ITP - 91: Rediscovering the Village with Neil Rosen

Greg: Welcome to the International Teacher Podcast once again. This is Greg the Single Guy, and I do have JP Mint with me. It’s a little bit late in the evening for us, so Kent is not here. How are you doing, JP?

Jacqueline: Hello Greg. I’m doing great in sunny Mexico.

Greg: Well, I’m excited. Tonight, JP, we have a guest. He’s an author of children’s books and also writes for educators. I’d like to introduce, from Southern California, Neil Rosen. Welcome to the show.

Neil: Thanks very much, Greg. JP, I enjoyed being here with you, and thanks for inviting me.

Greg: Can you tell us a little bit about your background, maybe in education? It sounds like you're a children's book author, and you might have some education in your background.

Neil: Oh, just a little bit. Yes, I started out as a teacher when I graduated college. I have degrees in education and psychology, and I taught elementary school in a public school, grades four and five, for about a dozen years. Then I went into business and became the CEO of National School Reporting Services, which reported on every public school in the United States and was mostly used by parents and teachers to help them find school districts where they’d want to live when they were moving. I did that for many years, and then when I retired, I started writing books. I write children’s picture books, and I’ve written about a dozen, with some new ones coming out this year. I also have a book coming out this year for teachers and parents, including homeschooling parents. It was written in the 1960s and 70s. It’s called Rediscovering the Village: Classic Strategies to Help Your Children Develop a Lifelong Love of Learning. It goes back to those days and talks about what life was like, but also strategies that parents and teachers were using back then that have been lost over time. One reason we decided to publish it now is because the current state of education has so many challenges. Sometimes you can find today’s answers by looking back at the past.

Greg: I love that idea. It’s almost like a time capsule of a book—something buried and rediscovered, and people realize these are still gems. Is that kind of what happened?

Neil: Yes, very similar. What we did back then, when we were teaching, was notice that every year there were a few kids who really stood out—not just in grades, but in attitude. These kids walked into the classroom excited. They loved school and were ready to go. We noticed that fewer of those kids existed as they got older. In kindergarten, almost all students had that enthusiasm. By fourth or fifth grade, it was far less. So we decided to study what made those kids different. We studied their families, their homes, and what we called the home learning environment. We found significant differences. One was that these families created a strong home learning environment. Parents modeled learning, created spaces for it, and encouraged curiosity. The second was communication—these parents communicated much more effectively with teachers and schools. It wasn’t difficult to do. But because they did it, their children got more attention, more positive feedback, and better support. It compounded over time. We compiled all of this into a manuscript but never published it. It sat for years. About five years ago, we rediscovered it and realized it needed to be shared.

Greg: Being an educator for over 20 years, I completely agree. I see it in my students. When parents are involved and create a learning space at home, it makes a huge difference. My own parents read at night, and I would read alongside them. Did you see patterns like that?

Neil: Absolutely. One of the biggest things is reading with your children. Parents read to them when they’re young, then with them when they’re learning. But once kids can read independently, parents often step back. I started something called the Family Book Club, where once a month, the whole family reads the same book and discusses it together. It creates conversation, especially with older kids, which can be difficult to connect with. Reading is critical, not just as an activity, but as a shared experience. When families read the same book, it opens communication and deepens relationships.

Greg: That’s fantastic. Books like Charlie and the Chocolate Factory or The Hobbit come to mind—books that spark conversation.

Neil: Exactly. A great children’s book should start a conversation. If it doesn’t, it’s missing something. It should make kids ask questions and want to talk about it. It also prevents reading from becoming just another babysitter. It shouldn’t be “go read a book” like it’s a chore. It should be a shared, meaningful experience.

Greg: That reminds me of my childhood. My parents would let me stay up later if I was reading. I’d fall asleep with a book on my chest almost every night.

Neil: That’s exactly it. It becomes a reward, not a task. Another thing we used to do that’s less common now is regular trips to the library. That was an event. Kids could choose books, explore, and engage with reading in a meaningful way.

Greg: Saturday afternoons at the library were huge for me. I’d ask how many books I could take out and try to max it out.

Neil: And that ownership—choosing your own books—makes a big difference. It turns reading into something personal and exciting.

Greg: One thing I want to say is a shout out to teachers out there, both internationally and back in their home countries, who set aside time in the curriculum just to read to their students. Even with all the pressure of curriculum demands, they carve out that space. I’ve done that for over 20 years. I’ve always read to my students, and when parents ask me what their child can do to improve, I tell them to read with their child. Set aside time. If you can’t read together, at least let them see you reading. I hope that message reaches parents, but they don’t always listen.

