Tag Archives: Writing

August 16, 2026 · 6:24 PM

Make Room for Joy: Creating Environments Where We Have Permission to Learn

What if one of the greatest gifts we can give the people with whom we work is permission?

Permission to ask a question. Permission to say, “I don’t know yet.” Permission to try something new. Permission to make a mistake. Permission to learn from one another, and perhaps, permission to experience JOY along the way.

After a wonderful conversation with my friend and colleague, Dr. Nicci Dowd, for Episode 2 of the Joy in the Work series on Sharing the Good with Dr. Denise Ball, these are the questions that came to mind.

Our episode is titled Make Room for Joy, but our conversation reminded me that making room for joy may begin by making room for people to be learners.

We Are All Still Learning

Nicci shared an idea during our conversation that has stayed with me: academic humility.

There is something freeing about recognizing that none of us has all the answers. Teachers do not. School leaders do not. Professors do not. Researchers do not, and that is okay.

We can bring years of education, research, leadership experience, and expertise into a room and still remain open to the possibility that someone sitting beside us may see something we have missed. That is one of the reasons I value collaboration so deeply. Many voices create the best outcomes.

When we create environments where people feel safe enough to ask questions, offer ideas, respectfully disagree, try something new, make a mistake, and begin again, we are doing more than supporting professional learning. We are helping create a culture in which people can grow; I believe there can be tremendous joy in that growth.

Making Room for Joy Means Making Room for Mistakes

As educators, we frequently tell students that mistakes are part of learning. But do the adults in our schools believe the same is true for them? That question is worth considering. If a teacher tries a new instructional strategy and it does not work as planned, what happens next? If a new school leader admits that they do not know the answer, how is that received? If someone offers a different perspective during a faculty meeting or professional learning session, do we become curious or defensive? If a colleague needs help, have we created an environment where asking for it feels safe?

The answers to those questions tell us something about culture. School culture is not created only through mission statements, strategic plans, programs, or initiatives. It is experienced in the everyday interactions between people: how we listen, how we respond, how we encourage, how we handle mistakes, how we celebrate growth, and whether the people around us believe they are valued members of the community. Sometimes the smallest interactions communicate the biggest messages.

UDL, Joy, and Creating Space for Every Learner

Nicci also shared how Universal Design for Learning, or UDL, has shaped the way she approaches her courses at Marymount University and the professional learning she facilitates with educators as an adjunct consultant for ADAC, Inc.

I loved hearing her connect the Universal Design for Learning to this conversation because at its heart, UDL asks us to think intentionally about the learners in front of us. Who is in the room? What might help them engage? What barriers might we remove? How might we provide different pathways for people to learn, participate, demonstrate understanding, and grow? Those questions matter whether the learners sitting before us are children, graduate students, teachers, or school leaders, and perhaps there is a connection to joy here too.

When people know they do not have to learn exactly like everyone else, when their questions are welcomed, when they have opportunities to contribute their gifts, and when mistakes are treated as part of learning rather than evidence that they do not belong, we make room for something important to happen.

We make room for growth, for belonging, and for joy.

The Joy of Learning Alongside One Another

One of the gifts of this season of my own work is the opportunity to keep learning alongside thoughtful people.

Nicci and I have the privilege of serving together on the Marymount University faculty, collaborating as adjunct consultants with ADAC, Inc., and beginning a second year of research with an amazing team focused on school culture and developing practical tools to help school leaders create environments where educators thrive.

Different settings, roles, and conversations, but there is a common thread running through all of them:

We can do more for the educators, school leaders, students, and families we serve when we learn and work together.

That is one of the reasons these Joy in the Work conversations are bringing me so much joy themselves. They are not intended to suggest that education is easy or that choosing joy somehow removes the very real challenges educators face. Instead, I hope they create a little space for us to stop, listen to one another, share what we are learning, ask good questions, and remember the good that continues to happen every day in classrooms, schools, universities, dioceses, and communities.

A Question for the New School Year

As another school year begins, perhaps there is a question each of us can carry into the environments we help create:

Do the people around me have permission to still be learners, and to experience joy while doing it?

Imagine what could happen in our classrooms, faculty meetings, professional learning communities, and leadership teams if the answer increasingly became yes. Perhaps making room for joy begins by making room for one another.

Join the Conversation

I am grateful to Dr. Nicci Dowd for sharing her wisdom, experience, and joy in Episode 2 of the Joy in the Work series, Make Room for Joy.

Join the conversation on YouTube: [https://youtu.be/ZeFiwsHr9hg] or listen wherever you enjoy your favorite podcasts.

listen wherever you enjoy your favorite podcasts.

As you begin another week of this important work, I invite you to consider:

Where are you finding joy in the work?

AND perhaps just as importantly:

How are you making room for someone else to find it too?

When we train our eyes to see the good, amazing things happen.

May we continue to seek knowledge in all things,

Denise

Leave a comment

Filed under Educational Resources

Tagged as , , , , , , , , , , , , , , ,

July 29, 2026 · 5:39 PM

An Educator Toolkit: 90 Positive Comments to Help Every Student Feel Seen, Valued, and Connected

Belonging Begins with the Words We Choose

Since 2012, I have shared resources via this Unlock the Teacher blog focusing on positive comments, praise, and how to create positive classroom environments with a reminder that words matter! Since that time, these posts have received more than 1.3 million views. This continued reach has reinforced something I have believed throughout my years in education, that teachers and school leaders are searching for practical language that helps them recognize the good in students.

