Marvel Comics

Second ______ Slump?

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Happy Fall! (Astronomically speaking.)

Academically speaking, we already celebrated “Back to School” season (“Happy New Year!”) and are in the thick of things.

Soooooo. How are things going?

Educators frequently focus on the “First Days of School,” and rightfully so. The first days (or week) are when teachers (and students) establish expectations and routines about classroom environment and relationships.

These early days are so important that Harry and Rosemary Wong’s popular teaching book is the highest selling publication in the educational field. (4.5+ million copies? Not too shabby!)

Time marches on, however, and so does the school year. Eventually, teachers and students will encounter a “slump,” sensing a lack of motivation, focus, energy, and more. This often happens in mid-winter, but could be earlier in the semester–even right now!

Teacher slumps occurring later in the year are often referred to as “the doldrums,” marked by fatigue and listlessness. There’s actually meteorological meaning behind this sailing term, which you can learn more about here. Ahoy! ScienceI

Slumps that occur earlier relate to inertia–another scientific term! How can we build and maintain momentum once the “back-to-school” excitement dims? Like any new endeavor, a new school year can start with high hopes, only to face an “implementation dip” when reality sets in.

Michael Fullan is a “change expert” and has published a lot of neat research and resources on the subject. Here are a few images he shares to illustrate one’s experience with change over time. First, a simple picture . . .

Or a more complex version from an additional study:

Whether simple or complex, the same pattern takes shape. The good news is things can improve with effort over time. Don’t rely on quick fixes or overnight success. Persistence pays off.

Recently, superhero movies have found immense financial success in their first weekend, only to lose steam in subsequent weeks. Even a film opening with over $100 million in ticket sales can “flop” if it fails to sustain enthusiasm.

This trend is growing to the point that The Hollywood Reporter has declared, “The Second Weekend Is the New Opening Weekend.” Business-wise, a winning formula is a big beginning PLUS ongoing interest. Positive buzz from critics and viewers will garner more attention, growing new and repeat audiences.

It’s not that different from teaching. Effective lessons start with an engaging “hook” and continue with motivating activities that encourage further learning, discussion, and wonder.

Ideally, this should happen each and every day. But it doesn’t. And that’s understandable.

It’s hard to maintain excitement when things get tough, busy, and repetitive. It may even feel like you’re trapped in a Time Stone loop from Doctor Strange!

This sensation is true for teachers as well as students. The seasonal slump is not a matter of “if” but “when.” Be ready.

Whenever you feel yourself slumping, consider how to regain ground and recharge your batteries. Below are a few resources:

  • Creative English Teacher challenges teachers to remember their motivation and inspiration – which are NOT the same thing.
  • The Teaching Channel has 6.5(!) tips that address teacher self-care, tangible actions ranging from lighting to baking.
  • MiddleWeb features a blog with more strategies to battle a “stagnant classroom.” These are helpful since they serve both teachers AND students. Like other lists, common elements are enjoying humor, getting active, and trying something new.

You can find more ideas elsewhere, but hopefully this is a start!

Don’t wait for mid-winter.

Get going NOW!

Beyond Buzzwords

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Teachers may have seen the goofy gallery mixing educational jargon with bad 80s haircuts. Here are a few favorites, and you should check them all out at Teacher Misery.

Creator Jane Morris explains her distaste for buzzwords and mottos: “[T]hey take a fairly simple concept that most teachers do anyway and turn them into complicated, irritating nonsense.”

Inspired by this wombo-combo, I’ve created my own mini-album of buzzwords using 80s era Marvel superheroes (and super-hairdos). Behold!

All fun aside, it is a serious matter for educators to go beyond superficial labels or condescending catchphrases. (Even superheroes get lampooned with silly slogans or benign battle cries.)

Consider the true origins of such sayings, and reflect on what these terms REALLY mean.

To help with reflection, take a look at an article I wrote for the great folks at Edutopia.

Click HERE (or on the image above) to read the entire thing, and please share your comments here or there.

Either place, I’d love to learn what buzzwords drive you nuts (and why), along with what bad hairdos you secretly like.

