Mr. Clarke After Dark
Welcome to the “Mr. Clarke After Dark” podcast with host Lucas Clarke, an educator determined to move away from recycled professional development and engage in more nuanced, personable, and relevant conversations for learning.
Each week, Mr. Clarke unpacks the inner workings of the classroom and learns out loud with educators, politicians, comedians, and other field experts of all shapes, sizes, and burnout levels. Whether they have been in the trenches of their profession for five months or fifty years, we are here to share everything from classroom hacks, our worst mistakes, and the occasional profound musing (from the guests). From conversations about race with Daryl Davis, education reform with Jennifer Gonzalez, global educational development with professors from the World Bank, to stories about students farting in class, there will always be something you can take away from the show, for better or worse.
So, come on over and join the dark side ... unless you’re scared.
Mr. Clarke After Dark
#101 - Mr. Clarke | Top Takeaways From One Hundred Episodes
Teachers need to put themselves out there more. Teachers hide their expertise behind their classroom door because we have constantly been told nobody knows what they are doing and everyone feels too scared to share what they know.
Baptism by fire leaves everyone even more vulnerable to imposter syndrome and about imposter syndrome that actually holds you back.
New Teachers should actually be involved in everything even though this time is unpaid, and this is where low starting salaries hurt and scheduling them into classes nobody wants to teach is a mistake.
You can feel the energy of a school the moment you walk in, and your gut instinct is usually correct. There are better schools than others, and there are some teachers you should model more than others, and this does not have to be a bad thing.
Emotional Contagion - Almost everyone hates the staff room even if they go there to eat their lunch. It also really only takes a couple to poison the bunch.
Private schools are having the same issues as public schools when it comes to literacy and numeracy ‘scores’ and often seek to hire international educators to accommodate alternative schedules.
Teachers love learning but do not like being talked down to in PD sessions from those who do not teach or have turned their niche idea into something that works outside of the classroom.
There is no definition of what a “fully funded” education system looks like in education and this additional uncertainty is holding us back.
Standardization needs to mean something to be effective but students will find loopholes with everything we do.
Neuroscience learning has stalled and what is routinely available is not working. Again, this is not a bad thing, but it feels true the more educators I speak with. Things such as Polyvagal theory, beating burnout through self-care, etc. fall on empty ears because it has now been around for the past five years in a higher capacity but nobody feels like anything has really changed.
Teachers do not want others to know they use AI because it makes them appear lazy. Even if it is more effective, we need to tell others that we are ‘drowning’ or ‘have so much marking to do’ even if we genuinely feel pretty good about how things are going with our workload at that particular time.
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Thoughts shared on the podcast are purely our own and do not represent the views of the Anglophone South School District or the relevant jurisdictions associated with my guests.
