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In this episode, Jacob Chastain sits down with Jennifer Serravallo to discuss Whole Book Comprehension and why knowledge building, sustained reading, and deep comprehension deserve a renewed place in today's classrooms. Together, they explore how literacy instruction has shifted over the past decade, why whole-book reading has become less common, and whether today's emphasis on knowledge-rich instruction is something new—or a return to what we've always known works. Jennifer also shares practical strategies for making whole-book teaching fit into real classrooms, how it connects with shorter texts and excerpts, and ways teachers and PLCs can begin strengthening comprehension instruction this school year. Whether you're a classroom teacher, coach, or school leader, this conversation will challenge the way you think about reading—and give you practical ideas you can use right away. **Announced in this episode is the new podcast from Jacob Chastain, The Golden Table. Click here to listen now.  Jennifer Serravallo is the author ofThe New York Times' bestselling The Reading Strategies Book 2.0 and The Writing Strategies Book. These and some of her other titles have been translated into Spanish, French, Italian, and Chinese. Her popular books and resources help teachers make goal-directed, responsive, explicit strategy instruction doable in every classroom. Her newest titles are The Reading Strategies Book 2.0; Teaching Writing in Small Groups; A Teacher's Guide to Reading Conferences, and the assessment and teaching resource Complete Comprehension for Fiction and Nonfiction.

In this episode, Jacob Chastain sits down with Jennifer Serravallo to discuss Whole Book Comprehension and why knowledge building, sustained reading, and deep comprehension deserve a renewed place in today's classrooms. Together, they explore how literacy instruction has shifted over the past decade, why whole-book reading has become less common, and whether today's emphasis on knowledge-rich instruction is something new—or a return to what we've always known works. Jennifer also shares practical strategies for making whole-book teaching fit into real classrooms, how it connects with shorter texts and excerpts, and ways teachers and PLCs can begin strengthening comprehension instruction this school year. Whether you're a classroom teacher, coach, or school leader, this conversation will challenge the way you think about reading—and give you practical ideas you can use right away. Jennifer Serravallo is the author ofThe New York Times' bestselling The Reading Strategies Book 2.0 and The Writing Strategies Book. These and some of her other titles have been translated into Spanish, French, Italian, and Chinese. Her popular books and resources help teachers make goal-directed, responsive, explicit strategy instruction doable in every classroom. Her newest titles are The Reading Strategies Book 2.0; Teaching Writing in Small Groups; A Teacher's Guide to Reading Conferences, and the assessment and teaching resource Complete Comprehension for Fiction and Nonfiction.

Hello everyone! Personally, I believe this episode to be the best episode of Teach Me, Teacher in a long time. James Nottingham is most known for his work with The Learning Pit, but he has also written several books, and consults regularly around the world. His newest book, Teach Brilliantly, can be found here. In this episode, we discuss the state of education around the world, the embattled nature of teaching, what matters in pedagogy, and what constitutes effective feedback for students. Truly, I loved this talk so much. Enjoy!

Hello everyone! Classroom management has never been more important in schools. Study after study cites one of the biggest reasons for teachers leaving the classroom has to do with student behavior. While we can't control everything, we can come together and think about how to create classrooms that support the best behavior students can have and cultivate a great learning environment. To help with this, I have brought on Claire English — a fellow podcaster, classroom management trainer, and all around fantastic educator. If you missed part one, check it out here.  In this episode, we discuss what modern classroom management looks like, how to reframe to focus on the key factors that lead to effective classroom management, and so much more.

Hello everyone! Classroom management has never been more important in schools. Study after study cites one of the biggest reasons for teachers leaving the classroom has to do with student behavior. While we can't control everything, we can come together and think about how to create classrooms that support the best behavior students can have and cultivate a great learning environment. To help with this, I have brought on Claire English — a fellow podcaster, classroom management trainer, and all around fantastic educator. In this episode, we discuss what modern classroom management looks like, how to reframe to focus on the key factors that lead to effective classroom management, and so much more.

n this episode of Teach Me, Teacher, Jacob sits down with educator and author Jay Wamsted to discuss how teaching becomes transformational when we stop trying to fit a mold and start embracing our own originality. While Jay's latest novel, The Lockdown Artist, serves as the backdrop for the conversation, the heart of this episode is about the people behind the lesson plans. Jay shares why he chose fiction as a way to wrestle with the questions that have followed him throughout his years in the classroom—questions about belonging, curiosity, relationships, and the kind of schools we're creating for students. Together, Jacob and Jay explore an idea that every educator needs to hear: your personality isn't separate from your teaching—it is your teaching. The stories you tell, the passions you share, the music you love, the way you laugh, and the way you see the world become the "hook" students attach to. Long before they remember your content, they remember you. The conversation is a reminder that students don't need another perfect teacher. They need authentic adults who are willing to bring their whole selves into the classroom. Because when teachers embrace what makes them unique, they create spaces where students feel permission to do the same.

