-school-7378959523816009728/ 

Harnessing the Wind of Change:
From Digital Police to Digital Mentors

Book: How to Stay Calm While Raising Resilient Kids

By Dr. Martha Umana and Ioannis Anapliotis

Overwhelmed by endless parenting advice? Craving real‑world tools you can trust and use today?

How to Stay Calm While Raising Resilient Kids delivers precisely what the latest consumer research shows parents need:

Actionable, Science‑Backed Practices, no fluff or jargon, just bite‑sized scripts and routines grounded in developmental research.

Emotional Support & Reassurance, a warm, empathetic voice that reminds you you’re not alone in the chaos.

Modern, Holistic Solutions, from mindful screen‑time strategies to gentle discipline, work‑life harmony, and nutritional guidance.

Available at https://www.amazon.com/Stay-Calm-While-Raising-Resilient/dp/B0FG2LRKQN/ 

Books: ME Time (11 books)

The Me Time Series  By Dr. Martha Umana and Ioannis Anapliotis

Born from the heart of How to Stay Calm While Raising Resilient Kids, this 10-book series invites children and families into calm, connection, and creativity, one meaningful activity at a time.

Each book offers simple, open-ended prompts that spark imagination and emotional growth through hands-on experiences. These are not just activity books. They’re invitations—to slow down, to tune in, and to share time that feels nourishing for both child and adult. Created for real families with real lives, the Me Time Series helps you bring calm and creativity into your home, without pressure or overwhelm. Perfect for ages 4 to 9. No special supplies needed. Just time, presence, and a little space to explore together.

Book: Mindful Moments: A Beginner’s Guide to Practical Meditation for Daily Stress by Dr. Martha Umana

Unlock tranquility and balance with “Mindful Moments,” your essential guide to integrating meditation seamlessly into your bustling schedule.

Mindful Moments equips you with a practical toolkit that fits effortlessly into any lifestyle, ensuring that serenity is just a breath away, no matter how hectic your day may seem.

What’s next for AI in 2026 and beyond

In 2026 and beyond, I expect the conversations to grow in three visible ways.

First, systems will move from excitement about tools to clarity about boundaries: what must remain human, what can be supported, and what must be verified.

Second, the assessment will change. Schools will not be able to treat polished output as evidence of learning, so we will see more emphasis on process artifacts: drafts, reasoning, oral explanation, verification steps, and revision trails.

Third, the real differentiator will be human skills. AI will keep getting better at generating, but it will not build a child’s judgment, self-regulation, empathy, or truth-seeking. Those have to be deliberately practiced through routines at school and at home. That is why I focus on Coherence Before Capacity. If we get coherence right first, roles, evidence, and verification routines, then capacity, tools, and training can scale without damaging learning.

The next era is not tool adoption, it is learning integrity: making thinking visible, verification routine, and human skills non-negotiable.

The Future-Ready Classroom

 Featured on page 39 of the Eduverse Newsletter
https://heyzine.com/flip-book/693508ed2b.html#page/1 

Dr. Martha Umana’s Contact Information 

https://www.linkedin.com/in/dr-martha-umana-4127a31b/

Email: dr.marthaumana@gmail.com 

******

I always learn so much from Dr. Martha Umana. Each time we talk, I find out something new about her and her background. This is why I love these conversations on my virtual porch. I appreciate all the work Martha did to create this blog post that complements the podcast. Enjoy, and please share it with your friends.

The post Building Future-Ready Schools and Families with Dr. Martha Umana (EP182) appeared first on Barbara Bray.

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Dr. Aditya Nagrath helps students overcome mathematics anxiety.  He is the creator and founder of Elephant Learning Mathematics Academy. With a PhD in Mathematics & Computer Sciences, he has spent over 30 years in industry as a software engineer, author, leader, speaker, and serial entrepreneur working on projects ranging from atomic clocks to iOS and Android apps to Amazon’s Kindle Fire. Dr. Nagrath shares how confidence and belief are essential in overcoming math anxiety and shaping a child’s success in mathematics.

Your WHY 

I help children and the adults who support them overcome mathematics anxiety and build real confidence with numbers. 

