Klingbrief

A suggestion deep into this podcast might be heard as speaking directly to this moment in time. After asking their key questions – What are some of the factors that make a difference in how human beings face mind-boggling change? And to what extent do we have control in times of change and how much are we controlled by our circumstances? – three Harvard professors discuss change as one of life’s most inevitable forces, and also one of its most intensely challenging. Among other data, they consider a longitudinal study of human happiness that has followed a participant cohort for 80 years, identifying a pattern of worthy information about adult responses to unwanted change. There were those whose response to disillusionment was bitterness and withdrawal, but others developed a more encompassing understanding of reality and thrived. For teachers, who are familiar with the constancy of change in education and in life, this conversation makes three things clear. All people can and do change across every stage of life. There is a natural tension between embracing change that looks forward and holding close the fear of losing stability and tradition. And perhaps most telling, how people accomplish thriving differs but almost always includes the capacity to take the long view when the short view is impossible to champion.

How can one overcome societal challenges, be a solid educator, and be proud of one's neurodivergent identity? A high school English language arts teacher in San Francisco shows us one way. Her article, “How I Navigate the Classroom as a Neurodivergent Teacher,” provides valuable insight into the making of a non-traditional educator. It is a story of overcoming often silent challenges within an environment of entrenched misunderstanding and labels. Elbakoury truly speaks to the soul of neurodivergent educators who seek to understand their place in the many classrooms found on campuses and the productive possibilities in all unique, external quirks and curves in executive functioning. Coincidentally, and merely a byproduct of thoughtful writing, Elbakoury encourages school administrators to build a foundation of understanding and empathy for creating more effective neurotypical allyship in schools. The assets of neurodivergence, as Elbakoury shares, reside within these educators' lived experiences that they can build up as tools for themselves and their students. As Elbakoury notes, “We know what it’s like not to register anything the teacher said and to be met with raised eyebrows – as if we are poor students who don’t pay attention.” Here, neurotypicals, essentially all who are not neurodivergent, should feel the striking of a personal chord that hopefully leads to less misjudgment and more compassion for neurodivergent teachers and their students. After all, Elbakoury’s story shows that empathy has to start somewhere. 

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This data-rich article from The New York Times explores a growing educational divide: teenage girls consistently outperform boys across academic indicators, including grades, graduation rates, and college enrollment. Drawing from new research and federal data, the authors examine the shifting social and emotional dynamics that underpin this trend – such as girls’ increasing investment in school success and boys’ disengagement, loneliness, and behavioral challenges. The piece challenges simplistic narratives and invites schools to consider how gendered expectations and outdated support structures may exacerbate the gap. This article prompts deep reflection for the private school sector, where character development, personalized learning, and whole-child education are often emphasized. Independent schools may see the article’s stated trend within their own communities, and the data can serve as a call to action: how are boys being supported academically, emotionally, and socially? Are current engagement, assessment, and student support approaches meeting their needs? For teachers, the article underscores the importance of differentiated, relationship-based strategies. It reminds educators that equity in education must include careful attention to the shifting experiences of all students across gender lines as well. 

While "Beyond Evaluation: Using Peer Observation to Strengthen Teaching Practices" is written for a university audience, it offers valuable insights and practical strategies for educators at all levels. The article emphasizes formative, developmental observations over summative, evaluative ones, advocating for a reflective, multi-stage process that unfolds periodically throughout the school year. For each observation cycle, the authors propose a three-stage process: a pre-observation meeting to establish goals and provide context for the upcoming lesson; an observation session during which an objective, narrative account is recorded for later discussion; and a post-observation discussion where the observer supports the teacher through a reflective dialogue, posing thoughtful questions and offering constructive feedback. This collaborative, growth-oriented approach is grounded in the science of learning and aims to foster professional development through reflection and dialogue. Over time, the authors argue, a consistent program of formative peer observation can deepen collegial relationships, cultivate a culture of professional learning, broaden instructional practices, and ultimately enhance both teaching and student outcomes. For schools aiming to develop or refine their instructional coaching and mentoring efforts, this concise article serves as a clear and practical introduction to the benefits and logistics of formative peer observation.

In “What Feral Children Can Teach Us about AI” for Noema Magazine, Italy-based journalist John Last explores and synthesizes existing theories of consciousness, focusing on the relationship between language and the mind. Last’s article is richly conceived and beautifully written, an education in itself as an overview of foundational ideas about cognition, mental synthesis, groundedness, machine psychology, and theory of mind. Tracking the quickly closing gap between markers of consciousness for humans and those for artificial intelligence, Last considers the possibility that LLMs (large language models) will “transcend human languages” and essentially leave humans behind. On the way to this eventuality, Last says, “It may well be the case that, in just a few years’ time, we will be greeted by AI that exhibits all the external forms of consciousness that we can possibly evaluate for. What then can we say to eliminate them from our moral universe?” Integrating philosophy, psychology, linguistics, and literature, Last captures for us some of the most fascinating moral questions of our age. As a text for students and teachers across disciplines, Last’s article will inspire conversation, reflection, connection, and discovery.

The world our students live in today and will navigate as future professionals is vastly different from the one their parents and teachers experienced. Rapid economic, technological, and social transformations have created a global landscape that is increasingly interconnected and interdependent. To thrive in this global era, students need to develop knowledge that goes beyond foundational skills in reading, mathematics, and science in order to become globally aware, intellectually curious about world regions and pressing global issues, attuned to diverse perspectives, capable of cross-cultural communication and multilingual engagement, and committed to the common good. Current Perspectives on Intercultural and Global Competence brings together the collective wisdom of scholars, practitioners, and students from around the world to explore the dynamic and evolving field of intercultural and global competence through multiple lenses. Divided into three sections – “Regional Perspectives,” “Emerging Perspectives,” and “Practice Perspectives” – the book showcases a wide range of insights from diverse disciplines, cultural contexts, and linguistic backgrounds. The contributors offer nuanced understandings of what it means to engage with difference in today’s interconnected and often polarized world. Their essays illuminate the complexity and importance of developing the intercultural and global competencies essential for success in the 21st century and beyond. 

In this article, scholar Jarek Janio offers a provocative critique of efforts to incorporate insights from cognitive science into classroom teaching. While there is growing enthusiasm for applying findings on attention, cognitive overload, and memory, Janio argues that these concepts are “difficult to assess in day-to-day classroom settings” since they often manifest differently in practice. Without precise tools for measuring such processes, educators are left to infer students’ mental states – like engagement or understanding – through external cues such as body language and participation. As Janio puts it, classroom applications of cognitive science “often rely on guesswork” and reflect “our biases, not our students.” Janio goes further, proposing a shift toward a more “behaviorist” approach – one that emphasizes observable outcomes over inferred internal states. He urges teachers to “stop interpreting and start observing,” focusing less on “what we think students feel” and more on “what they can do because of our instruction.” While his critique may underplay the role of teacher judgment and professional intuition – and may set up a false dichotomy between applying and resisting cognitive science – Janio raises important questions about assessment, evidence of learning, and how best to support student growth. For schools rethinking how to measure progress and create effective learning environments, this article offers a compelling challenge.