Positive words can encourage students and strengthen relationships. Yet, as our understanding of school culture continues to grow, we are also invited to think more deeply about the messages our words communicate.

Our comments can do more than acknowledge appropriate behavior, completed work, or academic performance. They can communicate:

  • I see you.
  • I value your ideas.
  • Your voice matters.
  • You are capable of growth.
  • You are an important member of this community.
  • You belong here.

School connectedness exists when students believe that the adults and peers in their school care about them as individuals and care about their learning. This sense of being valued, supported, and included is associated with stronger engagement, attendance, academic outcomes, and overall well-being.

Relationships are not built only through large programs or special events. They are shaped through daily interactions: the greeting at the classroom door, the response to a student’s question, the note written on an assignment, the conversation following a mistake, and the words chosen when a student takes a risk.

Research on relationship-centered classrooms emphasizes the importance of authentic affirmation, active listening, student agency, and opportunities for young people to know that their voices are taken seriously.

Student voice is more than allowing students to speak. It includes providing meaningful opportunities for them to influence their learning, make choices, offer feedback, participate in decisions, and see that their contributions can lead to action.

This updated educator toolkit offers 90 positive comments organized around nine dimensions of belonging. The statements can be adapted for:

  • Daily classroom conversations
  • Written feedback
  • Student conferences
  • Report cards and progress reports
  • Notes or messages sent home
  • Family conferences
  • Advisory periods
  • Morning meetings
  • Restorative conversations
  • Celebrations of student growth

These comments are not intended to become generic scripts or empty praise. They are starting points. The most powerful affirmations are sincere, specific, timely, and connected to something an educator has genuinely noticed.

1. Welcoming Every Student

  1. I am glad you are here today.
  2. Your presence adds something important to our classroom.
  3. You are an important member of this learning community.
  4. There is a place for your ideas in this classroom.
  5. I appreciate the energy you brought into the room today.
  6. I noticed that you came in ready to participate and contribute.
  7. Your experiences help our class learn and grow.
  8. You do not have to know every answer to belong in this classroom.
  9. Thank you for bringing your ideas, interests, and questions with you.
  10. Our classroom community is stronger because you are part of it.

2. Recognizing Identity and Voice

  1. Your perspective helped us see this topic differently.
  2. Thank you for sharing an idea that was important to you.
  3. You expressed your thinking with honesty and confidence.
  4. Your experiences give you insights that can help others learn.
  5. I appreciate how clearly you explained the reasoning behind your opinion.
  6. You asked us to consider something we had not discussed before.
  7. Your voice helped shape the direction of our conversation.
  8. You found a meaningful way to communicate your ideas.
  9. You advocated for yourself respectfully and clearly.
  10. Your contribution showed that there can be more than one valuable way to understand a topic.

3. Encouraging Effort and Growth

  1. I can see the growth you have made since you began this work.
  2. You used feedback to strengthen your thinking.
  3. You tried a new strategy when your first approach did not work.
  4. You asked for the support you needed to move forward.
  5. You stayed engaged even when the work became challenging.
  6. You set a goal and took meaningful steps toward reaching it.
  7. You are learning how to recognize which strategies work best for you.
  8. You took ownership of your learning today.
  9. You made a thoughtful choice about how to improve your work.
  10. Your progress shows what can happen when you remain open to learning.

4. Affirming Curiosity and Courage

  1. Your question helped deepen our learning.
  2. You were willing to say that you did not understand, and that took courage.
  3. You respectfully challenged an idea and encouraged us to think more carefully.
  4. You took an academic risk by sharing your thinking before you were certain that you for trusting our class.
  5. You followed your curiosity and discovered something new.
  6. You explored more than one possible answer.
  7. You made a connection that helped bring this concept to life.
  8. You were open to revising your thinking when you encountered new information.
  9. You asked for evidence instead of simply accepting an answer.
  10. Your curiosity helped make today’s learning more meaningful for everyone.

5. Strengthening Collaboration

  1. You made room for another person’s voice.
  2. You listened to understand, not simply to respond.
  3. You built upon a classmate’s idea in a respectful way.
  4. You helped your group identify a path forward.
  5. You disagreed respectfully while remaining open to another perspective.
  6. You asked a question that encouraged someone else to participate.
  7. You used your strengths to support the work of the group.
  8. You accepted responsibility for your part of the team’s work.
  9. You noticed when the group needed encouragement and offered it.
  10. You helped your team move forward without taking over the work.

6. Recognizing Kindness and Care

  1. You noticed that someone needed support and chose to help.
  2. The care you showed helped another person feel valued.
  3. You included someone who might otherwise have felt left out.
  4. You treated another person’s ideas with dignity and respect.
  5. You chose kindness even when the situation was difficult.
  6. You helped create a space where someone felt comfortable asking a question.
  7. You offered a sincere apology and worked to repair the relationship.
  8. You celebrated someone else’s success without taking attention away from them.
  9. Your words helped another person feel encouraged.
  10. You showed empathy by trying to understand how someone else might be feeling.

