We’re excited to introduce you to the always interesting and insightful Erasto Beard. We hope you’ll enjoy our conversation with Erasto below.

Erasto, appreciate you joining us today. Can you tell us the backstory behind how you came up with the idea?

It all started when I was teaching first grade at an elementary school. I got a call to come to the principal’s office. No one likes getting that call, especially teachers, so I spent the rest of the day wondering what I had done wrong. When I finally went to see the principal after school, he told me I’d been transferred to fourth grade. Normally, this would be great news—first grade isn’t a testing grade, but fourth grade is. You don’t move someone into a testing grade unless you think they’re good.

But here’s the thing: this wasn’t just any fourth-grade class. It had a reputation. There had already been two teachers in that classroom, and we were only nearing the end of the first quarter of the school year. The kids were unruly and massively behind academically. The principal told me he needed me there because of my “excellent classroom management skills.” I remember thinking, “I don’t have good classroom management skills; I’m just the only male teacher these first graders have ever seen—they’re just too scared to act up!”

Four days after I took over the classroom, we started the first quarter benchmark assessments, and every.single.kid failed every.single.test. I knew I had to do something different. I needed to engage these students in a unique way, eliminate a lot of the administrative tasks, and find a way to make them take ownership of their learning. That’s when I created “The Outrageous Teacher,” my guide to getting sh*t done in the classroom.

Great, appreciate you sharing that with us. Before we ask you to share more of your insights, can you take a moment to introduce yourself and how you got to where you are today to our readers.

I started out as a burnt-out elementary school teacher. After years of juggling lesson plans, endless grading, and trying to keep my classroom in order, I knew I needed a change. So I developed a system that helped me manage my classroom in a whole new way. Some people thought it was brilliant; others thought it was just plain outrageous. That’s how “The Outrageous Teacher” was born. I realized it helped me get things done, so I called my process “The Outrageous Teacher’s Guide to Getting Sh*t Done.”

So, in a nutshell, I transformed my classroom into a business. Instead of just assigning typical classroom jobs, I created the “Room 9 Corporation.” We had an Executive Leadership team made up of a Senior Vice President, a Vice President of Operations, and a Vice President of Procedures. These three students managed the day-to-day tasks and supervised the other positions. For example, we had a Supply Manager to keep track of classroom supplies, and Bankers who managed the students’ bank accounts—every job was a paid position. We also had other positions. Essentially, there was space for each child to have a job and contribute to the classroom. I also built a classroom management system that tied into this business model.

Now, I conduct teacher trainings and mentor new teachers, especially young men of color, to help them navigate challenging classroom management scenarios. I focus on showing them that there’s a different way to run a classroom—one that gets students engaged and excited to learn. This approach has not only made my life easier but has also helped other teachers find their groove.

For you, what’s the most rewarding aspect of being a creative?

The most rewarding part of what I do is watching teachers rediscover their passion for teaching. So many of them start their careers with grand ideas of making a real difference in the lives of their students. But once they enter the classroom, they’re hit with an overwhelming amount of administrative work, discipline issues, and general stress that can drain the joy out of teaching.

Through my system, I’ve been able to help teachers manage their classrooms and time, giving them the space to focus on what they love: teaching and learning. While my specific model doesn’t work for everyone, I’ve found that even those who don’t use it as I do can still find something valuable in my approach. Whether it’s streamlining their classroom management or simplifying administrative tasks, it’s incredibly rewarding to see them lighten the load and remember why they became teachers in the first place.

Any advice for managing a team?

People have always been and will always be the most valuable asset. As a teacher, I’ve noticed that when I feel supported by the administration, it makes all the difference. If I don’t have to worry about defending myself against the people who are supposed to have my back, I can channel all my energy into teaching and helping my students succeed.

My advice for managing a team and maintaining high morale is simple: support your people. When employees feel valued and trusted, they can focus on their work instead of looking over their shoulders. It’s about creating a safe and positive environment where people feel heard and appreciated. When you do that, the “stuff”—like productivity, engagement, and creativity—comes naturally.