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Summary What are executive functions, and how can teachers support them without adding another program to the school day? Mitch Weathers returns to Better Teaching to discuss the cognitive skills behind organization, task initiation, self-regulation, planning, and follow-through. Mitch explains why clarity, modeling, predictable routines, and a well-designed classroom environment protect students' cognitive capacity. He also makes the case for analog tools in a digital world and shares how the Organized Binder approach helps students—and teachers—build practical organizational habits. Chapters 0:00 — Welcome and meeting Mitch Weathers2:15 — What executive functions are and why they matter in classrooms8:30 — Core executive functions: working memory, inhibition, and flexibility15:30 — Higher-order executive functions and age-appropriate expectations24:00 — Clarity, modeling, and predictable classroom routines33:00 — The Organized Binder approach and building student independence42:00 — Analog tools, technology, and protecting students' cognitive work50:00 — Connecting executive-function supports with effective lesson structure53:20 — Closing thoughts and practical next steps Show Notes Mitch Weathers is the author of Executive Functions for Every Classroom and co-author of Executive Functions for Every K–3 Classroom.Connect with Mitch on LinkedIn, Facebook, and Instagram.Mitch and Gene discuss the Organized Binder approach, which supports organization, task initiation, self-regulation, and follow-through.The conversation explores how teachers can make expectations clear, model routines, reduce unnecessary cognitive load, and create predictable environments that help students develop executive-function skills.Mitch explains why analog tools can complement technology by giving students opportunities to practice the skills they will need in other settings. Better Teaching: Only Stuff That Works is hosted by Gene Tavernetti. Find more about Gene's work at tesscg.com. This podcast sponsored by: The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here.

Summary What happens when some of the best teachers in a district are invited to present at conferences across the country, but are never asked to share what they know in their own schools? In this solo episode, Gene Tavernetti reflects on the way classroom teachers with deep expertise in evidence-informed instruction can be sought out by educators elsewhere while their knowledge is overlooked or discouraged at home. Gene explores Tall Poppy Syndrome, the social cost of standing out, and why sending teachers to conferences with instructions to bring learning back is unlikely to produce meaningful schoolwide change without leadership and a culture that values internal expertise. He revisits the Starfish Story with a less comforting conclusion: if conference learning changes only one classroom, perhaps all we can say is, “It made a difference to that teacher.” Chapters 0:00 — The expertise schools overlook2:00 — Tall Poppy Syndrome and the cost of standing out5:00 — Why conference learning does not automatically spread8:00 — The Starfish Story and a challenge for leaders Show Notes Gene Tavernetti reflects on teachers whose expertise is valued everywhere except at home.The episode asks school and district leaders whether they know where the expertise is in their own organization.A strong internal culture gives teachers meaningful opportunities to share and use what they know. This podcast sponsored by: The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here.

Summary In this from-the-archives episode, Bart Hoffman interviews Dr. Frank Rodriguez and Gene Tavernetti about their book Digital Captives: Helping Schools Strike a Balance Between Humans and Hardware. They trace how technology moved from a tool intended to augment instruction into something that can displace attention, relationships, reading, and meaningful learning. Frank and Gene discuss what they have observed in schools and after-school programs, why the pandemic accelerated existing problems, and how educators can respond without swinging from unquestioned technology adoption to an equally unhelpful rejection of digital tools. Their central message is practical: schools need intentional systems that put humans, learning, and healthy technology habits back at the center. Chapters 0:00 — Introduction: from digital natives to digital captives 2:17 — What changed for students and schools 6:00 — When technology stopped augmenting instruction 10:27 — The problem of too much digital material 14:09 — Finding balance between humans and hardware 18:00 — Adult modeling, attention, and schoolwide systems 23:18 — Practical ways schools can reset technology habits 26:00 — Screen inferiority and reading comprehension 31:30 — Rebuilding conversation, focus, and human connection 38:00 — Leading change without creating another pendulum swing 47:56 — The book, the authors, and where to learn more 60:30 — Closing thoughts Show Notes Dr. Frank Rodriguez — Educator and leader of after-school and community learning programs whose work with students and staff helped prompt the research behind Digital Captives. Gene Tavernetti — Host of Better Teaching and co-author of Digital Captives. Bart Hoffman — Education leader and friend of the podcast who conducts the interview. Digital Captives: Helping Schools Strike a Balance Between Humans and Hardware is written by Frank Rodriguez, Donna Smith, and Gene Tavernetti. Learn more about the authors and the book through Schools Next. This is a refreshed from-the-archives presentation of Better Teaching episode 90. This podcast sponsored by: The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here.

