Welcome to the “Mr. Clarke After Dark” podcast with host Lucas Clarke, an educator determined to move away from recycled professional development and engage in more nuanced, personable, and relevant conversations for learning.
Each week, Mr. Clarke unpacks the inner workings of the classroom and learns out loud with educators, politicians, comedians, and other field experts of all shapes, sizes, and burnout levels. Whether they have been in the trenches of their profession for five months or fifty years, we are here to share everything from classroom hacks, our worst mistakes, and the occasional profound musing (from the guests). From conversations about race with Daryl Davis, education reform with Jennifer Gonzalez, global educational development with professors from the World Bank, to stories about students farting in class, there will always be something you can take away from the show, for better or worse.
So, come on over and join the dark side ... unless you’re scared.
Welcome to the “Mr. Clarke After Dark” podcast with host Lucas Clarke, an educator determined to move away from recycled professional development and engage in more nuanced, personable, and relevant conversations for learning.
Each week, Mr. Clarke unpacks the inner workings of the classroom and learns out loud with educators, politicians, comedians, and other field experts of all shapes, sizes, and burnout levels. Whether they have been in the trenches of their profession for five months or fifty years, we are here to share everything from classroom hacks, our worst mistakes, and the occasional profound musing (from the guests). From conversations about race with Daryl Davis, education reform with Jennifer Gonzalez, global educational development with professors from the World Bank, to stories about students farting in class, there will always be something you can take away from the show, for better or worse.
So, come on over and join the dark side ... unless you’re scared.
In this episode, I sit down with Dr. Mark Hirschkorn to explore the evolving landscape of teacher education in Canada. We unpack the structure of various teacher preparation programs, the impact of practicum length and quality, and the challenges new educators face when trying to secure roles in their areas of specialization—especially in the wake of COVID-19.
Mark shares valuable insights on how subject specialization, mentorship, and strong support systems can dramatically influence teacher retention and professional growth. We also examine the rise of international teaching opportunities, the increasing integration of professional development into daily practice, and how teaching methods are shifting with the demands of a changing world.
Our conversation also dives into the transformation of science education, moving from memorization to process-based learning, and how AI in education is both a tool and a challenge for today’s teachers. Throughout it all, Mark reminds us of the core truth: the human connection remains at the heart of effective teaching—and reflection is essential for growth.
In this episode, I sit down with Dr. Richelle Marynowski to unpack the challenges and opportunities in math education today. We talk about the anxiety many teachers face—especially when they don’t feel confident explaining the “why” behind math concepts—and how that impacts both instruction and student confidence.
Richelle shares strategies for making math more engaging and meaningful, from using manipulatives and project-based learning to incorporating gamification thoughtfully. We also explore how math assessment often falls short compared to literacy, and why flexible thinking should be prioritized over rote fluency.
Our conversation also touches on bigger-picture issues like teacher retention, the growing role of AI in education, and how data tracking and differentiated instruction can support diverse learners. This episode is packed with practical strategies and honest reflection for anyone who wants to make math class a more supportive, human-centered space.
In this episode, I sit down with Dr. Lori Desautels, a leading expert in the intersection of neuroscience and education, to explore how understanding the brain can reshape the way we teach, connect, and support students. We dive into the science of neuroplasticity, emotional regulation, and self-awareness, and how these elements are essential to building trauma-informed, student-centered classrooms.Dr. Desautels shares how teachers’ emotional states and nervous systems directly impact student learning and behavior. We talk about the importance of proactive discipline strategies, the power of connection and empathy over compliance, and how to foster safe, engaging learning environments. Her insights are a call to action for educators to reflect, grow, and prioritize both their own well-being and that of their students.Whether you’re a classroom teacher, school leader, or education changemaker, this episode offers practical strategies and research-backed approaches to integrating brain-based teaching, social-emotional learning (SEL), and trauma-informed practices into your work.
In this episode, I sit down with Durga Suresh Menon, the new Head of School at New England Innovation Academy (NEA), to talk about what it means to truly reimagine education. Durga shares her unexpected transition from higher education into the world of secondary schooling, and how that shift has given her fresh insight into how we prepare students—not just for college, but for life.
At NEA, students are called “innovators,” and it’s more than just a name. The school is built around a culture of entrepreneurship, creativity, and student-centered learning. Durga and I dive into the innovative assessment practices being used there, the intentional design of learning environments that foster curiosity, and the importance of collaboration across grades.
We also talk about what it means to embrace failure as a vital part of the learning process, and how NEA is working to close the gap between high school and real-world readiness. This conversation is a powerful reminder that education doesn’t have to follow a single path—and that when we center curiosity, collaboration, and growth, we give students the tools to thrive in whatever path they choose.