Silver Linings

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Two new superhero movies this summer have people thinking about the Silver Age of comics. Both DC’s Superman and Marvel’s Fantastic Four: First Steps arrive soon, bringing a shiny glow of nostalgia with them.

The Silver Age of superhero comics is roughly the late 1950s and all of the 1960s. You can read about it at various places, including this short overview from Book Riot and this library research guide from Tarrant County College (academics!).

Also, Matt Schimkowitz at AV Club has written a nice review of the Silver Age and how these new superhero movies are a callback to that era. Take a look here! And while you’re at it, check out some of these wacky Silver Age comic book covers:

Although remembered for some silly stories and goofy covers, the Silver Age was a transformative time of growth and revival in the world of superhero comics. And the AV Club essay highlights how the world of superhero movies is also nearing a similar juncture in its storied history. Here’s one quote from the article:

“25 years into the superhero movie trend, both franchises needed to look back to this era and find some of the freewheeling personality that made these books so fun in the first place.” 

The world of education, too, is experiencing a pivotal moment. Actually, every year and decade is a pivotal one for educators and students, schools and communities. But we are definitely in an interesting age, with all the “AI” chatter and ongoing challenges with reaching and teaching kids and their families.

Talk of the “Silver Age” brings up some interesting parallels with education. For one, the actual years during the mid-20th century were quite monumental. Things blasted off with Sputnik and Brown v. Topeka Board of Education, and schools navigated through the Space Race, the Vietnam War, the Civil Rights Movement, and more.

We haven’t changed much since then. Prejudice and protests continue to this day, with education often in the thick of it. Plus, there’s always technological fits and starts to keep us on our toes.

Maybe schools have never left the so-called “Silver Age.” Twists and turns, trends and turmoil are just part of everyday life and society. Even so, take hope in reflecting on “silver linings” celebrated from this era in comics.

When comic book historians discuss the Silver Age, two common themes emerge. The AV Club article linked above addresses this, noting how DC Comics told wildly imaginative stories, while Marvel Comics introduced more relatable characters and realistic interactions.

I’d argue that BOTH of these elements – imagination, relatability – are ESSENTIAL for effective teaching.

Don’t just take my word on it, either. There’s research and writings all about the importance of imagination in education, from books to thesis papers to encyclopedias.

Same thing with resources for teachers about building rapport and relatability in the classroom. You can find great stuff from organizations like the Learning Policy Institute and American Psychological Association, as well as resources like scholarly journals, education blogs, and more!

So as most of us educators transition into “summer mode” – which may include taking or teaching summer classes, attending and presenting at workshops, and a few weeks known as “unpaid time off” – reflect on the IMAGINATION and RELATABILITY in your classroom, and how you can grow both in your teaching.

And maybe do some surfing, too!

Talk with the Hand (Gestures)

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G.I. Joe (A Real American Hero) is back in the spotlight of the comic book world, with multiple ongoing series and a whole new interconnected universe.

For those NOT in the know[ing is half the battle], G.I. Joe is basically “army superheroes.” It’s got high-stakes sci-fi action, soap opera drama, and all a store rack full of colorful characters.

We’ve already featured G.I Joe here in the past, focusing on the milestone “silent issue” #21 that tells a complete comic book story with ZERO dialogue and sound effects.

Check out our original post HERE, which discusses all of the unspoken behaviors that impact classroom instruction, and strategies for teachers to improve their interactions with students.

G.I. Joe #21 is so influential that many other comic books tried their own “silent” issues over the years. In fact, publisher Skybound has announced a special “Silent Missions Month” in April 2025. Five different Joes get their own story told in the same word-free style.

Silent stories with Beach Head, Jinx, and Spirit? Sign me up! Not sure about Roadblock, though, given his role as Heavy Machine Gunner and knack for bad rhymes (in the cartoon, at least).

Regardless of how “Silent Missions Month” goes, this news gives us another opportunity to look at nonverbal teaching actions in the classroom.

In an article for Edutopia, Todd Finley shares a helpful summary of research, specific strategies, and takeaways all focused on . . .

My favorite section of this article is “When should students use gestures?”, which also includes a discussion of when NOT to use gestures.

Nonverbal communication is important for a productive classroom, but it is not an exclusive tool. Similarly, comic books can’t rely on using silent issues all the time. Like all teaching strategies, anything overused soon becomes a gimmick and loses impact.