7. Building Responsibility and Trust

  1. I can depend on you to follow through on your commitments.
  2. You completed the responsibility you accepted.
  3. You made a responsible choice, even when no one was reminding you.
  4. You used your time in a way that supported your learning.
  5. You took care of our shared space and materials.
  6. You were honest about what happened and helped us find a solution.
  7. You recognized when you needed assistance and asked for it.
  8. You accepted responsibility for your choice without blaming someone else.
  9. You came prepared and ready to contribute.
  10. You used your independence while also knowing when to seek guidance.

8. Supporting Resilience and Reflection

  1. You paused to think before deciding what to do next.
  2. You did not allow one difficult moment to define the rest of your day.
  3. You changed your approach when you realized something was not working.
  4. You identified what you needed in order to begin again.
  5. You recognized a challenge and made a plan for addressing it.
  6. You gave yourself time to learn instead of expecting immediate perfection.
  7. You used a mistake as information for your next step.
  8. You returned to the work after feeling frustrated.
  9. You were patient with yourself while learning something new.
  10. You reflected honestly on your choices and identified how you would respond differently next time.

9. Creating Classroom Community

  1. Your actions helped make our classroom more welcoming.
  2. You helped create a space where others felt comfortable participating.
  3. You contributed an idea that improved our classroom community.
  4. You invited others to help make a decision.
  5. You reminded us of the expectations we created together.
  6. You helped our class solve a problem in a fair and respectful way.
  7. You shared a strength or talent that enriched our learning.
  8. You helped us recognize and celebrate someone else’s growth.
  9. You made a choice that supported both your learning and the learning of others.
  10. You showed through your actions that everyone has something meaningful to contribute.

Moving From Praise to Partnership

Positive comments become even more powerful when they invite students to recognize their own growth. Instead of ending the interaction after an affirmation, educators can add a reflective question.

For example:

  • You stayed engaged even when the assignment became difficult. What helped you keep going?
  • You made room for another person’s voice. What did you notice about the group after you did that?
  • You tried a new strategy when the first one did not work. How did you decide what to try next?
  • Your perspective helped us see the topic differently. What gave you the confidence to share it?
  • You advocated for yourself respectfully. How might you use that skill in another situation?

These questions move the conversation from adult approval to student reflection. As an educator, you are identifing something meaningful, and the student is invited to name the choices, strategies, and strengths that contributed to the outcome.

Over time, this approach can help students develop the language to say:

  • I know how I learn.
  • I can make thoughtful choices.
  • I can ask for what I need.
  • I can contribute to my community.
  • I can grow.

A Belonging-Centered Comment Checklist

Words Help Shape Culture

Positive language does not mean ignoring mistakes, avoiding difficult conversations, or removing accountability. Belonging-centered classrooms maintain clear expectations while communicating that a student’s mistake does not remove the student from the community.

Students need to hear more than what they should stop doing. They also need language that helps them understand what they are doing well, how they are growing, how their choices affect others, and how they can contribute.

There will always be a need to redirect behavior, offer correction, and establish boundaries. The question is whether students also hear:

-I believe you can make a different choice.

-You are still an important member of this community.

-Let us think together about what happened.

-What do you need to move forward?

-How can you help repair the situation?

-I am here to help you begin again.

The language educators use becomes part of the environment students experience each day. A carefully chosen comment may appear to be a small gesture, but to a student, it can communicate something much larger:

My teacher sees me. 

My ideas matter.

I am capable.

I have choices.

I can make a difference.

I belong here.

As educators prepare classrooms, develop lessons, establish routines, and welcome students into a new year of learning, may we also prepare the language we will use.

Belonging is strengthened one interaction at a time.

When we train our eyes to see the good, amazing things happen.

May we continue to seek knowledge in all things,

Denise

References and Additional Resources

Ball, D. M. (2012, July 22). 100 positive comments to utilize when referencing student behavior. Unlock the Teacher.

Centers for Disease Control and Prevention. (2024, November 18). School connectedness helps students thrive.

Hernández, L. E., Darling-Hammond, L., & Nielson, N. (2024, November 21). Cultivating relationships in secondary classrooms: Practices that matter. Learning Policy Institute.

Regional Educational Laboratory Pacific. (2025). Including voice in education: Addressing equity through student and family voice in classroom learning. Institute of Education Sciences.

Leave a comment

Filed under Words Have Power

Tagged as , , , , , , , , , , , , , , ,

July 28, 2026 · 6:24 PM

Tuning In to the Middle School Student

Middle school students are standing at a unique crossroads. They are navigating growth, identity, friendship, independence, belonging, peer influence, and the desire to be seen and known. For educators and school leaders, this means the beginning of the school year is more than a calendar event. It is an opportunity to intentionally create a culture where students feel safe, supported, challenged, and connected.

In the work Dr. LaTonya White and I are developing through The Middle School Culture Blueprint, we continue to return to the importance of designing culture with purpose, not leaving it to chance. As noted in our framework, middle school culture is strengthened when belonging, clarity, coherence, and formation are intentionally supported across classrooms, teams, and schoolwide systems (Ball & White, 2026).

