The Master Teacher Blog

Once the school year is underway, we face the challenge of establishing routines, setting a pace, and creating a rhythm to carry our instruction and, by extension, student learning forward. We may be eager to introduce the curriculum and move forward with what we have to share with students, but success with these priorities depends on creating a solid context and processes to support what lies ahead. 

A successful launch to the new year will require some patience, discipline, and focus from us. Time spent in the first weeks of school helping students practice routines, develop confidence, and refresh their learning can make our work with students in the coming weeks and months significantly more successful. Let’s review five start-of-the-year practices that can position our students and us for success in the year ahead. 

Observe before expecting. We may have ideas and hold assumptions about what students should know and be able to do, but we must remember that what students bring to our classroom may vary widely due to a number of factors. Some students may not have fully grasped past learning or may have forgotten much of what they have learned. They may have had a summer filled with distractions and trauma. Or they may have engaged in activities that accelerated their knowledge and built new skills. The truth is that students will begin the year where they are, not where we expect or want them to be. By taking time to observe what students know, how they behave, and what they may be ready to learn, we can gain insights that inform our planning and guide our instruction in the coming weeks.  

Prioritize progress over perfection. We want students to find success. Yet, we need to remember that learning is a journey. Perfection may be a goal, but expecting perfection can be a recipe for frustration and disappointment—for our students and for us. The gap between where students are and where they are going will be closed by effort and progress. We need not lose sight of where we want to take students, but we must be realistic about the length and nature of the journey. Prioritizing progress is a better strategy than expecting perfection, especially in the first few weeks.  

Go slow to go fast. The beginning of the new year, those first few weeks when we meet and begin getting to know our students, is the time to focus on building a foundation for the rest of the year. Relationships built in the initial weeks can create a foundation of trust and reassurance that can prevent future resistance and conflict while building cooperation and commitment. Time spent refreshing concepts and renewing skills can save time and frustration later as students encounter more complex ideas and build new capacities. We may worry that we are off to a slow start, but momentum fueled by confidence and competence can easily make up for lost time.  

Repeat to automate. Students do their best when they know what is expected and when they are comfortable and confident with routines. We may think that a few repetitions should be adequate for students to learn and follow daily procedures, but when students are still trying to find their place and hoping to fit in, this type of learning can take longer than we expect. Rather than place a number on how many times we will explain and repeat, we might continue until students no longer need reminding. While getting started may take longer than we anticipate, well-established routines and expectations can pay rich dividends as the year unfolds.  

Assume positive efforts and intentions. Student behavior in the opening weeks may be erratic and unpredictable. Some students will withdraw until they feel a sense of belonging. Other students will act out and even be defiant until they feel assured in their relationship with us. Still others may test our boundaries and expectations until they are confident that we are serious and will follow through. In response to these varying and sometimes confusing behaviors, seeking to understand the reasons behind the behaviors we see will be more productive than drawing premature conclusions or assuming the worst of students. Unfortunately, when what we assume and expect is negative, we are more likely to encounter more negativity. Students often need time and a fresh start. We can help by assuming students’ intentions are positive—or at least suspending judgment until we have more experience with them.  

There is much to do and think about in the initial weeks of the new school year. We might find ourselves wanting to immediately launch into the curriculum and leave relationship building, routines, and expectations for later, yet this is usually a mistake. Trying to correct and undo unacceptable and unproductive behaviors and processes usually takes more time and effort than establishing a strong foundation from the beginning. 

Because many (if not most or all) educators also consider themselves to be lifelong lovers of learning, it’s only natural that we want to believe that students inherently understand why school is important and that what they learn in school holds value. Yet, the evidence suggests something different. Too many students see school as something they must get through to get on with life rather than an experience that will take them where they want to go.  

Every time a student asks, “Why do we have to learn this?” “When will I ever use this?” and “Is this going to count?” we are likely being presented with evidence that students do not see their school experience as valuable, purposeful, or alignment with their goals. As a result, their motivation too often remains largely untapped, their engagement is generally limited to what is demanded, and their commitment becomes driven by external rewards and meaningless symbols. 

On the other hand, when students connect their school experience to their interests and see it as purposeful and aligned with their goals, their motivation and engagement grow. Their commitment and persistence become stronger, and learning becomes a higher priority.  

The challenge we face is to employ strategies and approaches that help students to make the crucial connection between what they are asked to learn and what is important, interesting, useful, or worthwhile to them. The task is not easy, nor will the same strategies and approaches work in the same way or for every student. We need a variety of options and alternatives to make the connection in response to students' needs. Here are six strategies we can tap, test, and refine to take on the challenge. 

