Quit Teaching Basics

Picture this: a classroom buzzing with energy. One learner rattling off facts like it’s nothing. Another stuck on question one, unsure where to start. The difference? It’s not intelligence. Not even effort. It’s what they walked in with. Some show up already loaded: homes full of books, rich conversations, museum trips, story time routines that […]

What if assessments weren’t just something learners had to endure but something they actually used? Imagine a classroom where assessments weren’t about measuring and sorting, but about guiding and growing. A space where learners didn’t brace themselves for the inevitable judgment of a grade, but instead leaned in, eager to analyze, interpret, and act on

Imagine walking into a gym for the first time, determined to get stronger. If the space is empty, the machines are dusty, and no one is pushing you, chances are, you’ll stay in your comfort zone. Maybe you’ll do a few easy reps, check your phone, and call it a day. But what if, instead,

We are uncomfortable. The latest 2024 NAEP scores for reading and math confirm what we’ve been feeling for a while now—achievement is slipping, and the weight of that reality is pressing down on us. Reading scores have fallen to their lowest levels in 30 years. Math hasn’t rebounded to pre-pandemic levels. The gap is growing.

First, you probably are humming the song by Pink Floyd already, so let’s run with that analogy. Imagine you’re walking down a road, headed toward an important destination. Along the way, you encounter a massive brick wall blocking your path. You sigh, turn around, and walk away. It seems like an immovable obstacle, an undeniable

The image of a learner sitting in a classroom, head down, shoulders slumped—silent and unseen—is one that should break all of our collective hearts. Teaching, at its best, isn’t about content or tests or standards; it’s about connection. Without belonging, no amount of rigor or pedagogy will matter because learning doesn’t happen when a child

In education, teaching and learning are often used interchangeably, but they are fundamentally different. Imagine a classroom where the teacher hands out prepackaged TV dinners—complete, preplanned, and ready to consume. The students, functioning as mere cooks, only heat and eat what’s been prepared for them. Now, contrast that with a classroom where the teacher and

When we hear “assessment,” many of us instantly think of standardized tests, scantron sheets or Google Forms, and the collective groans of learners (and teachers). But assessment isn’t meant to be synonymous with “test.” It originates from the Latin word assidere, meaning “to sit beside.” Imagine that—a teacher sitting beside a learner, guiding them, offering

As educators, we bring an undeniable fire into our classrooms every day. We strive to unlock the potential in every learner, pushing them to become their best selves. But what if we took that same passion—the relentless drive to help our kids succeed—and brought it to supporting our fellow educators? If we truly want to

I once heard this in a professional learning session, “Just get them talking,” the presenter said, “and they’ll be learning.” It sounds simple enough. We might ask our kids to “Turn and Talk” to their partner about the reading they just finished and expect fireworks—deep conversations, insights flying across the room. But what we might