All of Us Are Artists: Bringing Creativity Back to the Classroom

All of Us Are Artists: Bringing Creativity Back to the Classroom

In this episode of The Research to Practice Gap, Dr. Helen Flores sits down with Dr. Hank Samuels to explore the role of creativity, imagination, and arts integration in education. Together, they discuss why so many educators believe they are "not creative," how schools often separate art from learning, and practical ways teachers can incorporate creativity into everyday instruction. Dr. Samuels shares research-based insights and accessible strategies that help educators cultivate joy, deepen student engagement, and create more meaningful learning experiences across all grade levels and content areas. Resources for Teachers: 8 Ways to Use Music in the Language Arts Classroom [https://www.edutopia.org/blog/using-music-strategies-language-arts-classroom-heather-wolpert-gawron] Artist in Residence [https://artsintegration.com/artist-in-residence/] Arts Integration and Universal Design for Learning [https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/articles-and-how-tos/articles/collections/arts-integration-resources/arts-integration-and-universal-design-for-learning/] Arts Integration Versus Arts Enhancement [https://artsintegration.com/2017/03/01/arts-enhancement-not-theres-anything-wrong/] The Institute for Arts Integration and STEAM [https://artsintegration.com/] The Kennedy Center [https://www.kennedy-center.org/education/resources-for-educators/] Teaching Students to Critique Art [https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/articles-and-how-tos/articles/educators/critique--feedback/teaching-students-to-critique/] Why You Think You Aren’t an Artist [https://mindfulartstudio.com/why-you-think-you-arent-an-artist/] Research and Background: Dr. Mary Weems [https://www.maryeweems.org/about] Miller, J. A., & Bogatova, T. (2018). Arts in education: The impact of the arts integration program and lessons learned. Journal for Learning through the Arts, 14(1). Møller-Skau, M., & Lindstøl, F. (2022). Arts-based teaching and learning in teacher education:“Crystallising” student teachers' learning outcomes through a systematic literature review. Teaching and Teacher Education, 109, 103545. Samuels, J. H. (2025). “To Be a Teacher Is to Be an Artist”: An Ethnodramatic Look into Preservice Teacher Experiences with Arts Integration. In The Educational Forum (Vol. 89, No. 3, pp. 312-324). Routledge. Samuels, J. H. (2026). Scratching beneath the surface. Technology, Pedagogy and Education, 35(2), 275-295. The Science of Arts Integration and Student Success [https://www.waldorfeducation.org/science-of-arts-integration-student-success/] Artwork and logo by The Interior Gaze [http://www.etsy.com/shop/theinteriorgaze] Send us Fan Mail [https://www.buzzsprout.com/2595746/fan_mail/new]

Start Over Every Day: How to Stay in Teaching

In this episode of The Research to Practice Gap, Dr. Helen Flores sits down with educator and leadership coach Michael Fairbanks II to discuss one of education’s biggest challenges: teacher retention. Drawing from his experiences as a teacher, principal, and instructional leader, Michael shares practical strategies for sustaining intrinsic motivation, building mental flexibility, and creating systems that help educators stay in the profession longer. From knowing your community to rehearsing lessons and “starting over every day,” this conversation offers honest, actionable insights for both new and veteran teachers navigating the realities of today’s classrooms.  Michael Fairbanks II [https://www.linkedin.com/in/michael-fairbanks-913bb450/] Resources for Teachers: 6 Intrinsic Motivators to Power Up Your Teaching [https://www.ascd.org/el/articles/6-intrinsic-motivators-to-power-up-your-teaching] (this was written for students but can be applied to us as well!) Educators: Make Every Day a Fresh Start [https://www.edweek.org/teaching-learning/opinion-educators-make-every-day-a-fresh-start/2017/02] Knowing the Community [https://practices.learningaccelerator.org/problem-of-practice/knowing-the-community] Leveraging Self-Reflection to Improve your Teaching [https://teaching.ucla.edu/resources/teaching-guides/leveraging-self-reflection-to-improve-your-teaching/] The Power of Rehearsal: The Most Overlooked Step in Instructional Coaching [https://matthewrhoads.com/2025/03/04/the-power-of-rehearsal-the-most-overlooked-step-in-instructional-coaching/] Research & Background: Costs and Benefits of Teacher Retention [https://evidence2impact.psu.edu/resources/costs-and-benefits-of-teacher-retention/] Exploring Evidence-Based Practices in Teacher Recruitment and Retention Efforts [https://ies.ed.gov/learn/blog/exploring-evidence-based-practices-teacher-recruitment-and-retention-efforts] Teacher Shortages Fact Sheet [https://learningpolicyinstitute.org/product/overview-teacher-shortages-2025-factsheet] Billingsley, B., & Bettini, E. (2019). Special education teacher attrition and retention: A review of the literature. Review of Educational Research, 89(5), 697-744. https://doi.org/10.3102/0034654319862495 [https://doi.org/10.3102/0034654319862495] Li, X., Pei, X., & Zhao, J. (2025). Intrinsic motivation and self-efficacy as pathways to innovative teaching: a mixed-methods study of faculty in Chinese higher education. BMC Psychology, 13(1), 859. https://doi.org/10.1186/s40359-025-03177-y [https://doi.org/10.1186/s40359-025-03177-y]  Malone, H. L. S. (2026). Toward a community centric pedagogy: How teachers’ conceptions of the urban community they work in shapes bidirectional learning. Education and Urban Society, 58(4), 460-486. https://doi.org/10.1177/00131245251404012 [https://doi.org/10.1177/00131245251404012] Artwork and logo by The Interior Gaze [http://www.etsy.com/shop/theinteriorgaze] Send us Fan Mail [https://www.buzzsprout.com/2595746/fan_mail/new]