My mission is to empower children with mathematics. Right now, about 4 out of 5 students start kindergarten unprepared for the kindergarten math curriculum. Underneath that statistic is something very human: a language gap around quantities.

Children often don’t have a solid, intuitive grasp of what words like “three,” “ten,” or “five” really mean, and have not connected them with symbols on a page. When the language and ideas aren’t there yet, math can quickly feel like a foreign language. My “why” is closing that gap—so that every child has the conceptual language of quantity they need before they ever have a chance to say, “I’m just not a math person.”

Your Background: What Math Was Like for You

Growing up, I was not always the kid who just “got” mathematics. It did not all come naturally. My mother played a huge role in changing that story for me. Every summer, she would gather the math books for the following year and have me study for a few hours a day so I could be ready when school started.

At the time, it sometimes felt tedious, but looking back, that steady, structured exposure is what gave me the understanding and confidence to persevere in math, instead of turning away from it. Early discipline and support are big reasons why I eventually earned my Ph.D. in Mathematics and Computer Science from the University of Denver.

Because I know firsthand what it’s like not to instantly understand math—and what a difference the right support can make—I’m passionate about giving other children the kind of foundation and encouragement that changed everything for me.

Elephant Learning 

Elephant Learning is my way of scaling that kind of support and structure to as many families as possible. The system focuses on the language and concepts of quantity first, then builds steadily toward more advanced ideas.

On average, students in our system learn about 1.5 years of mathematics in just ten weeks, using Elephant Learning for only 30 minutes per week. By meeting students at their true level and strengthening the underlying language of math, we help them move quickly and confidently—without the pressure and anxiety that so many of us grew up with.

My goal is simple: to make sure that the next generation doesn’t inherit the same fear of math that so many adults carry today, and instead experiences mathematics as a tool for thinking, problem‑solving, and empowerment.

Book: Rethinking Math Learning 

https://amzn.to/44bDN94

Book: Treating Mathematics Anxiety 

https://amzn.to/3KdZy1d

• Resources: Course and Videos
• 30 Second Math Hack and more tips

What’s next for you?

Writing a textbook on Fractions, Decimals, and Percentages. 

Dr. Nagrath’s Contact Information

LinkedIn: https://www.linkedin.com/in/adityanagrath/ 
Website: https://www.elephantlearning.com 
Facebook: https://www.facebook.com/anagrath/ 
Email:  anagrath@elephantheadsoft.com

*****

It was great to have Dr. Aditya Nagrath join me on my virtual porch. I was one of the students who was anxious about math. I even said, “I don’t do math,” because I struggled with it. Listening to the strategies he shared about making math relevant and real makes so much sense.  As a professional developer working with math teachers, I saw the power of math. I could see math everywhere. I understand the idea Dr. Nagrath mentioned about math being like a language we can learn if we practice it.  I hope you enjoyed our conversation as much as I did. Please share this post and podcast with your friends, and make sure you connect with Dr. Aditya Nagrath.

*****

The post Dismantling Math Anxiety with Dr. Aditya Nagrath (EP181) appeared first on Barbara Bray.

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Nell 3D (Derick DeBevoise Dewey) is a former frontline humanitarian turned leadership expert. She’s like a retired fighter pilot of purpose, someone who didn’t just talk about impact, but lived it. As a strategist to the World’s Strivers, she guides purpose-driven leaders to trade exhaustion for alignment and fulfillment. I’m glad Nell is on my virtual porch to share what actually works. 

Your WHY

What if the final mile of true success isn’t about doing more — but about doing what matters most?

I didn’t leave corporate to chase purpose. I chased purpose first—spending a decade on the frontlines of global development, following my 12-year-old self’s mission across four continents. I saw what real service looks like—and what happens when it drains you dry.

That paradox became the spark for my life’s work:

Helping other leaders build the life, team, and legacy they actually want.

I thrive by doing less, in three dimensions:

• ME — personal wellbeing and clarity
• WE — team alignment and performance
• WORLD — purpose, impact, and integrity

When these dimensions are connected, leaders don’t just feel better — they lead better. Because the moment we align our success with what actually matters, we don’t burn out. 

We light up. 

This 3D Roadmap is my WHY.  I help leaders reclaim their energy, their agency, and the work they actually want to be doing.

