Collaborating with Teachers

As a new teacher, I believe collaborating with other teachers and leaning on veteran colleagues is crucial to surviving your first year as a teacher or your first year at a new school.

Be Curious About Your Environment

Approach everything with humility.
Absorb as much as possible about the school culture, especially the language they use for students schoolwide (follow the ABCs, follow the 4C’s).
Get to know your neighboring teachers.
Get to know your grade level team. Ask how they work together and understand their collaboration style. Are they open to meeting anytime? Do they prefer to plan on their own and only meet together to discuss assessments?

Ask a Lot of Questions

Don’t be afraid of asking questions.
You will have colleagues that welcome you warmly and extend a hand for any questions you may have.
Learn about the routines for the first day of school, or the pathway to walk students to recess and lunch.
Throughout the year, ask for various teachers’ perspectives about their approach to bathroom usage or their rules for online games.

Meet Together with Your Induction Mentor Weekly

Prepare for these meetings. Write down questions about procedures and classroom management challenges.
Share your successes and challenges when implementing curriculum from various subjects.
Ask for specific resources to enhance teaching specific subjects.
Bring examples of student work that include both successes and challenges for added support.
Build a portfolio of student work with the mentor’s feedback.

Seek Support from the Principal

Build a healthy rapport with the principal during staff meetings and individual check-ins.
Seek guidance when peers and the induction mentor recommend that you reach out to the principal for added support.
Support and implement the recommendations that the principal gives during classroom observations.

Share Resources and Ideas

It is better to collaborate than to reinvent the wheel every single time.
Collaborating with other teachers allows for novel activities to be created that meet the needs of specific classes.
Take initiative with the team in sharing unit ideas and helping develop them into teachable modules. Examples might include locating digital resources, assembling templates, and creating art projects that teachers can use with students.

These are examples of successes in working together with colleagues to create a purposeful learning environment that inspires the students to reach their highest potential.

First Year of Teaching 4th Grade

As the summer break begins and my first year of teaching in the classroom closes, I am reflecting on all the experiences I’ve had and the opportunities I’ve gained in the past year. With a goal of a healthy school environment in mind, I have implemented a lot of strategies in order to ensure the most nurturing and structured classroom that I could provide. Summarized below are some of my greatest successes during my first year as a 4^th grade teacher.

Attention Getters

“If you can hear me clap once” or “If you can hear me say”
Clicking together two sticks to get their attention allowed me to use my music background to introduce different beats. This also worked on their muscle coordination and sense of timing!

Table Points

At the end of the week, the table with the most points would each get a sticker and select a classroom plushie for the group desk. Tables with the most points often were:

First to give me their attention.
First to clean their desks.
On task all together.

Tables would lose points if they were off task, not being collaborative, or respectful. However, they all had chances to gain these points back. Class points earned through collective teamwork would gain a free choice period on Friday.

Bathroom Use

Students received a reminder to use the bathroom before school, at recess, after completing the daily mile, and during lunch.
Two tickets a day were initially distributed to students needed to use the restroom during class instruction.
Bathroom partners for outside door access were monitored by the teacher.

Tutoring Methods to Reinforce Differentiated Instruction

More advanced students helped others once they finished their own work.
Other teachers used these advanced students to guide challenged students to complete their assignments before working on their own assignment.
Students who needed more support would sit at a semicircle desk and tutor each other as I worked with an individual student.

Students with Behavior Challenges

I engaged the staff for assistance and evaluation. The school principal and school psychologist were instrumental in providing added support and resources.
It is important to take the time to understand what motivates each student to feel empowered. One emotionally challenged student found that poetry provided the outlet to self-regulate and for self-expression.
I established respectful relationships with families so that students felt safe with consistent expectations. Some teachers established relationships with families prior to the start of the school year through phone calls.
Follow-up with parents continued with Back to School Nights and Goal-Setting Conferences.

Keeping the Students Engaged

As the school year progressed, students became more motivated to work together as a team when I consciously created units of learning that were project based and loaded with creative crafts and activities. Some activities included:

Collaborative social studies units were created with poster summaries and student illustrations.
Nature scene painting was developed by making paints with natural resources such as grass crushed from rocks, turmeric, charcoal powder, fresh roses, and butterfly pea flower tea.
A ruler and protractor were used to showcase knowledge of lines and angles as students designed an abstract piece of art.
A narrative story was written by each student that was inspired by a standards aligned historical fiction book.
Comics were created by students based on a reading assignment. A sample comic picture was projected on the screen and the students would collectively summarize what the passage picture represented. Then the students would create their own comic picture with their own summaries.

As I reflect on my first year of teaching, I am excited about how much I learned along with the students as they mastered their reading, writing, math, science, and social studies projects.