Brent Saccucci is an education professor with the University of Lethbridge. In this episode, I sit down with Brent Saccucci to talk about how mentorship, equity, and compassion shape us as educators, and why creating safe, inclusive spaces for students is at the heart of meaningful teaching. We dig into some of the big, often uncomfortable questions like how we handle controversial topics with care, why traditional grading might be doing more harm than good, and how ungrading can open the door to deeper engagement and risk-taking. I share my thoughts on why compassion often matters more than comprehension, and how emotional intelligence, relationships, and feedback can redefine what learning looks like. We also explore how school culture impacts everyone—students and teachers alike—and what the future of education might hold if we start centering student voice, inclusive practices, and holistic assessment.
Melanie Brethour is the Founder of Decoding Dyslexia. A teacher for almost 20 years, Brethour’s engagement with dyslexia was sparked when her son was diagnosed with severe dyslexia in 2019.
Dr. Carrington is the founder and principal psychologist at Carrington & Company, she's written three best-selling books, speaks on hundreds of stages globally each year, and hosts the widely celebrated podcast UNLONELY. In this conversation, Dr. Jody Carrington discusses the critical role of connection and understanding in education, particularly in addressing loneliness and mental health issues among students. She emphasizes the importance of educators being regulated themselves to effectively support their students. The discussion also covers the impact of trauma on behavior, the limitations of technology in fostering relationships, and the necessity of community support for both educators and students. Dr. Carrington advocates for finding joy in teaching and recognizing the need for connection in a world increasingly marked by loneliness.
Jessica Joelle Alexander is a world-renowned parenting expert and is the author of the global best-seller The Danish Way of Parenting. In this conversation, Jessica Joelle Alexander discusses the Danish way of parenting and education, highlighting the cultural influences that shape parenting styles. She emphasizes the importance of well-being, play-based learning, and the need for parents to foster a respectful relationship with their children. The discussion also touches on the impact of social media and the necessity of teaching digital citizenship.
Kelsie Marks is the Director of Career Transformation at Educated Exit, a company dedicated to helping educators successfully transition out of teaching and explore new career paths. In this episode, Kelsie and I discuss the mission of Educated Exit, the importance of recognizing transferable skills from an education degree, the various career paths available to former educators, whether teaching is a dead-end job, the value of being intentional in your networking efforts, the efficacy of an MBA, and the myth that teachers need additional schooling to land a corporate position outside the classroom. We also talk about how to invest in yourself once you decide you're ready to leave teaching, how to overcome the emotions that come with wondering if leaving is the right choice, and much more. Thank you for tuning in, and I hope you enjoy the show!
Work with Kelsie here: https://www.educatedexit.com/
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In this episode, I sit down with Bernii Godwin and dive deep into are you are a grocery store or a garbage dump, the wellbeing trap, working with divorced families, her horrible tutoring experience, and, much more.
Connect with Bernii: https://godwinconsulting.com.au/
Purchase her book here: https://www.amazon.ca/Loving-our-Students-Purpose-Responsibility/dp/0988898462
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Dr. Poppy Gibson is an Author, Lecturer, and Professor in Education at The Open University, and is based out of the UK. On the episode, Poppy and I discuss baby gender experiments, her studies on social media use on those ages 8 to 11, discussing sexual relationships in an educational manner, suicidal ideation, unmet needs in our students, my first and only panic attack because of a presentation in university, and, much more.
In this episode, Kurtis Hewson and I dive into the Collaborative Response Model and discuss how establishing formalized meeting structures from the start can help avoid awkward confrontations. Throughout the essentials episode, we go into Breakspear sprints, how to formalize meetings to save time, the four layers of collaboration every school needs, how layering support meets the needs of more students at once, roles to be assigned for meetings such as the interrupter and facilitator, Kurtis’ biggest mistake as a teaching principal, and, much more! Thank you for tuning in and hope you enjoy the show!
If you would like to listen to the full episode, go back to #81.
Follow Kurtis here: https://www.jigsawlearning.ca/
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On this episode, hear Amy and I discuss her reading 93 books in a year, support structures, how she views her role as a curriculum leader, the value of long-term PL instead of one-off sessions, why ‘business models’ do not work when applied to education, removing all the desks from her classroom, looking at joy as a skill, digging your own rabbit holes, the messiness of intentionality, and, much more.
If you would like to listen to the full episode, go back to episode #88.
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Martin Malone is a former educator and is best known for his work as a Personal Trainer for Teachers. In this conversation, Martin and I discuss how to create a structured routine as a teacher, people pleasing, why negative thoughts are important, why teachers should be the most successful in fitness, the peer pressure to let yourself go, food guilt, creatine, and, much more. Thank you for tuning in and hope you enjoy the show!
If you would like to listen to the full episode, go back to episode #78.
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Mandy Grass is a Board Certified Behaviour Analyst and hosts the popular social media parenting page @thefamilybehaviorist on Instagram. On this episode, Mandy and I discuss wholeheartedly supporting rewards for kids, the symptoms of ADHD, ADHD inattentive, visual schedules, rewards and reward negotiation, shaping adolescent behaviour, marrying the therapeutic and behavioural approach, replacement behaviours, the function of crying, the four functions of behaviour, and, much more.