Your Background on Purpose

My work draws on two decades across humanitarian leadership, academia, global consulting, and entrepreneurial ventures — from refugee camps to boardrooms, from research labs to ranches. Whether I’m lighting up a boardroom, guiding retreats in Santa Fe, or coaching with horses (yes, really)—I blend clarity, compassion, and a hard-won understanding of what sustainable leadership really requires.

My insights have been featured in Forbes and at Fortune 100 companies, industry-leading organizations, world-class universities, and high-impact not-for-profit and public sector organizations worldwide.

The 6 Spheres of Impact Framework

The 6 Spheres of Impact framework guides leaders to recognize their full potential for impact, ensuring they make investments that serve both immediate needs and long-term goals. 

These six spheres—Self, Family and Friends, Job, Workplace, Money, and Community—offer a roadmap for maximizing impact while staying aligned with values. When leaders take responsibility for their full sphere of influence, they unlock new levels of innovation, collaboration, and purpose-driven success.

Stop – Drop – Roll for Purpose-Driven Success

The universal 3-step tool leaders use to reclaim energy, clarity, and integrity:

STOP — Get quiet enough to gather real data about your effort and impact

DROP — Release outdated habits, inherited shoulds, and unhelpful structures

ROLL — Find the structural “win-win-wins” where your effort advances more than one dimension of your life or leadership

Nell’s Keynote: The Missing 1%

Nell is a former frontline humanitarian and global activist who discovered—after years of doing the work most people leave corporate to pursue—that even world-changing impact isn’t enough if it costs your health, relationships, or joy. That was her missing 1%.

Subtract to Succeed Substack 

I write a weekly newsletter designed to help connect the dots of our lives, so that we can do more good, without doing more! Every Monday, I share a Subtraction Scenario, exploring the real-life opportunities – and challenges – of systematic subtraction. And on (most) Wednesdays, I publish Subtraction Sessions: a conversation with another 3D leader about their practice of subtraction – what impact it’s had, where it’s still a work in progress, and what has surprised them.

Here are a few excerpts from a recent edition, What if We Subtracted: Small Talk. I include these practical tools (and more!) every week so that you can make the practice your own – and share with colleagues, friends, family, and other helpers you care about. 

Example from Subtraction Practice on Purpose (aka: How to stop showing up small)

HOW — Reflection Questions

• What topics do you default to in social or professional settings—and do they actually matter to you?
• When was the last time you walked away from a conversation energized? What made it different?
• What’s one thing you’re genuinely thinking about right now that you haven’t mentioned to anyone today?
• What belief or fear keeps you in “small talk mode”? What might open up if you subtracted it?
• If an alien sat on your shoulder at your last networking event, what patterns would they notice in how you talk?
• What’s the difference between “real” and “raw” for you? Where’s your personal line for appropriate intimacy with new people?

WHEN — Calendar Prompt on Purpose

Before your next 2–3 social or networking events, set a 5-minute reminder titled:
“Big Talk.” On your way to the event, take a moment to:

• Remember the benefits of big talk — energy, connection, clarity, actual humanity.
• Jot down 2–3 things you’re genuinely thinking about or caring about right now.
• Bring those topics with you as conversational options.

And afterwards, spend 3 minutes noting:

• Did I show up small or big?
• How did I feel afterward?
• What felt easy? What felt hard?
• What might I try differently next time?

AI Prompts to Go Deeper on Purpose

Paste any of these prompts into your favorite AI thinking partner:

• I want to get better at “big talk” – sharing what is actually important to me instead of defaulting to small talk.
• Here’s what I tend to default to in social settings: [describe].
• Here’s what I’m actually interested in or thinking about: [describe].

• My hesitation about sharing the real stuff is: [fear of judgment, wanting to fit in, not knowing if others care, etc.].
• Help me brainstorm 5–7 ways I could answer common questions (weekend plans, what I do for work, recent travel) in ways that feel authentic but not overwhelming or inappropriate.

Tell me what comes back that’s actually useful (or hilariously hallucinated ).

INVITE: RIP Resolutions! A Subtract to Succeed Salon with Nell3D

Wednesday, January 21, 12 pm ET on Substack Live

The Subtract to Succeed salon is a space to understand why it doesn’t work to keep doing MORE, and what to do instead. So we can head into the new year free of the pressure and overwhelm of resolutions we should have made, could have made, or have already broken!