Learn and tap into student aspirations.  

If we hope to have students see alignment between their goals and in-school learning, we need to start where our students are. We need to understand their hopes, aspirations, interests, and desired identity. For example, they may like making things, helping others, leading teams, solving problems, or earning money. Of course, these elements may change over time, but taking time to ask students about what they hope for in life, the work they enjoy, the skills they are interested in, and who they hope to become can provide a rich context and anchors for learning.    

Frequently return to “Why does this matter?”  

When students do not understand the value and purpose of what they are learning, they typically default to what “will count” as a grade. Students need us to choose learning that matters and help them to see why. Frequently reminding students of the importance and real-world application of what they are learning can build stronger bridges between student goals and their school experience.  

Help students see possibilities for skill transfer.  

The more students understand how what they are learning in one class might be helpful in another or in life beyond school, the more likely they are to invest the time and effort to learn it. Broadening our explanation and discussion of what students are learning to include skills such as critical thinking, communication, collaboration, creativity, persistence, and other crucial life skills opens doors to examples of how these skills can be applied in contexts beyond the current lesson or unit of study. Supplementing the discussion with examples of how these skills are used in a variety of settings and professions can further help students to make meaningful connections.  

Reinforce links between today’s choices and future opportunities.  

Students often struggle to link the decisions they make today to how those decisions will affect their future options and opportunities. One way to assist students in grasping this concept is to help them create an “if-then” chain. For example, if they do quality work today, success in their courses becomes more likely. If they succeed in their courses, then graduation is a higher probability and post-graduation options grow. If they create more post-graduation options, then they open more career opportunities. And if they have access to more career opportunities, then success with personal goals becomes more likely. Another approach is to emphasize to students the importance of consistently doing just one more thing than required. Over time, the difference between what would have been and what is possible grows in the same way that investing money creates even more money in the future.  

Connect learning to experiences of successful adults.  

Adults in the community, famous people, and even historical figures can serve as examples and reinforcers of the importance and value of what students are learning and the achievement of their goals. Consider inviting successful adults from the community to share their stories and examples of how what students are learning is important to their success in life. Similarly, we might share examples of how people whom students see as successful depend on the skills students are learning, which can reinforce connections to their goals. Further, selecting and highlighting historical figures who demonstrated habits and skills students are learning, and how they made them successful, can reinforce the alignment between students’ goals and in-school learning.  

Link learning to future identity.  

Helping students think about how they want to be seen and what they want to accomplish in the future can create opportunities for important discussions. We can remind students that success can be defined in multiple ways and that it can take many paths. What is most important is that they avoid closing doors they may want to reopen later and that they create and protect as many options in life as possible. 

We want students to see school as a place where they can build the knowledge, skills, habits, and character to pursue their goals and find success in life, not a collection of disjointed, disconnected, and distracting experiences. When they do, they become less dependent on external rewards and meaningless symbols and more focused on experiences that make them better people and prepare them for a better future. 

Our assumptions can have a powerful influence on what we see, how we interpret, and how we respond to what happens in our classroom and our interactions with students. When our assumptions are correct, this process can increase efficiency and improve our effectiveness. Unfortunately, when our assumptions are incorrect, they can launch a narrative that can lead to misunderstanding, misdiagnosis, and unproductive—and even harmful—responses. 

We might think of our assumptions as stories we tell ourselves that can drive our beliefs and actions. We carry them with us in our interactions, decisions, and relationships. These narratives are typically shaped by what we have been told, our experiences, our perceptions of students, and our perspective on our work. 

We need to be aware of assumptions we hold, regularly test them, and be willing to adjust them when they fall short. Here are seven of the most common assumptions that can get in the way of our success with students. Do any of these assumptions sound familiar? 

I must be in control, or students will not learn.  

This story assumes that learning is based on compliance. In fact, quality learning requires students to build ownership and engage in sense-making. These are processes that we can facilitate, but students must perform for themselves. When students have choices and a voice in learning, they are more likely to develop understanding, agency, and recall. Learning over which students feel no control tends not to be deep, nor is it retained for very long. 

Good teaching means that students should not struggle.  

This assumption sets a very high, even unrealistic standard for teaching. In fact, even if we meet it, we may not be doing a learning favor for students. Learning that comes too easily is often forgotten quickly. Struggle is often a key element in learning that is deep and lasting. We need to be ready to coach, guide, and support students in their learning, but preventing them from any struggle can deprive students of experiencing learning in ways that make it durable, transferable, and retainable. 

These students do not care.  