The Pressure to Perform: Teaching Calm in High-Stakes Systems

In this episode of The Research to Practice Gap, Dr. Helen Flores speaks with Tabitha Lim about the impact of high-stakes testing on student learning, stress, and well-being. Drawing from neuroscience, embodied cognition, and her experiences in both Malaysia and the United States, Tabitha shares practical strategies educators can use to help students regulate stress, improve memory and retrieval, and create calmer learning environments during high-pressure academic periods. The conversation explores the connection between emotions, physiology, and learning—and why supporting student well-being is essential for meaningful academic success. Tabitha Lim [https://my.linkedin.com/in/tabitha-lim] TLS International School [https://tlsinternational.edu.my/] TNT Consultancy [https://tntconsultancy.com/] Resources for Teachers: Battling Test Anxiety [https://www.schoolcounselor.org/Newsletters/January-2020/Battling-Test-Anxiety?st=NJ] Brain Targeted Teaching (by Dr. Mariale Hardiman) [https://www.braintargetedteaching.org/] Embodied Learning: How To Bring Movement Into the Classroom, and Why It Matters [https://www.timeshighereducation.com/campus/embodied-learning-how-bring-movement-classroom-and-why-it-matters] Preparing Students for Assessments [https://cei.umn.edu/teaching-resources/assessments/prepare-students] Teaching About Stress and the Brain (Elementary) [https://wholeheartedschoolcounseling.com/2022/11/04/teaching-kids-about-the-stress-response/?srsltid=AfmBOopQ0xrux-uDaofv5esIZ1JPCN2MdXxK4NLEE1RtC_IxS5YnAKay] Teaching About Stress and the Brain (Secondary) [https://www.apa.org/ed/precollege/topss/lessons/stress-health.pdf] You Aren’t at the Mercy of Your Emotions: Your Brain Creates Them [https://www.youtube.com/watch?v=0gks6ceq4eQ] Research & Background: Education in Malaysia [https://en.wikipedia.org/wiki/Education_in_Malaysia] Dr. Lisa Feldman Barrett [https://lisafeldmanbarrett.com/] Dr. Mary Helen Immordino-Yang [https://rossier.usc.edu/faculty-research/directory/maryhelen-immordinoyang] The Psychological Toll of High Stakes Testing [https://www.edutopia.org/article/psychological-toll-high-stakes-testing/] Self Determination Theory (Deci & Ryan) [https://www.apa.org/members/content/intrinsic-motivation] The Standardized Tests Debate [https://www.britannica.com/procon/standardized-tests-debate] Third Grade Retention Laws and Effects [https://www.ecs.org/early-grade-literacy-is-third-grade-retention-effective/] Heissel, J. A., Adam, E. K., Doleac, J. L., Figlio, D. N., & Meer, J. (2021). Testing, stress, and performance: How students respond physiologically to high-stakes testing. Macedonia, M. (2019). Embodied learning: Why at school the mind needs the body. Frontiers in psychology, 10, 2098. Artwork and logo by The Interior Gaze [http://www.etsy.com/shop/theinteriorgaze] Send us Fan Mail [https://www.buzzsprout.com/2595746/fan_mail/new]