Teachers, what are your “go-to” gestures or unspoken mannerisms for effective instruction? Please share (or demonstrate) below!

Reboot, Reteach, Recycle

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Earth Day was just a few weeks ago, so here’s your annual reminder to take care of our planet EVERY day!

And if you need a SUPER reminder, here’s Captain Planet and his Planeteers!

Another 1990s product has recently made a triumphant return. X-Men ’97 is receiving “rad” reviews for its continuation of character arcs and plot threads created over 30 years ago on a Saturday morning cartoon. Check out the show’s neo-retro trailer:

Confession time: While the X-Men were my “first love” among superhero comics, I didn’t pay much attention to the animated series. For one, our household TV didn’t get the Fox channel. Second, I thought the cartoon was a pale imitation of the more “authentic” comic book continuity.

I’ve consumed enough pop culture, however, to recognize that any continuity of a decades-long franchise is flimsy at best, beholden to whoever is in charge at the moment. Fans should just pick the stuff they enjoy and ignore the rest.

And now I’m enjoying this new/old cartoon with my own kids. The show captures two main draws of Marvel’s “merry mutants” in animated form:

1) Style (snazzy outfits with bonus buckles).

2) Soap opera melodrama (in a handful of episodes, we’ve already gotten deaths, births, rebirths, clones, time travel, and enough love triangles to prove the Pythagorean theorem thrice over).

Of course, one must always be careful with nostalgic viewing through ruby-quartz glasses (get it?). This applies to both entertainment and education.

Just because something evokes fond memories doesn’t mean it was flawless. We can easily forget the rough spots. In teaching, this comes up whenever you hear comments like, “Why can’t we go back to . . .?” and “Things were a lot better when . . .”

Ah yes, the good old days!

Of course, a similar hazard is ogling at the latest trend and thinking it’s all that and a bag of chips. (There’s another 90s reference for you.)

If you find yourself chasing fads, watch the following video from the Veritasium channel about “the most persistent myth” in education, namely the assumption that some new thing will revolutionize education:

There’s a third danger, particularly to veteran teachers. Anyone who’s been around education for a while will eventually experience déjà vu. That’s not surprising. Every year is an astronomical loop, back to where we started.

Hang around long enough in education, and you’ll notice hints of familiarity among “innovative” ideas. Teachers may be tempted to assume a jaded stance and grumble, “Here we go again,” or “We’ve already tried this.”

Please resist this apathetic posture. Yes, shiny school things are often simply repackaged relics. But consider the strength of something that runs through waves of reform. Maybe there’s a reason it reappears time and again. (Sort of like a phoenix?)

We’re talking about teaching here, but the same is true for the X-Men and other superheroes. How many times have classic stories and key character moments recurred over the years among different media?

Heck, as I’m writing these words, my family has been enjoying Little Women on TV. This is the 2017 “Masterpiece Theatre” version, not the movie from 2019. Or 1994. Or the four other films before those. There are other adaptations, too, like graphic novels and manga.

Multiple retellings reveal a beloved and durable tale. Whether it’s X-Men, Little Women, or classroom instruction, focus on elements that withstand the test of time and trendy tides.

This doesn’t mean sticking to a single interpretation, but rather celebrating and cultivating quality. Whether something is new or classic, deconstructed or reimagined, relevance relies on excellence.

Or rather, X-cellence!

Superhero Shuffle!

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No, the “Superhero Shuffle” is not the latest dance craze (yet).

But I’ll still use any excuse to share this fabulous comic book page of Clark Kent dancing. Shake that Super Bootie!

Instead, this blog is about shuffling CARDS — namely playing cards that teachers can use for different cooperative strategies in the classroom. Ante up!

Check out this NEW article I wrote for the great folks over at Edutopia, and try out one of these strategies with your students.

Just be sure to let your students–and colleagues–know that no one is gambling.

And to get back to superheroes, here are some heroes (and villains) famous for their card-themed connections. Deal me in!

Views on Reviews

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Even though the new year has barely begun, it’s always a good time to reflect and review.

