CRUSH SCHOOL

5644 1st Avenue South Minneapolis, MN, 55419

I blog on Brain-Based Learning, Metacognition, EdTech, and Social-Emotional Learning. I am the author of the Crush School Series of Books, which help students understand how their brains process information and learn. I also wrote The Power of Three: How to Simplify Your Life to Amplify Your Personal and Professional Success, but be warned that it's meant for adults who want to thrive and are comfortable with four letter words.

Filtering by Category: Earth Science

The Tragedy of Performance Over Learning (Act I)

April 10, 2026  /  Oskar Cymerman

Act I. Scene I. — The Staff Meeting

(The setting: A fluorescent-lit high school library, projector humming quietly, displaying a “Raising Student Achievement” slide. Teachers sit in small groups, minds somewhere between the beach and denial.)

Characters:

  • PRINCIPAL KIM, mid-40s, energetic buzzword user

  • MR. KERMODY, a sarcastic teacher nearing retirement

  • MR. FRESH, young teacher pursuing his Master’s in Educational Leadership 

  • MS. LEHIGH, data specialist overly enthusiastic about tables and graphs

PRINCIPAL KIM: Welcome back everyone! I hope you are well rested and just as excited as I am to keep making our school great for our students! Because the data is in and our reading proficiency scores went up by 1.5% and math readiness increased by 1.1%! Today is all about deep diving into the test data and planning how we can level up even more! Take us through it Ms. Lehigh!

MS. LEHIGH: Alright, team, our state’s alternative pay system, Q Comp, is once again allowing teachers to earn extra pay for increasing our standardized test scores. Earlier, our school's administrative team met and decided to set a new goal of two percent increase in math and reading. We got this!

MR. KERMODY:  Why stop there? Let’s just shoot for a hundred. Really give them a show.

MR. FRESH: Technically, two percent is realistic if we implement new strategies like targeted formative assessments and tiered intervention cycles…

MR. KERMODY (interrupting): English, please.

MS. LEHIGH: If we disaggregate the subgroups, we’ll see our biggest gap is still students in the ‘approaching proficiency’ range. If we move just twenty seven of them to ‘meets,’ we can hit the target.

MR. KERMODY: So, we’re not teaching kids. We’re moving dots on a chart. Got it.

PRINCIPAL KIM: Come on, Kermody. You know data tells our story.

MR. KERMODY: If data told our story, it’d be a tragedy.

(MR. FRESH leans forward, defensive.)

MR. FRESH: We can’t just dismiss the data. It’s how we measure success.

MR. KERMODY: And by “success,” you mean how well they can eliminate wrong answers under pressure?

PRINCIPAL KIM: Alright, alright, let’s stay positive. We’re setting a goal of two percent growth. Now get in your PLCs and make it happen people.

MR. KERMODY (under his breath): Two percent increase in bullshit, coming right up.

(The projector blinks to black. The teachers shuffle out.)

End of Act I.

I hope you enjoyed this excerpt from my upcoming book Unschooling School: Why School Sucks and How Teachers Can Do Better in a System That Won’t—scheduled for release in late August 2026.

In it, I am experimenting with narrative nonfiction and elements of playwriting such as the scene above. But most of the book is filled with strategies that make the classroom more game-changing, because we all know schools at large—for all the wrong reasons—are taking their time with that.

BOOKS & TOOLS

EQUITY Poster
EQUITY Poster
$1.50

Equity-Promoting Classroom Poster. What does EQUITY in the classroom look like?

  • Everyone has a different start and finish line

  • Quality is more important that quantity

  • Understanding that diversity makes us stronger

  • Inclusion despite beliefs, appearances, and circumstances

  • Thoughtfulness lowers barriers and reduces biases

  • Yesterday's mistakes are today's learning agenda

You can teach your students about equity and make it a daily classroom practice using this inspirational poster, which also includes images that accompany the equity description. You can discuss each letter characteristic with your students as a way of introducing your inclusive classroom and display it prominently as a reminder that diversity makes the classroom community stronger.

Introduction to Earth and Space Science - 5 Phenomenon-Based Projects
Sale
Introduction to Earth and Space Science - 5 Phenomenon-Based Projects
$10.00 $15.00

Save 2 - 3 weeks of planning time and start your Earth and Space Science school year off right using NGSS and Phenomenon Based Learning with this “Introduction to Earth and Space Science” Unit that contains 5 relevant and engaging multi-day projects.

Back 2 School Classroom Bundle of 8 Posters
Sale
Back 2 School Classroom Bundle of 8 Posters
$5.00 $8.00

8 digital, printable, size 11 x 17 classroom posters:

  1. “Welcome” in multiple languages

  2. “Hi” in multiple languages

  3. Three Equity posters

  4. Classroom Rules: Be Open, Be Kind, Have Fun

  5. “Classroom of Champs”

  6. “Kindness”

ON SALE until August 30th.

[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
$4.00

In this 50 - 70 minute, CSI-style investigation, designed for a high school Earth and Space Science classroom, students investigate a space phenomenon of kilonova. The investigation is set up so students do not know a kilonova occurred. Rather, they are given five case files on a major phenomenon that occurred in a fictional galaxy V57-1. The case files contain information they will have to interpret and research online to first understand the clues each file contains to later be able to arrive at the correct conclusion that a kilonova, caused by a collision and merging of two neutron stars has taken place.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The CSI-style approach to learning is fun, engaging, and motivating for learners, because they are called upon, thus challenged to find answers based on evidence rather than given a list of facts to study about a topic; space in this case.

When students are allowed to act as investigators, they develop skills such as analyzing evidence from various sources to understand the world and how it works. They not only hone and apply Science and Engineering Practices (SEPs), but also learn Earth and Space Science content while investigating a real-world (or real-space) phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Analyze scientific evidence to arrive at a correct conclusion about the cosmic event that occurred in a distant galaxy. Synthesize multi-messenger astronomical evidence to draw conclusions about complex cosmic phenomena.

  2. Understand the role of various astronomical instruments in space exploration.

  3. Describe different types of data collected by these instruments.

  4. Explain how element emission spectra are used to identify space objects and phenomena.

What's included:

  1. 13 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. A link to a student-only slideshow.

  4. Detailed student directions.

  5. 5 case files that contain data collected about the event for students to investigate

  6. Teacher answer key describing what conclusions students should make from each case file.

  7. Report File - guided Google Doc for students to fill out as they take note on each case file. data and generate their conclusions

  8. Student Learning and Performance Objectives

  9. Debriefing activity and key talking points

  10. Follow up discussion questions and a next day bell ringer

Anthropogenic Phenomenon Investigation
Anthropogenic Phenomenon Investigation
$3.00

Save planning time with this 3 to 4-day Earth and Space Science NGSS-aligned introductory lesson during which students learn about the Systems Approach to studying science and analyzing real world phenomena.

The lesson involves investigating an anthropogenic phenomenon and examining human influence on the four spheres (biosphere, hydrosphere, atmosphere, and geosphere).

During the investigation, students create models and use them to explain how each of the four spheres is affected in a video that educates viewers on the consequences of human actions and the interconnectedness of the Earth’s systems.

Includes 9 detailed slides (PDF and Google Slides link for editing) + detailed teacher directions (2 slides).

The project follows the guidelines set by the Next Generation Science Standards (NGSS) and guides students in using Science and Engineering Practices (SEPs), Crosscutting Concepts (CCCs), and Disciplinary Core Ideas (DCIs).

Student Learning Objectives:

  1. Describe what a Phenomenon is and give examples of Natural and Anthropogenic Phenomena.

  2. Explain how phenomena can be used to study scientific concepts.

  3. Describe the four spheres: atmosphere, hydrosphere, geosphere, and biosphere, and give examples of different matter interactions between them.

  4. Understand, explain, and apply the Systems Approach when investigating Earth and Space Science Phenomena. 

  5. Break down how a Specific Anthropogenic Phenomenon affects each of the four spheres.

[Earth Science] Terraforming Mars: The Red Planet
[Earth Science] Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge
$4.00

Are your students tired of just reading about Earth? Do they gaze longingly at the night sky, dreaming of a future beyond textbook pages? Excellent! Because today, we're not just learning about science; we're making science. We're launching them into the ultimate entrepreneurial challenge: Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge!

Forget your quaint little recycling programs. We're talking about taking a dusty, desolate rock and turning it into a vacation spot for humanity.

