I’ll never forget my first real test with classroom management. It was back in 2007, and I was standing in front of a packed high school history class at a nationally ranked academic school, convinced I had everything figured out. I’d spent weeks planning my lessons, designing my PowerPoints, and organizing my classroom rules into … Read more

I remember standing in front of my first class of 9th graders back in 2007, absolutely convinced I had everything figured out. My carefully color-coded classroom rules were posted prominently on the wall. My reward system was ready. I’d read all the blog posts, attended the professional development sessions, and taken copious notes during student … Read more

I walked into my first classroom in 2007, and if there’s one piece of advice I now give to new teachers during their first week of professional development, it’s this: your classroom walls are not your décor; they are your co-teacher. For a long time, I fell into the trap of treating my bulletin boards … Read more

When I started my first year teaching high school social studies back in 2007, I thought student engagement meant keeping everyone busy and entertained. I spent countless Sunday evenings hunting for flashy activities, convinced that if my students were laughing and moving, they were learning. I was wrong. In 2018, I became an instructional coach … Read more

I’ll never forget my first year in the classroom. I stood at my door before the first bell, armed with a clipboard containing 17 rules, 3 warnings per student, and absolutely zero idea what I was doing. My mentor teacher, bless her heart, watched me crash and burn for about six weeks before gently suggesting … Read more

Though we know our administrators constantly mention its importance, there are often gaping holes in their explanations regarding the importance of child-centered education. There is a multitude of reasons why this teaching methodology is not only important but extremely effective. However, often the importance of child-centered education is overlooked as soon as a teacher tries … Read more

I started standing in front of high school history classrooms in 2007. Back then, I thought I had it figured out. I was the expert. I had the knowledge. My job was to transfer that knowledge to the 150+ students who shuffled through my room each day. And for the most part, they sat quietly, … Read more

At any level, teachers are always trying to figure out what actually works for their students. But preschool is its own thing entirely. Preschool children are often in a group learning setting for the very first time, and nobody has handed them a manual on how this whole “school” thing works. Early childhood educators have … Read more

Once I mastered student-led learning, I always had colleagues asking me about my style of classroom management. There was often the appearance that my students were loud, off-task, and learning was nonexistent. I would often invite those colleagues into my classroom to chat with my students, who would blow them away with their explanations of … Read more

When many teachers hear the term “student-centered project-based learning,” you can see the color drain from their faces. It is a buzzword-laden phrase that sounds intimidating, yet it truly isn’t as daunting as it seems. At its core, this instructional approach builds upon the familiar practice of assigning projects. The key shift is that it … Read more

Here’s what I know about student engagement goals after almost 20 years in various classrooms: they’re almost always too small. We set goals like “increase participation” or “get through the curriculum without losing them.” But I’ve watched too many teachers, myself included, confuse compliance with connection. A quiet room isn’t necessarily a learning room. Raised … Read more

If you have ever pondered why classroom management is important (realistically), you are certainly not alone. At its core, good classroom management transcends merely keeping students quiet; it is the foundational framework that enables student learning and academic achievement. A well-managed classroom is not an accidental occurrence but the result of intentional classroom management practices … Read more