Unfortunately, the previous year wasn’t kind to superhero shows. (Or maybe it’s the other way around: Superhero shows weren’t kind to 2023.) Here is a list of superhero movies from last year and their scores on the “Tomatometer” –

Notice that only two films reach the equivalent letter grade of an “A” (both animated, by the way). And seven of these ten movies average out to a “C” or worse – including three below 50%. (Ouch.)

Aside from critics’ reviews, a film’s success also depends on how much money it makes (and also how much it costs). The criteria for “hit” movie, then, is multifaceted.

In the same way, teachers must consider a variety of factors when reflecting on classroom success.

Beyond summative assessment scores, we should account for pre-assessments, school context, and external factors. And go beyond academic measures for “success,” acknowledging the power of social and affective factors.

Here’s a neat-o graphic inspired by work from York, Gibson, and Rankin on “Defining and Measuring Academic Success” (2015).

Again, I would argue these aspects (and more) influence all kinds of success, not merely “academic.”

We’ve talked before on this blog about defining success and evaluating outcomes. But for now, let’s focus on reviewing teachers. How do we measure teaching effectiveness? And who should do it?

Not long ago, Edutopia asked this latter question, and summarized research into various teacher evaluation methods. This is their headline and graphic, and you should click HERE to read more.

For now, here’s a quick summary (you’re welcome) on some useful elements to enhance teacher evaluation:

  • Teachers should review their teaching with a peer, including fellow experts in content and pedagogy.
  • Well–written rubrics (and well-trained evaluators) help provide structure and intentionality.
  • Video recordings afford flexibility and efficiency for review, as well as opportunities for self- and peer-reflection. (This one is a personal favorite, and helps you reach “iconic” status.)
  • Student feedback can be a powerful supplement to other evaluations, especially to gauge rapport, management, and relative rigor.

Teachers, what do you think? How do you use any or all of these in your self-evaluations and self-improvement?

That last one – student reviews – can be tricky. The researchers acknowledge this, noting that some students may evaluate their teachers too harshly. In the entertainment biz, it’s called “review bombing,” and teachers can be mindful of such pitfalls, however rare. (As one of my mentors used to remind her colleagues, “consider the source.”)

I’m encountering a new sort of review process now that my book, “Teaching Is for Superheroes!” is out and in the public. (Have you heard? Or seen? Or both?)

Writers are cautioned to avoid reading their own book reviews, as this habit can stunt, distort, or even paralyze the creative process.

I’ll admit, I’ve taken a peek at a few reviews of my book. They’re not too bad (yet). And hey, I’ve still been writing! (Exhibit A: This blog.)

Still, I don’t want to get bogged down in second-guessing, cringe-inducing, and/or back-patting obsessions.

Teachers must also be careful in focusing too much on reflection and review that they forget to actually teach. Use reviews purposefully and proactively, but not at the expense of your instruction.

Teachers, what else do you do to review, reflect, and improve your teaching?

Please share your ideas. (Sharing and supporting the profession is a great way to help others AND yourself.)

Here’s one more suggestion: Check out a book on teaching! (I have a recommendation.)

And when you do, please provide an honest review at your favorite online merchant (or two), Goodreads, social media, or your own personal blog or podcast. I promise not to look at it . . . more than twice.

Marvelous Outcomes

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Have you seen The Marvels movie in theaters yet?

If your answer is “NO,” you’re not alone. The Marvels had the worst box office opening ever for a movie in the MCU franchise.

Considering the Marvel Cinematic Universe has earned a worldwide gross income of nearly THIRTY BILLION DOLLARS* from its combined movies, I’m sure they’ll be fine.

*That’s “Billion” with a B-b-b-b-b-b . . . .

I’m even more confident in Marvel’s well-being given recent comments by one of their up-and-coming stars.

From cosplaying fangirl to leading lady in the MCU

In an interview with Yahoo Entertainment, actress Iman Vellani (Ms. Marvel herself) shared her honest feelings about the film’s performance and audience perceptions.

“I’m happy with the finished product, and the people that I care about enjoyed the film. It’s genuinely a good time watching this movie, and that’s all we can ask for with these films. It has superheroes, it takes place in space, it’s not that deep and it’s about teamwork and sisterhood. It’s a fun movie, and I’m just so happy that I can share it with people.”