Regulate, Relate, Reason: From Trauma Research to Classroom Practice

In this episode, I sit down with Tara Tedrow to explore how trauma impacts learning, behavior, and brain development—and what teachers can do about it. We break down the “regulate, relate, reason” framework and share practical, trauma-informed strategies educators can start using right away. Resources for Teachers * Culturally Responsive Practices [https://www.buzzsprout.com/2595746/episodes/18731911] * Emotion and Stress Regulation Tool Box [https://education.umd.edu/sites/default/files/uploads/Emotion%20and%20Stress%20Regulation%20Magic%20Tool%20Box.pdf] * The National Child Traumatic Stress Network [https://www.nctsn.org/audiences/school-personnel] (includes age related reactions to traumatic events and an educator toolkit, among other resources) * The Neurosequential Model by Dr. Bruce Perry [https://www.neurosequential.com/] * Screening Students for Trauma [https://scsmh.education.uiowa.edu/news/2025/07/screening-students-trauma] * Self-Care Strategies for Teachers [https://www.canr.msu.edu/news/small-moments-big-impact-self-care-strategies-for-teachers-during-the-school-day] * Signs of Compassion Fatigue [https://www.nctsn.org/sites/default/files/resources/self_care_for_educators.pdf] * Strengths Based Education [https://www.slu.edu/cttl/resources/resource-guides/strengths-based-education.pdf] * Trauma-Responsive MTSS Toolkit [https://sites.google.com/lehigh.edu/mtsstoolkit/home?authuser=0] * Trauma-Informed Care for Students with Developmental and Intellectual Disabilities [https://www.nctsn.org/what-child-trauma-populations-risk-intellectual-and-developmental-disabilities/nctsn-resources] * Two Word Check-In [https://www.panoramaed.com/blog/two-word-check-in-strategy] Research & Background * Adverse Childhood Experiences (ACEs) [https://www.cdc.gov/aces/about/index.html] * Dr. Bessel van der Kolk [https://www.besselvanderkolk.com/resources/the-body-keeps-the-score] * The Council for Exceptional Children [https://exceptionalchildren.org/?srsltid=AfmBOopmwt4YwUneQ2z262B3zY7LK5LNuJ5yZdrYCX4LjSIzWePYutE4] * Lives in the Balance by Dr. Ross Greene [https://livesinthebalance.org/about-us/] * Our Brains Were Not Built for This Much Adversity [https://hbr.org/2021/09/our-brains-were-not-built-for-this-much-uncertainty] * Qualified Teachers are Choosing Not to Teach in Our Schools [https://hechingerreport.org/qualified-teachers-choosing-not-teach-schools-one/] * Relational Mediated Discipline with Dr. Lori Desautels [https://podcasts.apple.com/us/podcast/episode-8-dr-lori-desautels-trauma-informed-educators/id1480791597?i=1000464391973] * Scanlan Center for School Mental Health [https://scsmh.education.uiowa.edu/] * Trauma-Informed Teaching and Learning with Dr. Mays Imad [https://teachinginhighered.com/podcast/trauma-informed-teaching-and-learning/] * Lawrence-Sidebottom, D., Huffman, L. G., Beam, A. B., Guerra, R., Parikh, A., Roots, M., & Huberty, J. (2024). Rates of Trauma Exposure and Posttraumatic Stress in a Pediatric Digital Mental Health Intervention: Retrospective Analysis of Associations With Anxiety and Depressive Symptom Improvement Over Time. JMIR pediatrics and parenting, 7, e55560. https://doi.org/10.2196/55560 [https://doi.org/10.2196/55560] Artwork and logo by The Interior Gaze [http://www.etsy.com/shop/theinteriorgaze] Send us Fan Mail [https://www.buzzsprout.com/2595746/fan_mail/new]

Less is More: Designing Classrooms That Support Attention and Executive Function

This episode explores how classroom design impacts students’ attention, regulation, and learning. Dr. Laura Foster shares research-backed strategies for creating more intentional, less visually overwhelming spaces—and how small shifts in the environment can better support all learners. Resources for Teachers Heavily Decorated Classrooms Disrupt Attention and Learning In Young Children [http://psychologicalscience.org/news/releases/heavily-decorated-classrooms-disrupt-attention-and-learning-in-young-children.html] Building Design for Learning with Willam Browning and James Determan [https://www.thoughtfulteacherpodcast.com/blog/building-design-for-learning-with-willam-browning-and-james-determan] How to Use Mini Anchor Chart Flipbooks to Save Space and Time in Your Classroom [https://teachtolovelearning.com/mini-anchor-chart-flipbooks/] Structured and Accessible Classrooms to Support Independence [https://amshq.org/about-us/inside-the-montessori-classroom/] Biophilic Design in Schools [https://www.gba.org/resources/green-healthy-schools-resources/biophilic-design-in-schools/] Students Speak [https://students-speak.org/] National Center for Montessori in the Public Sector [https://www.public-montessori.org/] Research Articles & Background Isolation of Difficulty [https://www.youtube.com/watch?v=5RWj6phqYEg] An Introduction to the Theory of Embodied Cognition [https://www.apa.org/pubs/books/how-the-body-shapes-knowledge-intro-sample.pdf] Evaluating the Effectiveness of Tennessee's Voluntary Pre-K Program [https://ies.ed.gov/use-work/awards/evaluating-effectiveness-tennessees-voluntary-pre-k-program] Fisher, A. V., Godwin, K. E., & Seltman, H. (2014). Visual environment, attention allocation, and learning in young children: When too much of a good thing may be bad. Psychological science, 25(7), 1362-1370. Foster, L. K. (2025). Early Childhood Classroom Design: Integrating Montessori Principles with Neuroeducational Research. Journal of Montessori Research, 11(2). https://doi.org/10.17161/jomr.v11i2.24130 [https://doi.org/10.17161/jomr.v11i2.24130] Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of environmental psychology, 15(3), 169-182. Price, J., & Romualdez, A. M. (2025). ‘It just feels unnatural being here’: Autistic secondary school students’ experiences of sensory sensitivities in the school environment. Autism, 29(9), 2228-2238. Valentine, C. (2023). Architectural allostatic overloading: exploring a connection between architectural form and allostatic overloading. International Journal of Environmental Research and Public Health, 20(9), 5637. Artwork and logo by The Interior Gaze [http://www.etsy.com/shop/theinteriorgaze] Send us Fan Mail [https://www.buzzsprout.com/2595746/fan_mail/new]