The Master Teacher Blog

We want our students to be successful learners. We also want to experience success as we teach students. Unfortunately, students do not always come to us with the attitudes and skills that make them proficient learners. Trying to teach students who lack an understanding of how learning happens and how to be successful learners can be a challenging and exhausting experience.  

We have a choice: We can ignore the understanding and skills students lack, or we can help them to build the learning capacity necessary to become better learners. Fortunately, there are several accessible and effective strategies and insights we can share with students to start them on a more successful learning journey. Equally important, we can teach many of these lessons in the context of daily routines and the required curriculum.  

Here are six research-based and practice-proven learning insights to help students strengthen their learning and expand their capacity to succeed in school and in life. Key insight: If we position the insights and skills that build learning capacity in the context of helping students rather than class requirements, students are often more accepting and more readily adopt these practices. We might even frame behaviors that support learning as experiments and games to prove their worth.  

First, teach students how learning changes the brain. Students are often not aware of how experiences, repetition, feedback, and even failed attempts change the way their brain functions. New experiences, insights, and skills create neural connections and strengthen existing ones. The more often these connections are activated, the stronger, more efficient, and more durable they become. The brain pays attention to repetition, so practice is a great way to grow brain capacity. Focused, deliberate practice, followed by feedback and subsequent adjustments, grows the brain’s capacity and can make future learning more efficient.  

Second, help students understand the role of attention in learning. We might assume that students understand that paying attention is a primary driver of learning, yet too often, this is not the case. Attention is the gateway to learning and the doorway to memory. In the absence of attention, little or no learning is likely to happen. Students can increase their attention skills by employing strategies such as eliminating distractions, focusing on one attention-demanding task at a time, asking questions, and predicting what happens next in lessons, stories, and other learning activities. We might also have students monitor their attention and challenge themselves to gradually lengthen the time they can stay fully attentive and engaged.  

Third, instruct students about how their memory functions. The truth is that forgetting is normal. It is not a sign of failure. However, memory can be strengthened and lengthened. When students frequently return to previously learned information and skills, they become more deeply embedded in their memory. Retrieval practice—where students attempt to recall everything they remember about a topic or process—refreshes their memory and lengthens their recall. They might explain ideas in their own words. Or they might connect new ideas and content to prior learning. Engaging in memory challenges is far more effective than passive review.  

Fourth, explain the value of productive struggle. Students often assume that if they struggle as they learn, they must not be good learners. Yet learning that is easy often does not stay with students long. When students must struggle to grasp a concept or develop a skill, they are more likely to retain it once learned. Mistakes are also a natural part of learning, and they represent information the brain uses to improve future performance. We can counsel students to think “not yet” when they struggle rather than “not possible.” We might also remind them that confusion and struggle often happen just before understanding and success. 

Fifth, coach students to focus on getting better, not just getting it right. We can remind students that learning is a process, not a performance. Students often do their best when they think about learning as a journey, not a one-time effort and demonstration. Challenging learning more often follows a path of iteration and approximation than a track of error-free certainty. We can help students set learning goals and monitor their progress. We might even encourage students to interrogate their learning: What strategy worked well? What mistakes helped me to learn? What should I practice more or next? 

Sixth, nurture the skill of metacognition. The value of the previous five learning skills is enhanced when students learn to monitor their own thinking. Metacognition gives students the power to become their own best teacher. We might teach students to ask themselves: What do I understand about this topic or skill, and where do I still need to do more? Can I explain or teach this information to someone else? Where am I confused? What strategy might work better than the one I have used? Metacognition is a skill that positions students to regulate their attention, manage their effort, choose the best strategy, and take ownership and control of their learning.  

These skills help students not only be successful in our class, but they also can be life changing. Students begin to see themselves as self-directed, capable, independent learners. When students possess and practice these skills, they can also become easier and more delightful to teach. 

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. 

Every August, school leaders invest countless hours preparing for the new school year. Class schedules are finalized, classrooms are prepared, professional development is planned, and staff members return in various states of eagerness to begin again. Amidst all of that preparation, one group often arrives carrying a unique combination of excitement and uncertainty: new special education teachers. 