This work also connects deeply to my earlier research on teacher retention and school climate, which affirmed the importance of communication, collaboration, leadership support, and a positive school climate in helping teachers remain committed to their school communities (Ball, 2023). When middle school teachers feel supported, aligned, and prepared, they are better able to create classroom environments where students can flourish. That is why tuning in to middle school students must also include tuning in to the teachers and teams who serve them each day. How leaders welcome faculty and staff back matters. The rhythm leaders create before students arrive can shape the tone, trust, and energy of the entire school year.

One simple strategy school leaders can use is a Welcome Back Reflection Checklist before the first faculty meeting or middle school team gathering. Before launching into schedules, logistics, and tasks, pause and ask:

Have we created time for fellowship?

Have we provided space for teachers to reconnect as people before they plan as professionals?

Have we built in table talk around what our students need most this year?

Have we clarified the language, routines, and non-negotiables we want students to experience across classrooms?

Have we invited teachers to name what they need in order to begin well?

These questions can help leaders move from information-sharing to culture-building. I invite you to watch or listen on August 5 as I host Middle School Culture Blueprint: Reflections from the Field: Creating a Positive Start to the 2026–2027 School Year. I am honored to welcome Dr. Nancy Baker, Lynsie Reavis, Tricia Florance, Mary Peters, and Karina Lepkowski for a meaningful conversation on this important topic.

May we continue to seek knowledge in all things,

Denise

References
Ball, D. M. (2023). Improving teacher retention within Archdiocese of Washington schools [Doctoral dissertation, Liberty University]. Scholars Crossing. https://digitalcommons.liberty.edu/doctoral/5006/
Ball, D. M., & White, L. (2026). The Middle School Culture Blueprint: Practical Strategies to Support Teachers, Engage Students, and Build Stronger Teams. Manuscript in development.

Leave a comment

Filed under Educational Resources

Tagged as , , , , , , , , , , , ,

July 23, 2026 · 1:16 PM

Carrying Wisdom Home from Oxford: Research, Relationships, and the Joy of Learning

From the top of the Oxford Castle mound, I paused to take in the view and reflect on the extraordinary gift of the week.

Oxford Castle

Once again, I had been given the privilege of presenting research at the Oxford Education Research Symposium, surrounded by scholars from across the United States and around the world. To be welcomed into that community as a researcher remains deeply humbling.

Thank you to the Oxford Research 2026 Team who said, “yes” to join me on this journey this year:

Dr. Nicci Dowd, Marymount University;

Dr. Joy Roberts, Co-founder of Friendzy. Co;

Dr. Julie Cantillon, Senior Vice President of Professional Learning, ADAC, Inc.;

Noreen Bryan, Chief Communications Officer, NCC, Washington, D.C.; and

Dr. Julie Widman, Co-Founder of Friendzy. Co.

I found myself thinking about the questions that had been raised, the wisdom nuggets I had gathered, and the many scholars whose work challenged me to remain curious. I also reflected on the relationships that had formed through meals, presentations, walks through Oxford, and conversations that continued long after each formal session ended.

We Are Always Learning

Before leaving Oxford, I recorded a short reflection from the Castle mound. I then invited three remarkable scholars to share what they were taking away from the week:

Dr. Nicci Dowd, Assistant Professor at Marymount University

Dr. Joy Roberts, Co-Founder of Friendzy

Dr. Alvera “Ali” H. McMillan, Education Specialist, Louisiana State University

Nicci, Joy, and I presented our research on professional learning as an infrastructure mechanism to support teacher retention. Ali presented her work on the intersection of literacy and nature place-based learning as a transformative pedagogical approach to K-12 education.

I wanted to bring their reflections together in one video, which presented another opportunity for me to learn.

With some very helpful guidance, I learned how to use Google video editing to splice two recordings together. There will always be something else to learn. Perhaps that is part of the message I am carrying home from Oxford., to never lose the gift of curiosity. Learning is just SO much fun!

https://youtu.be/LxvR6u1-tpE

Ball | Dowd | Roberts Oxford Symposia Researchers 2026

The Oxford Education Research Symposium brings together scholars, educators, researchers, practitioners, and leaders who are committed to advancing the theory and practice of education. The breadth of scholarship shared during the 2026 Symposium was extraordinary. Each presenter brought a different perspective, research interest, institutional context, and lived experience into the room.

I was inspired by every researcher who had the courage to stand before colleagues and share work that mattered deeply to them. Although I could never capture every presentation in one reflection, I made special note of several scholars whose work, questions, and presence gave me something to continue thinking about:

Dr. Michael G. MacDonald, Associate Dean of Graduate Studies and Research in the Faculty of Education at the University of Windsor, Canada

Dr. Anne Moll, Dean; Dr. Chris Harnden, Director of Human Services; and Sarah Fedishen, Human Services Internship Coordinator, from Colorado Mountain College, USA

Meri Nasilyan, Course Director in the Carnegie School of Education at Leeds Beckett University, United Kingdom

Dr. Michael Gerard Mason, Staff Psychotherapist at the University of Virginia, USA

