Welcome to Kiss Your Brain Coaching, where we believe that every brain (and every student) deserves access to high-quality, inclusive education.
š§ We believe every student is capable of success and impactful change on this earth
š§ We believe in teaching true history and valuing linguistic and cultural differences
š§ We believe teachers, families, and students are over-blamed for issues within schools
š§ We believe that the path to a better future lies in sharing knowledge & building critical thinking skills
š« Students relegated to learning in a basement stairwell or on a floor in the hallway
š« School buildings so dysfunctional that children feel the only way to be heard is to do harm
š« Admin demanding punctual unit plans and lesson plans but not showing teachers how to plan
š« Teachers so burned out that they resort to āmovie daysā every day
š« Parents who work hard to support their children getting blamed for anything under the sun
What kept me going through all of these hardships was an abundant love for the kids.
An understanding that they are mirrors of the society thatās raising them, and sometimes that can get a little ugly. Kiddos are usually repeating things theyāve heard elsewhere to practice having opinions, and guiding them to be curious about the things they believe or say is the most impactful way to support both their development and our collective mental health.
Seeing the āa-ha!ā moments sustains me. Helping a student to understand how to self-accommodate and seeing them use their strategies in the classroom lights up my heart. Working with kiddos on growing their literacy and critical thinking is my happy place.
As I transitioned from teacher to coach, I excelled at supporting teachers in creating systems that worked for them and their students in the fast-paced environment of DC charter schools. I've proudly launched PLCs that brought teams together, increased collective confidence, and grew student engagement across the campus.
Every time my students or teachers showed off new knowledge, a mastered skill, a creative way to solve a problem, Iād tell them, "kiss your brain, friend!ā
I've always been in the business of helping students learn that their minds are magical and powerful. Now I help the adults in their lives, educators and guardians alike, provide the most inclusive learning possible in the classroom and beyond.
so whatcha doin' here, Jess?
Throughout my career, Iāve advocated for the students often left in the margins.
a 12 year old in my social emotional learning (SEL) classroom, who was easily triggered into harmful behaviors. With a lot of patience, love, and intentional conversation, K and I were able to forge a bond that has lasted outside of the classroom into his adulthood! (I get regular updates from both him and his mom <3)
who has down syndrome and reportedly ācouldnāt talkā when I met her. In one year, she gained the use of more than 300 words in three languages with just a little support, compassion, and tailored instruction from a teacher who wouldnāt give up on her.
a sensitive second grader who struggled to sit in his seat long enough to write his name. Through years of partnership with his mom, specialized instruction, and an abundance of love and patience, he learned to advocate for himself, accommodate his attention needs, and use coping strategies when things didn't go as planned.
Hi, friend! Iām JReed, a late-diagnosed auDHD educator who never got the accommodations I deserved in my education, because we didnāt know I was disabled. š
When I was a student, it felt like I was constantly trying to catch up.
Teachers would keep me back from recess to āhelpā me organize my binder (oh, the life of a trapper-keeper kid), remind me constantly about āmy potential,ā and get very annoyed at my tendency to crack jokes under my breath to anyone around me.
that was only when everything in the rest of my life was going well.
In first grade, during my parentsā divorce, I fell asleep in class and didnāt complete all my assignments. I was bullied in second grade and didnāt ask for help because I felt like an outsider in a new school.
Middle school is always a rough time for kids, even those who are relatively well-adjusted, and I got my first Ds in eighth grade. I was ashamed and even tried to forge my momās signature on my report card. š¤«
In high school I was an average student and I had lots of friendsābut average wasnāt good enough for my mom. I wish Iād been allowed to just be āgood enoughā without having to putting all my energy into school.
I moved around a lot (9 schools in 13 years of public schooling), and I carried so much shame for the times and places where I didnāt live up to othersā expectations.
I wish that I had been given more grace as a child navigating a difficult internal and external world.
PS. Not everybody appreciates my āradicalā valuesāso you should check āem out before we work together.
ooooooh, a little mail sitch?
Sometimes I have nuggets of wisdom, poignant stories from the classroom, or cool stuff to offer.
brb crying
"Before coaching, I had strong instincts and content knowledge, but my instructional moves werenāt always intentional or data-driven. After our coaching sessions, I had clearer systems, better scaffolds for students, and more confidence in differentiating instruction."
6th ELA Teacher
"In my twelve years in the education sector, J Reed was the most phenomenal coach that I worked with... What truly sets them apart from other coaches that I worked alongside is their ability to prompt paradigm shifts, simply by using tactics like mirroring and carefully considered questions."
Teacher of Emergent Bilinguals
"J. Reed empowered teachers by creating a truly teacher-led coaching environment that honored our autonomy and voice. They encouraged self-reflection as a starting point, allowing us to assess our own practice before collaboratively walking through strategies for growth."
Middle School Special Educator