You can find more about Mandy's work on her website: https://www.thefamilybehaviorist.com/
If you would like to listen to the full episode, go back to episode #55.
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Thoughts shared on the podcast are purely our own and do not represent the views of the Anglophone South School District or the relevant jurisdictions associated with my guests.
Cabrina (@cabrinascreativeclassroom) is a special education teacher in Virginia and is currently entering her seventh year in the profession. On this episode, Cabrina and I discuss Multi-Sensory Reading Instruction, gamifying her classroom, teaching in the ‘armpit’ of her school, the recent uptick in people hiring Educational Advocates and their presence in schools, the training (or lack thereof) for inclusive Education for handling practical scenarios, teachers who do the bare minumim, and, much more.
If you would like to listen to the full episode, go back to episode #46.
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Thoughts shared on the podcast are purely our own and do not represent the views of the Anglophone South School District or the relevant jurisdictions associated with my guests.
George Couros is currently an Educational Consultant, author of several books including What Makes a Great Principal and has worked as both a Teacher and Administrator in Alberta, Canada for more than a decade. On this episode, we discuss why teachers only notice poor administrators, interviews gone wrong, how he handled being confronted by a new colleague, why people often say certain positions are not needed even if they have never worked in them, how boring it is to work in central office, and, much more!
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Thoughts shared on the podcast are purely our own and do not represent the views of the Anglophone South School District or the relevant jurisdictions associated with my guests.
In this episode, I sit down with Lily Donald, a Grade 12 student who also plans on pursuing education once she finishes high school. Our conversation dives into her transition into her final year of high school, me crying at a painting of Napoleon when we travelled together on an EF Tour, why sometimes it does matter what teacher you get, the importance she places on getting involved in school activities, thoughtful reflections on the value of strong student-teacher relationships, her time choreographing school productions and how these creative outlets have helped her connect with others and develop leadership skills, and, much more.
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Thoughts shared on the podcast are purely our own and do not represent the views of the Anglophone South School District or the relevant jurisdictions associated with my guests.
In this episode, I discuss my embarrassing attempts at being present with my friend groups, how neuroscience PD has stalled and what is routinely available is not working and why this does not have to be a bad thing, why teachers lie about how busy they are, why new teachers want to be told what to do and how this helps everyone long-term, why self-interest in education should not be frowned upon, what makes collaboration cool, the joy of thinking over doing, and, much more.
Get a custom virtual assistant free for thirty days: https://www.leverageassistants.com/?via=mcad
Get 25% off Leanfit Supplements: https://leanfit.ca/MRCLARKEAFTERDARK
Download the Luxy App here: https://www.onluxy.com/?srsltid=AfmBOoqTNbyn-jjHs7e_i30XoKL8TjYHwsNZf3mszmFzGiR7IyEUU0FD
Thoughts shared on the podcast are purely our own and do not represent the views of the Anglophone South School District or the relevant jurisdictions associated with my guests.
Teachers need to put themselves out there more. Teachers hide their expertise behind their classroom door because we have constantly been told nobody knows what they are doing and everyone feels too scared to share what they know.
Baptism by fire leaves everyone even more vulnerable to imposter syndrome and about imposter syndrome that actually holds you back.
New Teachers should actually be involved in everything even though this time is unpaid, and this is where low starting salaries hurt and scheduling them into classes nobody wants to teach is a mistake.
You can feel the energy of a school the moment you walk in, and your gut instinct is usually correct. There are better schools than others, and there are some teachers you should model more than others, and this does not have to be a bad thing.
Emotional Contagion - Almost everyone hates the staff room even if they go there to eat their lunch. It also really only takes a couple to poison the bunch.
Private schools are having the same issues as public schools when it comes to literacy and numeracy ‘scores’ and often seek to hire international educators to accommodate alternative schedules.
Teachers love learning but do not like being talked down to in PD sessions from those who do not teach or have turned their niche idea into something that works outside of the classroom.
There is no definition of what a “fully funded” education system looks like in education and this additional uncertainty is holding us back.
Standardization needs to mean something to be effective but students will find loopholes with everything we do.
Neuroscience learning has stalled and what is routinely available is not working. Again, this is not a bad thing, but it feels true the more educators I speak with. Things such as Polyvagal theory, beating burnout through self-care, etc. fall on empty ears because it has now been around for the past five years in a higher capacity but nobody feels like anything has really changed.
Teachers do not want others to know they use AI because it makes them appear lazy. Even if it is more effective, we need to tell others that we are ‘drowning’ or ‘have so much marking to do’ even if we genuinely feel pretty good about how things are going with our workload at that particular time.
Get a custom virtual assistant free for thirty days: https://www.leverageassistants.com/?via=mcad
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Thoughts shared on the podcast are purely our own and do not represent the views of the Anglophone South School District or the relevant jurisdictions associated with my guests.