Dr. Abigail O. Akande, Associate Professor of Rehabilitation and Human Services at Penn State Abington, USA

Dr. Jamon Flowers and Dr. Juanita Johnson-Bailey from the University of Georgia, USA

Dr. Rosalinda Larios, Associate Professor of Special Education at California State University, Fullerton, USA

Dr. Jocelyn L. N. Wong, Associate Professor and Assistant Dean for Student Affairs in the Faculty of Education at The Chinese University of Hong Kong

Dr. Alvera H. McMillan, Education Specialist with the Louisiana Sea Grant College Program at Louisiana State University, USA

Dr. Claude Hutto, Dean and Assistant Vice Provost for the Division of Professional and Continuing Studies at Morehouse College, USA

Dr. Cara Chang, Associate Professor of English at Leeward Community College within the University of Hawaiʻi System, USA

Irodakhon Gulamova, Senior Lecturer in the Department of English at New Uzbekistan University, Uzbekistan

This is not an exhaustive list, nor is it intended as a ranking of the presentations. It is simply a small window into the range of scholars, institutions, countries, disciplines, and perspectives represented during the week. Each name in my notes represents a person who was willing to ask a question, examine an issue, gather evidence, and contribute to our collective understanding of education.

Research Becomes More Powerful Through Relationships

The formal presentations were central to the Symposium, but some of the most meaningful learning also occurred around the presentations.

It happened when someone asked a thoughtful question, when a scholar approached another presenter to continue a conversation, and during meals, walks, and informal moments when professional titles became less important, and people began sharing the stories behind their research.

These encounters are reminders that research is not meant to remain isolated within a presentation, paper, or institution. Research becomes more powerful when it creates conversation. It becomes more meaningful when it connects people. It becomes transformational when it is translated into practices that serve others.

This is especially important for those of us studying schools, educators, leadership, belonging, professional learning, and school culture. Behind every data point is a person, behind every finding is a story, and behind every recommendation is an opportunity to improve the experience of an educator, student, family, school, or community.

What Am I Carrying Home? I am carrying home renewed curiosity. As educators and leaders, may we never take curiosity for granted. Curiosity keeps us asking better questions. It invites us to listen before assuming. It opens us to perspectives that may be different from our own.

I am carrying home gratitude…

I remain grateful for my Oxford Symposia 2026 Research Team and the JOY of working alongside scholars who are committed to using research in service to the profession. I am grateful for every person who shared an idea, asked a question, offered encouragement, or helped me see an issue through a different lens.

I am carrying home a deeper responsibility.

Presenting research is an honor, but the presentation itself cannot be the final destination. The greater responsibility is to consider what we will do with what we have learned.

How will this research support educators?

How might it strengthen leadership?

How can it help schools become places where people experience trust, belonging, purpose, and joy?

How will we translate scholarship into action?

An Invitation to Listen

Rather than interpret the reflections shared by Nicci, Joy, and Ali, I invite you to hear their wisdom in their own words.

You can watch our Oxford Symposia 2026 reflection on the Sharing the Good with Dr. Denise Ball YouTube channel and listen anywhere you find your favorite podcasts.

Please feel welcome to visit my YouTube channel and explore other conversations and reflections on belonging, school culture, leadership, faith, gratitude, and the joy of the work.

I am still learning how to navigate this new platform. I am learning how to record, edit, splice videos, correct captions, and share messages in new ways. I will undoubtedly make mistakes along the way. I appreciate the grace and any feedback or words of wisdom you would like to share.

Carrying the Learning Forward: The Middle School Culture Blueprint

One of the gifts of gathering with researchers from around the world is the opportunity to return to our own work with renewed curiosity, clarity, and purpose. As I leave Oxford, one project at the forefront of my mind is The Middle School Culture Blueprint, a manuscript Dr. LaTonya White and I are developing to support middle school educators and leaders as they intentionally create cultures where both students and adults can thrive.

The project is grounded in research, literature, feedback from the field, and the lived experiences of educators who understand the unique joys and challenges of serving middle school students. Our hope is to offer more than a collection of ideas. We are working to develop a practical, research-informed framework that can help school communities establish shared expectations, strengthen relationships, build belonging, and create a positive rhythm for the school year.

On August 5th, tune in to listen to Middle School Culture Blueprint: Creating a Positive Start to the 2026-2027 School Year with reflections from the field.

The Middle School Culture Blueprint: Reflections from the Field will air August 5 on the Sharing the Good with Dr. Denise Ball YouTube channel and podcast platforms.

Reflections from the Field

On August 5, the Sharing the Good with Dr. Denise Ball channel will feature a special conversation:

Middle School Culture Blueprint: Reflections from the Field, Creating a Positive Start to the 2026-2027 School Year.

I will be joined by an outstanding panel of Catholic school educators and leaders who bring wisdom from the classroom, school leadership, diocesan service, and professional formation:

  • Lynsie Reavis, Director for Educational Programs, Catholic Schools Office, Archdiocese of Washington
  • Tricia Florance, Teacher, Most Holy Trinity Academy, Archdiocese of Detroit
  • Karina Lepkowski, Principal, Most Holy Trinity, Archdiocese of Detroit
  • Mary Frances Peters, Teacher, St. Anne’s Catholic School, Archdiocese of Detroit
  • Dr. Nancy Baker, Principal, School of the Incarnation, Archdiocese of Baltimore

Their voices are essential to this work!