Whether you like The Marvels or not–heck, whether you even go see the movie or not–you have to respect the Ms. Vellani’s positive outlook. Enjoy the creativity and enthusiasm, and share that enjoyment with those who are important to you.

I bolded that previous statement because the same approach applies to TEACHERS.

Like movies, schools may find themselves in the headlines due to lackluster performance. Often, the stumbles and setbacks get more scrutiny than the successes.

Notice the sad-to-happy ratio of 8-to-1.

Teachers can take it upon themselves to create positive buzz. Advocacy is a topic we’ve addressed in this blog a few times, thanks to Stan “The Man” Lee and the American Federation of Teachers (AFT).

On other occasions, we may just need to rely on thick skin, like Ben “The Thing” Grimm of Fantastic Four fame.

Or maybe we don’t have thick sin, but a magical bracelet that combines with our mutant powers to create a shield of hard light energy. That’d be nice . . .

Here’s another excerpt from the interview with Iman Vellani:

“I had a lot of experience in high school alone when I would share my excitement with someone, and then they’d immediately shut me down for being so excited . . . . If people are excited about something, let them be excited about it. And if you have constructive criticism, voice it — but never be the wet blanket on someone else’s excitement.”

Wise words from a 21-year-old.

And not only sage advice, but also a practical strategy for teachers working with students.

We all encounter kids who have grand ideas, but maybe not the best plans. Effective teachers are those who can encourage and cultivate enthusiasm in the classroom.

Marvelous teachers harness that energy for productive outcomes inside school and beyond.

We–AND our students–should cherish such experiences.

Excused Absence?

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You may think this blog’s title refers to the relative lack of new posts in recent months. 

I wouldn’t blame you. Hopefully we’ll get back to a semi-regular schedule soon.

But I’ve had my reasons for such blog-paucity. It’s been a busy fall semester. Exhibits A-J . . .


Actually, the topic of “Excused Absences” comes from a social media post by Marvel Studios.

Check out this “Permission Slip” fans can use to skip school or work (or both if you’re a teacher). 

What’s your reaction to this note? 

  1. Ha! That’s funny.
  2. Hey, that’s not a bad idea.
  3. Gasp! How dare they make light of skipping school and/or work, especially in light of data on chronic student absenteeism and the detrimental effects on learning and retention?

If you responded closest to #3 above, chances are you’ve had some prior experience with students that miss or skip classes. 

(Still, I’d hope you can take it as a clever joke. And maybe sympathize with those of us excited to witness two landmark events in the wider Marvel Cinematic Universe.)

But since the issue is on the table, let’s look at students who miss school. And if it’s any encouragement, superheroes go missing all the time . . . .

Focusing on STUDENTS, the causes and effects of missing school are diverse and interdependent. For example, is a student not doing well because they are missing class, or are they missing class because they are not doing well? 

Regardless of causation, we can clearly see correlation. Here is a graph based on data of students in my university, courtesy of our Office of Academic Affairs. 

Sure, there are outlier individuals who buck the trend. But overall, it’s not too hard to notice that the more classes you miss (Number of Days Absent), the lower your overall grade point average (GPA).

You can find all kinds of data and research on this important issue, including the ones listed here.

(Notice this topic is so crucial that even the White House has an official position statement on the matter!)

No big surprise, then, that a general rule of thumb is “Stay in school, kids.” 

See? Even Batman and Spider-Man agree!

Easier said than done for some, of course. Start with the list above for resources to increase attendance and engagement.  

And please share what you and your school do to help invite and retain students. Successes? Struggles? Lessons Learned? Advice to Share?

We welcome your feedback! (And will even write you a note if you need one.)

Good Teachers – Born or Made?

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The title of this blog entry has been a question I’ve been considering and writing about lately:

Are good teachers “born” and naturally effective in the classroom?

Or are good teachers “made” through preparation and practice?

I wrote a short essay on this topic for MiddleWeb, a terrific website not only for middle school teachers, but for anyone in ANY teaching field.

Find my article here – https://www.middleweb.com/49591/what-is-your-teacher-superhero-origin-story/

And check out these amazing plugs from MiddleWeb and other teacher networks. NICE!