I used to think I had my teaching career figured out. I had spent years honing my craft, developing engaging lessons, and building strong connections with students. But just when I thought I had reached my peak, an unexpected opportunity led me away from the classroom and into the world of tech integration and educational consulting. It was thrilling, terrifying, and ultimately one of the best decisions I had ever made.

Fast forward six years, and I felt that same pull again—but this time, it led me back into the classroom. A new school, new students, a new challenge. I had become comfortable in my consultant role, with its flexibility, travel, and the ability to impact educators around the world. Yet, something was missing. The spark of everyday classroom magic. The messy, unpredictable, beautiful experience of working with students daily.

​Stepping back into teaching felt like jumping into the unknown all over again. My confidence wavered. I wasn’t the same teacher I had been before, and the classroom wasn’t the same, either. Education had changed. Students had changed. And I had changed.
It would have been easier to stay where I was...safe, secure, certain. But I’ve learned that the most extraordinary moments happen when we take a risk. When we step out of our comfort zones. When we trust that something magical is waiting on the other side of fear.

​Maybe your risk isn’t changing careers or stepping into a new role. Maybe it’s trying a new teaching strategy, starting that passion project, or putting yourself out there in a way that feels vulnerable. Whatever it is, I challenge you:
Take the risk.
Do the scary thing.
Step into the unknown.
Because that’s where the magic happens.

As an educator, parent, and passionate advocate for kids, I’ve always believed in the magic every child brings into this world. But sometimes, the traditional markers of success don’t tell the whole story. This realization hit close to home as I watched my son, Tommy, navigate school. His journey, his challenges, triumphs, and incredible talent, became the heartbeat of our children’s book, Dragon Smart.

Tommy is one of the most dedicated learners I know. He listens, studies, and puts his heart into everything he does. But no matter how hard he worked, school often felt like a maze. Words didn’t always line up, numbers seemed to blur, and tests never quite showed the brilliance I saw in him every day. I’m sure many of you can picture a child like Tommy—someone who pours their soul into learning but feels unseen in systems that prioritize one narrow definition of success.

Here’s the thing about Tommy... His creativity is boundless, and his ability to bring ideas to life is breathtaking. Watching him find his voice through art was a powerful reminder that intelligence isn’t one-size-fits-all. I knew his story needed to be told, not just for him, but for every child who has ever felt like they didn’t quite fit the mold.
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Together, we created Dragon Smart. It’s the story of Tommy the Dragon, a learner who faces challenges in school but discovers that his true brilliance lies in his creativity and his big, kind heart. It’s a story about celebrating the many ways intelligence can look and reminding every child that they have a magic all their own.

Tommy didn’t just inspire the story, he brought it to life with his incredible illustrations. Seeing his artistic vision leap off the pages when I read the published copy for the first time was a moment I’ll never forget. It felt like the ultimate celebration of his journey and a testament to the idea that every child’s gifts deserve to be recognized and nurtured.

As I think back on creating Dragon Smart, I’m overwhelmed by the power of storytelling to change hearts and minds. In our classrooms, homes, and communities, we have the opportunity to move beyond traditional measures of success and honor the diverse ways kids can shine. Whether a child is a dreamer, a problem solver, a builder, or a creator, their abilities matter.

To those who have shared Dragon Smart with the young learners in your life, or are considering doing so, thank you. My hope is that Tommy’s story sparks conversations about how we define intelligence and how we can celebrate every child’s unique magic. Let’s remind our kids, as I remind Tommy, that they are truly Dragon Smart.
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Thank you for being part of this journey with us. Whether you’re in a classroom, at home, or in your community, let’s work together to create spaces where every child feels valued, celebrated, and inspired to shine.