We’ll cover the research and practice behind Systematic Subtraction, as well as my STOP-DROP-ROLL method, in a quick 20 minutes so you can get back to your day. OR stay and see the method in action so you’re sure you can bring it into your life. To do more GOOD, without DOING more.

*****

Nell’s Contact Information

LinkedIn: https://www.linkedin.com/in/nell3d/ 
Website; nell3d.com
Substack: https://nell3d.substack.com/
Email: nell@nell3d.com

*****
I am so glad that Nell 3D joined me on my virtual porch. Our conversation was about why success is not about doing more; it is about doing what matters most. I loved that. I was excited to learn about her coaching with horses, and the method she shared about subtraction to succeed.  I was surprised when I saw the resources, Tedx Talk, and stories Nell shared on this post. Enjoy! Please share this post and podcast with your friends, and make sure you connect with Nell 3D.

*****

The post Stop, Drop, and Roll with Nell 3D (EP180) appeared first on Barbara Bray.

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With over 20 years as a listening expert and researcher, Dr. Laura Janusik empowers caregivers, leaders, and growth seekers to build stronger, more compassionate relationships. Transforming workplace communication through training and workshops, Laura guides caregivers navigating cognitive decline. Laura’s work is rooted in the science and practice of listening, helping people connect with clarity, patience, and understanding in every part of life.

Your WHY about Listening

I took my first listening course in my master’s level program because my mentor, Dr. Andrew Wolvin, was a listening scholar. I knew he’d be writing my letters of recommendation, so I figured that if I showed a little interesr of his passion, the letters might be better. Within 2 weeks of that class, my life had changed! I couldn’t believe what listening actually was, and how I had been the world’s worst listener for over 30 years!

When I realized that the quality of listening determines the quality of the relationship, I was hooked! 

I, too, became a listening scholar, and my passion has been to help people develop better personal and professional relationships through the power of listening. 

Most communication problems aren’t about what we say; they’re about how our brains listen.

I help business leaders, caregivers, and coaches strengthen their communication through neuroscience-based listening strategies. When you understand how the brain processes messages, you can create connections, reduce stress, and build trust in every conversation.

Listening to Change, LLC

http://listeningtochange.com/ 

Listening to Change helps Coaches, Leaders, Executive Leadership Teams, Sales Teams, Groups, and Individuals listen and speak with purpose to increase shared understanding, decrease time on projects, and build a positive company culture. Consulting, training, and coaching are customized for each client.

• Create Alignment
• Deepen Connections
• Grow through Action

Why Listening is an Important Skill

Listening takes intention, awareness, and practice, and it appears different depending on who you are and the challenges you face. It is also dependent on the context, including with whom you’re speaking, the purpose of the conversation, and your goal. 

Whether you’re leading a team, caring for a loved one, or seeking personal growth through coaching, the right strategies can help you listen more effectively, increase trust, and build stronger, more compassionate connections.

Most people don’t think of listening as being a part of communication. I like to use this equation: Communication = Sending Messages + Receiving Messages. And, most miscommunication occurs because of poor listening, not poor speaking. If we learn to listen even 10% better, our conversations and relationships will improve.

How Listening is Important in Business

Listening is important in business because it’s the best skill to create alignment. It is the skill that helps teams get on the same page and work towards the same goal. A business cannot exist without communication, so it seems counterintuitive to me when a business doesn’t invest in communication training.

Listening is the one skill that influences all of those primary business goals, such as getting projects completed on time, increasing sales, and achieving higher customer satisfaction.

There are two best ways someone can develop better listening in business. The first is through coaching, and the second through team training. I work in both areas. I use the ECHO Listening Profile. as the foundation of either one, and I’m a certified coach for Listening Intelligence. The ECHO is special, as it’s a validated listening assessment that identifies your dominant listening habit and blind spot. I use this instrument because it’s a great way to show people what they are listening to and for, as well as what they are missing. It not only helps individuals; it also helps teams, because the group report is an excellent way to ‘see’ how team members are listening similarly and differently.

Aren’t Most Coaches Good Listeners?