This isn't just a project; it's a desperate plea from the future (and a cunning way to keep them engaged). Your students will become "Terraforming Tech Startups," armed with nothing but their wits, some internet access, and a burgeoning understanding of how Earth actually works. Because, let's be honest, trying to make Mars habitable without understanding our own planet's life support systems is like trying to bake a cake without knowing what flour is.

Prepare for an explosion of creativity (hopefully not literal, on Mars or in your classroom) as they grapple with the fundamental cycles that make life possible. The competitive drive to secure that "virtual investment" (and bragging rights) will channel all their boundless energy into productive, scientific output. Just try to keep the "mad scientist" cackles to a minimum.

Student Learning and Performance Objectives:

  1. Demonstrate understanding of the Carbon, Water, Nitrogen, and Oxygen cycles.

  2. Apply your knowledge of the principles of these cycles to design an ecosystem on a different planet (e.g. Mars).

  3. Illustrate how biogeochemical cycles support life in a closed system (Earth, Mars colony, dome ecosystem etc.).

  4. Pitch your solutions to practice collaboration, critical thinking, and creative problem-solving/design.

What's included:

  1. 20 slides that introduce, explain, and guide the teacher and students

  2. Introductory popcorn reading activity

  3. Research Guide (G-doc link): Includes Note-taking space and links to reputable websites for students to use.

  4. Project timeline and detailed tasks for each day

  5. Group Roles explained in detail

  6. Detailed teacher notes on prep, main lesson, and best practices

  7. List of materials

  8. Student Learning and Performance Objectives

  9. Grading Rubric and Peer Evaluation Form

Earth Science: Create a Computer Simulation of an ESS Concept
Sale
Earth Science: Create a Computer Simulation of an ESS Concept
$2.00 $3.00

Save planning time with this introductory, 3-4 day Earth and Space Science engineering challenge in which students create a computer simulation of an Earth Science topic.

Includes 12 detailed slides (PDF and Google Slides link for editing) + detailed teacher directions (last slide) + a BONUS resource: Animation Guide for Google Slides.

The project follows the guidelines set by the Next Generation Science Standards (NGSS) and guides students in using Science and Engineering Practices (SEPs).

Student Performance and Learning Objectives:

  1. Design and create an informative computer simulation.

  2. Use computer animation to simulate a key ESS concept.

  3. Explain the key ideas of an ESS concept of your choice.

Climate Change Debate: The Earth Science Intellectual Thunderdome
Climate Change Debate: The Earth Science Intellectual Thunderdome
$4.00

In this 3- to 4-day lesson, designed for a high school Earth and Space Science classroom, student groups are assigned and investigate 4 leading solutions to the climate change crisis our planet is experiencing. Then, they are called upon to debate against each other to try to convince others that their solution is the most viable and provide counterarguments against other solutions. It’s an intellectual thunderdome in which students are encouraged to use science to attacks each others points of view on climate change but not character.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The debate-style approach to learning is engaging and motivating for learners, because they are challenged to use real evidence and their wits to outmaneuver their opposition.

Not only do they act as investigators, developing communication, collaboration, and argumentation skills but they learn about viable solutions to the climate change conundrum we all find ourselves in. They learn Earth and Space Science content while investigating and debating solutions to a real-world phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Research multiple, complex climate change solutions to discover that the world is more complicated than a single TikTok trend.

  2. Articulate scientific arguments with actual evidence.

  3. Listen to opposing viewpoints, to hone "social awareness" skills.

  4. Realize that climate change solutions are multi-faceted, messy, and require more than just good vibes.

  5. Describe and support with, not mere belief but actual evidence, the leading climate solutions proposed by, not the coven of online witches but the scientific community.

What's included:

  1. 24 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. General Lesson flow for teacher to follow to make it all seamless

  4. A short and funny “hook” to increase student buy in

  5. Detailed student directions

  6. A list (research starter pack) of links to legit, scientific websites for students to use.

  7. Group roles (team jobs) with descriptions of what each entails.

  8. 4 climate change solutions to assign to 4 different student groups

  9. Student Learning and Performance Objectives

  10. Detailed Grading Rubric to guide students and make assessment easy

  11. Debate Day introduction and format description

  12. Follow up discussion questions (reflection and debrief)

Periodic Table of Students: A Fun Back to School Chemistry Classroom Activity
Periodic Table of Students: A Fun Back to School Chemistry Classroom Activity
$3.00

Can teachers make Chemistry less stressful for students?

I am not sure about this one. After all, chemistry gets the bad rep for being hard and a lot of work. But while this may be true, teachers can help make the beginning of the school year less stressful for their students by easing into chemistry using a low pressure, high bang for their buck activity.

In this one- to two- day Back to School activity, designed for a high school Chemistry classroom, students visually share and learn various facts about each other which helps in building a supportive classroom community and, along the way, learn some chemistry lingo and facts that will come in handy later. But, psssst! Don't tell them they are unconsciously learning chemistry. Just let them have fun getting to know each other and their teacher.

Why and how does this learning strategy work?

The main idea is to begin the new school year and your chemistry class low-stress. This benefits both students and teachers as we often find getting back to doing something we are rusty on rough (translation for non-teachers: we are barely holding it together and are ten seconds from crashing out, because we are only about 50% sure we still know how to participate in society at large, let alone teach). So rather than continuously wondering about the 10,000 things that can go wrong (but never will) in the first few days of the new school year, we can combine chemistry, social-emotional learning, and classroom community-building and get to know our students a little bit before we hit them with atoms, bonding, stoichiometry, and Le Chatelier's Principle.

Student Learning and Performance Objectives:

  1. Put together a periodic table of chemistry students in our class.

  2. Create an element box for each student with their characteristics, likes, dislikes etc.

  3. Start building a classroom community.

  4. Allow students to familiarize themselves with each other by learning a few things about their classmates.

What's included:

  1. 10 slides that introduce, explain, and guide the teacher and students through this 2-day activity

  2. An element box/card template for either digital or old school use (you choose)

  3. Teacher notes explaining the purpose, teacher participation, possible extensions, and the side benefits of the activity

  4. Student Learning and Performance Objectives

  5. Materials list

  6. Detailed directions for what information students should include on their card

  7. Directions on how to assemble the classroom periodic table

  8. Follow up discussion questions

Climate Change Debate: The Earth Science Intellectual Thunderdome
Climate Change Debate: The Earth Science Intellectual Thunderdome
$4.00

In this 3- to 4-day lesson, designed for a high school Earth and Space Science classroom, student groups are assigned and investigate 4 leading solutions to the climate change crisis our planet is experiencing. Then, they are called upon to debate against each other to try to convince others that their solution is the most viable and provide counterarguments against other solutions. It’s an intellectual thunderdome in which students are encouraged to use science to attacks each others points of view on climate change but not character.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The debate-style approach to learning is engaging and motivating for learners, because they are challenged to use real evidence and their wits to outmaneuver their opposition.

Not only do they act as investigators, developing communication, collaboration, and argumentation skills but they learn about viable solutions to the climate change conundrum we all find ourselves in. They learn Earth and Space Science content while investigating and debating solutions to a real-world phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Research multiple, complex climate change solutions to discover that the world is more complicated than a single TikTok trend.

  2. Articulate scientific arguments with actual evidence.

  3. Listen to opposing viewpoints, to hone "social awareness" skills.

  4. Realize that climate change solutions are multi-faceted, messy, and require more than just good vibes.

  5. Describe and support with, not mere belief but actual evidence, the leading climate solutions proposed by, not the coven of online witches but the scientific community.

What's included:

  1. 24 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. General Lesson flow for teacher to follow to make it all seamless

  4. A short and funny “hook” to increase student buy in

  5. Detailed student directions

  6. A list (research starter pack) of links to legit, scientific websites for students to use.

  7. Group roles (team jobs) with descriptions of what each entails.

  8. 4 climate change solutions to assign to 4 different student groups

  9. Student Learning and Performance Objectives

  10. Detailed Grading Rubric to guide students and make assessment easy

  11. Debate Day introduction and format description

  12. Follow up discussion questions (reflection and debrief)

[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
$4.00

In this 50 - 70 minute, CSI-style investigation, designed for a high school Earth and Space Science classroom, students investigate a space phenomenon of kilonova. The investigation is set up so students do not know a kilonova occurred. Rather, they are given five case files on a major phenomenon that occurred in a fictional galaxy V57-1. The case files contain information they will have to interpret and research online to first understand the clues each file contains to later be able to arrive at the correct conclusion that a kilonova, caused by a collision and merging of two neutron stars has taken place.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The CSI-style approach to learning is fun, engaging, and motivating for learners, because they are called upon, thus challenged to find answers based on evidence rather than given a list of facts to study about a topic; space in this case.