Once the investigation is complete contestants begin replicating the mystery recipe based on their hypothesis. In order to prepare the dessert within the given time frame requires a large serving of communication, collaboration, and creativity. Teams must be efficient, fluid, calm, and kind. Disagreements and disorganization only lead to frustration and failure to complete the recipe before the time runs out. It also requires prior knowledge and skill to be able to demonstrate the methods and skills needed to prepare the recipe accurately. ​

The Hook:
As students enter have dramatic theme music playing and a graphic displayed on the screen that says "Crime Scene Kitchen". Hand out rubber gloves for them to wear while in the crime scene. You could also dress up as a private investigator to create another element to draw students into the activity.

Crime Scene
​Divide students into teams of 3-5. It could be their regular kitchen teams, or you could divide them up differently for this activity. Share the story line and explain the activity. If using option 1, remove the caution tape and covering from crime scene and let each group in for 3 minutes at a time to investigate. Make sure they bring something to write with to record their findings. If using option 2, hand each group a manila folder and give them 3 minutes to investigate its contents. This may not be as exciting as investigating a staged crime scene. However, it may save a little time. You may choose to give them more time in this phase depending on grade and level of difficulty.

Crime Scene Learning for Virtual Learning
​For those teaching in a virtual learning environment, there are still ways to bring a Crime Scene activity into your learning environment as well. Here are some possible ideas for synchronous remote learning:
Stage the Crime Scene:

• Create a graphic using a digital creation tool such as, Google Slides, Canva, Adobe Spark, or Buncee, to display a variety of clues and false leads. Or, create a Thinglink graphic with links to the same. 
• Set up a table in your classroom or home with all the visual clues. Pan the table with your camera during your synchronous video conferencing session so everyone can see items for 3 minutes. Or, video record the table and share it on your LMS or through the chat on your video conferencing platform.

Hook:

• As students enter the video conferencing platform, have theme music playing and and a graphic up indicating that they are about to enter the Crime Scene "?".
• Dress the part and decorate your background to add interest.

Crime Scene Investigation:

• After sharing storyline and directions, share the crime scene video or graphic on screen for 3 minutes and have them record their evidence.
• Place students in teams and send to breakout rooms for 15-30 minutes to investigate.
• Rotate to each breakout room where students can ask their 3 questions.

Quick Version:

• Bring everybody back to main room. Have one person from each group share their guess privately with you in the chat. Each group has time to explain their hypothesis to the class. Just as in brick and mortar version, the teams that guess correctly get 10 points. You can create additional criteria for scoring based on their questioning, evidence gathered, research, etc., if you wish.

Mystery "Fill in the Blank" Recreation:

• Give each team time in their breakout rooms to create a collaborative graphic illustrating their guess and explaining why they came to that hypothesis. After a determined amount of time, they can come back and present to class. Or, create a Flipgrid video explaining their graphic.

Judging

• Invite school staff, former students, and/or local chefs into your video conferencing session to judge student’s creations. Or, you can be a solo judge, if necessary. As students present their mystery recreation they will explain how the evidence, questioning, and research led to their hypothesis. Judges evaluate the presentation on criteria appropriate for subject and mystery person, place, or thing. If the team guessed correctly, they will earn an additional 10 points.

Object of Game:
Teams work together to guess words correctly through sculpting, drawing, or charades. The team with the most points before the time runs out wins the game.

My culinary arts classroom is full of an eclectic mix of personalities and learning needs. I love the diversity and have become increasingly aware of the importance of creating a safe and inclusive classroom that meets the needs of all of my learners. I have found the Wild Unicorn game to be an inclusive game that benefits a wide array of learners:

Multiple Modalities for Expression:
This game allows learners multiple modalities for expression through drawing, acting, sculpting, and choice. This allows neurodivergent learners to play to their strengths and provides students that may struggle with verbal communication alternative ways to express understanding.
​Safe and Predictable Structure:
The game rules are clear, the sequence is consistent, and students know what to expect. This predictability can help reduce anxiety. You can also build in rules that allow students to “draw again”, if they don’t feel comfortable with their knowledge of a term.
​Opportunities for Team Collaboration:
If you play this game at the beginning of a school year when students haven’t yet established relationships with their peers yet, you may have students work in pairs to ease anxiety and further establish collaboration. You can also build in rules that allow students to “draw again”, if they don’t feel comfortable with their knowledge of a term.
​Focus on Strengths:
Activities that draw on creative or tactile strengths can build confidence, especially for students who shine in non-traditional ways.

