Real talk from real educators who seek a more purposeful and conscious life
ANGELA WATSON
Founder of Truth for Teachers
The NEW Truth for Teachers site is coming soon! We are a community of educators dedicated to speaking honestly about the realities of K-12 education.
Here’s what to expect
The encouragement, motivation, and practical teaching strategies you’ll find here are grounded in these shared values:
Diversity of perspectives
We honor and represent the wide range of experiences teachers have. We look to see whose perspectives are missing and how that’s shaped what we believe is true. We are constantly learning and growing, and sharing that process with other educators.
Humanized Lens
We focus on personal + professional development, because who teachers ARE matters just as much as what they DO. So, we delve deeply into topics of mindset and habits for mental health to help educators be the best true version of themselves.
Sustainable Systems
We work to inform and equip educators to navigate systemic challenges. And, we share solutions that make teaching more effective, efficient, enjoyable, and equitable, so teachers can do the job they love without burnout out.
Holistic Approach
We believe the physical, emotional, and mental wellbeing of students and educators are interconnected, and cannot be sidelined for academic goals. We find the overlap between what’s best for kids and what’s best for teachers.
Mission
Statement
The encouragement, motivation, and practical teaching strategies you’ll find here are grounded in these shared values:
- We believe classroom teachers have a unique and essential expertise that must be centered in discussions about education. Decisions about teaching should not be made without teachers. So, we use our platform to amplify the voices of classroom practitioners.
- We seek out a diversity of perspectives and honor the wide range of experiences teachers have in K-12 schools. We focus on teachers in the United States, but welcome and learn from the voices of educators around the world. We encourage them to speak openly and transparently about all they are experiencing.
- We believe in the relentless pursuit of truth by uncovering history, facts, and experiences that have been obscured or whitewashed. We look to see whose perspectives are missing from common narratives and how that’s shaped what we believe is true. We are constantly learning and growing, and sharing that process with other educators.
- We believe that who teachers ARE matters just as much as what they DO. Therefore, we focus not only on professional development, but also personal development. We delve deeply into topics of mindset, unpacking personal bias, habits for strong mental health, and overall teacher wellbeing. The goal is to provoke self-examination and help educators be the best true version of themselves.
- We work to be inclusive but aren’t afraid to take a stand on divisive issues when needed. When deciding whether to tackle a controversial topic, our guiding question is, “Who benefits if we choose to stay silent about this?” We stand with folks in the margins and work for justice, accountability, and equity.
- We believe in a humanized approach to education, addressing not only the needs of the whole child but the whole teacher. The physical, emotional, and mental wellbeing of both children and educators is our central concern, and does not come secondary to academic goals.
- We believe the status quo is not best serving the needs of teachers or kids, and push one another to reimagine what’s possible. We do not believe in martyring ourselves to meet impossible expectations or overburdening students with irrelevant assignments and excessive testing. Instead, we support teachers in focusing on what makes the biggest impact for kids, and setting boundaries on how much time they–and their students–dedicate to less impactful tasks.
- We believe there is a huge overlap between what’s best for kids and what’s best for teachers, and work to offer solutions that serve the best interest of both. Kids learn best from happy, supported, balanced teachers. So, we reject the tendency to pit teachers’ needs against those of students, and instead look for the alignment between them.
- We believe teaching is inherently impacted by the larger political, cultural, societal, and institutional frameworks that our schools operate within. So, we don’t shy away from discussing current events, and work to inform and equip educators to navigate systemic challenges.
- We believe that a free high quality public education is not only the right of every child, but essential for the greater good of a nation. We respect parental choice, and support teachers working in private and charter schools. We also have a deep passion for strengthening our public school system through equitable learning conditions for kids and sustainable working conditions for educators.
- We actively look for solutions that make teaching more effective, efficient, enjoyable, and equitable. We seek to help teachers find a sustainable approach to their work in order to maintain their enthusiasm and creativity. We support them in identifying practices that make the best use of class time and help meet the needs of all students, without burning out.
- We believe our mission is up for questioning but not up for debate. We invite healthy discussion initiated in good faith for the purpose of clarification. We encourage pushing one another’s thinking to include additional perspectives. And, we welcome all educators in this space. In the interest of cohesion and forward progress, we focus on the needs of educators who share our core values. We do not compromise the work of our community to center the perspectives of those who are disinterested in (or opposed to) our goals.
If you feel energized and excited after reading this … you’ve found your community of educators. We’re glad you’re here! Sign up to be part of this community.
Meet the Truth for Teachers Collective
Our writers are classroom practitioners sharing what’s working
(and what’s not) in their schools.
Jennifer Brinkmeyer
7th-12th Grade ELA
Iowa City,
IA
14 Years
Experience
Jennifer is currently working with students and teachers on building-wide academic inclusion. Her passion is building literacy supports that include all students.
Read an example post
Article Preview
Classroom meetings: Your most powerful tool for creating a respectful, inclusive class culture
By Jennifer Brinkmeyer
Truth for Teachers Contributor
How we start the school year communicates who we expect students are and how we expect students will act. Informed by our prior experiences in the classroom, these expectations become a form of bias that can create rigid roles for both students and ourselves that we then spend the entire year navigating. An alternate approach, where teachers co-construct community and rules with students, is certainly more welcoming. Without a dedicated ritual, this approach can lose steam throughout the year with students and teachers reverting to internal norms.
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Caitlin Hilzer
Arts Educator
Denver,
Colorado
11 Years
Experience
Caitlin has taught music and theatre to K-12 students in both traditional and Montessori classroom settings. Caitlin is also an active oboist, actress, and music...