It may be that students are not responding to the way in which learning is being presented, or it may be that something is getting in the way. Though some of it certainly is, not all student disengagement is apathy. In fact, it may be a signal that something is interfering. What we are seeing might be confusion, uncertainty, or evidence of being overwhelmed. Of course, it might be a signal that students are not connecting with the content or our approach. Fortunately, we can adjust either or both factors. While we may not reach every student every day, we can do our best to maintain high expectations and use what we know about our students to position learning for the best chances of success. 

These students cannot handle challenging work. 

This statement is more likely to reflect our judgment than students’ capacity to learn. Our expectations matter. When we hold high expectations and support students to meet them, they are more likely to do so. On the other hand, if we lower our expectations, we risk not exposing students to learning that is deep and rich. We deprive them of the possibility of achieving more than they have in the past. We also risk underestimating our potential to lift the learning of our students to new and expected heights.  

I must cover all the content. 

This assumption prioritizes pacing over understanding. Coverage does not usually lead to competence, and superficial exposure does not lead to learning success. Time and curriculum requirements are certainly pressures teachers face, despite us knowing that choosing to prioritize coverage risks fragile learning and quick forgetting. A better choice is to decide what learning is essential, or at least the highest priority, and focus on those concepts and skills, even if it means some other content might not be addressed. 

This is the way I have always done this, so it must work. 

This statement falls back on tradition as a predictor of correctness. In fact, the first part of this statement may be correct, but it does not mean that the second part is also. Just because something worked in the past does not mean that it is the best approach today. The students we are teaching may have changed. Expectations may have shifted. Or some other factor may have been altered. The key is to focus on the needs, readiness, and characteristics of the students in front of us and ask what will work for them. 

We want our students to succeed. We also want to be confident in our ability to make their success possible. Consequently, we need to be thoughtful about the assumptions we make and their impact on our teaching and our students’ learning. Are there other assumptions you would add to this list? If so, what impact might they have on students and learning? 

Traditionally, memorization has played a significant role in the history of formal learning. Students were expected to memorize a wide variety of facts, terms, formulas, and other elements that adults deemed important to be recited. To some extent, memorization was especially important because students, during their education and later, did not always have immediate access to a wide range of information relevant to their success. Memorization was also seen as a key intellectual pursuit. Being able to recite poetry, significant quotes, and literary passages was considered a sign of an educated person and evidence that someone values and respects culture.  

The omnipresence of information today calls into question the role of memorization in education. The ability to recall and recite information and quote from important statements and writings of the past conveys a level of exposure and attention to what is historically significant. Having immediate access to some information, even when it can be obtained with little effort, remains useful.  

The key question is whether memorization still has a place in formal learning. If so, what role should it play and when? Conversely, when does memorization not have a role, and when should it be assigned a lower priority? Let’s explore five times when memorization continues to be beneficial to learning and five occasions when it is best to avoid or not require it. 

Times when memorization can be useful and important: 

Occasions when memorization should be avoided, or at least given a lower priority: 

We might think of memorization as a useful tool to assist learning rather than a goal to achieve. Memorization can help to filter, sort, retain, and apply information. It can also be a path to processing efficiency, a launch point for complex thinking, and a context for creativity. 

In addition to asking yourself when memorization is an appropriate learning goal, consider the following activities to broaden the scope of this conversation: Teachers, ask your students where they see the most value in memorization; you might need to guide them toward seeing examples in their everyday lives. Administrators, ask your teachers where they see the most value in memorization and how they can frame tasks that ask students to memorize information.

When designing learning experiences, we face a crucial question: Do we primarily want students to know something, or do we want them to do something? Should the focus be on content they will need to absorb or on skills we want them to develop? Our answers to these questions should guide our decision about the best instructional approach. 

It goes without saying that learning often—maybe even mostly—involves a combination approach, but sometimes the focal point needs to be on one or the other. At times, we need to build context and activate background knowledge to create a foundation for learning. At other times, we want students to build specific competencies and practice crucial skills. These two approaches are, respectively, commonly known as content-focused instruction and skill-based instruction.  

As the names suggest, content-focused and skill-based instructional approaches serve related but separate goals. We might think of content-focused instruction as providing broad context, emphasizing concepts, and building a foundation for understanding. Content-focused instruction is more likely to emphasize content knowledge, facts, sequences, concepts, and procedures. Skill-based instruction, on the other hand, emphasizes analysis, problem solving, application, and communication. Skill-based instruction focuses more on competencies and processes that enable learners to apply what they are learning. Content-focused instruction aligns well with building foundational knowledge and intellectual development, while skill-based instruction emphasizes hands-on learning and the development of transferable skills. Both types of instruction are valuable, but they serve different priorities.  

