Podcast: Unpopular Opinions in Education
I had the pleasure of returning as a guest on the Minimalist Educator Podcast with hosts Tammy Musiowsky and Christine Arnold, authors of Your School Leadership Edit: A Minimalist Approach to Rethinking Your School Ecosystem. Joined by fellow guests Sheila Kennedy, Krista Leh, and Nicole Dissinger, we shared our most unpopular opinions in education — the kind of honest conversations that rarely make it into official staff meetings, but probably should. In Part 2, I kick things off with my unpopular opinion about math intervention. This two-part series is also available to watch in full on YouTube.
Part 1: Unpopular Opinions in Education Podcast Episode
We share our most unpopular opinions about education and question whether schools confuse seat time with real learning. We challenge rigid policies and make the case for more intentional schedules and more joy because both directly shape student growth and teacher wellbeing.
• attendance policies rewarding compliance over learning
• valuing learning that happens outside the school building
• reflection instead of make-up work during vacations or illness
• questioning the idea that longer school days mean more learning
• the role of childcare, meals, sports schedules, and sibling care in school timing
• intentional planning through the lens of Parkinson’s law
• joy as a necessity grounded in psychology and brain science
• designing curriculum for what students find meaningful
• building joy through classroom environment and school culture
Part 2: Unpopular Opinions in Education Podcast Episode
We keep our unpopular opinions rolling with a hard line on what counts as real intervention, a critique of rigid pacing guides, and a push for repair after conflict instead of removal without follow-up. We argue for qualified support where it matters most and for classroom systems that protect both joy and high expectations.
• Math intervention delivered by certified teachers as the baseline for MTSS and RTI
• Computer programs and paraprofessionals as extra practice rather than true intervention
• Prioritizing scarce staff through smarter scheduling and role shifts
• Inflexible pacing guides reducing responsive, student-centered instruction
• Balancing teacher autonomy with grade-level expectations and pacing guardrails
• Repair conversations after classroom removal as a nonnegotiable SEL practice
• Connection over compliance so students feel safe and seen across all classes
