Stephen Brabo

Husband, father, coach and teacher. Avid fantasy football and NFL fan. True blue fan club for life- go cowboys!

[SELF ELEVATING MIND @selfelevating]

HARVARD CONDUCTED A 75-YEAR STUDY TO UNDERSTAND WHAT TRULY MAKES CHILDREN SUCCESSFUL.

It wasn't grades. It wasn't test scores.

It was something many parents today no longer let their kids do:

- THREAD 🧵

[MAZE @mazemoore]

This is one of the more important videos I’ve made.

Never forget this evil.

[Lara Logan @laralogan]

Our brains are being destroyed by technology & most of us have no idea how bad it is.

[Elon Musk @elonmusk]

How it is supposed to be

[Wall Street Apes @WallStreetApes]

This American needs to lead the Department of Education

“This is my audition to become the head of the US Department of Education

- My first act of office will be immediately abolishing the No Child Left Behind Act. Yes, we will be leaving children behind. If they fail a class, they will have to repeat it

- My second act is one that I'm very passionate about. We will be bringing zeros back. If you don't know, in many schools in the US right now, students receive 40% or 50% if they do zero work, if they do not complete an assignment. And my school included, and many other schools, are not going to be allowed to give a student a 50% if they do not turn in any work. They will have to receive a zero.

Likewise, there will be no completion grades, If you just attempt an assignment, that doesn't mean you get a 55%. Like, if you get a 1 out of 10, you earned a 10% on that assignment, and that's okay. Sometimes failing happens, and we don't need to just inflate the grades just for fun. Grades will reflect students' actual performance and understanding of the content

- The third one I'm very excited for as well. Teacher evaluations will take place once a year and teachers will be observed by another current teacher from a different school. Teachers would volunteer to be evaluators. They would get a sub for the day, no questions asked, and then they would evaluate objectively. That way the person evaluating you does not know you and does not have any personal bias towards you. Hopefully.

- The fourth one, I think this should be common sense, but I hear that it happens all the time at some schools. Never at mine. But teachers shouldn't be expected to work for free. I hear elementary teachers are doing these before and after work things that they aren't getting paid for, like lunch duty or recess duty or pickup duty, whatever it is. The school needs those things covered.

People can volunteer for it, and then they have to get paid for it. They can't force you to cover other people's classes for free. They have to pay you extra if they're gonna take away your lunch or your prep or whatever time that is supposed to be yours and then force you to do something without getting paid. There will be no more voluntelling.

Hire this woman. The most important thing we need to do is hold students back and force them to learn the work. No more dumbing down out standards

[Stephen Brabo @Sbrabo]

@trashpandadiscgolf
@UDiscApp

#earthdaybingo2026

[Stephen Brabo @Sbrabo]

@VylerTalentine 👑💯😤

[Blogging The Boys @BloggingTheBoys]

RT THIS IF CALEB DOWNS PLAYS FOR YOUR FAVORITE FOOTBALL TEAM THE DALLAS COWBOYS!!!!

[Eric Chiofalo @EricChiofalo]

It’s the biggest day of the year for the 🐐 Bryan Broaddus. As always, he meets the moment.

[Stephen Brabo @Sbrabo]

@ZachWolchuk Dream

Bain 12 theineman 20

Nightmare

Faulk 12 d tackle at 20

[𝐁𝐫𝐚𝐝 𝐉𝐨𝐡𝐧𝐬𝐨𝐧 @DrBradJohnson]

There should be a teacher on every school board…
and at every table where education decisions are made.
Because right now, we’re making policies for classrooms
without the people who actually live in them.
You wouldn’t design a hospital system without doctors.
You wouldn’t build a plane without pilots.
But in education…
we leave teachers out of the room

[Vince Boley @VinceBoley]

🎯

[Fixing Education @FixingEducation]

We’ve removed failure from school.

Then we’re shocked when adults fail (and quit) in real life.

[𝐁𝐫𝐚𝐝 𝐉𝐨𝐡𝐧𝐬𝐨𝐧 @DrBradJohnson]

If a student assaults a teacher or staff member, they’re out of school for a year. Kentucky got this one right.
There’s a difference between behavior issues… and assault.
We’re all for second chances. Third chances.
That’s part of working with kids.
But there’s a line.
And when a student in grades 6–12 crosses that line into physically assaulting a teacher or staff member, the response has to match the act.
This isn’t about being harsh. It’s about keeping people safe.
Safety doesn’t just matter.
In today’s world, it matters the most.
You can’t build a culture of trust and respect if the adults in the building aren’t protected.
What Kentucky did matters.
They said:
This is where the line is.
And if it’s crossed, there is a real consequence.
And let’s be honest…
This should’ve happened 10 years ago.
This doesn’t mean a child’s education ends.
We have online school.
We have alternative placements.
There are still options.
But you don’t get to assault someone
and come back like nothing happened.
If we want great teachers to stay,
if we want schools where people feel safe,
we have to stop blurring the line between misbehavior and violence.
Kentucky drew the line.
Now the rest of the country needs to follow.

