Or let’s talk about a specific cast of characters. What’s the best era in X-Men stories – Xavier’s School, Giant-Size, Australia, Blue/Gold, New X-Men, Krakoa, etc.?
In 2025, DC Comics published a “New History” mini-series celebrating 90+ years of milestones across its comic book universe (and multiverses).
In the words of writer Mark Waid: “It’s a chance to realign all of DC’s sprawling continuity into one master timeline . . . With new information for even longtime fans, plus Easter eggs galore, this series will be an essential read for DC fans.”
Not too many comic book readers have been around to enjoy a near century of DC heroics. Still, I bet most fans have a particular favorite era or version of these iconic characters, their origins, and adventures.
Every few years, it seems DC or Marvel (or both) publish a special event like this to A) celebrate their history and/or B) recalibrate convoluted timelines. These stories usually sell well and provide ample opportunity for debate and discussion.
Mark who? That name sounds familiar . . .
Real-world history is also a hot topic in education, or rather a hot-button topic. Depending on whom you ask, social studies curricula have become either too critical or too censored.
I’m sure each social studies teacher has their favorites when it comes to particular events, eras, or people in history.
Likewise, there may be a few topics teachers don’t enjoy teaching. They may not even personally agree or like some of the stuff they teach. But that does NOT mean they should skip it.
(Full disclosure: When I taught high school science, I was not a big fan of our unit on calorimetry and specific heat. The math was tricky, the labs could be messy or dangerous, and more. Even so, I taught those chapters the best I could, open flames and all.)
Put another way for social studies, a teacher shouldn’t ignore past or present problems. Doing so would be like a science teacher neglecting to share all the missteps and incorrect assumptions of previous scientists. Or consider the educational malpractice of a literature teacher who removes all context regarding authors and their creations.
Spoiler Alert: Animal Farm is NOT about agriculture.
It’s okay to have favorite parts of history, just like it’s okay to have favorite superheroes and sagas. A robust understanding, however, explores limitations and acknowledges imperfections. Furthermore, authentic learning involves application and ongoing growth. How can we make things better? How can we promote a HEALING history?
For one more science connection, consider Sir Isaac Newton’sfamous quote: “If I have seen further it is by standing on the shoulders of Giants.”
None of those giants were perfect. And some may have been downright jerks. But Newton still learned from their work and developed new ideas and amazing discoveries from them, warts and all. The same is true for teachers and students today.
As an added bonus, I used Canva AI image generator to conjure a comic book styled Isaac Newton standing on a giant superhero. Huzzah! (We’ll examine ethical and educational AI issues in 2026, for sure.)
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.
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 . . .”
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.
Although the upcoming Deadpool 3 movie is a loooong way from its release in theaters, fans are still excited for any news.
The BIGGEST reveal came recently with a sneak peek photo of the film’s two stars, Ryan Reynolds (Deadpool) and Hugh Jackman (Wolverine). Check it out!
Understandably, the BIG DEAL is that for the first time in two decades of movies, Hugh Jackman’s attire finally bears close resemblance Wolverine’s comic book costume. Nice!
Before, many fans believed it impossible to pull off a nearly all-yellow, non-ugly outfit in live-action cinema. But I admit, Hugh’s golden duds look pretty good. Chalk it up to movie magic!
This is not the first time we’ve used Hugh Jackman as a launching point to discuss teachers and teaching. Now in Part Three of our “Hughology” (trademark, 2023) we’ll use the charming Wolverine actor to reflect on teaching wardrobes.
Is yellow part of your school colors? Do you root for the the “Yellowjackets,” or “Golden Lions” or “Wheat Shockers?” If yes, then by all means, go for it. Especially on game days. Who cares if yellow is a bad match for your complexion? Show your team spirit!
All teachers can still wear yellow, no matter their school’s mascot. In fact, yellow is a common color recommendation for first day outfits. Both style and teaching websites give their approval (and examples, such as below).
Beyond trendy styles, there’s actual research to support adding a ray of sunshine via your threads. Fashion psychologists note how the color yellow conveys optimism, brightness, and energy. These are all great things to share in the classroom, on the first day of school and beyond.
A little bit of yellow goes a long way, however. A teacher with too much brightness and energy can overwhelm a class, whether by what they wear or how they act. Be purposeful and judicious in your appearance and behavior.
For further superhero inspiration, consider how many of the following heroes brandish yellow–sometimes a bit, sometimes a bunch–on their costumes. Instead of insignias or capes, teachers can add their own bright splashes with a necktie, scarf, jewelry, and more.