Research and literature can provide important foundations, but educators working directly with students, teachers, and families help us understand how ideas are experienced in actual school communities. Their reflections will help us explore what teachers and leaders can do before students arrive, during the opening weeks of school, and throughout the year to intentionally cultivate a healthy middle school culture.

This conversation also represents what I hope the Sharing the Good platform can become: a bridge between scholarship and practice. The purpose is not simply to create and post content. It is to make research accessible, invite practitioners into the conversation, and provide encouragement and practical support to those serving in schools each day.

Oxford reminded me of the importance of continuing to ask questions.

The Middle School Culture Blueprint reminds me of the importance of listening carefully to those closest to the work. Dr. White and I are very excited about this work as we continue to finalize our manuscript draft in the hope of preparing it for publication.

Together, research, reflection, and the wisdom of the field can help us develop resources that genuinely serve educators and the students entrusted to their care.

What wisdom are you carrying forward, and how will you use it in service to others?

May we always seek knowledge in all things,

Denise

Join me in conversation or listen to the chats I am having with educators and school leaders. They inspire me and I hope they will inspire you, too!

Leave a comment

Filed under Oxford Symposia, Research, Sharing the Good with Dr. Denise Ball

Tagged as , , , , , , , , , , ,

June 25, 2026 · 4:26 PM

Summer Series: Belonging, School Culture, and the Joy of the Work

As school leaders enter the summer months, there is a sacred opportunity to pause, exhale, and reflect on the culture they hope to build and maintain for the 2026-27 school year.

I am grateful to share that Sharing the Good with Dr. Denise Ball will launch a three-part summer series on July 1st focused on Belonging, School Culture, and the Joy of the Work.

This series will feature Dr. Anita Harkins-Mehsling, Associate Superintendent for the Archdiocese of Omaha. Dr. Harkins-Mehsling brings more than 30 years of experience serving in education, and her recent research has focused on helping school leaders create a stronger sense of belonging within their school communities. She earned her doctorate from Doane University and continues to support Catholic school leaders in building healthy, mission-centered, and joy-filled school cultures.

The purpose of this series is to invite school leaders to reflect on belonging as a foundation for strong school culture. When people feel they belong, they are more likely to feel seen, known, valued, connected, and committed to the shared mission of the school.

Belonging is not an extra. It is part of the daily work of building a school community where students, teachers, staff, families, and leaders can flourish.

In episode 1, Dr. Harkins-Mehsling and I will discuss why belonging matters and why summer is such a meaningful time for school leaders to reflect on the culture they hope to create. We will explore what belonging means, how it is experienced by adults and students, and why feeling seen, known, and valued matters so deeply in the life of a school community.

In episode 2, we will focus on the leader’s role in creating belonging. Belonging is shaped through intentional relationships, communication, trust, presence, and the daily choices leaders make. We will talk about how school leaders can help faculty and staff feel seen and valued, how a leader’s presence shapes culture, and how belonging can be woven into the rhythm of the school year without becoming “one more program.”

In episode 3, we will connect belonging, joy, and the 2026-27 school year. This final conversation will invite leaders to consider how belonging can become part of the language, rhythm, and lived experience of the school. We will also reflect on how belonging contributes to joy, teacher retention, school stability, and the overall health of a school community.

Joy is not meant to be held alone. Joy is synergistic! When joy is shared among a school team, it strengthens culture, builds connection, and reminds us that the work we do matters. A joyful school community does not mean a perfect school community. It means a community where people are willing to see the good, name the good, and carry the good forward together.

For decades, I have found great joy in encouraging my family, teachers, students, schools, and school communities to notice and share the good. I have seen how transformative it can be when we pause long enough to name what is good, celebrate one another, and remind people that their work and their presence matter.

The Thankful Thursday shout-out this week is for the joy distributors… You know who you are!

Summer gives us space to breathe. It gives us space to ask important questions:

Who in our school community needs to feel more seen?

How do we help new faculty, staff, students, and families feel welcomed?

What practices help people feel connected to the mission?

Where did we see joy this year?

How can we carry that joy forward?

My hope is that this series offers school leaders a gentle but meaningful invitation to pause, exhale, and reflect before the next school year begins. Belonging matters, joy matters, and developing and maintaining a positive school culture matters.

The faculty, staff, students, and school communities we serve matter, and they deserve nothing less than our best!

I invite you to join us beginning July 1st for this three-part summer series on Sharing the Good with Dr. Denise Ball YouTube channel.

When we train our eyes to see the good, amazing things happen.

May we continue to seek knowledge in all things,

Denise

Leave a comment

Filed under Sharing the Good with Dr. Denise Ball

Tagged as , , , , , , , , , , , , ,

June 11, 2026 · 4:07 PM

Charisms, Core Beliefs, and the Joy of the Work…our “Why”

I was so INSPIRED by my conversation this morning with Dr. Barbara Edmondson. I have known Barbara for almost a decade, and every time I leave her presence, I feel encouraged, reflective, and inspired.

