Flexibility makes room for individual differences: in needs, in motivations, in life circumstances, in backgrounds. Consistency makes sure we provide a guaranteed degree of quality, based on the best we know right now from research in teaching and learning. When you give teachers or students too much flexibility, you end up with a broad spectrum […]
Let’s Make Teaching Better.
Dave Stuart Jr. is a husband, father, and high school teacher who writes about education. He reads extensively across the disciplines so that he can create uniquely satisfying professional development experiences for his colleagues around the world. His mission is to encourage and equip educators on the journey to long-term flourishing and professional excellence.
Professional development. (The good kind.)
If we’re going to make teaching better, we’ve got to improve professional development. I’m not the guru, but I have spent thousands of hours practicing and researching the art and science of educator-centered, high-impact PD. My hope with all of these is that they help.
And oh yeah: I’m still a teacher. I’ve never left the classroom. With 120 students on my roster each year, it’s impossible for me to detach theory from practice.
My schedule-friendly, all-online professional development courses are designed with busy educators in mind. Starting in Summer 2019, expect versions of my online courses that you can use in whole-school staff meetings.
I speak and lead education workshops for a limited number of schools and organizations around the world each year.
Books + Blog
My best-selling book, These 6 Things, has been read and cherished by secondary teachers around the world. My blog is read by over 35,000 educators each month.
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The Latest from the Blog
For the first three years of my career, I worked eighty hours per week. I didn’t know a bit of the research or much of the craft knowledge. Rich and productive relationships with students took hours of time. I won engagement and motivation through brute effort — lots of bells, whistles, and speeches. It’s not […]
When I send out my email newsletter, sometimes I get an autoresponder like this: Thank you for your email. Staff email hours are 7:45 am – 4:00 pm Monday – Friday. It is common practice to expect a three-business day window between receipt of an email and a response. This is brilliant. I know when […]
Dear colleague, As those of us stateside enter summer break, my wish is that you do the kinds of things in the next 45 days or so that strengthen your soul, engage your intellect, refresh your body, and nourish your relationships. Will we think about teaching during these days away? Of course — especially so […]
In this brief talk, Robert Pondiscio makes the case for what he calls the “57 most important words in education reform.” This would serve as an excellent refresher or discussion-starter for teams or faculties that have read or are about to read Wexler or Didau, as we did recently in our blog-based book club. I […]
One of the big things we discovered during the COVID closures of spring 2020 is that many of our students are presently motivated by carrots and sticks: credit or no credit, GPA boosts or GPA reductions, prizes or penalties, incentives or consequences. Most educators did not find this surprising. This “play the game” mentality is […]
Teachers Need Time to Learn about Using Time Well In the first year of my teaching career, like so many of my peers around the nation, I was proud of how many hours I worked. I didn’t count them, of course — I just noted with grim satisfaction when mine was the first car in […]
I’m seeing a lot on the webwaves these days about how whatever fall looks like, it needs to be relevant. If we’re going to expect students to learn something, we had better make sure it’s relevant — otherwise they won’t do it and there’s no value in them doing it. This is common thinking, and […]
Hey there, One of the central questions of my work has become this: how do we make schools both more productive and more humane? It’s a total copy of management thinker Peter Drucker’s career question. Since the beginning, I’ve started every one of my professional development sessions with a slide that says, “More learning, less […]
In a recent paper presented at the NCAPSA American Politics Meeting, researchers Nathan Kalmoe and Lilliana Mason shared findings from a nationally representative survey: 40-60% of Americans express moral disengagement with members of the political party opposed to their own. Let’s break that down. Moral disengagement is a phenomenon defined by Al Bandura and colleagues […]
Beau Larimer is a high school teacher in Bakersfield who also teaches teacher prep at college. I had the privilege of meeting Beau and his colleagues during a professional development workshop on a Saturday in January 2020. Beau created conversations like the one below for his teacher prep students during the covid closures of Spring […]
Hi there! I did a bad job mentioning this on the blog beforehand, but recently I had the pleasure of sitting down for a Zoom “coffee chat” with two of our profession’s most prolific authors: Nancy Frey and Doug Fisher. In the recorded conversation below, you can see Doug, Nancy, and I discussing things like […]
Sometimes, things pile up. A messy desk with layers of paper strewn across it A pile of books waiting to be re-shelved An inbox left unprocessed for a couple days (or weeks) That one counter where the random bits of life’s non-urgent action items collect: a shirt needing a button, a child’s toy requiring superglue […]
We like to talk about pendulum swings in education, but of all of them I’ve seen in my career, none rivals the motion of my internal pendulum during the final months of this 2019-2020 school year. Just as I think I’m getting the hang of the external and internal work of this emergency remote teaching […]
Below are two lesson anchor charts from a pair of elementary classrooms. In one classroom, the students are having a lesson on finding the main idea. In the other, they are listening to the teacher read the myth of Daedalus and Icarus. Here are my questions. Knowing that we lack all kinds of context, answer […]
When I speak or write or teach about motivation, I focus on what classroom teachers like me can control. This is a basic assumption of my work: I’m better off working at what I can affect than I am fixating on matters I don’t control. And after all, the research is clear: student motivation is […]