Unboxing Education

Between coaching, consulting, parenting, and studying policy, writing can easily fall to the bottom of my list, even though it's really my first love. I’ve always loved ideas, but the process of getting them out of my brain and onto the page hasn’t always been easy. As someone with ADHD and dyslexia, I often struggle with executive functioning, writer’s block, and imposter syndrome. Generative AI has become a surprising ally—one that’s helped me build momentum, stay productive, and still feel like *myself* in my writing. ⚙️ How I Use AI in My Writing Process I use tools like ChatGPT to draft initial copy for blog posts, workshop materials, emails, and more. I’ll often start by giving a few prompts about the message I want to get across or the audience I’m writing for. The AI helps me generate that first messy draft—the hardest part for my brain to start on its own. Any time I have an idea, rather than just jotting it down on a piece of paper (that, let's be honest, I'm...

Some days, I feel like I’m juggling flaming swords while riding a unicycle—on a Zoom call. Generated with Firefly AI That’s life as a teacher with ADHD. People often associate ADHD with kids, daydreamers in the back of the class, impulsive behavior, or forgotten homework. But ADHD doesn’t disappear when we grow up. For many of us, it follows us into adulthood—and for some, it’s not diagnosed until we’re already deep into our careers. I’m one of those people. And I’m also a teacher. The Daily Challenges Teaching is a job that requires organization, multitasking, emotional regulation, time management, and attention to detail. You know, all the things that ADHD loves to mess with. Here’s what that can look like for me: 🧭 Planning paralysis. I can see all the possibilities, ideas, and resources. But choosing one direction and sticking to it? That’s the hard part. 🕳️🐇 Hyperfocus rabbit holes. I’ll spend three hours crafting the perfect lesson slide deck—only to realize I forgo...

There’s No Magic Bullet in Virtual Instruction—and That’s a Good Thing When you started teaching virtually, you probably found yourself asking: "What’s the one tool, activity, or strategy that will finally reach all my students?" I hear it all the time as an instructional coach: “Just tell me the best way to...” But here’s the truth I always circle back to— There is no magic bullet in virtual instruction. And honestly? That’s not a problem. That’s the point. The virtual learning model is designed to give students personalized pathways,  not standardized experiences. That means it’s perfectly normal (and expected ) for students to take different routes to the same goal. As teachers, it’s our job to provide multiple access points, not one perfect solution. The Myth of “One-Size-Fits-All” In a traditional classroom, we’re already used to differentiation, but online, it can quickly feel overwhelming. It's not just about a conversation; it may be lesson design, 1 on 1 m...

When teachers begin to attend professional conferences, they sometimes develop an imagined perception of the speakers of those sessions as unparalleled experts in the field.  This creates feelings of imposter syndrome , in which the teacher in the audience feels like they could never be that teacher at the front of the conference. However, as someone who has worked both as a conference speaker and a member of a program committee, I can attest that the speakers at conferences are very normal people who learned something new and wish to share this with fellow teachers. This post offers tips for all teachers to gain confidence and seize the opportunity to share the amazing things they have learned.  The time to begin thinking about presenting is well before the conference begins. using about six months before the conference is scheduled, the conference committee will issue a call for proposals. Be sure to the on the mailing list so that you receive this notice as early as possib...