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Archive for December, 2025

My “Top 3” List for 2025

Posted in Change, Personalized Learning, Professional Development, SD45, tagged , , on December 22, 2025| 4 Comments »

Here we are again. A final post for calendar year 16 on Culture of Yes.

As I close out another year, I find myself in an unexpected place. This was the easiest year of writing in the 16 years I’ve been doing this. Not because the topics were simple or the world less complicated, but because I found myself needing to write. It never felt like a chore. In a year where it would be easy to drown in bad news and uncertainty, I chose optimism. I chose curiosity. I chose to keep saying yes. And if I go back to my word for the year – I chose to thrive.

If you are wondering what you might have missed, here are the previous years Top 3 lists: 2024 (here) 2023 (here) 2022 (here) 2021 (here) 2020 (here) 2019 (here) 2018 (here) 2017 (here) 2016 (here) 2015 (here) 2014 (here) 2013 (here) 2012 (here), 2011 (here) and 2010 (here)

You know the format by now. Grab your beverage of choice and join me as I look back on what made 2025 special.

Top 3 “Culture of Yes” Blog Posts which have generated the most traffic this year:

These three posts represent so much of what I think about in my work. All Means All is at the core of everything we do in West Vancouver. It is not a slogan; it is a commitment. The graduation post has become a fairly regular share, and it forces me to think about what really matters for young people heading out into the world. And the AI post speaks to a tension I keep exploring: how technology might actually help us be more human, not less. I wrote a lot on AI this year, and it was interesting to see the most popular post was one about AI leading to less technology use.

Top 3 Blog Posts That Were My Personal Favourites:

The posts that mean the most to me are often the more personal ones. Writing about Paul Simon let me explore a relationship with music that has spanned more than 40 years. The mentors piece was hard to write but necessary as I am beginning to feel my age in this work. And the Blue Jays post reminded me why I love using sports as a lens to think about learning and life. That was quite the run for the Jays!

Top 3 Shifts in BC Education in 2025:

  • The focus on 0 to 5 and the ongoing integration of childcare and K-12 as one system
  • A renewed emphasis on early literacy and knowing where our young learners are so we can adjust quickly and nimbly
  • A steadiness that allowed the work to get done

I want to dwell on that third one for a moment. There was not a lot of drama in BC education this year. And that is a good thing. When the system is steady, educators can focus on what matters most: the students in front of them. I look at other jurisdictions across North America and they seem constantly distracted from the business of learning. Steadiness does not make headlines, but it makes a difference.

Top 3 Questions I’m Carrying Into 2026:

  • What do we need to stop doing so we can focus on what truly matters?
  • How do we prepare students for an AI-shaped future without losing our humanity?
  • What does leadership look like when certainty is no longer available?

As I wrote in my June post on the power of questions (here), I’m increasingly convinced that progress in education doesn’t come from having better answers, but from asking better questions. These three will quietly shape my thinking, decisions, and conversations as I step into 2026.

Top 3 Things I Was Wrong About:

  • I thought ethical discussions on AI would be more mainstream by now
  • I never thought Canada would come down with Blue Jays fever
  • I did not see my own writing renaissance coming

On AI ethics, I expected 2025 to be the year we would see more public conversation about the big questions. What does this mean for work? For creativity? For what it means to be human? Those conversations are happening, but not at the scale I anticipated. Maybe 2026.

The Blue Jays World Series excitement this year caught me completely off guard. I wrote about it, and it connected with people in ways I did not expect. There is something about baseball that still captures the imagination.

And the writing renaissance? I genuinely did not see it coming. After nearly 500 posts, I thought the well might be running dry. Instead, this year I found more to say than ever. I needed to write. That was a gift.

Top 3 Things I Am Getting Worse At As I Age:

  • Public speaking
  • Seeing stuff
  • Connecting with new staff

This is a new category, and I think an important one. Humility matters.

Public speaking used to feel effortless. Now I feel the rust. I am not as smooth as I was 20 years ago, and I notice it.  I am conscious now that I am not as good as I once was.  My glasses have become a constant companion, though I am still fighting that battle.  Far too often I am using my phone to take a photo of text to enlarge and read.   And connecting with new teachers who are younger than my own children? I can feel my age in those conversations sometimes. It takes more intentionality than it used to. Speaking and connecting are definitely two areas I can work on in 2026.