Every great teacher has something students can't find in a textbook: themselves. In this episode of Teach Me, Teacher, Jacob sits down with educator and author Jay Wamsted to discuss how teaching becomes transformational when we stop trying to fit a mold and start embracing our own originality. While Jay's latest novel, The Lockdown Artist, serves as the backdrop for the conversation, the heart of this episode is about the people behind the lesson plans. Jay shares why he chose fiction as a way to wrestle with the questions that have followed him throughout his years in the classroom—questions about belonging, curiosity, relationships, and the kind of schools we're creating for students. Together, Jacob and Jay explore an idea that every educator needs to hear: your personality isn't separate from your teaching—it is your teaching. The stories you tell, the passions you share, the music you love, the way you laugh, and the way you see the world become the "hook" students attach to. Long before they remember your content, they remember you. The conversation is a reminder that students don't need another perfect teacher. They need authentic adults who are willing to bring their whole selves into the classroom. Because when teachers embrace what makes them unique, they create spaces where students feel permission to do the same. If you've ever wondered what truly makes a classroom unforgettable, this episode offers a simple answer: it starts with the courage to be yourself.

Hello everyone! In light of the tragedies facing the world and America today, I found it timely to bring this talk to teachers. I don't believe there has ever been a time in modern history when our students need to be doing what matters most—exploring their thoughts and reflecting on the ideas, experiences, and lives of others. With the murder of George Floyd giving rise to Black Lives Matter protests across the globe, and an unprecedented pandemic changing everything about modern life, we need to become better teachers NOW. To help give us the tools to empower students in such a way, I brought on my friend Travis Crowder to discuss his approach to reading workshop, and more specifically, his use of journals as tools for student reflection. If you missed part one, check it out here.  If you've ever struggled with keeping a journal or binder neat (or useful), or wondered if there was a better way to get kids invested in their reading, this is the podcast for you.  Travis Crowder is the co-author of Sparks in the Dark, and his latest book, Reflective Readers is out now (and it is FANTASTIC.) This episode originally appeared as #167.

Hello everyone! In light of the tragedies facing the world and America today, I found it timely to bring this talk to teachers. I don't believe there has ever been a time in modern history when our students need to be doing what matters most—exploring their thoughts and reflecting on the ideas, experiences, and lives of others. To help give us the tools to empower students in such a way, I brought on my friend Travis Crowder to discuss his approach to reading workshop, and more specifically, his use of journals as tools for student reflection. If you've ever struggled with keeping a journal or binder neat (or useful), or wondered if there was a better way to get kids invested in their reading, this is the podcast for you.  Travis Crowder is the co-author of Sparks in the Dark, and his latest book, Reflective Readers is out now (and it is FANTASTIC.) This episode originally appeared as episode #166.

Hello everyone! Today I'm flying solo as I offer my best 10 tips for getting hired as a teacher. While this episode is geared to new teachers, I believe anyone can follow these tips. So if you are changing schools, positions, or moving, I think these 10 tips can increase your chances at nailing that interview. Each piece of advice in this episode is fueled by my experience with hiring teachers, and what I've heard and said behind closed doors as to why someone wasn't right for the job. If this episode helped you nail your interview, or you think it will help someone else, share it! We need to attract the best people to this profession—so if the best person you know needs help, direct them back here! This episode originally appeared as episode #309 of the podcast.

As summer break begins, many educators find themselves carrying the weight of a hard year—stress, setbacks, frustration, negativity, and the moments that didn't go as planned. In this reflective episode of Teach Me Teacher, we explore what it means to move forward without being defined by the struggles behind us. How do we let go of what we couldn't control, learn from what challenged us, and return stronger for what comes next? This conversation is about reflection without regret, growth without perfection, and finding clarity in the lessons hidden inside difficult seasons. Together, we'll unpack how educators can move past negativity, reclaim perspective, and use the summer not just to rest—but to rebuild, refocus, and step into a new year with renewed purpose and resilience. Because growth doesn't happen in spite of the struggle—it often happens because of it. As mentioned in the episode, if you'f like to provide a memory or reflection for the podcast (to be used in a later episode), click here.

