As teachers, we are incredibly well-trained in structure, curriculum, and how to organize the day-to-day of teaching. But what about the human side of the classroom—for both our students and ourselves?

In this episode, I sit down with Lisa Riegel to explore what really drives behavior in the classroom. We go beyond strategies and into the intersection of brain science and human systems—how biology and environment work together to shape how students learn, respond, and engage.

We talk about intellectual safety, what it actually means in practice, and why it’s especially critical for English learners. We also bring the focus back to you—the teacher—as a human being navigating all of this in real time.

This conversation is both practical and reflective. It will invite you to look at your classroom—and yourself—through a new lens.

Here is What You Will Hear in This Episode:

How Lisa Riegel connects brain science to real classroom experiences
What it means to understand behavior through the lens of biology + context
A deeper look at intellectual safety and how it impacts English learners specifically
Examples of how classroom systems can either support or block student success
Why fulfillment and growth—both for students and teachers—come from alignment, not just effort
A conversation about the teacher’s internal experience and how it shapes what happens externally in the classroom

Simply Ieva offers and resources:

Grab your free practice The First 7 Minutes: How to Start the Class Grounded (Even if Your Students Aren’t)
EL Newcomer curriculum guides:
The EL Newcomer Teaching Compass - curriculum guide for grades 6-12
EL Newcomer Compass: Little Learners Edition - curriculum guide for grades K-2

Take the next step:

Book The Inner Classroom™ Clarity Session
Support the time, effort and costs that go into bringing you The ESL Teaching Podcast episodes each week - consider making a small donation—whatever feels right for you. Thank you so much! https://www.paypal.biz/simplyieva

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When “You’re the Expert” Becomes Too Much: Decision Fatigue in EL Teaching

The First 7 Minutes: Why Your Class Needs a Better Beginning (Not a Better Lesson)