Neil: Yeah, but I love what you’re talking about. Can you tell us a couple of your children’s books? Some titles that you’ve written?

Greg: Yes, I would love to hear some of your titles.

Neil: Sure. One series I wrote is called Penelope and Jack. The first book is Penelope and Jack Together Apart, which was written during COVID. It’s about two children living in apartment buildings across the street from each other, forming a friendship from their balconies during isolation. The second book is Penelope and Jack: The Girl on Misfit Hill. It’s about a teacher who threatens to send misbehaving students to Misfit Hill. One student, Penelope, takes him seriously and goes. Eventually, all the students join her, and the teacher ends up alone in the classroom. Later, Penelope invites the teacher to join them, turning the whole situation around. Another series is called Sky Watch, which features cloud characters solving environmental problems. The first book, The Legend of the Summer Snowflake, deals with plastic pollution in the oceans. I also wrote a novel for older children called Mila on Purpose: Grow Your Circle. It’s about a girl returning to school after COVID who befriends a new student from Jamaica. The story explores friendship, identity, and expanding your social circle.

Greg: That’s great.

Neil: One thing I also want to mention is something that may seem off-topic but is actually very relevant to education—being outdoors. Back when we were growing up, kids were always outside. Parks were full. Schools had kids playing everywhere. Now, that’s not the case. So many of the strategies in the book involve getting kids outside. A simple example is a 15-minute one-on-one walk with your child once a week. No screens, just walking and talking. It doesn’t cost anything, but it makes a huge difference.

Greg: I grew up in that era. We stayed outside until the streetlights came on. I love that you’re reminding parents of this. I’ve seen teachers take students outside for reading or science lessons, and it makes a difference. But your message is also about parents doing this outside of school—spending time together, getting fresh air, and connecting.

Neil: Exactly. That one-on-one time is so important. When you’re reading with a child or walking with them, the rest of the world disappears. It’s just the two of you. And it doesn’t cost anything. Anyone can do it.

Jacqueline: As a principal, I remember teachers asking to take their classes outside. I understood the need, but I also had to manage it. If one class went out, everyone wanted to go out. So we created a schedule using a shared document so teachers could sign up for time outside. That way, it stayed organized and didn’t turn into chaos.

Greg: She’s so organized. Back in our day, we’d take all the fifth grade classes outside at once and run full outdoor education activities.

Neil: Learning in nature and respecting nature is something that needs to be taught early, and schools have a role in that because parents don’t always do it anymore.

Greg: It sounds like your new book is going to remind parents of things they need to reinvest time in.

Neil: That’s absolutely true. Another thing in the book is communication with teachers. That’s changed a lot over the years. For example, how often do parents reach out to a teacher just to say thank you? Not enough. When parents communicate positively, it motivates teachers. It creates a better environment for the child.

Jacqueline: That’s so true. When a parent references something from class during a conference, it’s incredibly motivating as a teacher.

Neil: Exactly. Parents used to be much more involved—going on field trips, helping in classrooms. Now it often feels like communication only happens when there’s a problem. And when parents only hear one side, they can misunderstand what’s happening in the classroom.

Greg: I wish every parent would read this book when it comes out.

Jacqueline: I’m at a loss for words. I’m just wishing that every parent would read this book when it comes out because I’m hoping more parents come in to see their homeroom teachers, communicate with middle and high school teachers, and just open that line of communication. Even something simple—sending a message saying it’s a pleasure having your child in class, or sandwiching feedback with positives and areas for growth—can make a huge difference.

Greg: That’s solving problems through communication, and it sounds like that’s your goal right now—to really push that out.

Neil: That’s our mantra. And there are also simple educational things parents can do that might not be top of mind. For example, in the technology section of the book, it’s fascinating because everything written back then in the 60s and 70s was basically the beginning of computers. At that time, parents thought computers were great because they believed it would get kids off television. They didn’t realize it would turn into going from one screen to many screens. But a lot of those ideas still apply. Every piece of technology we mention can now be done with a cell phone.

Greg: Let’s take a quick moment to tell listeners how to get in touch with us. You can find all of us at itpexpat.com, or email us at [internationalteacherpodcast@gmail.com](mailto:internationalteacherpodcast@gmail.com). We also have a Facebook group and an Instagram account at ITP Expats. We have listeners in over 100 countries, and we appreciate all of you. Now, let’s get back to the show.