When students are allowed to act as investigators, they develop skills such as analyzing evidence from various sources to understand the world and how it works. They not only hone and apply Science and Engineering Practices (SEPs), but also learn Earth and Space Science content while investigating a real-world (or real-space) phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Analyze scientific evidence to arrive at a correct conclusion about the cosmic event that occurred in a distant galaxy. Synthesize multi-messenger astronomical evidence to draw conclusions about complex cosmic phenomena.

  2. Understand the role of various astronomical instruments in space exploration.

  3. Describe different types of data collected by these instruments.

  4. Explain how element emission spectra are used to identify space objects and phenomena.

What's included:

  1. 13 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. A link to a student-only slideshow.

  4. Detailed student directions.

  5. 5 case files that contain data collected about the event for students to investigate

  6. Teacher answer key describing what conclusions students should make from each case file.

  7. Report File - guided Google Doc for students to fill out as they take note on each case file. data and generate their conclusions

  8. Student Learning and Performance Objectives

  9. Debriefing activity and key talking points

  10. Follow up discussion questions and a next day bell ringer

[Earth Science] Terraforming Mars: The Red Planet
[Earth Science] Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge
$4.00

Are your students tired of just reading about Earth? Do they gaze longingly at the night sky, dreaming of a future beyond textbook pages? Excellent! Because today, we're not just learning about science; we're making science. We're launching them into the ultimate entrepreneurial challenge: Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge!

Forget your quaint little recycling programs. We're talking about taking a dusty, desolate rock and turning it into a vacation spot for humanity.

This isn't just a project; it's a desperate plea from the future (and a cunning way to keep them engaged). Your students will become "Terraforming Tech Startups," armed with nothing but their wits, some internet access, and a burgeoning understanding of how Earth actually works. Because, let's be honest, trying to make Mars habitable without understanding our own planet's life support systems is like trying to bake a cake without knowing what flour is.

Prepare for an explosion of creativity (hopefully not literal, on Mars or in your classroom) as they grapple with the fundamental cycles that make life possible. The competitive drive to secure that "virtual investment" (and bragging rights) will channel all their boundless energy into productive, scientific output. Just try to keep the "mad scientist" cackles to a minimum.

Student Learning and Performance Objectives:

  1. Demonstrate understanding of the Carbon, Water, Nitrogen, and Oxygen cycles.

  2. Apply your knowledge of the principles of these cycles to design an ecosystem on a different planet (e.g. Mars).

  3. Illustrate how biogeochemical cycles support life in a closed system (Earth, Mars colony, dome ecosystem etc.).

  4. Pitch your solutions to practice collaboration, critical thinking, and creative problem-solving/design.

What's included:

  1. 20 slides that introduce, explain, and guide the teacher and students

  2. Introductory popcorn reading activity

  3. Research Guide (G-doc link): Includes Note-taking space and links to reputable websites for students to use.

  4. Project timeline and detailed tasks for each day

  5. Group Roles explained in detail

  6. Detailed teacher notes on prep, main lesson, and best practices

  7. List of materials

  8. Student Learning and Performance Objectives

  9. Grading Rubric and Peer Evaluation Form

Comment
categories / Science, Earth Science
tags / teaching teens, parenting teens, deeper learning, independence, lifelong learning, simplicity, skills, success skills, learning, making life easier, kids

Assume They All Have ADHD

April 09, 2026  /  Oskar Cymerman

I finally figured it out.

The holy grail of teaching.

Assume all your students have ADHD.

Before you rage, let me be explain.

I’m not trying to be flippant about or dismissive of those who live with Attention Deficit and Hyperactivity Disorder. The struggle is real: it’s extremely hard to stay focused, organized, and in control of your impulses if you have ADHD.

And it’s nearly impossible to navigate systems not designed with ADHD in mind.

This article is not about minimizing. It’s about recognizing.

Today’s classrooms are filled with students whose attention spans are shorter, whose distractions are constant, and whose learning environments must evolve to meet them where they are.

The Attention Span Reality

Whether it’s due to technology, information overload, or bad habits, staying attentive is harder for many students than ever before.

Long lectures lose them. Multi-step directions overwhelm them. Passive learning makes them bored and leaves them behind.

So instead of designing lessons for the ideal student, lets plan for the real one that sits in front of us.

Let’s assume every student needs clarity, structure, movement, and engagement to succeed.

The Benefits of Assuming Widespread ADHD

1. Shortening Attention Spans Are Acknowledged, Not Ignored.

In planning for shorter attention windows, we can naturally build in less-stressful pacing, more variety, and opportunities for students to reset their focus.

2. Universal Support

Instead of reserving accommodations for a few, we normalize strategies that help everyone: chunking tasks, using visuals, offering flexibility, and giving more frequent feedback.

3. Engagement Becomes The Priority, Not Just Compliance.

Students aren’t just expected to sit and get—they’re expected to do, interact, and think.

4. Struggling Students Stop Feeling Singled Out.

When supports for all are built into your classroom, no one is “the kid who needs extra help.” It’s just how learning happens.

Strategies That Actually Work

Talk little, Have them do A Lot

If you’re talking for more than 10 minutes straight, you’re losing students. Break instruction into short bursts and follow each with an active task—discussion, writing, problem-solving, or creation.

Better yet, try to keep your talking to the first 10 minutes. Then, let your students collaborate and create. This allows you to walk from group to group and help, probe, challenge, and give feedback.

Chunk everything

Directions, assignments, readings. Break them into smaller, manageable parts. Give one step at a time when possible.

Use Short Videos

Find or record quick 2–minute videos to teach or review key concepts. Allow students to view and revisit them at their own pace and place.

Make movement Mandatory, Not Forbidden

Stand-and-share, gallery walks, quick partner switches, or physical activity brain breaks, because even high schoolers find air punching their fears helpful. Oh, and movement resets attention.

Make Objectives and Expectations Visible

Put instructions where students can see them. Model examples. Show what success looks like instead of just talking about it.

Use timers and clear time limits

Short, defined work periods create urgency and focus and help avoid the free time-induced drifting.

Frequent check-ins over big assessments

Quick formative checks—exit tickets, polls, short reflections, quick drawings (my fave)—keep students accountable and give you real-time feedback. You can still have a big assessment at the end of the unit, while practicing for it with these low-stakes activities.

Give Them choices

Choice increases ownership. Let students pick between formats, topics, or ways to demonstrate understanding.

Normalize re-engagement

Instead of punishing distraction, build routines that help students get back on track quickly and without shame. If you’re not comfortable with call and response, play a sound or song you can condition your students to understand as a “lock in y’all” signal.

Reduce cognitive overload

This one’s big. Too often do we shut our students brains down with too much information all at once.

Simplify.

Fewer and less busy slides. Limit, separate, and replace text with images and speech. When introducing (front-loading) concepts, highlight the big idea, bottom-line the directions and point to the place they live (display or digital), stop talking, and have them figure out the supporting details through the ensuing activity.

The Big Shift

Don’t lower expectations. Remove barriers.

When we assume all students need support with attention, we stop blaming them for disengagement and start designing better learning experiences. The result isn’t just better behavior—it’s authentic participation, deeper understanding, and more equitable outcomes.

Assuming they all have ADHD isn’t a diss or diagnosis. It’s a design principle.

And it might just be the mindset shift that makes modern classrooms work.

Thanks for reading my thoughts! I hope they help you in your teaching game and bringing out the best in your students. Check out my shop if you need some science teaching help or swag.

And, if you enjoy reading my thoughts and science-based strategies, stay in touch to get updates on my upcoming book Unschooling School—scheduled for release in late August 2026.

BOOKS & TOOLS

EQUITY Poster
EQUITY Poster
$1.50

Equity-Promoting Classroom Poster. What does EQUITY in the classroom look like?

  • Everyone has a different start and finish line

  • Quality is more important that quantity

  • Understanding that diversity makes us stronger

  • Inclusion despite beliefs, appearances, and circumstances

  • Thoughtfulness lowers barriers and reduces biases

  • Yesterday's mistakes are today's learning agenda

You can teach your students about equity and make it a daily classroom practice using this inspirational poster, which also includes images that accompany the equity description. You can discuss each letter characteristic with your students as a way of introducing your inclusive classroom and display it prominently as a reminder that diversity makes the classroom community stronger.

Introduction to Earth and Space Science - 5 Phenomenon-Based Projects
Sale
Introduction to Earth and Space Science - 5 Phenomenon-Based Projects
$10.00 $15.00

Save 2 - 3 weeks of planning time and start your Earth and Space Science school year off right using NGSS and Phenomenon Based Learning with this “Introduction to Earth and Space Science” Unit that contains 5 relevant and engaging multi-day projects.