Whether they are entering the profession for the first time or transitioning from another district, these educators are stepping into one of the most complex roles in education. They're expected to both learn their students and teach them, of course, but also to build relationships with families, navigate compliance requirements, coordinate services, collaborate with multiple stakeholders, and establish instructional routines—all within the first few weeks of school. The sheer volume of information and responsibilities can leave even experienced educators questioning whether they are doing enough. 

Research consistently identifies special education teachers as being at a higher risk of burnout and attrition than many of their general education peers. However, the same research points to a hopeful reality: When schools provide intentional onboarding, mentoring, and coaching, teachers are significantly more likely to remain in the profession and thrive. 

Studies examining special educator retention repeatedly identify similar themes. New teachers report feeling isolated as they navigate complex responsibilities, unsure of where to turn for guidance and hesitant to ask questions for fear of appearing unqualified. They often describe the challenge not as a lack of commitment, but as a lack of connection. They need trusted relationships, specialized support, and time to learn these systems that more experienced educators may take for granted. 

As leaders, we cannot eliminate every challenge a new special education teacher will face. What we can do is intentionally shape their early experiences. 

The first days of school are about orientation, certainly, but they are also about establishing a sense of belonging. Every administrator has welcomed a new special education teacher who arrives eager to make a difference. They come with fresh ideas, energy, and a desire to support students. Yet within days, that excitement can quickly be coupled with—or replaced by—anxiety.  

Effective onboarding is less about delivering information and more about sequencing experiences. Before teachers can confidently manage compliance responsibilities, they need to understand the culture of the building. Before they can navigate difficult conversations, they need trusted relationships. Before they can create systems for service delivery, they need time to learn who their students are. 

During the first week, the focus should be on people. New teachers should be given multiple opportunities to connect with administrators, colleagues, related service providers, and the students they will serve. They should learn who to call when they have questions, and they should feel comfortable asking those questions. The second week can begin to shift toward systems like developing schedules, organizing service documentation, creating accommodation tracking processes, and reviewing upcoming IEP responsibilities. By intentionally pacing the experience, leaders communicate that growth is expected and support is available. 

One of the most powerful things an administrator can say to a new special education teacher is, “You don't need to know everything today.” That simple message creates space for learning. It acknowledges the complexity of the role and reinforces that mistakes, questions, and uncertainty are all part of the process. When teachers feel psychologically safe, they are more likely to seek help, collaborate with colleagues, and remain engaged through challenges. 

The first week of school is an incredibly important time. What students learn, experience, and sense as the first week unfolds can set the stage for the year ahead. Meanwhile, we can feel the pressure of managing logistics, setting expectations, and getting started with learning. 

These are important elements to address, but there are other aspects of the beginning of a new year that also deserve our attention. How students feel about what lies ahead, whether they think they belong, and whether they believe they can succeed also matter. In fact, unless we address these issues with students early on, our students—and we—are likely to struggle to find a rhythm, pace, and path that will launch a successful year.  

As we plan the first week of school, we need to consider the messages students want and need to hear to help them start off on the right foot. Here are five assurances students want to hear and feel confident about before the end of the first week. 

You belong here. When students feel welcome, seen, valued, and respected, they are more likely to be open to forming relationships with us and with others in the class. We may not be able to create a community in the first week, but we can lay its foundation. For example, we might prioritize learning students’ names as quickly as possible. Having others know and use your name is a sign of acceptance, respect, and belonging. We might also design content-related activities to help students become acquainted with one another and interact. Our goal is for students to feel that our class is a safe, welcoming, and supportive place for their learning.  

You can succeed in this class. Beyond telling students that they can succeed in our class, we can give them opportunities to experience success. It may be solving an accessible problem. We may give students an engaging but achievable challenge to work on. We might even have students share personal experiences that are meaningful to them or share their expertise in an area where they excel. The key is to give students opportunities to experience success and feel assured that success is possible. The more we build a foundation of hope and confidence, the more likely students will be to engage with the challenges that lie ahead. 