Greg: I was going to say, have you updated the eight-track, cassette, and LP references?

Neil: No, we left it exactly as it was, with a note explaining that most of it can now be done with a cell phone.

Greg: That’s great.

Neil: One simple thing parents can do is if their child has a presentation, record them practicing at home. Then talk about it. It takes five to ten minutes, but it makes a huge difference in their confidence. All of these strategies are about generating positive feedback between home and school. That builds confidence and enthusiasm in students.

Jacqueline: Can we talk about the opposite side—helicopter parents? Sometimes parents can get too involved and micromanage their child.

Neil: That’s another book entirely. There are definitely parents who get too involved. What I’ve seen is that when parents go too far, they sometimes shift the focus away from the child and start blaming the school or teacher for everything. But honestly, the bigger issue is parents who want to help but don’t know how. That’s who this book is for—parents who need simple, practical ideas they can fit into their busy lives. Things they can do in 10 or 15 minutes, not an hour a day. Small actions that help their children love learning.

Greg: Were you one of the lucky ones growing up? Did your parents do this?

Neil: They were involved, but not in every way. They didn’t read the same books I did, but they made sure we had books, took us to the library, and attended school events. They did the important things. One thing they didn’t do much was outdoor activities, which I now see as really important. That’s why I’m working on a new series called Can You Read Nature? It’s about teaching kids how to read the environment—trees, skies, ponds, and nature in general. Getting kids outside is critical, especially with everything happening environmentally.

Jacqueline: Why is the publication date set for 2026?

Neil: It’s mainly the editing and publishing process. Writing a children’s book can take a few hours, but editing it takes months. Every word matters when you only have 500 words. Then you need the right illustrator, designer, and marketing plan. You start marketing months before the book is released. It’s a long process. Today, there’s also an added layer of ensuring content is appropriate and inclusive. That requires another level of editing that didn’t exist before.

Jacqueline: It’s clear you love what you do. It really comes through when you talk about your work.

Neil: It is my passion. My wife laughs at me. The other day, I saw a child acting up in a diner, and I went out to my car, grabbed a book, and sat down to read with him.

Greg: And you didn’t get arrested for that?

Neil: No, but I did get a thank you. It made their meal more pleasant.

Greg: That’s a great story.

Neil: For your international audience, I think these ideas are even more important. When families move abroad, it’s easy to get caught up in adjusting and unintentionally push kids aside. Creating a learning-centered home and maintaining communication with schools becomes even more critical.

Jacqueline: Everything we’ve talked about is relevant to our audience. We’re teachers all over the world, but the core of what we do is the same. Your message about parents and children learning together is universal.

Neil: Teachers can also use these ideas directly. They can suggest strategies to parents during conferences—like starting a family book club.

Greg: We might need to explain what an eight-track is, but the ideas still work.

Greg: Neil, as we start to wrap up here, I want to circle back to something you said earlier about rediscovering older strategies. If you had to pick one or two things that parents could start doing tomorrow, what would you say are the highest-impact actions?

Neil: I would say the first is reading together. Not just telling your child to read, but actually sitting down and sharing that experience. Even if it’s just 10 minutes a day, it builds connection and reinforces that reading matters. The second would be creating consistent one-on-one time. That could be a walk, a conversation, or working on something together. It doesn’t have to be structured. The key is that it’s intentional and uninterrupted. Those two things alone can make a significant difference in how a child views learning and their relationship with their parents.

Jacqueline: And those are things that any family can do, regardless of where they are in the world or what their circumstances are.

Neil: Exactly. That’s the point. These strategies are simple, accessible, and adaptable.

Greg: I think sometimes people assume that improving education requires big changes or expensive programs, but what you’re talking about is really small, consistent actions.

Neil: That’s right. It’s about habits. Small habits, done consistently, create big results over time.

Greg: Before we let you go, where can our listeners find your books or learn more about your work?

Neil: You can find my books online through major retailers, and I also have a website where people can learn more about upcoming releases and resources for parents and teachers.

Greg: That’s great. We’ll make sure to include those links in the show notes.

Jacqueline: Thank you so much for joining us. This has been a really valuable conversation, especially for our audience of teachers who are constantly trying to bridge that gap between school and home.

Neil: Thank you both. I really appreciate the opportunity to share these ideas.

Greg: And to our listeners, thank you for tuning in. We’ll see you next episode.

All: Thank you.