The Practice Ground

04/30/2026

In Montessori, we talk about the prepared environment.

But what if the most important part of that environment…is the adult?

This essay explores how teacher regulation shapes the entire learning experience.

How teacher regulation shapes learning

04/13/2026

Chaos isn’t something to eliminate - it’s something to hold.

This piece reflects on what happens when we meet dysregulation with containment instead of control, and how that shift changes the way young people learn, feel, and relate.

From Chaos to Center explores adolescence as a profound threshold of becoming. Through essays on somatic education, Montessori philosophy, nervous system literacy, and identity formation, this publication examines how we raise self-aware humans in an age. Click to read From Chaos to Center, a Substa...

04/08/2026

Adolescents live in a space that can feel both deeply sincere and painfully self-conscious at the same time.

In this piece, I explore what happens at that edge - where kids are trying to figure out who they are, while also watching themselves be seen.

If you work with teens (or love one), this might help you understand what’s really going on beneath the surface.

Why irony has become a form of protection - and what it costs

04/06/2026

Sarcasm is often framed as humor - but what if it’s actually something else?

In my latest article, I explore how adults sometimes use sarcasm to manage discomfort, control behavior, or avoid vulnerability - and what that can feel like on the receiving end for kids. When “just joking” becomes a pattern, it can quietly shape trust, safety, and connection.

If you’ve ever wondered why certain kinds of humor don’t land the way we think they do, this one might resonate.

Most adults don’t think of sarcasm as a regulation strategy.

04/02/2026

In many classrooms, stillness is treated as a prerequisite for learning. But for many students, especially adolescents, it may be the very thing getting in the way. In my latest article, I explore why movement, not stillness, is often what real learning requires.

Why stillness ≠ attention

03/29/2026

Your teenager isn’t giving you a hard time—they’re having a hard time. The adolescent brain is still under construction, and what we see on the surface is only a small piece of a much bigger, still-forming story.

Why teenagers aren’t irrational - they are running a different operating system

03/25/2026

What’s the difference between playful teasing and something that actually hurts? It’s more subtle - and more important - than we often realize. In this piece, I explore how to recognize the line and why it matters for our relationships.

https://kathimartuza.substack.com/p/the-difference-between-playful-teasing

03/22/2026

There can be a quiet contempt many adults hold toward adolescents - and most of us don’t even realize it. This article invites a deeper look at how that shows up, and what it costs our relationships with young people.

There is a tone I sometimes hear when adults talk about adolescents.

03/18/2026

Cynicism can look like wisdom, but it often disconnects us more than it protects us. I wrote about the difference between being guarded and being truly emotionally intelligent - and why that matters.

(Especially for Neurodiverse Adolescents)

03/15/2026

Teenagers often look unpredictable, emotional, and messy-but that chaos isn’t random.
It’s part of a powerful developmental process where the brain and identity are reorganizing into something new. Adolescence is one of the most intense periods of learning and neural rewiring we experience. 

I wrote about this through the lens of chaos theory and development in my latest Substack.

If you spend enough time around teenagers, one thing becomes clear:

03/12/2026

For most of my life I lived in two worlds that rarely spoke to each other.

In dance, learning lived in the body.
In school, learning was expected to live in the head.

Over time I began to see something clearly:
the body is not separate from learning — it is where learning begins.

I wrote a short reflection on what I call Education From Within and how movement, visualization, and the nervous system shape the way students truly understand.

Reconnecting movement, visualization, and understanding in the classroom.