In our conversation, Barbara spoke about the importance of educational leaders knowing their charisms and core beliefs. I could not agree more. When we understand the gifts we have been given and the beliefs that ground us, we are better able to serve with clarity, purpose, and joy.

For many educators and school leaders, the next 9 to 12 weeks offer a beautiful opportunity to pause, exhale, and reflect on the “why” behind our service. Why did we choose this work? What gifts have we been called to share? What core beliefs continue to guide us when the days are long and the work feels heavy? Where did we see joy this year? Where did we help create it for someone else?

These are not small questions, but they are the questions that help us return to purpose.

Joy is not meant to be held alone. Joy is synergistic! When joy is shared among a school team, it strengthens culture, builds connection, and reminds us that the work we do matters. Recent research on teacher teams affirms that creating and sustaining a positive school climate requires ongoing collaborative work and that teachers experience their teams as important support structures connected to shared responsibility, safety, openness, and school climate work (Hammar Chiriac et al., 2024). A joyful school community does not mean a perfect school community. It means a community where people are willing to see the good, name the good, and carry the good forward together.

As we close one school year and begin looking toward the next, perhaps this is an invitation to pause and reflect:

*What are the charisms I bring to this work?

*What core beliefs guide the way I serve?

*Where have I seen goodness unfold this year?

*Who helped me remember the joy of the work?

*Who needs to hear a simple and sincere “thank you”?

To every educator, school leader, staff member, parent, and community partner who continues to serve others: thank you!

Thank you for the seen and unseen ways you show up. Thank you for the encouragement you offer, the patience you practice, the hope you carry, and the light you bring into your school communities.

The work you do matters, and when we train our eyes to see the good, amazing things happen.

Thankful Thursday Minute

 

May we continue to seek knowledge in all things,

Denise

Leave a comment

Filed under Educational Resources

Tagged as , , , , , , , , , , , , , , , , , , , ,

June 3, 2026 · 4:19 PM

When We Train Our Eyes to See the Good, Amazing Things Happen…An End-of-the-School-Year Message from Dr. Christina Mendez-Hall

Last night, I officially posted the welcome message for my new YouTube channel, Sharing the Good with Dr. Denise Ball. This morning, as I met with Dr. Christina Mendez-Hall, Assistant Superintendent for the Diocese of Arlington, I was reminded again why this space matters. Dr. Mendez-Hall is so full of joy, and I invited her to share an end-of-the-school-year inspirational message for the channel. It was one of those simple, grace-filled moments that confirmed the “why” behind this new chapter.

For the last eight-plus years, I have been researching, writing, speaking, and working alongside school leaders and educators on team building, teacher retention, and the development of strong, healthy school cultures. Again and again, one simple truth continues to rise to the surface: educators and school leaders need to be seen, heard, encouraged, and reminded that their work matters.

When adults in a school community feel valued, supported, and connected to a shared mission, the entire campus is strengthened. Joy becomes more visible, trust grows, collaboration deepens, and students benefit. Schools become more stable, dynamic, and hope-filled places of learning.

That is the heart behind Sharing the Good with Dr. Denise Ball.

My goal is not to create a perfect YouTube channel. It is not to chase likes or pretend that life, leadership, education, or faith are without challenges. My hope is to create a real and authentic space where we collectively can share the good, notice the good, and perhaps inspire at least one person who needs encouragement on any given day.

I have been blessed throughout my life to be surrounded by amazing people who have encouraged me, challenged me, prayed for me, and helped me see the good even in difficult seasons. After retiring last June, following 27 years of service in education, I have found myself with more time to reflect, write, listen, and reconnect with many of you who have followed this blog since it was created 15 years ago.

The Unlock the Teacher blog has received more than 1.5 million views over the years and continues to average around 100 views a day. The feedback received on this blog humbles me deeply — thank you! Current research highlights the need for us to truly see and hear one another, and I would like to help make sure those placed on my path during this journey of life feel seen and heard.

So today, I want to personally invite you to continue the conversation with me in a new way.

Please visit Sharing the Good with Dr. Denise Ball on YouTube. Subscribe if the message speaks to you. Share it with an educator, leader, parent, or friend who may need a reminder that goodness is still unfolding.

Check out Christina’s inspirational minute message by clicking the link below. This is my first YouTube “short”…thank you for the grace!

An End-of-the-School-Year Inspirational Message from Dr. Christina Mendez-Hall

I am a novice in this space, and I am very much a lifelong learner. If you have a tip, suggestion, idea, or story to share, I would love to hear from you. Send me a message and share the good you are seeing. Tell me about the people who are carrying light in your school, family, parish, workplace, or community.

I believe this deeply, that when we train our eyes to see the good, amazing things happen.

We can do more for the world when we share the good together, one word, one story, and one action at a time.

May we continue to seek knowledge in all things!

Denise

Leave a comment

Filed under Educational Resources

Tagged as , , , , , , , , , , , , ,

May 12, 2026 · 3:07 PM

What We Build Together: The Power of Collaboration–A Middle School Mindset Initiative

There is a particular kind of energy that comes from meaningful collaboration. The kind that is grounded in shared mission, fueled by trust, and sustained by a deep belief in the work we are called to do.