I am here for you. Some students will come to our class with a history of success and expect to succeed, even without our assurance that we will be there to help and support their learning. However, more students will enter our class with questions about who we are, whether we can be trusted, and whether their learning is our priority. We may assume that students should know that we are committed to nurturing their learning. Of course, they should. Yet many students may not feel that all the teachers they have experienced have held their learning as most important. Stating our commitment and offering examples of how we will support their learning can make a big difference to these students.  

We will learn together. This message may be surprising to some students. They might assume that, as teachers, we already know all there is to know about teaching students. Our opportunity is to let students know that an important part of our work is getting to know them as people and as learners. We not only want to learn about how they learn, but we may also need to learn new approaches and strategies to help them learn. Meanwhile, we can assure students that they will play an important role in the process by giving their best effort, letting us know when they need help or support, and sharing what is working for them. In the end, finding success will require that we both learn. 

This is going to be a good year. The first week is a time to build excitement, anticipation, and curiosity about what lies ahead. We might discuss the interesting and useful things students will learn. We might preview some of the “headline” activities we have planned. We might also share some of our humor, interests, and experiences. Having students see us as humans who enjoy life, other people, and learning can provide a great jump start to the year.  

Students come into the beginning of a new year with excitement and curiosity, but they may also be anxious, uncertain, and hesitant about what lies ahead. The first week is our time to create a vibe of excitement, possibility, and opportunity.

Making certain that the space within which we will teach and in which students will learn typically occupies our energy and focus in the days leading up to the opening of school. This is important work. We want to be prepared for students’ arrival and for them to feel welcomed.  

Yet, as important as this preparation is, it is not the only area that deserves our attention as we approach the beginning of another year. Having a perfectly decorated classroom with all the necessary school materials and equipment in place creates a context in which our teaching and student learning can occur. Yet, our readiness to lead and facilitate the experiences students will engage in matters even more.   

We need to prepare mentally, interpersonally, and intentionally if we hope to have a successful and rewarding launch. Here are six areas of preparation beyond the classroom that deserve our time and attention in the days and weeks leading to the start of the year.  

Review takeaways and intentions from last year.  

The conclusion of the past school year may seem like a long time ago. Many weeks have passed. Much of what we wanted to recall and take with us to the new year may have faded. Now is a good time to reflect on and refresh our intentions for what to carry into the new year.  We might start with what routines worked well. Where did students struggle? What adjustments need to be made? What sapped time but yielded no meaningful results? The beginning of a new year presents the opportunity to refresh what we have learned, improve what needs attention, and preserve what has already proven effective.  

Recall why this work matters. 

Rather than allow the calendar to dictate our transition, we might revisit why this work matters, especially to us. What unique opportunities does it offer to make a difference? What about engaging and shifting the trajectory of young lives is meaningful? What difference do I want to make in my students’ lives this year?  How do I want my students to describe their experiences in my classroom? What values do I want to bring to my decisions? 

Revisit your relationship-forming strategies. 

A primary driver of how the year goes is the relationships we build. What strategies will I use to learn students’ names? How will I get to know students beyond their presence in my classroom? How will I position myself as safe, supportive, curious, and caring for my students? What steps will I take to connect with families early in the year? Remember: The lessons we teach matter, but relationships make instruction possible. 

Reconnect with colleagues. 

Colleagues are our primary professional support system. They can reduce our stress, be crucial resources for ideas and problem solving, and be a listening ear when we need one. We need to keep these relationships fresh and accessible. We might reach out before the year starts to check in or maybe meet for coffee and a chat. If our team includes new members, now is a good time to connect and introduce ourselves. If we are working with instructional coaches, we might meet to preview what lies ahead and plan how we will work together.  

Review personal boundaries. 

We know that teaching can expand to fill every minute of every hour if we allow it. Now is a good time to revisit what we know and what we need to establish and maintain reasonable and sustainable boundaries for our work. What limits should I set to manage emails and texts? How will I protect time for my family and for myself? What habits and routines will help me to protect and replenish my energy? 