SummaryGene Tavernetti examines the familiar explanation that school improvement is difficult because “it’s just the culture.” Drawing on work with schools across the United States and Canada, he argues that culture is not fixed atmosphere—it is the residue of daily decisions, habits, and follow-through.The practical path to change is to change what people do. Gene lays out a focused approach: choose one or two specific instructional practices, support them through consistent coaching, use common look-fors in leadership walkthroughs, and protect the commitments through follow-through. The goal is a shift from isolated classrooms to a shared identity around how “we teach here.”Chapters0:00 — Welcome to Better Teaching0:37 — Why “it’s just the culture” becomes an excuse2:13 — Culture is built from daily decisions3:08 — Change behavior before trying to change beliefs4:12 — Make coaching and walkthroughs consistent5:26 — From “I teach here” to “we teach here”6:42 — Protect the culture you want through follow-throughShow NotesGuest/host: Gene TavernettiGene’s professional site: tesscg.comGene’s books include Teach Fast: Focus, Adaptable, Structured Teaching and Maximizing the Impact of Coaching Cycles.Better Teaching is part of the BE Podcast Network: bepodcastnetwork.comProduction card: Basecamp This podcast sponsored by: The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here.

Summary Instructional coaches are often treated as a school’s all-purpose backup: covering classes, managing testing logistics, joining extra committees, and handling whatever emergency appears next. In this episode of Better Teaching, Gene Tavernetti explains how those individually reasonable requests quietly dismantle a coaching program. Gene makes the case for protecting coaching time as carefully as instructional time. He recommends a clear job description, a schedule that protects observation and debriefing, explicit monthly expectations, and a target of spending 70–80 percent of the coach’s time in classrooms. The long-term choice is clear: covering a class solves today’s problem, while coaching improves instruction this year and the years that follow. Chapters 0:00 — Welcome to Better Teaching0:46 — The all-purpose support trap1:23 — How understaffing consumes the coaching calendar3:12 — The message teachers receive when coaches are pulled4:08 — Define and protect the coaching role4:49 — Keep 70–80% of the coach’s time in classrooms5:16 — Dr. Randy Olson and the “nothing is an emergency” rule5:44 — Short-term convenience versus long-term improvement6:42 — Closing thoughts and resources Show Notes **Host:** Gene Tavernetti**Core takeaway:** Protect the coaching calendar like instructional time. Define what coaches do—and what they do not do—and hold leadership accountable for preserving that work.**Recommended starting point:** Write a clear coaching job description, set a weekly schedule for observations and debriefs, and review the coach’s time allocation monthly.**Gene’s books:** *Teach Fast, Focus Adaptable Structure Teaching* and *Maximizing the Impact of Coaching Cycles***Website:** TESS Consulting Group**BlueSky:** @gtavarnetti**X/Twitter:** @gtavarnetti**BE Podcast Network:** bepodcastnetwork.com About Better Teaching Better Teaching is hosted by Gene Tavernetti and focuses on practical ideas for teachers, instructional coaches, administrators, and everyone who supports better work in classrooms—no clichés, no buzzwords, only stuff that works. Added/created/modified by Codex on 2026.09.22 13:22 PT on ombee This podcast sponsored by: The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here.