Over the past year, I have had the privilege of working alongside incredible partners to bring the Middle School Mindset Portfolio of Services to life. What began as an idea has grown into something far more powerful than any one organization could have accomplished alone. In just a few short weeks, we will launch this work nationally on May 29.

This moment feels significant, not simply because of the launch itself, but because of what it represents.

A Response to a Critical Moment

Middle school is a pivotal season of formation. It is a time when students are asking deeper questions about identity, belonging, and purpose. It is also a time when educators are navigating increasing complexity like academic recovery, student engagement, and social-emotional needs, all while striving to create classrooms where students feel known and valued.

We cannot meet this moment in isolation.

The Middle School Mindset Portfolio was built in response to that reality. It is not a single program or a one-size-fits-all solution. Rather, it is a collaborative ecosystem designed to support educators with practical strategies, meaningful resources, and a shared commitment to strengthening both instruction and culture.

The Gift of Partnership

One of the greatest joys in this work has been collaborating with mission-aligned partners who bring both expertise and heart to the table.

A special acknowledgment goes to Archangel Education and Technology, whose team is building an innovative digital ecosystem that will no doubt become a destination space for educators and system leaders. Their work reminds us that when technology is designed with purpose, it can truly amplify impact.

Equally inspiring has been our partnership with the Archdiocese of Miami pilot schools. On May 29th, during this complimentary webinar, we will hear directly from middle school teachers who have engaged in this work, educators who are thoughtfully applying strategies, reflecting on practice, and shaping what this portfolio will become at scale.

To visit these vendor partners supporting schools nationwide, please visit:

www.theadac.com | https://friendzy.co/ | https://www.sadlier.com/ | https://arch-te.com/

We can serve students and teachers more when we do it together!

From Research to Practice: Naming What Matters Most

This work has also deepened my ongoing collaboration with Dr. LaTonya White. Together, we are preparing to share our research in the forthcoming Middle School Culture Blueprint (Ball & White, 2026).

At the center of our work is a simple yet deeply impactful reminder: what we reinforce each day becomes the culture we experience, whether by intention or by default.

Middle school culture does not happen by accident. It is shaped in the small, consistent moments: in how we greet students, how we structure learning, how we respond to challenges, and how we create space for student voice. Belonging is not a program we implement. It is a condition we intentionally cultivate through every interaction, every structure, and every expectation (Ball & White, 2026).

When we are intentional, we create environments where students and teachers can thrive. When we are not, culture is still formed, but often in ways that do not serve our mission. The opportunity before us is to lead with clarity, purpose, and hope, and to build cultures where every student and educator knows they are seen, valued, and called to grow.

A Moment of Anticipation

As we look ahead to our national webinar launch on May 29, I am filled with gratitude for the partnerships, for the educators, and for the shared commitment to this work. This is more than a program launch. It is a reflection of what is possible when we come together, listen deeply, and build something that responds to the real needs of our schools. It is a reminder that we are not alone in this work. And… it is an invitation to continue to collaborate, to continue to learn, and to continue to see the good that is unfolding all around us.

The May 29th registration is live (scan the QR code above). Come and join the conversation!

What a privilege it is to serve!

Leave a comment

Filed under Middle School Strategies

Tagged as , , , , , , , , , , , , , , , , , , , , , , , , ,

January 2, 2012 · 12:08 PM

Great Writing Website Resources for Writers Young and Old for 2012

The Key to Unlocking your Writing Potential...Dare to Dream~BIG!

Happy New Year! 2012 is sure to be a fabulous year chuck full of amazing new discoveries. If you are thinking of writing, like to write or have a child or classroom of students who like to write, here are some sites we recommend that provide advice on writing, pay for writing and stand as a good educational resource for writers young and old.

If you have a site that you like or follow an agent who is super fabulous and blogs about writing, please share.  It is in this collaboration and sharing of knowledge that we all grow and learn.

May we continue to seek knowledge in all things,

Denise

3 Comments

Filed under Blogs that Inspire Us, Curriculum Resources, Educational Websites that are FREE, Resources for Writers Young and Old

Tagged as , , , , , , , , , , , , , , , , , , , ,

December 18, 2011 · 1:16 PM

Teen Ink…a Wonderful Resource Site for Parents, Students and Teachers

I wanted to share a great resource site to get your child/student excited about writing. This site is a wonderful teen site, where all the articles are written by teenagers.  I encourage you to check it out and let us know your thoughts.  We need to speak their language (perhaps not agree with it) bu t try to understand it, if we hope to take them to new heights in the classroom. TEENInk~ A wonderful magazine for teens written by teens.

TEENInk

Books, Magazine and  Website Designed for Teens

by Teens since 1989

  • Teen INK  is a site where young writers can write and submit poetry, fiction and non-fiction to be critiqued and reviewed by other teens
  • Teen INK pays teens for articles written by teens for teens and host various writing contest throughout the year
  • Read current news articles from Around the World, written by teens
  • A plethora  of writing samples to read, get ideas from and increase your lexicon

May we continue to seek knowledge in all things,

Denise

6 Comments

Filed under TEENInk~ A wonderful magazine for teens written by teens.

Tagged as , , , , , , , , , ,