Most coaches are better listeners than the average person, but that doesn’t mean that they can’t improve. As a coach myself, I know that it’s a great way to help clients build their confidence. I help coaches with tiny tweaks rooted in neuroscience so they can help their clients listen better to their inner wisdom.

How did you get involved with Caregivers and the focus on listening?

My Mom was diagnosed with cognitive decline about 10 years ago, and I promptly did what most children do…nothing! I figured she had dealt with and conquered all of her health ailments, and she would do the same with this one, too. Fast forward 5 years to when she got COVID, which really exacerbated her dementia. As the only surviving child, I knew I needed to step in. Communicating with her was frustrating because she didn’t understand what I was asking her, and she often repeated herself.

I realized that if a PhD in Communication couldn’t develop a good relationship with her Mom in dementia, then who could?

With communication theory and brain science, I created a workshop to help others reduce their frustration and increase their connection. It’s been a game-changer for everyone who has taken the workshop!

What are your two workshops around listening for Caregivers?

The first is for the child, spouse, or other who wants to support their loved one with cognitive decline: The Caregiver’s Starter Kit: A 3-Part Workshop to Learn What No One Tells You About Communication and Dementia.

The second is the family or group, and it’s called The Caregiver’s Village: A 90-minute workshop for caregivers and friends who want to help but aren’t sure how. The best way to learn more about when these workshops will be offered is to sign up for my email list. You can do that from the “Stay Connected” section of my website’s homepage.

Practical Tips for Listeners 

Many listening tips can be found on my YouTube channel, Listening to Change by Laura Janusik. However, please give me grace, as I began the channel without knowing what I was doing with that technology.

One of my favorites is When’s the Last Time Someone Said You Were a Good Listener? because I give you a challenge at the end of the video. Try it!

Here are some of my best tips…

Tips for Leaders on Listening: 

• Your direct reports and colleagues don’t know you’re listening unless you respond verbally. Learn the skill of confirming (paraphrasing + asking if you’re right) to increase trust.
• Following through is critical. Employees don’t expect you to make all of the changes they expect. Follow through later by letting them know where you took the suggestion and what was decided. I guarantee that employees who get follow-through continue to bring good ideas!
• Communication for Leaders: Fact or Myth? Test Your Knowledge! Sign up Leaders Mailing List.

Tips for Coaches on Listening:

• The most important listening strategy to use is silence. Silence allows your client time to think.
• No matter what you call it…summarizing, paraphrasing, confirming, or reflecting…when your client hears back what they just said, they have many a’has!
• Communication for Coaches: Fact or Myth? Test your Knowledge!  https://mailchi.mp/ff5ac1ab3c8c/95lzskl7mo

Tips for Caregivers on Listening:

• The 2-minute pause is a game-changer. It can take up to 2 minutes for someone with cognitive decline to respond to a question. When we re-ask the question, the clock begins again. Caregivers need to learn to practice silence about all else.
• Self-care isn’t selfish. It’s strategic. It’s sipping tea. It’s journaling. It’s taking a walk. Take care of yourself so you can take care of your loved one.
• Weekly Tips and Tricks for Caregivers: Mailing List

What’s Next

I’m currently writing a book loosely titled, How to Manage Conflict within the Context of Midwest Nice. Conflict avoidance and passive-aggressive behavior are huge in the Midwest, and being ‘nice’ gets in the way of honesty and real connection. I’m going to advocate not losing all of the nice, but focusing more on the kind.  Think about that. What’s the difference between someone who is ‘nice’ and someone who is ‘kind’ to you?

Laura’s Contact Information

LinkedIn: https://www.linkedin.com/in/laurajanusikphd/ 
Website: ListeningtoChange.com
Facebook: https://www.facebook.com/profile.php?id=61576655810327 
Instagram: https://www.instagram.com/laurajanusik/ 
Email: info@listeningtochange.com

****

I am so glad that Dr. Laura Janusik joined me on my virtual porch. Laura sat next to me during several sessions at the International Listening Association (ILA) Convention, August 2025. I connected with Laura right away and wanted to follow up with her. Several times, I realized that Laura had been a member of the ILA for a long time and been president of the organization. So I figured if I had questions about the conference, I’d ask her. She was really easy to talk to and helped me whenever I had questions. We connected after the conference several times, and then I checked out all the resources she shared with me. As a coach and in developing my listening skills, Laura opened doors for me that I wanted to share with you. I hope you enjoyed our conversation as much as I did. Please share this post and podcast with your friends, and make sure you connect with Dr. Laura Janusik.