What if the leadership crisis everyone's talking about isn't a talent problem—but a systems problem? In this episode of Teach Me, Teacher, I sit down with Muriel Summers, founding principal of the first Leader in Me school and a global voice in transforming how schools think about leadership. From her work at A.B. Combs Elementary—twice named the top magnet school in America—to influencing thousands of schools worldwide, Muriel has helped redefine what leadership actually looks like in K–12 education. Missed part 1? Catch it here.  We dig into a bold idea: leadership isn't a title or a personality trait—it's a set of habits that can be taught, practiced, and lived by every student. In a time when schools are navigating staff shortages, budget pressures, and questions about student readiness, this conversation challenges the idea that leadership development is "extra." Instead, it makes the case that it's foundational. Muriel shares real stories, hard truths, and practical insight on how schools can move beyond surface-level student voice and build cultures where every kid sees themselves as a leader. If you've ever wondered why students disengage—or what it really takes to prepare them for life beyond school—this episode will push your thinking in all the right ways.

What if the leadership crisis everyone's talking about isn't a talent problem—but a systems problem? In this episode of Teach Me, Teacher, I sit down with Muriel Summers, founding principal of the first Leader in Me school and a global voice in transforming how schools think about leadership. From her work at A.B. Combs Elementary—twice named the top magnet school in America—to influencing thousands of schools worldwide, Muriel has helped redefine what leadership actually looks like in K–12 education. We dig into a bold idea: leadership isn't a title or a personality trait—it's a set of habits that can be taught, practiced, and lived by every student. In a time when schools are navigating staff shortages, budget pressures, and questions about student readiness, this conversation challenges the idea that leadership development is "extra." Instead, it makes the case that it's foundational. Muriel shares real stories, hard truths, and practical insight on how schools can move beyond surface-level student voice and build cultures where every kid sees themselves as a leader. If you've ever wondered why students disengage—or what it really takes to prepare them for life beyond school—this episode will push your thinking in all the right ways.

What happens in early childhood classrooms doesn't stay there—it shows up every day in K–12 schools. In this episode of Teach Me, Teacher, I sit down with Robert Cordero and Tara Gardner to unpack what "universal child care" in New York City really means—not just as a policy idea, but as a lived reality for families, providers, and educators. If you missed part one, check it out here.  We dig into why child care has become both a moral and economic imperative in a city shaped by poverty, workforce demands, and persistent child care deserts. From recent investments and pilot programs to the deeper structural challenges beneath them, this conversation pulls back the curtain on what's working—and what isn't. At the center of it all is a workforce crisis: tens of thousands of educators needed, a system heavily reliant on underpaid Black and Brown women, and a widening gap between Department of Education salaries and community-based providers. We wrestle with the uncomfortable question—can you build a "universal" system on an inequitable foundation? We also explore potential solutions, from free higher education pathways to the hard realities of funding, staffing, and political will. And finally, we zoom out: where is New York leading the way, where is it falling short, and what truths do we still need to confront if we want a system that truly supports children, families, and the educators who serve them? This episode challenges educators to see child care not as a separate issue—but as the foundation everything else is built on.

What happens in early childhood classrooms doesn't stay there—it shows up every day in K–12 schools. In this episode of Teach Me, Teacher, I sit down with Robert Cordero and Tara Gardner to unpack what "universal child care" in New York City really means—not just as a policy idea, but as a lived reality for families, providers, and educators. We dig into why child care has become both a moral and economic imperative in a city shaped by poverty, workforce demands, and persistent child care deserts. From recent investments and pilot programs to the deeper structural challenges beneath them, this conversation pulls back the curtain on what's working—and what isn't. At the center of it all is a workforce crisis: tens of thousands of educators needed, a system heavily reliant on underpaid Black and Brown women, and a widening gap between Department of Education salaries and community-based providers. We wrestle with the uncomfortable question—can you build a "universal" system on an inequitable foundation? We also explore potential solutions, from free higher education pathways to the hard realities of funding, staffing, and political will. And finally, we zoom out: where is New York leading the way, where is it falling short, and what truths do we still need to confront if we want a system that truly supports children, families, and the educators who serve them? This episode challenges educators to see child care not as a separate issue—but as the foundation everything else is built on.