Summary In this episode of Better Teaching, Gene Tavernetti challenges the belief that effective coaching must be spontaneous and unscripted. He explains why a well-designed coaching script does not make a feedback conversation rigid or inauthentic—it gives the coach a reliable structure for specific, courageous, and useful feedback. Gene connects coaching scripts to classroom-management routines, surgical checklists, crisis-response training, and his own experiences as a counselor, principal, and coach. The practical takeaway is simple: prepare the sequence, transitions, and language of a feedback conversation so you can be fully present when the conversation begins. Chapters 0:00 — Welcome to Better Teaching0:45 — The coaching trap: unplanned and unscripted feedback2:57 — Why educators distrust scripts3:57 — Scripts, checklists, and professional responsiveness4:49 — How preparation helps coaches face fear6:25 — Using scripts in high-stakes conversations8:01 — What happens when a coach goes off script8:47 — A practical standard for scripting feedback conversations9:37 — Resources and closing Show Notes **Host:** Gene Tavernetti**Featured idea:** Script coaching conversations with the same intentionality teachers bring to well-planned lessons.**Gene’s books:** *Teach Fast, Focus Adaptable Structure Teaching* and *Maximizing the Impact of Coaching Cycles***Website:** TESS Consulting Group**BlueSky:** @gtavarnetti**X/Twitter:** @gtavarnetti**BE Podcast Network:** bepodcastnetwork.com About Better Teaching Better Teaching is hosted by Gene Tavernetti and focuses on practical ideas for teachers, instructional coaches, administrators, and everyone who supports better work in classrooms—no clichés, no buzzwords, only stuff that works. Added/created/modified by Codex on 2026.09.14 17:27 PT on ombee This podcast sponsored by: The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here.

Summary What does effective literacy intervention look like for students in middle and high school? Faith Howard returns to Better Teaching: Only Stuff That Works to explain how she built Literacy Lab, a 6–12 intervention model that combines the science of reading with age-appropriate, grade-level texts. Faith shares how a glorified study hall became a focused literacy intervention, why secondary educators need practical support in teaching foundational reading skills, and how schools can build sustainable literacy capacity instead of depending on one-time professional development. She also explains why teachers—not computer programs—teach kids, and how decoding, morphology, vocabulary, and rich novels can work together for adolescent readers. Faith Howard is an adolescent-literacy leader and educational consultant with 17 years of experience in education. She has taught middle and high school English language arts, coached ELA and social studies teachers, served as a director of curriculum and instruction, and worked as a literacy specialist. Chapters 00:00 — Meet Faith Howard and the case for adolescent literacy01:48 — Why the original intervention model was not working03:50 — Faith’s self-study in the science of reading05:02 — Building Literacy Lab with foundational skills and grade-level texts05:58 — Why teachers teach kids, not programs08:11 — Making structured literacy meaningful for teenagers10:39 — What “teen-friendly” literacy intervention really means12:40 — Decoding, morphology, vocabulary, and complex texts14:04 — What secondary teachers need from literacy support17:27 — Demystifying the science of reading through modeling21:11 — A sustainable sequence for schoolwide literacy improvement24:16 — From professional development to practice and follow-through44:49 — Building local capacity and letting the work speak for itself46:36 — Gene’s closing messageShow Notes Faith’s work focuses on students who have been overlooked or left behind by unsuccessful literacy interventions. Literacy Lab brings explicit foundational-skills instruction into a teen-friendly setting, pairing work with multisyllabic words, morphology, decoding, and vocabulary with thought-provoking, grade-level books. In this conversation, Faith and Gene discuss: How students can be misidentified for intervention when schools do not examine the root causes of academic difficultyWhy secondary teachers are often expected to address reading gaps without having been trained to teach readingThe limits of relying on computer-based programs without an in-person connectionHow to adapt foundational reading routines for older students without giving them childish contentWhy adolescents need both explicit instruction and meaningful, challenging textsHow Faith supports districts through modeling, planning, coaching, and follow-throughWhy lasting change requires school leaders and teachers to build capacity togetherLearn more about Faith Howard and Literacy Lab: Website: literacylabwithfaith.comFacebook: Literacy Lab with FaithSubstack: litlabwithfaith.substack.comYouTube: Science of Reading ClassroomEmail: [email protected] also highlights the Wyoming Science of Teaching and Learning Collaborative Conference, taking place October 10 in Cody, Wyoming. Better Teaching is hosted by Gene Tavernetti. Find more practical conversations about teaching and learning at tesscg.com. This podcast sponsored by: The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here.