*****

The post Listening to Change by Communicating with Purpose with Dr. Laura Janusik (EP179) appeared first on Barbara Bray.

Play brings joy and happiness to learning. Infusing play in schools prepares kids as future citizens.

When you play a game with your friends, how do you feel?

When you see children playing with other children, what do you notice?

Ask a child if they remember the worksheet they filled out last week.

Did they have fun?

Do they remember what they learned?

Let’s play more and discover how learning unfolds.

Schools can invest in more play through games, interactive experiences, and just making learning fun. Providing engaging activities through play creates learners who become critical thinkers, researchers, and designers.

A few thoughts about PLAY I wanted to share with you.

A Love of Learning Through Play

When I thought about PLAY, I remembered my conversation with Katherine Mengardon on Episode #117: Sparking Back a Love of Learning Through Play. Katherine shared her story as an author, innovator, illustrator, and designer. Katherine has written and illustrated multiple books, adventures, and hosts a new program called YourPlay.space, where PLAY is a universal human right. She believes that playfulness is key to re-igniting a love of learning and developing, not only for children, but for grown-ups too.

She welcomes you to the serious business of play.

Adventure Learning and PlaySpace Learning

Go to https://yourplay.space/home to find out more about PlaySpace Learning

Play Through Embodied Learning

The child is the social change maker.

I also remembered my conversation in Episode #109 with Tommaso Lana, who created Embodied Learning with PLAY as an experiential staff development program. He uses multiple sensory, motor, and imaginative experiences to support early childhood professionals in the wonder and meaning of learning. Team-building, parent-teacher communication, remote learning, SEL, STEM, and outdoor education are his forte.

Adults experience childhood physically and emotionally with Embodied Learning sensory constructions through play. This is where they understand how many learning experiences and life skills naturally happen during the first 5 years of life. I hope you check out what Tommaso is doing now.

Adults learn the importance of PLAY by experiencing how children play.

Ignite Joy, Creativity, and Purpose through Play

Learning should feel like an experience, not a checklist.

I recently had a fun conversation in Episode #172 with Michael Wesely, who shared that he had a blast learning how to become that teacher who brings joy, fun, and magic through play to the classroom. As an Instructional Technology Specialist, Michael is passionate about transforming classrooms into creative playgrounds where curiosity is sparked, innovation is fueled with PLAY, and a little fun is always part of the plan.

Michael learned how to turn anything into a game, even reading at home, to excite kids about it. Students were reading for hours at home each month simply by adding a reading punch card and some knight costumes. They were playing and enjoying the learning process.

Ignite Joy, Creativity, and Purpose in Teaching, Learning, and Life with Michael Wesely

Michael found it easy to create magic for them through play and games. It was a reward to see their JOY in the simplest things.

How can you not love seeing that exact moment when a kid has an AHA moment and you’re watching their face light up?

Play and the Playful Rebellion

Gary Ware is a Strategic Play Consultant, Improv Comedian, keynote speaker, coach, and founder of Breakthrough Play, whose passion is to help people become the best version of themselves they can be simply by having fun. He works with professionals to help them incorporate play into their lives and experience how it can improve every part of living, from confidence and energy to attitude and creativity.

Playful Rebellion is a must-read book to help you discover how to find joy and wonder in the mundane again and how to use the superpowers hidden within yourself. In this book, Gary Ware will show you that when you play, your life works better!

Thank you, Gary! I love this book and refer to it when I consider activities for workshops, webinars, and more.

A book about play written playfully! Gary reminds us of the importance of play, not because it’s a kid thing to do, but a human one. ~ Andrew Tarwin, CEO, Humor That Works!

Playful Rebellion: Maximize Workplace Success Through The Power of Play

These are just a few thoughts and resources I wanted to share with you to discover how PLAY can bring joy, wonder, and fun to your learning and life. I plan to share more ideas and resources in future posts on different themes.

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