Wild unicorn is a wonderful way to boost student engagement in your classroom. The game naturally reinforces key concepts while making learning fun. I'm amazed at how engaged my students are throughout game play.  Beyond academics, Wild Unicorn fosters teamwork and creativity, and it’s a great way to build classroom culture. Here are several other ways Wild Unicorn supports student engagement: 

Intrinsic Motivation through Play:
The game incorporates elements of fun and friendly competition, which naturally draw students in. By using creative and interactive challenges, Wild Unicorn makes learning feel like play rather than work. Students are more likely to participate when they see the activity as enjoyable.
Active Participation:
Students are not passive observers; they are directly involved as players, guessers, and teammates. Whether they are sculpting with Play-Doh, acting out clues, or strategizing with their team, every role requires active engagement.
Variety of Challenges:
The mix of drawing, sculpting, acting, and choosing keeps the game dynamic and exciting. This variety caters to different interests and learning preferences, ensuring that all students find aspects of the game that resonate with them.
Team Collaboration:
The team-based structure encourages students to work together, fostering a sense of community and shared purpose. Peer support can be especially motivating, as students want to contribute to their team's success.
Low-Pressure Environment:
Because students have options (e.g., choosing actions with the Wild Unicorn card, working in pairs, or using a redraw), the game reduces pressure and creates a safe space for taking risks. This approach helps even hesitant or shy students feel comfortable participating.
Relevance to Learning Goals:
By incorporating vocabulary or content from units of study, the game ties directly into the curriculum. This relevance reinforces the importance of the material while making it engaging and accessible.
Opportunities for Creativity:
Wild Unicorn challenges students to think creatively, whether they’re sketching a concept, crafting a sculpture, or acting out a word. This taps into higher-order thinking skills and makes the learning process memorable.
Immediate Feedback and Positive Reinforcement:
As teams guess and score points, students receive immediate feedback on their efforts. The positive reinforcement of correct answers and the fun atmosphere of the game keep students motivated to continue.
Adaptability for All Learners:
The game is flexible and can be tailored to fit different class sizes, learning levels, and subject areas. Its adaptability ensures that all students can engage meaningfully, regardless of their individual needs or abilities.

Here are some tips for success I've learned as I've brought this game into classroom learning:

• Use your document camera for sculpting challenges so everyone can see.
• Allow students one redraw if they feel stuck with a word.
• Offer encouragement and guidance for students who are unsure about the vocabulary.
• Continuously add new vocabulary as the semester progresses, revisiting past units while introducing fresh terms.

The last 2 months have gone by in a flash. Late August, I was winding down a busy summer of virtual and in-person speaking engagements and was very content with my life as an educational consultant. In what seems like an instant, I said "yes" to a culinary arts position at the high school across town from where I taught for 12 years.

Many people have asked me, “Why did you make the choice to return to the classroom?” It’s natural to think that maybe I made the decision to make a 180 degree turn because I was unhappy or unfilled. But, I wasn’t. I absolutely loved working with Canva for Education/Wasserman Next Gen and truly loved the opportunity to present and collaborate with educators around the world. It was an unexplainable tug on my heart that brought me back. I knew it was going to be challenging in every meaning of the word. I was signing up to be “teacher tired” once again. And yet, by saying “yes” I was also returning to my culinary classroom roots. The culinary classroom is where it all began. There is something about teaching culinary arts that is super special. It’s a career opportunity for some, and it’s a life skill for all. Students are coming away from my class with a set of skills that they can build on for life in the most practical way. Whether they use their culinary skills in the food industry, to prepare food for themselves, their family, their friends, or all of the above, they will hopefully appreciate food and the value it brings nutritionally, culturally, and socially in ways they hadn’t considered before. It is also a coming together of a variety of ages, learning needs, and diverse backgrounds. It's a place where students that may struggle in other classes have an opportunity to shine and thrive. 