[Fixing Education @FixingEducation]

One of the biggest issues in education:

The people making decisions about what’s best for students aren’t teachers.
Teachers often aren’t even asked.

And neither are students or parents.

[𝐁𝐫𝐚𝐝 𝐉𝐨𝐡𝐧𝐬𝐨𝐧 @DrBradJohnson]

We don’t have a classroom management problem.
We have an emotional regulation crisis that teachers are being asked to handle.
Somehow, “classroom management” has turned into:
• de-escalating trauma
• supporting anxiety and depression
• calming panic attacks
• breaking up fights
• being cursed at, threatened, and even assaulted
• being the counselor, social worker, and crisis team
And at the same time…
we remove the very things that actually help:
• recess
• movement
• art
• play
• connection
Teachers aren’t trained for this.
And they shouldn’t have to be.
Classroom management was never meant to do all of this.
It’s about:
relationships
rules
routines
responsibility
That’s it.
It was never designed to replace what families, communities, and systems failed to provide.
And until we stop offloading every societal failure onto schools,
teachers will keep drowning under expectations no human can meet.

[Ihtesham Ali @ihtesham2005]

A community college professor taught the same study skills lecture for 30 years, and the video quietly became one of the most watched educational recordings on the internet.

His name is Marty Lobdell. He spent his career as a psychology professor watching students fail not because they were lazy, but because nobody had ever taught them how their brain actually works under the pressure of learning something hard.

The lecture is called "Study Less Study Smart." Over 10 million views. Passed around in Reddit threads, Discord servers, and university study groups for over a decade. And the core insight buried inside it has been sitting in cognitive psychology research for years, waiting for someone to explain it in plain language.

Here is the framework that completely changed how I think about effort.

Your brain does not sustain focus the way you think it does. Studies tracking real students found that the average learner hits a wall somewhere between 25 and 30 minutes.

After that, efficiency doesn't just decline. It collapses. You're still sitting at your desk, still looking at the page, but almost nothing is going in.

Lobdell illustrated this with a student he knew personally. She set a goal of studying 6 hours a night, 5 nights a week, to pull herself out of academic probation. Thirty hours of studying per week. She failed every single class that quarter.

She wasn't failing because she lacked effort. She was failing because she had confused time spent near books with time spent actually learning. The 25-minute crash hit her at 6:30pm every night. She spent the next five and a half hours sitting in the wreckage of her own focus and calling it studying.

The fix sounds almost too simple. The moment you feel the slide, stop. Take five minutes. Do something that actually gives you a small reward. Then go back. That five-minute reset returns you to near full efficiency. Across a six-hour window, the difference is not marginal. It is the difference between thirty minutes of real learning and five and a half hours of it.

The second thing he taught destroyed something I had believed about how memory actually works.

Highlighting feels productive. Going back over your notes and recognizing everything feels like knowing. But recognition and recollection are two completely different cognitive processes, and your brain is very good at making you confuse them.

You can see something you've read before and feel completely certain you understand it, even when you couldn't reconstruct a single sentence from memory if the page were blank.

He proved this live in the room. He read 13 random letters to his audience. Almost nobody could recall them. Then he rearranged the same 13 letters into two words: Happy Thursday. The whole room got all 13 without effort.

Same letters. Same count. The only thing that changed was meaning.

The brain stores meaning. Not repetition. The moment new information connects to something you already understand, the retention changes entirely.

This is what the cognitive psychology literature calls elaborative encoding, and it is the mechanism underneath every effective study technique.

The third principle was the one that hit me hardest, and the one almost nobody applies.

Lobdell cited research showing that 80 percent of your study time should be spent in active recitation, not passive reading. Close the material. Say it back in your own words.

Teach it to someone else, or to an empty chair if no one is around. The struggle of retrieval is where the actual learning happens. Reading your notes again is watching someone else do the work.

His parting line has stayed with me longer than almost anything else I have read about learning.

He told the room that if what he shared didn't change their behavior, they hadn't actually learned it. It would just live in their heads as something they had heard once and felt good about.

He was right. And most people leave every lecture exactly like that.

The students who remember everything aren't putting in more hours.

They stopped confusing the feeling of studying with the fact of it.

[Daniel Buck, “Youngest Old Man in Ed Reform” @MrDanielBuck]

Every effort in pursuit of the fuzzy ideal to "meet students where they are" has always lowered expectations and resulted in worse academic outcomes

Set a high ideal, demand that students meet it, and they will

Provide excuses and they'll take them

[Stephen Brabo @Sbrabo]

@FootsDaKing I’m thrilled- get past age, and Dallas wouldn’t draft him this high if injury is not cleared, messidir is ready to go with a full toolkit of pass rush https://t.co/h9S8u3zMxv downs is the best defensive player in the draft and gives Parker all he could want to disguise coverages

[Dee Holt 🍎🍟🍎❄️ ➏ @D_1andOnly_]

Christian comedy really be the funniest to me 😂😂😂😂😂