Class Is In Session: Teaching Through the Chaos is a plainspoken and deeply felt account of what it means to teach in conditions that are equal parts absurd, exhausting, and sacred. Why was this an important book for you to write?

This book was important for me to write because too many teachers are struggling in silence. What happens inside classrooms every day is often misunderstood or overlooked, and I wanted to tell the truth about it. Not just the challenges, but the heart behind the work—the reason we keep showing up even when it’s hard. This book isn’t about me; it’s about giving a voice to educators who feel unseen and reminding them that what they do still matters.

You describe teaching as work that goes far beyond instruction. How do you define the emotional and moral responsibilities of a teacher?

Teaching goes far beyond delivering content. Teachers are carrying the emotional weight of their students—meeting them where they are, supporting them through challenges, and creating a safe space for them to grow. There’s a moral responsibility to show up with patience, consistency, and care, even on the hard days. It’s about doing what’s right for kids, not just what’s required on paper. That kind of work takes heart, and it takes a toll.

The book emphasizes understanding behavior as communication. When did that shift in perspective happen for you?

That shift happened when I started looking beyond the behavior and asking, “What is this student trying to tell me?” I realized that many behaviors weren’t about defiance—they were about unmet needs, frustration, or things students didn’t have the words to express. Once I saw behavior as communication, it changed how I responded. It didn’t make things easier, but it made them more meaningful and helped me lead with more empathy and intention.

What would it take for systems to better support the realities you describe?

It would take honesty, first. Systems have to acknowledge what teachers are really dealing with instead of minimizing it. Beyond that, we need smaller class sizes, more support staff, and policies that reflect the realities of today’s classrooms. Teachers need time, resources, and emotional support—not just expectations. Most importantly, they need to feel trusted and valued, not just evaluated. When teachers are supported, students benefit. It’s that simple.

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