I was swept into the classroom so quickly that I am just now beginning to gain traction. I started the school year three weeks late, so didn’t have time to really even wrap my head around what I would be teaching, let alone do all things that I would normally do to start off a school year. I just hoped and prayed that teaching would be like riding a bike and I would be able to get back on and ride it without any serious injuries. Good news, I haven’t had any major falls yet, though the bike does feel a bit rusty. I'm scrambling to find old recipes, learn systems, reestablish routines and procedures, and connect with educators and organizations that I'd lost touch with. I’ve stayed on familiar paths, without veering too far off-track or adding too many new strategies and ideas. I have focused on being present and revisiting the why that I wrote back in about 2016, when my magical journey was just beginning.

I want my room to be full of joy and passion for learning. This starts with being intentional about creating a safe and inclusive environment for all my students. When students walk in my room, I want them to know they belong. Every class period I greet them by name with a smile as they walk into class. I’ve paid attention to the effect it has made over time. At the beginning, there were many that would either avoid eye contact, ignore my greeting, or give me a slight nod. After two months of keeping my consistent doorway greeting, a smile and greeting is returned by most. It’s a simple thing, that makes a huge impact. Of course there have been times, when I have to make a quick dash to the bathroom or I’m having to transition from one prep to another and I miss my doorway greeting, but 95% of the time I am there waiting for them to walk into my classroom. This simple thing, has made a positive impact on my classroom culture.

With the wide array of ages and learning needs in my class, I've spent a lot of time reading IEP's, observing, communicating with support staff, and providing lots of variety in how students show what they know. I have adjusted and pivoted to meet those needs and worked on establishing clear and predictable routines. Truthfully, it's felt messy, but I'm learning so much and have never been more passionate about understanding and teaching neurodivergent learners and I'm so grateful to provide an environment where they can flourish.

​I’ve prioritized getting my students in the kitchens creating and collaborating as much as possible. Culinary Arts is meant to be a hands-on class, and I strive to create that atmosphere for them. Many students are sitting in desks for a large percentage of the school day. I want students to learn by actively working together with their peers to learn techniques and skills, solve problems, and create. If students don’t come away with anything more than the ability to collaborate with others to create something that is delicious, I consider it a win. I love seeing their growth as they get to know each other and gain confidence in their culinary skills.

I have had fun designing learning experiences such as, mystery box challenges that encourage students to take risks, innovate, and problem-solve. By creating a safe environment for collaboration and exploration, students learn that their strengths can come together in beautiful ways to accomplish things they didn’t know were possible. This shifts students from being immersed, to empowered learners. This is a magical thing to witness!

Creating opportunities for students to shine in front of an authentic audience is something that I’m prioritizing as well. Every unit I have created an experience where we involve others from beyond the classroom. Last unit, I invited staff in for a MasterChef Challenge where they had to create a biscuit or scone without a recipe and serve it to a judging panel. This unit, students are creating pumpkin pies and pumpkin bars for a Thanksgiving bake sale for staff. This is a risk for them as it is for me, but I know those risks will pay off. ​I’ve brought in some other gamified strategies too, that I’ll save for a future post, but I’ve scaled it way back and have prioritized the need to observe, reflect, and get acclimated to life in the classroom again.

I’m learning, I’m growing, and I’m remembering the joy that comes with teaching. My friend, Alyssum Barber, sent me an Instagram reel yesterday that made me tear up and rings incredibly true.

What a privilege it is to do a job you wanted for years.
What a privilege to speak love into children, in my case teens.
What a privilege to feel tired after a long day of doing work that matters.
What a privilege to be the adult you needed.

I know this work matters and I’m honored to be a teacher in a world where our kids desperately need us.