Back 2 School Classroom Bundle of 8 Posters
Sale
Back 2 School Classroom Bundle of 8 Posters
$5.00 $8.00

8 digital, printable, size 11 x 17 classroom posters:

  1. “Welcome” in multiple languages

  2. “Hi” in multiple languages

  3. Three Equity posters

  4. Classroom Rules: Be Open, Be Kind, Have Fun

  5. “Classroom of Champs”

  6. “Kindness”

ON SALE until August 30th.

[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
$4.00

In this 50 - 70 minute, CSI-style investigation, designed for a high school Earth and Space Science classroom, students investigate a space phenomenon of kilonova. The investigation is set up so students do not know a kilonova occurred. Rather, they are given five case files on a major phenomenon that occurred in a fictional galaxy V57-1. The case files contain information they will have to interpret and research online to first understand the clues each file contains to later be able to arrive at the correct conclusion that a kilonova, caused by a collision and merging of two neutron stars has taken place.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The CSI-style approach to learning is fun, engaging, and motivating for learners, because they are called upon, thus challenged to find answers based on evidence rather than given a list of facts to study about a topic; space in this case.

When students are allowed to act as investigators, they develop skills such as analyzing evidence from various sources to understand the world and how it works. They not only hone and apply Science and Engineering Practices (SEPs), but also learn Earth and Space Science content while investigating a real-world (or real-space) phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Analyze scientific evidence to arrive at a correct conclusion about the cosmic event that occurred in a distant galaxy. Synthesize multi-messenger astronomical evidence to draw conclusions about complex cosmic phenomena.

  2. Understand the role of various astronomical instruments in space exploration.

  3. Describe different types of data collected by these instruments.

  4. Explain how element emission spectra are used to identify space objects and phenomena.

What's included:

  1. 13 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. A link to a student-only slideshow.

  4. Detailed student directions.

  5. 5 case files that contain data collected about the event for students to investigate

  6. Teacher answer key describing what conclusions students should make from each case file.

  7. Report File - guided Google Doc for students to fill out as they take note on each case file. data and generate their conclusions

  8. Student Learning and Performance Objectives

  9. Debriefing activity and key talking points

  10. Follow up discussion questions and a next day bell ringer

Anthropogenic Phenomenon Investigation
Anthropogenic Phenomenon Investigation
$3.00

Save planning time with this 3 to 4-day Earth and Space Science NGSS-aligned introductory lesson during which students learn about the Systems Approach to studying science and analyzing real world phenomena.

The lesson involves investigating an anthropogenic phenomenon and examining human influence on the four spheres (biosphere, hydrosphere, atmosphere, and geosphere).

During the investigation, students create models and use them to explain how each of the four spheres is affected in a video that educates viewers on the consequences of human actions and the interconnectedness of the Earth’s systems.

Includes 9 detailed slides (PDF and Google Slides link for editing) + detailed teacher directions (2 slides).

The project follows the guidelines set by the Next Generation Science Standards (NGSS) and guides students in using Science and Engineering Practices (SEPs), Crosscutting Concepts (CCCs), and Disciplinary Core Ideas (DCIs).

Student Learning Objectives:

  1. Describe what a Phenomenon is and give examples of Natural and Anthropogenic Phenomena.

  2. Explain how phenomena can be used to study scientific concepts.

  3. Describe the four spheres: atmosphere, hydrosphere, geosphere, and biosphere, and give examples of different matter interactions between them.

  4. Understand, explain, and apply the Systems Approach when investigating Earth and Space Science Phenomena. 

  5. Break down how a Specific Anthropogenic Phenomenon affects each of the four spheres.

[Earth Science] Terraforming Mars: The Red Planet
[Earth Science] Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge
$4.00

Are your students tired of just reading about Earth? Do they gaze longingly at the night sky, dreaming of a future beyond textbook pages? Excellent! Because today, we're not just learning about science; we're making science. We're launching them into the ultimate entrepreneurial challenge: Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge!

Forget your quaint little recycling programs. We're talking about taking a dusty, desolate rock and turning it into a vacation spot for humanity.

This isn't just a project; it's a desperate plea from the future (and a cunning way to keep them engaged). Your students will become "Terraforming Tech Startups," armed with nothing but their wits, some internet access, and a burgeoning understanding of how Earth actually works. Because, let's be honest, trying to make Mars habitable without understanding our own planet's life support systems is like trying to bake a cake without knowing what flour is.

Prepare for an explosion of creativity (hopefully not literal, on Mars or in your classroom) as they grapple with the fundamental cycles that make life possible. The competitive drive to secure that "virtual investment" (and bragging rights) will channel all their boundless energy into productive, scientific output. Just try to keep the "mad scientist" cackles to a minimum.

Student Learning and Performance Objectives:

  1. Demonstrate understanding of the Carbon, Water, Nitrogen, and Oxygen cycles.

  2. Apply your knowledge of the principles of these cycles to design an ecosystem on a different planet (e.g. Mars).

  3. Illustrate how biogeochemical cycles support life in a closed system (Earth, Mars colony, dome ecosystem etc.).

  4. Pitch your solutions to practice collaboration, critical thinking, and creative problem-solving/design.

What's included:

  1. 20 slides that introduce, explain, and guide the teacher and students

  2. Introductory popcorn reading activity

  3. Research Guide (G-doc link): Includes Note-taking space and links to reputable websites for students to use.

  4. Project timeline and detailed tasks for each day

  5. Group Roles explained in detail

  6. Detailed teacher notes on prep, main lesson, and best practices

  7. List of materials

  8. Student Learning and Performance Objectives

  9. Grading Rubric and Peer Evaluation Form

Earth Science: Create a Computer Simulation of an ESS Concept
Sale
Earth Science: Create a Computer Simulation of an ESS Concept
$2.00 $3.00

Save planning time with this introductory, 3-4 day Earth and Space Science engineering challenge in which students create a computer simulation of an Earth Science topic.

Includes 12 detailed slides (PDF and Google Slides link for editing) + detailed teacher directions (last slide) + a BONUS resource: Animation Guide for Google Slides.

The project follows the guidelines set by the Next Generation Science Standards (NGSS) and guides students in using Science and Engineering Practices (SEPs).

Student Performance and Learning Objectives:

  1. Design and create an informative computer simulation.

  2. Use computer animation to simulate a key ESS concept.

  3. Explain the key ideas of an ESS concept of your choice.

Climate Change Debate: The Earth Science Intellectual Thunderdome
Climate Change Debate: The Earth Science Intellectual Thunderdome
$4.00

In this 3- to 4-day lesson, designed for a high school Earth and Space Science classroom, student groups are assigned and investigate 4 leading solutions to the climate change crisis our planet is experiencing. Then, they are called upon to debate against each other to try to convince others that their solution is the most viable and provide counterarguments against other solutions. It’s an intellectual thunderdome in which students are encouraged to use science to attacks each others points of view on climate change but not character.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The debate-style approach to learning is engaging and motivating for learners, because they are challenged to use real evidence and their wits to outmaneuver their opposition.

Not only do they act as investigators, developing communication, collaboration, and argumentation skills but they learn about viable solutions to the climate change conundrum we all find ourselves in. They learn Earth and Space Science content while investigating and debating solutions to a real-world phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Research multiple, complex climate change solutions to discover that the world is more complicated than a single TikTok trend.

  2. Articulate scientific arguments with actual evidence.

  3. Listen to opposing viewpoints, to hone "social awareness" skills.

  4. Realize that climate change solutions are multi-faceted, messy, and require more than just good vibes.

  5. Describe and support with, not mere belief but actual evidence, the leading climate solutions proposed by, not the coven of online witches but the scientific community.

What's included:

  1. 24 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. General Lesson flow for teacher to follow to make it all seamless

  4. A short and funny “hook” to increase student buy in

  5. Detailed student directions

  6. A list (research starter pack) of links to legit, scientific websites for students to use.

  7. Group roles (team jobs) with descriptions of what each entails.

  8. 4 climate change solutions to assign to 4 different student groups

  9. Student Learning and Performance Objectives

  10. Detailed Grading Rubric to guide students and make assessment easy

  11. Debate Day introduction and format description

  12. Follow up discussion questions (reflection and debrief)

Periodic Table of Students: A Fun Back to School Chemistry Classroom Activity
Periodic Table of Students: A Fun Back to School Chemistry Classroom Activity
$3.00

Can teachers make Chemistry less stressful for students?