If you want to learn more about fashion psychology and superhero costumes, there’s a super-neat four-part feature at Comics Alliance about different color combinations, including those shared above.
And read more about teacher attire AND teacher actions in my new book, Teaching Is for Superheroes! – NOW available anywhere online where you find GOOD BOOKS! Find out the latest at www.TeachingIsForSuperheroes.com!
(Note the savvy use of yellow on the cover – just enough to catch your attention!)
In honor of only ONE WEEK left before the release of my book, Teaching Is for Superheroes! check out this tune . . .
Keep in mind, the wait between comic book issues for ongoing stories “to be continued” is ONE MONTH, or about 30 days. So only 7 days doesn’t sound too bad.
What about the break between school years? Do you get three months over the summer? Or more frequent, shorter breaks between trimesters or quarters?
Hopefully, whatever time “away” you get from school provides refreshment and rejuvenation. And ideally, both students and teachers are RECHARGED and ready to dive back in for “back to school” season!
Over your upcoming break, get in some summer reading while you hangout at the pool or beach or campground (or back porch or air conditioned couch).
I know one good book you could read . . . and there’s still time to PRE-ORDER!
Barnes & Noble is back at it – offering 25% off all online pre-order books, including Teaching Is for Superheroes!
Use the code “PREORDER25” – valid until April 29, 2023 at 2:29am ET (exclusions apply). Sorry Luddites, but this code can only be used on B&N’s website.
Please SHARE with your fellow fans of teaching and superheroes!
And don’t forget to sign up for FREE RESOURCES when you pre-order the book. Go to www.teachingisforsuperheroes.comand click on PRE-ORDERS to learn more!
When you get that done, come back here and check out three more comic books with awesome #25 issues!
Ant-Man and the Wasp: Quantumania has been out in theaters for a while – and the film is HUGE fun!
It’s no secret that the “big bad” villain in the movie is Kang the Conqueror, but we won’t say anything more about his motivations or machinations.
(That would be a “spoiler.”)
Still, a lot has been said already about Kang (and actor Jonathan Majors), with his introduction as the next major antagonist in the Marvel Cinematic Universe. We’re talking Thanos-level malevolence here.
Both look great in purple, too!
Understandably, people want to chat about Kang the Conqueror–his backstory in the comics, potential connections to MCU shows and films, his powers and motivations, and much more. But we won’t dive too deeply here, to avoid any spoiler territory. (If you’re curious, click on any of the links in this paragraph and speculate away.)
All this talk about the next new villain got me thinking about teaching. If teachers are like superheroes, then who plays the “villain” role?
Who is YOUR archenemy?
Or at the least, who’s your rival?
Or maybe just someone who bugs you. Whether they know it or not, sometimes this person drives you nuts.
To help reflect on educational antagonists, look at classic superhero/villain pairings.
Sometimes they are complete opposites. Superman is super-strong and a “boy scout.” Lex Luthor is super-smart and a malicious “man-child.” Or contrast the stoic, calculating Batman with the crazy, maniacal Joker.
Archenemies can also be too much alike. Their mutual strengths create immediate conflict. Think of Wolverine and Sabretooth, both with claws, feral fighting skills, and healing factors. Or consider the intellectual enmity between Mr. Fantastic and Doctor Doom.
Another source of friction is a fundamental difference in ideology. Professor X seeks peaceful coexistence between mutants and humans, whereas Magneto prefers violent uprising and mutant dominance, no matter the cost. Captain America and Red Skull epitomize the Allies vs. Axis sides of World War II.
Remember, these examples are fiction. Superhero/villain matchups are mere illustrations for the types of conflict that can occur between two real people. I sincerely hope any opposition in schools is much less vindictive and destructive.
As teachers, we should use moments of disagreement as opportunities to model healthy communication and compromise. Remember, your students are watching!
That said, something (or someone) that is unethical or illegal should NOT win.
I remember a high school principal explaining one experience he had where “win-win” was not a viable option. Their school building was facing increased pressure and influence from violent gang activity. This principal shared how their school staff, students, families, and community banded together to find a “win-lose” solution: they were going to win; the gangs were going to lose (and leave).
Hopefully, the day-to-day conflicts and friction teachers experience are not as dire. And in any case, we can focus on productive (and creative) outcomes, with student learning and growth as the ultimate goal.
Here are just two resources for working with others (including those you can’t stand):
Imagine what would happen if some of our superhero/villain pairs paused to review these materials. Maybe they could even sit down and work out their differences.
Or maybe not.
But what about YOU?
And who exactly is a teacher’s REAL archenemy? Moreover, how do we “fight” them?