Rest up. 

Finishing the summer exhausted can make the beginning of the new school year even more challenging. We need to resist the temptation to spend every waking hour getting ready. Starting the year with little to no energy reserves is a recipe for exhaustion. So many things will compete for our attention and energy in the initial days and weeks. We need all the reserves we can build. Remember: Starting the year with adequate emotional and physical energy reserves is not indulgent. It’s strategic.  

Obviously, there is much to be done to get ready to start the year. However, preparing our classroom is just one element to focus on. We also need to revisit and refresh our sense of purpose, renew our learning, reconnect with colleagues, and rest up for what lies ahead. 

Regardless of how many new school years we have experienced, it seems that every year there are elements of the new start we fail to recall or expect. We may even find ourselves thinking something along the lines of “Whoa, I forgot that my new students would be like this.”  

After all, the summer has given us psychological distance from the routines and realities of the classroom. We have had time to allow memories to fade and even for some assumptions to form. For example, we may assume—without reflection—that our new students will be like the students we sent on their way in May or June.  

It is true that each school year offers a new beginning. It also means we will be starting where we started last year, not where we ended. The students we will meet are likely to present several surprises, even though we may have been through this yearly cycle multiple times.  

As we prepare to meet our students, there are several realities to keep in mind to minimize surprises and be prepared for what lies ahead. Here are six start-of-the-new-year truths that are likely to mystify us if we are not ready to deal with them.  

Students will seem younger and less mature than we expect. We can easily forget that our new students are nearly a year younger than the students we finished with the previous year. While students’ appearance and behaviors may surprise us, they are likely to be just about where last year’s students were when the year began. As the year unfolds, we will again have a front-row seat as students grow, mature, and end the year in places not much different from those of the students we said goodbye to in the spring. 

Students will have forgotten more than we expect. Depending on the students’ summer, they may have had few opportunities to use, refresh, and build on what they learned last year. Consequently, some of what students knew and could do when school ended in the spring may not be immediately available to them when they return. Review, reinforcement, and even some reteaching will probably be required before students are ready to engage in new learning.  

Students’ readiness to learn will be more varied than we expect. Not unlike what students may have forgotten over the summer, they will return in the fall at different levels of readiness to learn. Some students may have had a traumatic summer, some may have lost skills due to neglect, and some may have had a stimulating, academically rich summer. A successful beginning to the new year will require understanding of where students are in their learning readiness and what we need to do to engage and support them. 

Students will take longer to learn and follow routines than we expect. Routines may have seemed like second nature by the time school ended in the spring. In fact, we may have had to give little thought to managing and reinforcing routines after students spent months in our presence and under our influence. Unfortunately, the students we encounter as school starts may be unfamiliar with our routines and expectations. Our challenge will be to return to the basics, explain the importance of routines, give students opportunities to practice, and provide ongoing guidance and feedback. Of course, they will also need our patience. 

Students will be more anxious than we expect. We can forget that we represent a significant and even scary unknown to many students. They will be trying to figure out what life will be like in our presence. Some students may show far less anxiety than they feel. Other students may act out, seem distracted, or even be defiant as they sort through what to expect in the year ahead. Obviously, we need to do what we can to inform and reassure students about the rich, meaningful experiences we have planned and the accepting and supportive class community we intend to build.  

Student relationships will take longer to develop than we expect. By the end of the previous year, we had developed strong relationships with students. They had learned to trust us, feel free to take learning risks, and depend on us for understanding and support. Unfortunately, the new students with whom we will begin the year will not have had the experiences of last year’s class. They likely have had varying experiences with adults, some of which may leave them reluctant to form relationships. Our challenge is to understand that building relationships will take time and remind ourselves that the investment we make will help the year go better and our students to learn more. 

The beginning of a new school year is an exciting time. Months of discovery, engagement, challenge, and progress lie ahead. However, we must remember that each year, students come to us where last year’s class started, not where they ended. We need to give ourselves space and grace to find our way and our rhythm with this new group of students.