I am not sure about this one. After all, chemistry gets the bad rep for being hard and a lot of work. But while this may be true, teachers can help make the beginning of the school year less stressful for their students by easing into chemistry using a low pressure, high bang for their buck activity.

In this one- to two- day Back to School activity, designed for a high school Chemistry classroom, students visually share and learn various facts about each other which helps in building a supportive classroom community and, along the way, learn some chemistry lingo and facts that will come in handy later. But, psssst! Don't tell them they are unconsciously learning chemistry. Just let them have fun getting to know each other and their teacher.

Why and how does this learning strategy work?

The main idea is to begin the new school year and your chemistry class low-stress. This benefits both students and teachers as we often find getting back to doing something we are rusty on rough (translation for non-teachers: we are barely holding it together and are ten seconds from crashing out, because we are only about 50% sure we still know how to participate in society at large, let alone teach). So rather than continuously wondering about the 10,000 things that can go wrong (but never will) in the first few days of the new school year, we can combine chemistry, social-emotional learning, and classroom community-building and get to know our students a little bit before we hit them with atoms, bonding, stoichiometry, and Le Chatelier's Principle.

Student Learning and Performance Objectives:

  1. Put together a periodic table of chemistry students in our class.

  2. Create an element box for each student with their characteristics, likes, dislikes etc.

  3. Start building a classroom community.

  4. Allow students to familiarize themselves with each other by learning a few things about their classmates.

What's included:

  1. 10 slides that introduce, explain, and guide the teacher and students through this 2-day activity

  2. An element box/card template for either digital or old school use (you choose)

  3. Teacher notes explaining the purpose, teacher participation, possible extensions, and the side benefits of the activity

  4. Student Learning and Performance Objectives

  5. Materials list

  6. Detailed directions for what information students should include on their card

  7. Directions on how to assemble the classroom periodic table

  8. Follow up discussion questions

Climate Change Debate: The Earth Science Intellectual Thunderdome
Climate Change Debate: The Earth Science Intellectual Thunderdome
$4.00

In this 3- to 4-day lesson, designed for a high school Earth and Space Science classroom, student groups are assigned and investigate 4 leading solutions to the climate change crisis our planet is experiencing. Then, they are called upon to debate against each other to try to convince others that their solution is the most viable and provide counterarguments against other solutions. It’s an intellectual thunderdome in which students are encouraged to use science to attacks each others points of view on climate change but not character.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The debate-style approach to learning is engaging and motivating for learners, because they are challenged to use real evidence and their wits to outmaneuver their opposition.

Not only do they act as investigators, developing communication, collaboration, and argumentation skills but they learn about viable solutions to the climate change conundrum we all find ourselves in. They learn Earth and Space Science content while investigating and debating solutions to a real-world phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Research multiple, complex climate change solutions to discover that the world is more complicated than a single TikTok trend.

  2. Articulate scientific arguments with actual evidence.

  3. Listen to opposing viewpoints, to hone "social awareness" skills.

  4. Realize that climate change solutions are multi-faceted, messy, and require more than just good vibes.

  5. Describe and support with, not mere belief but actual evidence, the leading climate solutions proposed by, not the coven of online witches but the scientific community.

What's included:

  1. 24 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. General Lesson flow for teacher to follow to make it all seamless

  4. A short and funny “hook” to increase student buy in

  5. Detailed student directions

  6. A list (research starter pack) of links to legit, scientific websites for students to use.

  7. Group roles (team jobs) with descriptions of what each entails.

  8. 4 climate change solutions to assign to 4 different student groups

  9. Student Learning and Performance Objectives

  10. Detailed Grading Rubric to guide students and make assessment easy

  11. Debate Day introduction and format description

  12. Follow up discussion questions (reflection and debrief)

[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
$4.00

In this 50 - 70 minute, CSI-style investigation, designed for a high school Earth and Space Science classroom, students investigate a space phenomenon of kilonova. The investigation is set up so students do not know a kilonova occurred. Rather, they are given five case files on a major phenomenon that occurred in a fictional galaxy V57-1. The case files contain information they will have to interpret and research online to first understand the clues each file contains to later be able to arrive at the correct conclusion that a kilonova, caused by a collision and merging of two neutron stars has taken place.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The CSI-style approach to learning is fun, engaging, and motivating for learners, because they are called upon, thus challenged to find answers based on evidence rather than given a list of facts to study about a topic; space in this case.

When students are allowed to act as investigators, they develop skills such as analyzing evidence from various sources to understand the world and how it works. They not only hone and apply Science and Engineering Practices (SEPs), but also learn Earth and Space Science content while investigating a real-world (or real-space) phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Analyze scientific evidence to arrive at a correct conclusion about the cosmic event that occurred in a distant galaxy. Synthesize multi-messenger astronomical evidence to draw conclusions about complex cosmic phenomena.

  2. Understand the role of various astronomical instruments in space exploration.

  3. Describe different types of data collected by these instruments.

  4. Explain how element emission spectra are used to identify space objects and phenomena.

What's included:

  1. 13 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. A link to a student-only slideshow.

  4. Detailed student directions.

  5. 5 case files that contain data collected about the event for students to investigate

  6. Teacher answer key describing what conclusions students should make from each case file.

  7. Report File - guided Google Doc for students to fill out as they take note on each case file. data and generate their conclusions

  8. Student Learning and Performance Objectives

  9. Debriefing activity and key talking points

  10. Follow up discussion questions and a next day bell ringer

[Earth Science] Terraforming Mars: The Red Planet
[Earth Science] Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge
$4.00

Are your students tired of just reading about Earth? Do they gaze longingly at the night sky, dreaming of a future beyond textbook pages? Excellent! Because today, we're not just learning about science; we're making science. We're launching them into the ultimate entrepreneurial challenge: Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge!

Forget your quaint little recycling programs. We're talking about taking a dusty, desolate rock and turning it into a vacation spot for humanity.

This isn't just a project; it's a desperate plea from the future (and a cunning way to keep them engaged). Your students will become "Terraforming Tech Startups," armed with nothing but their wits, some internet access, and a burgeoning understanding of how Earth actually works. Because, let's be honest, trying to make Mars habitable without understanding our own planet's life support systems is like trying to bake a cake without knowing what flour is.

Prepare for an explosion of creativity (hopefully not literal, on Mars or in your classroom) as they grapple with the fundamental cycles that make life possible. The competitive drive to secure that "virtual investment" (and bragging rights) will channel all their boundless energy into productive, scientific output. Just try to keep the "mad scientist" cackles to a minimum.

Student Learning and Performance Objectives:

  1. Demonstrate understanding of the Carbon, Water, Nitrogen, and Oxygen cycles.

  2. Apply your knowledge of the principles of these cycles to design an ecosystem on a different planet (e.g. Mars).

  3. Illustrate how biogeochemical cycles support life in a closed system (Earth, Mars colony, dome ecosystem etc.).

  4. Pitch your solutions to practice collaboration, critical thinking, and creative problem-solving/design.

What's included:

  1. 20 slides that introduce, explain, and guide the teacher and students

  2. Introductory popcorn reading activity

  3. Research Guide (G-doc link): Includes Note-taking space and links to reputable websites for students to use.

  4. Project timeline and detailed tasks for each day

  5. Group Roles explained in detail

  6. Detailed teacher notes on prep, main lesson, and best practices

  7. List of materials

  8. Student Learning and Performance Objectives

  9. Grading Rubric and Peer Evaluation Form

Comment
categories / Science, Earth Science
tags / teaching teens, parenting teens, deeper learning, independence, lifelong learning, simplicity, skills, success skills, learning, making life easier, kids

Unschooling School: Why School Sucks and How Teachers Can Do Better in a System That Won’t

December 12, 2025  /  Oskar Cymerman

Every afternoon, after the yellow bus rumbles away and my eleven-year-old son climbs into the back seat, I ask the same question parents have asked since the dawn of report cards:

“How was school?”

And every afternoon, I get one of two answers. “Boring.”

Or, on a good day, “Mid.”

That’s it. One word. Every day. No detail. No spark. Just the dull thud of indifference. I wish I could say that at first I thought it was just him being a kid, but even though Adam is pretty gifted at learning, when it comes to liking school he’s not an outlier.

He’s the norm.

His reaction is the collective shrug of this generation—and many before it—legions of kids trapped, trained, and tamed by a system that confuses compliance with learning and busy work with growth. The kids aren’t broken. The system sucks.

But who am I to make this claim? Who am I to dare write about unschooling school?