Read an example post
Article Preview
When your school’s plan keeps changing, use Tina Fey’s 4 rules of improv
By Caitlin Hilzer
Truth for Teachers Contributor
How we start the school year communicates who we expect students are and how we expect students will act. Informed by our prior experiences in the classroom, these expectations become a form of bias that can create rigid roles for both students and ourselves that we then spend the entire year navigating.
An alternate approach, where teachers co-construct community and rules with students, is certainly more welcoming. Without a dedicated ritual, this approach can lose steam throughout the year with students and teachers reverting to internal norms.
Close X
Courtney Jones
5th/6th Gr Literacy
St. Louis,
Missouri
6 Years
Experience
Courtney is known for engaging students through discussions of anime, video games, cats, and proficient use of sarcasm and honesty. She's working to balance and...
Read an example post
Article Preview
3 lessons pandemic teaching taught me about what self-care REALLY means
By Courtney Jones
Truth for Teachers Contributor
Dear reader, I am sorry, because yes, you are going to read another blog post dedicated to encouraging you as you continue teaching during and after the pandemic. While appreciated, I’m sure you also find this tedious, especially after a year that feels like a lifetime.
Close X
Article Preview
Classroom meetings: Your most powerful tool for creating a respectful, inclusive class culture
By Jennifer Brinkmeyer
Truth for Teachers Contributor
How we start the school year communicates who we expect students are and how we expect students will act. Informed by our prior experiences in the classroom, these expectations become a form of bias that can create rigid roles for both students and ourselves that we then spend the entire year navigating. An alternate approach, where teachers co-construct community and rules with students, is certainly more welcoming. Without a dedicated ritual, this approach can lose steam throughout the year with students and teachers reverting to internal norms.
Close X
Article Preview
When your school’s plan keeps changing, use Tina Fey’s 4 rules of improv
By Caitlin Hilzer
Truth for Teachers Contributor
How we start the school year communicates who we expect students are and how we expect students will act. Informed by our prior experiences in the classroom, these expectations become a form of bias that can create rigid roles for both students and ourselves that we then spend the entire year navigating.
An alternate approach, where teachers co-construct community and rules with students, is certainly more welcoming. Without a dedicated ritual, this approach can lose steam throughout the year with students and teachers reverting to internal norms.
Close X
Article Preview
3 lessons pandemic teaching taught me about what self-care REALLY means
By Courtney Jones
Truth for Teachers Contributor
Dear reader, I am sorry, because yes, you are going to read another blog post dedicated to encouraging you as you continue teaching during and after the pandemic. While appreciated, I’m sure you also find this tedious, especially after a year that feels like a lifetime.
Close X
Madeline Newton Driscoll
8th Grade ELA
Brooklyn,
New York
5 Years
Experience
Madeline is a Minnesotan transplant to Brooklyn via DC. She loves to read, and believes in the power of education to empower and the power...
Read an example post
Article Preview
4 tricks I learned from #TeacherTikTok that boosted student engagement
By Madeline Newton Driscoll
Truth for Teachers Contributor
TeacherTok has been a constant companion in these last few months (ok the whole year) of pandemic teaching. I just paused to check my phone usage stats before starting this article … and I’m embarrassed to say my daily average is five … FIVE hours.
I sometimes spend more time during the day scrolling through Instagram and TikTok than I do watching TV, and I can guarantee the same is true for many of our students.
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Victoria Hanson
K-3 Teaching
Madbury,
New Hampshire
6 Years
Experience
Victoria Hanson is currently traveling and teaching in a variety of ways, working more closely with students and educators in the realm of mindfulness education.
Read an example post
Article Preview
I stopped being a “polished professional” and started showing up in my classroom as an authentic, messy human. Here’s what happened.
By Victoria Hanson
Truth for Teachers Contributor
My first year of teaching landed me in the corner of my classroom. I had my face turned away towards the wall in an attempt to hide a torrent of tears as our school’s Occupational Therapist ushered my students out for a “bonus recess” in the middle of the day. I was at my wit’s end but mortified with myself for not being able to keep it together. I had failed to show up as the educator who I believed I needed to be and could feel my perfectly crafted, “Polished Professional” persona crumbling.
Close X
And more to come...
50 additional featured writers!
Worldwide
Newbies and
veterans
See more of our recent authors and contributors here.
Article Preview
4 tricks I learned from #TeacherTikTok that boosted student engagement
By Madeline Newton Driscoll
Truth for Teachers Contributor
TeacherTok has been a constant companion in these last few months (ok the whole year) of pandemic teaching. I just paused to check my phone usage stats before starting this article … and I’m embarrassed to say my daily average is five … FIVE hours.
I sometimes spend more time during the day scrolling through Instagram and TikTok than I do watching TV, and I can guarantee the same is true for many of our students.
Close X
Article Preview
I stopped being a “polished professional” and started showing up in my classroom as an authentic, messy human. Here’s what happened.
By Victoria Hanson
Truth for Teachers Contributor
My first year of teaching landed me in the corner of my classroom. I had my face turned away towards the wall in an attempt to hide a torrent of tears as our school’s Occupational Therapist ushered my students out for a “bonus recess” in the middle of the day. I was at my wit’s end but mortified with myself for not being able to keep it together. I had failed to show up as the educator who I believed I needed to be and could feel my perfectly crafted, “Polished Professional” persona crumbling.
Close X
LISTEN NOW
The Truth for Teachers Podcast
The podcast is one of the top K-12 podcasts in the world, with nearly 7 million downloads. It’s 14th season kicks off this month and feature the voices of our teacher collective.
More support, in many forms.
In addition to our ever-growing collection of articles and podcast episodes, you can explore
Angela’s ready-to-use printable/downloadable resources, and get more in-depth support
through her books and courses.
What teachers are saying
I have followed Angela for many years through her books and website. She has a way of looking for the positive without denying the issues we face as educators.
Christine