Summary What should every new teacher know before they are asked to improvise, differentiate, or innovate? Gene Tavernetti argues that one of the most important foundations is fluency in explicit instruction—not just hearing about it in professional development, but learning to design it, deliver it, practice it, and receive feedback until the work becomes automatic. Gene explains why that fluency matters in real classrooms: it reduces the number of decisions teachers have to make, gives them a reliable baseline for accommodations and modifications, helps schools eliminate instructional variables before moving students into intervention, sharpens their ability to evaluate purchased or AI-generated materials, and creates a common language for collaboration. The goal is not to make every lesson look the same; it is to give teachers a strong instructional foundation from which they can adapt intelligently. Chapters 0:00 — Better Teaching introduction0:41 — What new teachers need to know1:52 — Why training and coaching matter3:10 — Reason 1: Build fluency and automaticity5:19 — Reason 2: Create a baseline for accommodations6:22 — Reason 3: Eliminate instructional variables8:02 — Reason 4: Evaluate curriculum and AI-generated lessons10:08 — Reason 5: Build a common professional language12:31 — Explicit instruction is a foundation, not a restriction14:55 — Better Teaching outroShow Notes Gene Tavernetti helps educators strengthen explicit instruction, lesson design, and instructional coaching.Gene’s website: tesscg.comGene’s books include Teach Fast, Focus, Adaptable Structured Teaching and Maximizing the Impact of Coaching Cycles.Follow Gene on Bluesky and X: @gtavernetti This podcast sponsored by: The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here.

Summary Glenn Whitman is a distinguished educator who has worked with schools around the world to support schools and teachers bringing evidence practices to their classrooms. In this episode Glenn talks about his own school’s journey to becoming an evidence-based teaching institution, his continued role in that journey, and how his school supports schools around the world who also want to become evidence-based through The Center for Transformative Teaching. Episode Links Website: Home - The Center for Transformative Teaching and LearningGlenn's Email: [email protected] This podcast sponsored by: The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here.

Summary Kate Meyers and Nicole Davis, AKA Two Maine Teachers and authors the EduProtocol Field Guide: AI Literacy Edition, discuss AI, AI in schools, AI for teachers, and AI for literacy for students. Show Notes LinkedIn: two-maine-teachersFacebook: FacebookWebsite: twomaineteachers.comBook: The EduProtocol Field Guide AI Literacy Edition This podcast sponsored by: The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here.

In this episode, I talk about how to get a faster and more effective start to coaching this year.  This podcast sponsored by: The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here.

Everyone says one of the most effective ways to teach new content is by using explicit instruction. But fewer teachers than you might think can deliver an effective explicit instruction lesson. Dr. Tavernetti wrote Teach FAST to help remedy that situation and help guide teachers to more effective explicit instruction lesson. In this episode Gene lists and explains the differences between this book and other books on explicit instruction. Andrew Bixler, a friend and colleague of Gene Tavernetti, turns the tables and interviews Gene about his book Teach FAST: Focused Adaptable Structured Teaching. Get Teach FAST here. This podcast sponsored by: The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here.

Beth Hawks talks about her new book, Show Your Work: Teaching Smarter with the Science of Learning as well as her professional path to the Science of Learning and how she utilized it in her teaching. This podcast sponsored by: The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here.

In this episode Alison Rini, founder of Star Lab school in Sarasota, Florida, describes her journey in education and how her vision of a microschool became a reality. After 25 years of teaching and leading public, private, and charter schools, Alison Rini left the school system and designed a microschool called Star Lab. In order to bring the vision to reality, Alison received a fellowship from The Drexel Fund, providing support and training to design an outstanding educational program accessible to low-income families. Alison is passionate about brain science, learning principles, and human flourishing. She intentionally set Star Lab in a low-income zip code of Sarasota to test the assumption that 95% of children can learn to read given proper instruction. Star Lab is entering its third year of operation, growing from 5 students in its first year, to 20 students last year, to 50 students for the school year starting this August. Many of the students who come to Star Lab have had struggles in their previous placements, and Alison’s goal is to prove that children growing up in public housing can achieve at the highest levels when school is designed around how children actually learn. Alison has three degrees from Columbia University in Neuroscience, Curriculum, and Leadership, but she has learned the most in the past few years of her school design journey. X/Twitter: @Educ8Liber8 LinkedIn:  @AlisonRiniStarLab Facebook: @StarLabSRQ Instagram: @StarLabSRQ Star Lab donation page: https://www.starlab.world/donate.html This podcast sponsored by: The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here.

This is latest in our series of Thinking Out Loud. In this episode Zach Grosell and I talk about your year in consulting and a plethora of other topics. Links:Just Tell Them: The Power of Explanations and Explicit Teaching Maximizing the Impact of Coaching Cycles This podcast sponsored by: The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here.