Top 3 AI Tools for Education (The Migration to the Big Players):

  • ChatGPT
  • Claude
  • Gemini and CoPilot (tied for third)

Last year I wrote about niche AI tools. This year I find myself using fewer specialized tools and relying more on the big players. Co-Pilot, Claude, Gemini, and ChatGPT have become my core toolkit. They are more powerful, more integrated, and constantly improving. The niche tools still have their place, but the migration to the majors has been real for me this year.

Top 3 Presentations That Pushed My Thinking:

  • Speaking to teachers in Beijing
  • Sharing AI thinking with Safe Schools Coordinators
  • Let’s Talk Science

The Beijing presentation stays with me. Their issues are our issues. The questions teachers ask in China about AI, about engagement, about preparing students for an uncertain future are the same questions we wrestle with here. It was a powerful reminder that education’s challenges are global.

Safe Schools Coordinators pushed me to see AI from a different perspective. When you talk about AI with people focused on safety, you think differently about risks and responsibilities.

And my Let’s Talk Science presentation late in the year forced me to take stock of where West Vancouver is right now. Sometimes you need an external audience to clarify your own thinking.

Top 3 Authors Who Pushed My Thinking in 2025:

  • Yong Zhao
  • Peter Diamandis
  • Adam Grant 

Yong Zhao continues to challenge my assumptions about what education could be. I got a look at a new book (here) he has coming out in 2026, and he is pushing again!  Peter Diamandis (here) got me thinking about longevity, which connects to so much of how I approach my own health and habits. And Adam Grant? He pushes my thinking (here) even when I push back. That is what good authors do.

Top 3 AI Connections I Always Recommend:

If you want to follow smart people thinking carefully about AI in education, start with these four. They are generous with their ideas and always worth reading.

Top 3 Blogs I Never Miss (Even After All These Years):

The edu blogosphere is not what it was in 2011 to 2014, but these passionate educators keep writing, and I keep reading. There is something to be said for people who have been at this for years and still find things worth saying. They inspire me to keep going. 

Top 3 Concerts I Saw This Year:

  • Paul Simon (multiple locations)
  • Andy Grammer
  • AC/DC

Paul Simon is not really retired yet, and I am grateful for every chance to see him. I have written about what his music means to me, and those concerts remain a highlight of any year. Andy Grammer brought pure joy. And AC/DC? Sometimes you just need to rock.

Top 3 Travel Moments of the Year:

  • 25th Wedding Anniversary at Niagara Falls
  • Running the 45th Anniversary Terry Fox Run on Confederation Bridge with my two sons
  • The VK Basketball Summer Circuit (Phoenix, LA, Montreal, Las Vegas, Chicago)

Yes, Niagara Falls for a 25th anniversary is a cliché. I do not care. It was great.

The Terry Fox Run from New Brunswick to PEI with 10,000 people on the Confederation Bridge with my sons will stay with me forever. There is something about running alongside your children for a cause that matters that defies easy description.

And the VK Basketball Circuit hit year 10 this summer. Phoenix, LA, Montreal, Las Vegas, Chicago. One more summer left with a playing age daughter. I am not taking it for granted. For the last 10 years I have spent my summers with amazing young athletes and coaches who are some of my very best friends.  It is so much fun!

Top 3 Social Media Follows That Keep Me Focused:

These three help me stay disciplined. Discipline is key. In a world of endless distraction, I need voices that remind me to do the work.

Top 3 Things I Tried To Do More Of This Year:

  • Say no to stuff that was not something I was passionate about
  • Say yes to AI and athletics, two areas where I think I can really add value
  • Be a better mentor and reach out more to colleagues I think I can assist

Saying no is hard for someone who writes a blog called Culture of Yes. But saying no to the wrong things creates space to say yes to the right ones. I need to still cull some things I do from my professional life that are time and energy drags and add little value.   AI and athletics are where I can contribute most right now. And mentorship? I want to be for others what my mentors were for me.

Top 3 Daily Streaks I Still Have Going:

  • Running 5 outdoor km a day (just passed 1,800 days, looking forward to 2,000 on July 9, 2026)
  • 10,000 steps a day (now at 12 years)
  • Daily photo posting to Instagram (January 1st will be 10 years)

The streaks continue. They are about discipline and consistency, qualities I believe are in short supply and more important than ever. The running streak crossing 1,800 days feels significant. 2,000 is on the horizon.