Traditionally, skill-based instruction has been more closely linked to practical skill classes and job training, while content-focused instruction has been more associated with traditional academic classes. However, today’s students and the world they are preparing for require foundational knowledge and skills to apply what they learn practically. Equally important, students want to understand why they are learning and what they can do with that knowledge.  

So, how might content-focused and skill-based instruction look in practice, and how can we decide which approach fits best? Here are five considerations to guide us: 

Obviously, content-focused and skill-based instruction each has a role to play in the learning experiences we design for students. The key questions are, “What is our primary instructional goal?” and “What do we expect students to do with what they learn?” We might use a combination of approaches in some lessons or choose a single approach, depending on our students' readiness, the complexity of what they are learning, and how their learning will be assessed.

Communication 

The ability to communicate is among the most urgent needs in global society, and it represents one of the greatest gaps. A common theme in the Cambridge report was that possessing knowledge and skills is important, but if what people know cannot be communicated, it is of little value. If we hope to prepare students for their future, we need to help them develop a communication skill set that supports expressing empathy and understanding, techniques for nurturing and supporting collaboration, strategies for persuasion, approaches for navigating conflict, explanations of technical processes, and descriptions of complex concepts.  

Adaptability 

The ability to shift, adjust, and adapt is likely to be among the most important life and work skills students will need for success in their futures. For example, gaining and practicing a variety of learning skills will help students avoid being overly dependent on what they already know and what has been useful in the past. The need to learn will present itself in varied forms. Assuming that students will be able to rely on their ability to learn in response to carefully and professionally prepared lessons is unrealistic. Learning opportunities are as likely to come in the form of experiences, expectations, and observations as a formal instructional context. Resilience, too, will play an important role in navigating life’s challenges and setbacks. The ability to “bounce back” better, with new learning and even broader, stronger skills, will accelerate career success and life satisfaction.  

Without question, the life for which we are preparing today’s students will be filled with challenges, opportunities, and unexpected demands. The four key skills identified in the Cambridge International study may not be all-inclusive, but they represent excellent anchor points and a foundation on which to build the array of skills we want and need our students to develop.  

References: 

Baker, S. (2025). Preparing learners to thrive in a changing world. Cambridge International. https://www.cambridge.org/sites/default/files/media/documents/Cambridge%20-%20Preparing%20learners%20to%20thrive%20in%20a%20changing%20world%20FINAL%207.pdf 

Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., Houts, R., Poulton, R., Roberts, B. W., Ross, S., Sears, M. R., Thomson, W. M., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698. https://doi.org/10.1073/pnas.1010076108  

No two classrooms operate exactly the same way. Teachers choose different teaching strategies. They may choose different materials to support their instruction. They have students engaged in different learning activities. They may even have entirely different classroom management systems.  

Yet, these are not the elements that usually separate the most successful teachers. In fact, it is not the programs and techniques they adopt. What sets them apart is much deeper. Their secrets of success lie in the ways they think about and approach their practice. Their success is shaped by hundreds of small decisions made every day. These decisions—and the habits associated with them—over time quietly compound and generate momentum for learning that can be profound.  

Remarkably, the practices and habits in which highly successful teachers engage do not require special talent or unusual intellect. Their power is found in authenticity and consistency. Let’s examine seven of these habits and the power they possess to positively impact students and learning.  

Habit #1: They prioritize relationships that support learning. Highly successful teachers understand that relationships are the grease that makes many important aspects of learning possible. Building trust, showing respect, and making connections leads students to feel valued and as though they belong. The presence of strong, positive relationships creates a foundation for high expectations, confidence in feedback, and commitment to persist and succeed. Of course, these relationships are not confined to students. They extend to families, colleagues, and others whose support is important in fostering learning.  

Habit #2: They reflect regularly and improve deliberately. Highly successful teachers recognize that experience is not the same as expertise. Taking time to reflect on what worked, what did not work, what was anticipated, and what surprised are starting points for gaining insight and strengthening professional practice. Growth comes from examination, analysis, and adjustments, not repetition.  

Habit #3: They remain fully present, despite distractions. Successful teaching requires constant awareness. Students signal their confusion, engagement, emotions, curiosity, and other learning-related information constantly. Being fully present makes it more likely that subtle cues are noticed so that adjustments can be made in real time.  

Habit #4: They avoid unnecessary multitasking. Like being fully present, focusing attention on what is most important increases the impact and boosts the productivity of highly successful teachers. Obviously, teachers face multiple competing demands, but trying to do too many things at once diminishes effectiveness. Focusing on what matters most for learning also minimizes the energy lost to less important and impactful activities.  