I’m not an academic who spent his life researching important topics in education. I’m not a philosopher full of education-altering wisdoms. I’m definitely not a self-help guru capable of solving education’s problems with a catchy slogan-turned-acronym and a bullshit morning routine.

I’m a teacher.

I’ve spent my life inside the educational system—first as a student trying to learn and now as a teacher constantly learning how to learn, teach, and help my students learn. Above all, I’m continually hard at work unlearning the teaching habits that get in the way of my students’ learning and reimagining the educational policies that stunt their growth. 

For the last forty years, I have had the front row seat to the tomfoolery that is modern day schooling and my soon-to-be-released new book Unschooling School: Why School Sucks and How Teachers Can Do Better in a System That Won’t is the next step on my journey to unraveling its motives, challenging its methods, and offering teachers a way to fight and counteract its shortcomings from within their classrooms.

I did not know it at the time, but my journey through the educational system began in the communist Poland of the 1980s where school was mostly about obedience, order, and mindless memorization of way too many facts.

You didn’t question. You weren’t supposed to wonder. You just followed instructions, memorized facts, and learned to stay invisible to avoid “odpytywanie,” or being called to the board—a frequently practiced psychological torture tactic utilized by teachers to show students how unprepared for adulthood and self-determination we were.

If a teacher didn’t like you, they’d ask questions so specific a “1”—the Polish version of an F—was guaranteed.

A typical class in the Polish elementary school of my youth involved the teacher doing most of the talking and students silently copying information from the blackboard or the textbook into our notebooks. Any student interaction was met with harsh teacher disapproval (or punishment) and questioning the teacher was out of the question.

Fast forward to my Chicago arrival in 1992, I expected something radically different. And in a way, it was. The posters were brighter, the desks newer, and the creativity quotes more prevalent. But the teaching and the learning were the same. Compliance over curiosity. Control over wonder. Efficiency over creativity.

Call it what you want—academic rigor, high standards—it was still obedience, order, and the same old mumbo jumbo designed to keep the adults comfortable and the kids compliant, packaged in a shinier wrapper. Different system, same trickery.

And then, I became part of the problem. Not a cog—by design this distinction is reserved for our students—I, like so many teachers, served as the grease that helps the machine that is the established educational, political, and socio-economic order run as intended; smoothly, predictably, efficiently.

My debut in the profession occurred in 2003 as an Environmental Science teacher in Chicago Public Schools—fitting, since I was completely unfit to read the needs of my most immediate environment: my students. I didn’t know what the hell I was doing, but I had a lesson plan template and the kind of idealism that makes you easy to break in.

Plying this noble (or so they say) trade in a Black Belt high school I observed, though did not realize at the time, how schools were not designed for minority nor disadvantaged students. I did what I was trained to do: follow the standards, enforce the rules, deliver the content.

I expected my students to comply with whatever I was taught to comply with. I expected them to follow the same rules I was forced to follow. I expected them to tough it out, because I toughed it out not too long before they had to. Maybe I was a cog after all and the grease to boot. I struggled as both.

Four years and a 2007 Minnesota transplantation later, I continued as an Earth Science teacher at something called the “On Track Program,” which sounded encouraging until I saw it and realized it was a haphazardly assembled holding cell for maybe forty, mostly minority students deemed unworthy of passing eighth grade. In an unprecedented move, St. Paul Public Schools (SPPS) labeled them “not ready” for high school until they were steered onto the “right track.” 

I, of course, had zero clue what that track was—though I killed it at the job interview, being well-indoctrinated into the machine. I did not even know that I didn’t know what the right track was, because by then I was well-experienced in the “right way” of removing individuality, promoting obedience, and forcing compliance with torture tactics... I mean consequences such as isolation and exclusion from activities that made school barely bearable.

So I did what every good teacher does when lost: I implemented these tried and true methods and wondered why they didn’t work.

The struggle was real.

The next year, I leveled up—or so I thought—to teaching eighth-grade Earth Science, regular and IB (International Baccalaureate), at a proper SPPS junior high. The schedule was standard-issue and so was the job, but I started to realize that the kids never are. “Why would we treat them as such?,” I thought. Five years in, purporting I was making a difference, I began to suspect I might just be oiling the gears of futility. 

For one, how were the students selected into the regular vs. the advanced IB track? The SPPS website states the pathway is open to all “motivated” students, which is commendable, but in reality, access is often limited by circumstances many minority and low-income students face such as poor academic preparation, working or caring for siblings after school, or the implicit school bias. As a result, existing inequities are perpetuated, despite best intentions. 

My two IB classes modeled this; they were made up mostly of white, well-off kids with “adequate” Minnesota Comprehensive Assessment (MCA) scores. The three regular science classes I taught consisted mostly of lower-income Hmong, Hispanic, East African, and African American students. They weren’t any less capable—just never given the same invitation to the IB table. I still struggled, but at least I was starting to understand how the system works.

After a shitty, stressful summer of 2009 that began with me being pink-slipped by SPPS due to budget cuts, I crushed another job interview and was hired by the South Washington County Schools to teach high school science. I remember the since-retired principal mentioning something about good PR and the science department chairman telling me that she frequently reiterates to him “she doesn’t want her phone to ring,” meaning the principal did not want to have to deal with dissatisfied parents or other bad PR.

That’s when I learned that as long as it looks good in the public eye, a school will be seen as “good”—and my job was more about keeping up this illusion than actually teaching students. 

A school might even earn the title of “one of the best public schools in America” from outlets that wouldn’t recognize real learning if it hit them in the ass—U.S. News, for instance—using measures like state test scores and “college readiness,” mostly defined by ACT or SAT results.

In lieu of such a groundbreaking achievement, a school might plaster a giant poster of the recognition by the main entrance to shout its “top” status.

Alas, twelve or so years into my career, I finally grasped the holy grail of teaching: becoming a “good” teacher isn’t about the skills my students acquire or the understanding they gain—it’s about how efficiently and effectively I can train them to jump through standardized-test hoops to make the institution they attend look good.

Now, as a science teacher who’s spent the last ten years of my 23-year teaching career studying, applying, and writing about learning theory and evidence-based strategies, I can tell you that what we call “education” has very little to do with how people actually learn.

Our schools were built and are still wired for industrial-age outcomes, not for 21st-century humans. While curiosity and inquiry are preached, classrooms are optimized for predictability and teachers are trained to maintain order.

We plead with our students to think critically but reward remembering rather than reasoning.

We measure performance, not understanding.

We confuse grades with growth.

And worst of all, we train teachers—good, caring, intelligent people—to perpetuate this compliance porn because “that’s the way we’ve always done it.”

But here’s the truth: while we cannot fix the system, we can unschool schooling.

Individual teachers can rebuild their classrooms around how the human brain really learns—through emotion, curiosity, connection, and purpose.

We can create classrooms that make kids want to come back the next day—not because they have to, but because their minds are stimulated.

We can stop wasting the most powerful force in the world: the natural human drive to make sense of things. 

Because the educational system won’t do it. It can’t, because it is a behemoth that requires a complete overhaul; a revolution. It’s grown too large, too familiar, too comfortable. It’s protected by federal, state, and local level redundancies. No one person or a group of individuals can undo it.

But while we may not be able to fix schooling at large, we can debug our students’ learning experience. We can, in the words of Mark Twain, refuse to let “schooling interfere with [their] education.” We can raise thinkers and owners of their own destinies in spite of the system built to produce followers of someone else’s agenda.

That’s what my new book Unschooling School is about—turning student miseducation and frustration with schooling into teacher action. It’s not just another rant about what’s wrong with modern day education. 

It’s a roadmap for making learning less about what the system demands and more about what our kids need to make smart, thoughtful, and more impactful decisions. 

It’s for teachers who know there’s more to this job than testing, grading, and managing behaviors. 

It’s for teachers tired of witnessing kids’ spark for learning turn into apathy toward school. 

Most of all, it’s for those asking the question: Can we do better?

We can. 

We must. 

We bear the responsibility to unschool our students’ education before the system drives curiosity and wonder out of another generation—before another kid answers “boring” or “mid” to a question that should light up his eyes and spark her smile.

Thanks for reading this excerpt from my new book: Unschooling School: Why School Sucks and How Teachers Can Do Better in a System That Won’t coming out at the end of Summer 2026.

Please let me know what you think about this idea in the comments below.

BOOKS & TOOLS

EQUITY Poster
EQUITY Poster
$1.50

Equity-Promoting Classroom Poster. What does EQUITY in the classroom look like?