Top 3 Artists for Me According to Spotify This Year:

  • Paul Simon
  • Simon and Garfunkel
  • The Beatles

Not much to see here. For all the things that change in the world, my music tastes are not one of them. I am still my parents’ musical loves.  Spotify gives you an age based on my music – I came in at 73 years old.

Top 3 Photos From This Past Year That Make Me Smile:

With Nick and Zack on the Confederation Bridge

Paul Simon at the Massey Hall in Toronto

Learning alongside K students at West Bay Elementary School

I could easily pick so many others. I love going through my photos from each day to look back on the year. A collection of work, family, and friends. Scrolling through them will always make me smile.

Final Thoughts

As I wrap up my reflections on 2025, I keep coming back to the word that has guided this blog from the beginning: yes.

Yes to curiosity. Yes to optimism. Yes to the belief that education can be better and that the people in it are working hard to make it so.

This year brought me a writing renaissance I did not expect. It reminded me that even after 30 years in education, there is still so much to learn, so much to say, and so much to be excited about.

Early in the new year, I will hit a milestone: 500 posts on Culture of Yes. I did not know when I started this blog that it would become such a constant in my life. But here we are, and I am grateful.

To all of you who have read, shared, and engaged with these posts throughout the year: thank you. Your reflections, challenges, and encouragement fuel my writing and inspire my thinking.

Here is to stepping into 2026 with the same energy, passion, and hope that have carried us through this year. Here is to staying curious as I finish my 30th year in education.

Happy holidays, and see you in the new year.

The image at the top of this post was generated through AI.  Various AI tools were used as feedback helpers (for our students this post would be a Yellow assignment – see link to explanation chart) as I edited and refined my thinking.

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The Tutoring Revolution We Did Not See Coming

Posted in Change, Technology, tagged , , , , on December 15, 2025| 2 Comments »

For years, there has been a quiet understanding in many high schools that success in certain courses, especially senior math and sciences, required something extra. Not more effort or better attendance, but a tutor. Parents would trade recommendations, students would quietly admit they needed one, and tutoring centres would advertise that “everyone needs help.” In some, especially affluent communities, paid tutors became part of the culture, almost an unspoken prerequisite to keeping up.

That world may be coming to an end.

AI has entered the tutoring business, and it does not take nights or weekends off. For the first time, students have access to personalized, immediate feedback and explanations any time they need it. They can ask follow up questions without embarrassment, get alternative explanations and have complex problems broken into smaller steps. All of this is available for free, or for the price of a phone app. The model that tutoring companies built around scarcity and exclusivity is being replaced by abundance and accessibility.

It is not only about convenience. Tools like ChatGPT, Claude, and Magic School AI can act as math coaches, writing mentors and language partners. They remember the work, adapt to a student’s level, and adjust explanations when the learner gets stuck. The value proposition that human tutors once held, personalization, is becoming a default feature of modern AI systems.

Just last week, one of our Grade 12 students shared how she had been struggling with integration by parts in calculus. Instead of waiting for a weekly tutoring session, she worked through problems with an AI tutor at 11 p.m., asking it to explain the same concept three different ways until it clicked. “It never got frustrated when I asked the same question again,” she said. “And I could be honest about what I did not understand.”

When I first started drafting this piece, I was ready to declare the end of the tutoring era. The evidence seemed clear. The assumption that you need a tutor to survive Pre Calculus is being upended. For many students, the AI sitting quietly on their laptop or phone now fills that role, often better and more patiently than the Saturday morning sessions they once dreaded.

Then I started reading the research. And my thinking got more complicated.

What the Research Actually Shows

The October 2025 edition of AASA’s School Administrator magazine dedicates significant space to the state of tutoring in American schools. AASA is an American based organization, but the questions it raises cross borders easily. The tension between equitable access and quality instruction, the challenge of sustaining initiatives beyond initial funding, the promise and limits of technology in supporting learners: these are Canadian conversations too. The research may come from Texas and Massachusetts, but it speaks directly to what we are wrestling with in British Columbia and across the country.

Liz Cohen, in her article drawing from her book The Future of Tutoring: Lessons from 10,000 School District Tutoring Initiatives, documents an unprecedented expansion. Within a year of the pandemic’s onset, 10,000 U.S. school districts were offering some form of tutoring after years of almost none. By May 2024, 46 percent of public schools reported providing high dosage tutoring, and just 13 percent said they offered no tutoring at all.