Habit #5: They treat mistakes as feedback, not failure. Highly successful teachers understand that mistakes are nothing more than data that provides clues about what to avoid, adjust, and improve. When errors are seen as evidence, experimentation is easier, risks are less scary, and refinement is more likely. Additionally, when teachers see and use mistakes as information for improvement, mistakes become less risky for students. 

Habit #6: They constantly check for understanding. Highly successful teachers know that instruction is important, but learning is what counts. Regularly gathering evidence of learning during instruction ensures that students remain engaged, are in sync with teaching, and are processing the information shared with them. As a result, instruction can be adjusted before confusion and misconceptions become entrenched. Checking for understanding following instruction allows teachers to discern where students need reinforcement, clarification, and additional practice.  

Habit #7: They prioritize impact over affirmation. Not all teaching-related decisions are popular with students and not all decisions that are popular result in learning. Learning can be challenging, and it is not always enjoyable. Prioritizing actions that produce important learning and lasting growth leads to the success students deserve, even when other options may generate short-term enthusiasm.  

These habits make one thing clear: Teaching success is less about activities and techniques and more about the ways we think about and approach our work. When we consistently practice these and similar habits, we create conditions to support learning growth and position us to become more effective.  

It’s hard to believe that we are already approaching the end of the school year. With spring in full swing, school teams are balancing progress monitoring, end-of-year meetings, and planning for what comes next. For many educators, Extended School Year (ESY) decisions are either already underway or quickly rising to the top of the to-do list. The question is: Are our ESY decisions thoughtful, individualized, and truly aligned to student needs? Or are we rushing to check a box? 

As educators and leaders, you know that ESY is not about simply offering more school. It is about ensuring continuity of critical skills for students with disabilities. Under the Individuals with Disabilities Education Act, ESY must be determined on an individual basis, grounded in data, and designed to support a student’s ability to make meaningful progress. When done well, ESY decisions protect hard-earned gains and set students up for a stronger start in the fall. 

As you head into ESY planning, it’s important to consider a few key areas that can strengthen both your process and your outcomes: 

Start with Clarity: What Does the Student Truly Need? 

Strong ESY decisions begin with the right lens. Shifting the conversation from “Does this student qualify?” to “What does this student need to maintain or continue progress?” keeps the focus on the student, where it belongs. 

Teams need to ground that conversation in data. Progress monitoring, service logs, and work samples can help identify patterns of regression, recoupment, or emerging skills that may be at risk. While professional judgment plays an important role, pairing it with clear data ensures decisions are both thoughtful and defensible. 

Just as important is identifying the most critical skills; it’s important to recognize that ESY is not intended to replicate the full school year. Instead, teams should prioritize a small number of foundational skills—specifically, those skills that have the greatest impact on the student’s overall progress and independence. 

Strengthen the Process: Thoughtful, Collaborative Decision-Making 

ESY decisions are strongest when they are intentional and collaborative, not rushed or routine. 

Avoid patterns where decisions are made based on special education programs, disability categories, or “what we’ve always done.” Each student’s needs should drive the recommendation. Taking time to individualize decisions not only ensures compliance but also builds trust across teams. 

Preparation is a key component of the process. When teams come to IEP meetings with data reviewed, observations gathered, and a preliminary recommendation in mind, conversations are more productive and focused. 

Equally important is ensuring that all voices are part of the discussion. General education teachers, special education providers, related service staff, and families each bring valuable insight. Creating space for those perspectives leads to stronger, more well-rounded decisions. 

Plan for Follow-Through: From Recommendation to Reality 

A well-written ESY decision is only effective if it can be implemented with fidelity! 

Think ahead about logistics, including staffing needs, scheduling, service delivery models, locations, and materials. Aligning these details early helps to ensure that what is written in the IEP translates into a meaningful summer experience for students. 

Clear communication with families also plays a critical role. ESY can sometimes be misunderstood, so taking time to explain how decisions were made, what data was considered, and what services will look like helps build clarity and trust. 

Finally, don’t underestimate the importance of documentation. Capturing not just the decision, but also the reasoning behind it and the data used to support it, reinforces continuity and strengthens the team’s position if questions arise later. 

As the school year winds down, ESY decisions are an opportunity to ensure that student data, critical skill priorities, and individualized needs are driving team decisions. This is the time to be intentional about how those decisions are made and documented. A little focus now can prevent skill loss, reduce frustration, and create a smoother transition into the next school year.  

Finishing strong isn’t just about closing out the year. It’s about setting students up for continued success. The care and intention behind your ESY decisions is a powerful part of that work.