  • Everyone has a different start and finish line

  • Quality is more important that quantity

  • Understanding that diversity makes us stronger

  • Inclusion despite beliefs, appearances, and circumstances

  • Thoughtfulness lowers barriers and reduces biases

  • Yesterday's mistakes are today's learning agenda

You can teach your students about equity and make it a daily classroom practice using this inspirational poster, which also includes images that accompany the equity description. You can discuss each letter characteristic with your students as a way of introducing your inclusive classroom and display it prominently as a reminder that diversity makes the classroom community stronger.

Introduction to Earth and Space Science - 5 Phenomenon-Based Projects
Sale
Introduction to Earth and Space Science - 5 Phenomenon-Based Projects
$10.00 $15.00

Save 2 - 3 weeks of planning time and start your Earth and Space Science school year off right using NGSS and Phenomenon Based Learning with this “Introduction to Earth and Space Science” Unit that contains 5 relevant and engaging multi-day projects.

Back 2 School Classroom Bundle of 8 Posters
Sale
Back 2 School Classroom Bundle of 8 Posters
$5.00 $8.00

8 digital, printable, size 11 x 17 classroom posters:

  1. “Welcome” in multiple languages

  2. “Hi” in multiple languages

  3. Three Equity posters

  4. Classroom Rules: Be Open, Be Kind, Have Fun

  5. “Classroom of Champs”

  6. “Kindness”

ON SALE until August 30th.

[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
$4.00

In this 50 - 70 minute, CSI-style investigation, designed for a high school Earth and Space Science classroom, students investigate a space phenomenon of kilonova. The investigation is set up so students do not know a kilonova occurred. Rather, they are given five case files on a major phenomenon that occurred in a fictional galaxy V57-1. The case files contain information they will have to interpret and research online to first understand the clues each file contains to later be able to arrive at the correct conclusion that a kilonova, caused by a collision and merging of two neutron stars has taken place.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The CSI-style approach to learning is fun, engaging, and motivating for learners, because they are called upon, thus challenged to find answers based on evidence rather than given a list of facts to study about a topic; space in this case.

When students are allowed to act as investigators, they develop skills such as analyzing evidence from various sources to understand the world and how it works. They not only hone and apply Science and Engineering Practices (SEPs), but also learn Earth and Space Science content while investigating a real-world (or real-space) phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Analyze scientific evidence to arrive at a correct conclusion about the cosmic event that occurred in a distant galaxy. Synthesize multi-messenger astronomical evidence to draw conclusions about complex cosmic phenomena.

  2. Understand the role of various astronomical instruments in space exploration.

  3. Describe different types of data collected by these instruments.

  4. Explain how element emission spectra are used to identify space objects and phenomena.

What's included:

  1. 13 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. A link to a student-only slideshow.

  4. Detailed student directions.

  5. 5 case files that contain data collected about the event for students to investigate

  6. Teacher answer key describing what conclusions students should make from each case file.

  7. Report File - guided Google Doc for students to fill out as they take note on each case file. data and generate their conclusions

  8. Student Learning and Performance Objectives

  9. Debriefing activity and key talking points

  10. Follow up discussion questions and a next day bell ringer

Anthropogenic Phenomenon Investigation
Anthropogenic Phenomenon Investigation
$3.00

Save planning time with this 3 to 4-day Earth and Space Science NGSS-aligned introductory lesson during which students learn about the Systems Approach to studying science and analyzing real world phenomena.

The lesson involves investigating an anthropogenic phenomenon and examining human influence on the four spheres (biosphere, hydrosphere, atmosphere, and geosphere).

During the investigation, students create models and use them to explain how each of the four spheres is affected in a video that educates viewers on the consequences of human actions and the interconnectedness of the Earth’s systems.

Includes 9 detailed slides (PDF and Google Slides link for editing) + detailed teacher directions (2 slides).

The project follows the guidelines set by the Next Generation Science Standards (NGSS) and guides students in using Science and Engineering Practices (SEPs), Crosscutting Concepts (CCCs), and Disciplinary Core Ideas (DCIs).

Student Learning Objectives:

  1. Describe what a Phenomenon is and give examples of Natural and Anthropogenic Phenomena.

  2. Explain how phenomena can be used to study scientific concepts.

  3. Describe the four spheres: atmosphere, hydrosphere, geosphere, and biosphere, and give examples of different matter interactions between them.

  4. Understand, explain, and apply the Systems Approach when investigating Earth and Space Science Phenomena. 

  5. Break down how a Specific Anthropogenic Phenomenon affects each of the four spheres.

[Earth Science] Terraforming Mars: The Red Planet
[Earth Science] Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge
$4.00

Are your students tired of just reading about Earth? Do they gaze longingly at the night sky, dreaming of a future beyond textbook pages? Excellent! Because today, we're not just learning about science; we're making science. We're launching them into the ultimate entrepreneurial challenge: Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge!

Forget your quaint little recycling programs. We're talking about taking a dusty, desolate rock and turning it into a vacation spot for humanity.

This isn't just a project; it's a desperate plea from the future (and a cunning way to keep them engaged). Your students will become "Terraforming Tech Startups," armed with nothing but their wits, some internet access, and a burgeoning understanding of how Earth actually works. Because, let's be honest, trying to make Mars habitable without understanding our own planet's life support systems is like trying to bake a cake without knowing what flour is.

Prepare for an explosion of creativity (hopefully not literal, on Mars or in your classroom) as they grapple with the fundamental cycles that make life possible. The competitive drive to secure that "virtual investment" (and bragging rights) will channel all their boundless energy into productive, scientific output. Just try to keep the "mad scientist" cackles to a minimum.

Student Learning and Performance Objectives:

  1. Demonstrate understanding of the Carbon, Water, Nitrogen, and Oxygen cycles.

  2. Apply your knowledge of the principles of these cycles to design an ecosystem on a different planet (e.g. Mars).

  3. Illustrate how biogeochemical cycles support life in a closed system (Earth, Mars colony, dome ecosystem etc.).

  4. Pitch your solutions to practice collaboration, critical thinking, and creative problem-solving/design.

What's included:

  1. 20 slides that introduce, explain, and guide the teacher and students

  2. Introductory popcorn reading activity

  3. Research Guide (G-doc link): Includes Note-taking space and links to reputable websites for students to use.

  4. Project timeline and detailed tasks for each day

  5. Group Roles explained in detail

  6. Detailed teacher notes on prep, main lesson, and best practices

  7. List of materials

  8. Student Learning and Performance Objectives

  9. Grading Rubric and Peer Evaluation Form

Earth Science: Create a Computer Simulation of an ESS Concept
Sale
Earth Science: Create a Computer Simulation of an ESS Concept
$2.00 $3.00

Save planning time with this introductory, 3-4 day Earth and Space Science engineering challenge in which students create a computer simulation of an Earth Science topic.

Includes 12 detailed slides (PDF and Google Slides link for editing) + detailed teacher directions (last slide) + a BONUS resource: Animation Guide for Google Slides.

The project follows the guidelines set by the Next Generation Science Standards (NGSS) and guides students in using Science and Engineering Practices (SEPs).

Student Performance and Learning Objectives:

  1. Design and create an informative computer simulation.

  2. Use computer animation to simulate a key ESS concept.

  3. Explain the key ideas of an ESS concept of your choice.

Climate Change Debate: The Earth Science Intellectual Thunderdome
Climate Change Debate: The Earth Science Intellectual Thunderdome
$4.00

In this 3- to 4-day lesson, designed for a high school Earth and Space Science classroom, student groups are assigned and investigate 4 leading solutions to the climate change crisis our planet is experiencing. Then, they are called upon to debate against each other to try to convince others that their solution is the most viable and provide counterarguments against other solutions. It’s an intellectual thunderdome in which students are encouraged to use science to attacks each others points of view on climate change but not character.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The debate-style approach to learning is engaging and motivating for learners, because they are challenged to use real evidence and their wits to outmaneuver their opposition.

Not only do they act as investigators, developing communication, collaboration, and argumentation skills but they learn about viable solutions to the climate change conundrum we all find ourselves in. They learn Earth and Space Science content while investigating and debating solutions to a real-world phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Research multiple, complex climate change solutions to discover that the world is more complicated than a single TikTok trend.

  2. Articulate scientific arguments with actual evidence.

  3. Listen to opposing viewpoints, to hone "social awareness" skills.

  4. Realize that climate change solutions are multi-faceted, messy, and require more than just good vibes.

  5. Describe and support with, not mere belief but actual evidence, the leading climate solutions proposed by, not the coven of online witches but the scientific community.