Research from the Johns Hopkins Center for Research and Reform in Education, featured in this issue, offers evidence that virtual tutoring with human tutors can produce meaningful results. Grade one students assigned to Air Reading, a structured virtual tutoring program, four times a week for a semester gained nearly 1.6 additional months of learning. Those who attended at least 40 sessions saw even greater progress.

But here is the tension that caught my attention: the research consistently shows that the most effective tutoring models still rely on human tutors. Studies on AI tutoring directly with students remain in early stages, and even the most promising work positions AI as supporting human tutors rather than replacing them

I had to sit with that for a while.

The Hybrid That Works

One case study which helped my framing was learning about the work happening in Ector County ISD in Texas. In partnership with Stanford University, they developed something called Tutor CoPilot. It uses AI not to tutor students directly, but to coach human tutors in real time, suggesting questions to ask, concepts to revisit, hints to offer.

The results are striking: students whose tutors used the AI prompts scored 14 percentage points higher than those whose tutors did not. The AI shifted tutors toward stronger pedagogy, guiding student thinking rather than simply giving away answers. And here is the part that matters most for equity: the greatest benefits went to less experienced tutors. The tool essentially democratized tutoring quality, helping novice tutors perform nearly as well as veterans.

This is not AI replacing humans. This is AI and humans amplifying each other.

What AI Cannot Yet Do

Cohen’s research surfaces something that pure AI cannot yet replicate. The success of tutoring, she argues, is deeply rooted in human relationships. It helps young people feel they matter. It builds motivation through productive struggle in a high support, high standards environment Cohen (This podcast is also a good background on Cohen’s work).

There will still be families who seek human tutors, especially for accountability or emotional connection. Some students need the structure of showing up, the social pressure of not wanting to disappoint someone, or simply the reassurance of a person saying “you’ve got this.” AI has not yet mastered the art of knowing when a student needs a break, a pep talk, or someone to believe in them.

The question is whether it will, and how soon.

The New Digital Divide

For schools, this raises urgent questions. Do we teach students how to use AI tutors effectively? How do we ensure that all students, not only the digitally confident, benefit from these new tools?

The digital divide is no longer just about device access. It is also about knowing how to prompt effectively, when to question an AI response, and how to use these tools for learning rather than answer getting. A student with strong digital literacy might turn ChatGPT into a Socratic tutor. Another might never get past using it as a homework completion machine. If we are not careful, digital confidence becomes the new proxy for privilege, only with different packaging.

There is another issue to face. If every student has a tutor at all hours, what does authentic assessment look like? How do we measure understanding when the line between getting help and getting answers is blurred? This is not a reason to resist change. It is a reason to rethink what we are measuring and why.

What I Got Wrong, and What I Got Right

The shift is cultural as much as it is technological. For years, tutoring companies helped reinforce the idea that school alone was not enough. Now, AI is challenging that notion and putting powerful learning tools directly in the hands of students. I was right about that.

But the real revolution may not be the end of tutoring. It may be its transformation.

This changes the teacher’s role as well. When information delivery and step by step support are available on demand, teachers become something more valuable. They become learning architects who design rich tasks. They become coaches who know when to push and when to support. They become mentors who help students navigate not only content, but the process of learning itself. The human element does not disappear. It becomes more essential, only with a different focus.

We may soon look back on the tutoring era the way we look at encyclopedias and phone books. Useful for their time, but unnecessary once the world changed. Or we may find that the future looks more like Ector County: AI and humans working together, each amplifying what the other does best.

Maybe what we should have wanted all along was not a system where extra help was a luxury, but one where every student has access to the support they need, when they need it, in the form that works best for them. Whether that form is human, AI, or some combination we have not yet imagined.

The question is not whether this change is coming. The question is whether we will shape it with intention, or let it happen to us.

Thanks to Liz Hill and Andrew Holland with whom I had recent conversations that helped inspire this post.

 

The image at the top of this post was generated through AI.  Various AI tools were used as feedback helpers (for our students this post would be a Yellow assignment – see link to explanation chart) as I edited and refined my thinking

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What a Changing Profession Is Trying to Tell Us

Posted in Change, tagged , , , , on December 1, 2025| 12 Comments »

There is a shift happening in our schools, and you can feel it.