What's included:

  1. 24 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. General Lesson flow for teacher to follow to make it all seamless

  4. A short and funny “hook” to increase student buy in

  5. Detailed student directions

  6. A list (research starter pack) of links to legit, scientific websites for students to use.

  7. Group roles (team jobs) with descriptions of what each entails.

  8. 4 climate change solutions to assign to 4 different student groups

  9. Student Learning and Performance Objectives

  10. Detailed Grading Rubric to guide students and make assessment easy

  11. Debate Day introduction and format description

  12. Follow up discussion questions (reflection and debrief)

Periodic Table of Students: A Fun Back to School Chemistry Classroom Activity
Periodic Table of Students: A Fun Back to School Chemistry Classroom Activity
$3.00

Can teachers make Chemistry less stressful for students?

I am not sure about this one. After all, chemistry gets the bad rep for being hard and a lot of work. But while this may be true, teachers can help make the beginning of the school year less stressful for their students by easing into chemistry using a low pressure, high bang for their buck activity.

In this one- to two- day Back to School activity, designed for a high school Chemistry classroom, students visually share and learn various facts about each other which helps in building a supportive classroom community and, along the way, learn some chemistry lingo and facts that will come in handy later. But, psssst! Don't tell them they are unconsciously learning chemistry. Just let them have fun getting to know each other and their teacher.

Why and how does this learning strategy work?

The main idea is to begin the new school year and your chemistry class low-stress. This benefits both students and teachers as we often find getting back to doing something we are rusty on rough (translation for non-teachers: we are barely holding it together and are ten seconds from crashing out, because we are only about 50% sure we still know how to participate in society at large, let alone teach). So rather than continuously wondering about the 10,000 things that can go wrong (but never will) in the first few days of the new school year, we can combine chemistry, social-emotional learning, and classroom community-building and get to know our students a little bit before we hit them with atoms, bonding, stoichiometry, and Le Chatelier's Principle.

Student Learning and Performance Objectives:

  1. Put together a periodic table of chemistry students in our class.

  2. Create an element box for each student with their characteristics, likes, dislikes etc.

  3. Start building a classroom community.

  4. Allow students to familiarize themselves with each other by learning a few things about their classmates.

What's included:

  1. 10 slides that introduce, explain, and guide the teacher and students through this 2-day activity

  2. An element box/card template for either digital or old school use (you choose)

  3. Teacher notes explaining the purpose, teacher participation, possible extensions, and the side benefits of the activity

  4. Student Learning and Performance Objectives

  5. Materials list

  6. Detailed directions for what information students should include on their card

  7. Directions on how to assemble the classroom periodic table

  8. Follow up discussion questions

Climate Change Debate: The Earth Science Intellectual Thunderdome
Climate Change Debate: The Earth Science Intellectual Thunderdome
$4.00

In this 3- to 4-day lesson, designed for a high school Earth and Space Science classroom, student groups are assigned and investigate 4 leading solutions to the climate change crisis our planet is experiencing. Then, they are called upon to debate against each other to try to convince others that their solution is the most viable and provide counterarguments against other solutions. It’s an intellectual thunderdome in which students are encouraged to use science to attacks each others points of view on climate change but not character.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The debate-style approach to learning is engaging and motivating for learners, because they are challenged to use real evidence and their wits to outmaneuver their opposition.

Not only do they act as investigators, developing communication, collaboration, and argumentation skills but they learn about viable solutions to the climate change conundrum we all find ourselves in. They learn Earth and Space Science content while investigating and debating solutions to a real-world phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Research multiple, complex climate change solutions to discover that the world is more complicated than a single TikTok trend.

  2. Articulate scientific arguments with actual evidence.

  3. Listen to opposing viewpoints, to hone "social awareness" skills.

  4. Realize that climate change solutions are multi-faceted, messy, and require more than just good vibes.

  5. Describe and support with, not mere belief but actual evidence, the leading climate solutions proposed by, not the coven of online witches but the scientific community.

What's included:

  1. 24 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. General Lesson flow for teacher to follow to make it all seamless

  4. A short and funny “hook” to increase student buy in

  5. Detailed student directions

  6. A list (research starter pack) of links to legit, scientific websites for students to use.

  7. Group roles (team jobs) with descriptions of what each entails.

  8. 4 climate change solutions to assign to 4 different student groups

  9. Student Learning and Performance Objectives

  10. Detailed Grading Rubric to guide students and make assessment easy

  11. Debate Day introduction and format description

  12. Follow up discussion questions (reflection and debrief)

[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova
$4.00

In this 50 - 70 minute, CSI-style investigation, designed for a high school Earth and Space Science classroom, students investigate a space phenomenon of kilonova. The investigation is set up so students do not know a kilonova occurred. Rather, they are given five case files on a major phenomenon that occurred in a fictional galaxy V57-1. The case files contain information they will have to interpret and research online to first understand the clues each file contains to later be able to arrive at the correct conclusion that a kilonova, caused by a collision and merging of two neutron stars has taken place.

Why and how does this learning strategy work?

Rote memorization out; seeking answers and deeper learning in.

The CSI-style approach to learning is fun, engaging, and motivating for learners, because they are called upon, thus challenged to find answers based on evidence rather than given a list of facts to study about a topic; space in this case.

When students are allowed to act as investigators, they develop skills such as analyzing evidence from various sources to understand the world and how it works. They not only hone and apply Science and Engineering Practices (SEPs), but also learn Earth and Space Science content while investigating a real-world (or real-space) phenomenon, which is what the Next Generation Science Standards (NGSS) call for.

Student Learning and Performance Objectives:

  1. Analyze scientific evidence to arrive at a correct conclusion about the cosmic event that occurred in a distant galaxy. Synthesize multi-messenger astronomical evidence to draw conclusions about complex cosmic phenomena.

  2. Understand the role of various astronomical instruments in space exploration.

  3. Describe different types of data collected by these instruments.

  4. Explain how element emission spectra are used to identify space objects and phenomena.

What's included:

  1. 13 slides that introduce, explain, and guide the teacher and students

  2. Detailed teacher notes on prep, main lesson, and follow up activities

  3. A link to a student-only slideshow.

  4. Detailed student directions.

  5. 5 case files that contain data collected about the event for students to investigate

  6. Teacher answer key describing what conclusions students should make from each case file.

  7. Report File - guided Google Doc for students to fill out as they take note on each case file. data and generate their conclusions

  8. Student Learning and Performance Objectives

  9. Debriefing activity and key talking points

  10. Follow up discussion questions and a next day bell ringer

[Earth Science] Terraforming Mars: The Red Planet
[Earth Science] Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge
$4.00

Are your students tired of just reading about Earth? Do they gaze longingly at the night sky, dreaming of a future beyond textbook pages? Excellent! Because today, we're not just learning about science; we're making science. We're launching them into the ultimate entrepreneurial challenge: Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge!

Forget your quaint little recycling programs. We're talking about taking a dusty, desolate rock and turning it into a vacation spot for humanity.

This isn't just a project; it's a desperate plea from the future (and a cunning way to keep them engaged). Your students will become "Terraforming Tech Startups," armed with nothing but their wits, some internet access, and a burgeoning understanding of how Earth actually works. Because, let's be honest, trying to make Mars habitable without understanding our own planet's life support systems is like trying to bake a cake without knowing what flour is.

Prepare for an explosion of creativity (hopefully not literal, on Mars or in your classroom) as they grapple with the fundamental cycles that make life possible. The competitive drive to secure that "virtual investment" (and bragging rights) will channel all their boundless energy into productive, scientific output. Just try to keep the "mad scientist" cackles to a minimum.

Student Learning and Performance Objectives:

  1. Demonstrate understanding of the Carbon, Water, Nitrogen, and Oxygen cycles.

  2. Apply your knowledge of the principles of these cycles to design an ecosystem on a different planet (e.g. Mars).

  3. Illustrate how biogeochemical cycles support life in a closed system (Earth, Mars colony, dome ecosystem etc.).

  4. Pitch your solutions to practice collaboration, critical thinking, and creative problem-solving/design.

What's included:

  1. 20 slides that introduce, explain, and guide the teacher and students

  2. Introductory popcorn reading activity

  3. Research Guide (G-doc link): Includes Note-taking space and links to reputable websites for students to use.

  4. Project timeline and detailed tasks for each day

  5. Group Roles explained in detail

  6. Detailed teacher notes on prep, main lesson, and best practices

  7. List of materials

  8. Student Learning and Performance Objectives

  9. Grading Rubric and Peer Evaluation Form

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