You see it in the staffroom, in the parking lot, in the subtle ways younger teachers talk about their work. They draw clearer lines between school and home, speaking about boundaries and balance with an ease that still makes some of us older educators pause.

This is not about fault or nostalgia or about who is right and who is wrong. It is about understanding what is changing, what matters most and what might be at risk.

And I will admit it. Sometimes I catch myself thinking, when I started, that is not how it worked. I remember the pride I felt walking to my car after dark, convinced that more hours meant more impact.

But I am not advocating for a return to unhealthy expectations or performative exhaustion. That model burned plenty of people out. What I am wrestling with is simpler. Schools run on human connection, and connection takes time.

The Side Hustle Conversation

Last week, a teacher told me about a small online business they run in the evenings. They spoke with real enthusiasm about the creativity it offers, the extra income and the sense of fulfillment it brings.

My first instinct was to wonder why not channel that energy into coaching a team or running a club.

But then they said something that stayed with me. “This way, I can give my best to my students during the day and still have something that is mine.”

At a recent meeting, a principal named something many of us have quietly noticed. “Culture is built in the building, so if you are racing out at three o’clock, you are not part of it.”

That line lands differently depending on who hears it, but it surfaces an important truth about how culture actually forms.

School culture has always lived in the informal moments. The spontaneous problem solving. The hallway conversations. The shared laughs. The collective exhaustion that somehow turns into shared purpose. When more teachers leave the building right at dismissal, focused on side businesses or evening commitments, what happens to the culture we spent decades building?

And yet, I need to say this clearly.

I know phenomenal early career teachers who are all in. They coach, advise clubs, run events and show up for everything. They remind me that this is not simply generational. It is cultural, contextual and deeply personal.

A Continental Conversation

Across North America, the story feels remarkably consistent.

A superintendent in Ontario tells me it is getting harder to find coaches. A principal in Oregon now hires community members to run the drama program. A colleague in Manitoba describes newer teachers with firm boundaries and veteran teachers carrying more extracurricular load.  This is not a West Vancouver story. It is a profession-wide renegotiation of expectations.

The Apprenticeship Question

Gary Vaynerchuk once said, “If I told you that in fifteen years you would have the perfect life, and all you had to do was work fifteen hours a day for the next ten years, all of you would do it.”

When I think about teaching, it resonates.

Those of us who put in sixty or seventy hour weeks early on were not just completing tasks. We were learning.

Every basketball practice taught me about motivation.
Every extra help study session revealed different dimensions of students.
Every late night planning session became an impromptu masterclass.

And here is where it becomes complicated.

I see early career teachers embracing this model as well. They coach, volunteer and pour themselves into the work. But many of them tell me they feel alone in this approach, swimming against colleagues who view the profession through a different lens.

The Core Question

The question I keep circling back to is this.

If school culture is built in the cracks of the day, what happens when fewer people are in those cracks?

A New Definition of Commitment

These teachers came of age during a different time. COVID did not reshape schooling in the same way it reshaped other sectors, but it reshaped the idea of sustainable work.

Many began their careers when health, boundaries and flexibility were survival strategies. They do not equate hours with impact. They believe good teaching comes from energy and authenticity, not exhaustion.

And boundaries existed twenty years ago as well. The difference now is scale and norm.

Research reinforces this shift. Early career teachers report high stress but also strong boundary setting and wellbeing strategies. Across professions, work life balance has become a top factor when choosing an employer.

Still, I wonder.

When a teacher has a thriving side business, is it smart financial planning or divided attention? When professional development sessions are filled mainly with administrators and not teachers, what does that say about our shared investment in growth.

The Extracurricular Equation

Across districts, extracurricular programs increasingly rely on veteran teachers, administrators and community members. To be fair, many early career teachers are coaching teams, running robotics clubs and leading social justice initiatives. They challenge the stereotype.

But the broader trend is difficult to ignore.

Digital mentoring and global collaboration fill some gaps through Pinterest, TikTok, Instagram and AI tools. A week of differentiated materials can be created in minutes. But learning from the teacher down the hall, seeing how they run a class or recover from mistakes, cannot be replaced by an algorithm. When professional learning becomes screen based and individualized, do we lose the wisdom that has always defined strong schools.

I cannot shake the feeling that something special happens in those after school hours.

Quiet students find their voice on the debate team. Students who struggle academically become leaders on the basketball court. Conversations on the bus ride home from a tournament sometimes matter more than any lesson.

The Community Contract

As a parent of four, I know this from another angle.

My kids grew because other teachers gave their evenings to them. Student council advisers. Coaches. Club sponsors. Teachers who ran practices before sunrise.

One teacher spent every weekend in the gym running basketball practice. My daughter still talks about her years later.

This has always been the unwritten contract of a strong school community.
We support each other’s children.

And that contract has always run on goodwill, extra time and a belief that teaching extends beyond the bell.

As parents, we want our children to be taught well — but we also want them to be known, coached, mentored and challenged. Those moments often happen after 3 pm and we can’t afford to lose them.

The world has changed. We now tell people their time has value, that boundaries are healthy and that self care is not selfish. The tension between those messages and the long standing tradition of teacher volunteerism is real and growing.

The Global Staffroom

Early career teachers build their practice differently. They have always had a global staffroom in their pocket. It is efficient and sparks creativity. But when I see a teacher scrolling TikTok for classroom management tips instead of walking down the hall to ask a colleague, I wonder what context is being lost.

Algorithms cannot know your students. They cannot know your school. They cannot know you.

And yet, many teachers blend both worlds well, learning from colleagues while tapping global resources. The best teachers use technology as an addition, not a replacement.

I watched a new teacher use an AI tool to create differentiated materials for three learning levels, then spend the time she saved having one to one conversations with struggling students. Different method, same heart.

Efficiency is not the enemy. Disconnection is.

Meeting in the Middle

Leadership today means navigating these tensions thoughtfully. It means asking questions like these.

  • How do we honour both the teachers who give their evenings and those who protect them?
  • What structures create sustainability without eroding community?
  • How do we preserve what matters while adapting to what is changing?
  • How do we avoid romanticizing the past while still naming real losses?

We also need to acknowledge the realities many newer teachers face. Housing costs and student debt make side hustles less of a choice and more of a necessity.

The truth is that we probably need both approaches.

Perhaps the healthiest schools will have a mix. Enough builders to sustain the culture. Enough boundaried teachers to model sustainability.

But balance requires intention. It requires honesty about what we value, what we are willing to compensate and what we can no longer expect from goodwill alone.

So here is the forward looking question I cannot shake. If we want to keep the community building work that has always relied on volunteer time, what would it look like to value it differently? To structure it. To support it.

Supporting All Teachers

My inbox tells a story. Workshops on boundaries, resilience and wellbeing. What once felt indulgent now feels essential.

Veteran teachers are setting boundaries too. They are exploring passions outside of school and saying no to committees they once would have led. Perhaps we are all rethinking what a sustainable career looks like.

Maybe this new balance is healthier. Maybe the old model looked noble while quietly burning people out.

A Final Reflection

Every profession undergoes generational renegotiation. Teaching is simply facing its moment now.

After nearly thirty years, I know that some of my most meaningful work happened after hours.

  • The student who finally opened up during an evening study session.
  • The colleague who became a mentor at six o’clock at night.
  • The breakthrough that came not in a meeting but in a tired conversation after the building emptied.

Maybe this new generation will show that clearer boundaries can produce longevity and great teaching. Maybe they will prove that sustainability creates impact. Or maybe we will discover that something essential is lost when fewer people stay for the unscripted moments.

What worries me is not the change itself but our reluctance to name what it might cost.
If we cannot talk honestly about tradeoffs, we cannot choose intentionally what to preserve and what to evolve.

I am trying to stay curious rather than critical.

The question is not whether boundaries are right or wrong. It is whether we are clear eyed about what we gain and what we give up. Because education has always been about more than what happens between the bells. It has always been about what happens between people. And people need time together to become a community.

The profession is changing. The building feels different than it did twenty years ago. Whether that difference strengthens or diminishes what we do remains an open question.

Maybe the next step is simply conversation. A staffroom conversation. A parent conversation. A leadership conversation.

If we want to protect what is best about our schools, we need to talk honestly about what we want to keep, what we can rethink and how we can support the people who make it all possible.

What I know for certain is that great teaching, in whatever shape it takes, still changes lives. And that is the part worth protecting.

 

The image at the top of this post was generated through AI.  Various AI tools were used as feedback helpers (for our students this post would be a Yellow assignment – see link to explanation chart) as I edited and refined my thinking.

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