Kids Learn to Express Themselves Through Writing

During the last weeks of school, our primary grade students learned about various types of soil and mud when planting flowers, studying the uses of mud, and learning how to use computers for research in 10-page reports.

What the Students Researched

Learning how to write an introduction to the report
Writing about descriptions and uses for clay soil, loamy soil, and sandy soil
Planting a flower and writing about the type of soil used for planting
Listing the steps completed to make mud and plant a flower
Learning how to calculate how much water is needed for making mud in different quantities
Completing a soil and mud research checklist for added research in books and on the computer
Writing a book report on mud and soil uses
Writing a computer report on mud and soil uses
Completing a reflection questionnaire of what was learned
Creating a glossary of new vocabulary words used in the report

How Students Learned to Use Their Own Words

Throughout this project, students were encouraged to summarize what they read in their own words. Most students were successful in completing this task without teacher assistance:

When listing the steps to make mud and planting a flower
Completing a research checklist
Writing a report introduction
Writing a reflection of what they learned
Completing a glossary of new vocabulary words

When writing about various types of soil, most students preferred to copy the technical information. Many students did not copy every word in the informational text. Book reports were completed by students on a topic they wanted to learn more about. Various nonfiction reading level books were available for student use.

The computer report was the most challenging for students to complete. Most students had never summarized online technical resources and articles. Many started the assignment by copying text. As the students became more familiar with the online content, many were able to apply what they read to everyday life.

How to Support Challenged Students

When some students were very frustrated with an assignment, we used very basic reading samples and had students copy a couple of sentences. Next, we interviewed them and asked them how they might use this knowledge in their daily lives. We also created sentence frames. Sentence frames are very simple sentences that students can complete in their own words. For example, a sentence frame might state that clay soil is comprised of very fine mineral particles and is sticky. Then students can complete a sentence frame that says clay soil will ___________. We then ask students if they think clay soil will make a puddle or will soak into the ground. Students typically responded that clay soil makes a puddle because they experienced that result when making clay mud. Once students were able to talk about a challenging topic in their own words, they slowly became more confident in writing simple sentences about what they learned. We also had capable students tutor and assist their more challenged peers. This one-on-one tutoring support was incredibly helpful as students could share more personalized help with their peers.

Student Led Evaluations

My next blog post will describe how we constructed a Mud Report Student Evaluation for each student that highlighted their competencies in five different areas. Nearly 53% of the students in our project received a Level 4 Emerging Expert Evaluation overall rating because they were able to complete work independently and wrote their report using their own words on several assigned pages.

Help for Struggling Students

As a K–3 special education teacher, I’ve learned that some of our students struggle loudly—and some struggle quietly. And sometimes, they struggle in that in-between space: big enough behaviors that everyone notices… but not yet formally supported by a Tier 2 or Tier 3 plan.

If you’re a parent or teacher seeing behaviors that clearly need more than just reminders and redirection—but there’s no formal intervention plan in place yet—this post is for you.

Some behaviors don’t quite fit into “typical classroom challenges,” but they also don’t yet have a formal Tier 2 or Tier 3 plan attached to them. As parents and teachers, that in-between space can feel frustrating and uncertain. We know a child needs more support—but we’re still waiting on meetings, data, or next steps. The good news? We don’t have to wait for paperwork to begin helping. There are practical, proactive strategies we can start right away to support students who need more structure, regulation, and skill-building.

First, Let’s Ground Ourselves in MTSS

In a Multi-Tiered System of Supports (MTSS), Tier 1 is what all students receive: clear expectations, consistent routines, and positive reinforcement. Tier 2 provides targeted, small-group or structured supports. Tier 3 is individualized and intensive. But here’s the reality: sometimes there’s a lag between recognizing a need and having a formal Tier 2 or Tier 3 plan written and implemented. During that gap, kids still need support. And we can give it.

Step 1: Shift from “Why are they doing this?” to “What is this behavior communicating?”

Behavior is communication. A child who refuses work may be saying:

“This feels too hard.”

“I don’t know how to start.”

“I’m overwhelmed.”

A child who disrupts may be saying:

“I need attention.”

“I need movement.”

“I feel out of control.”

Instead of reacting to the surface behavior, we respond to the unmet need underneath it.

Step 2: Increase Structure Immediately.

Students who likely need Tier 2 or 3 supports almost always benefit from more structure—not more consequences.

Try:

Visual schedules (even simple sticky note checklists)
First/Then language (“First math, then drawing.”)
Clear start and finish markers
Breaking work into smaller chunks
Timers for both work and breaks

Structure lowers anxiety. Lower anxiety lowers behavior.

Step 3: Pre-Teach Expectations.

Many of our students who struggle behaviorally don’t lack motivation—they lack clarity. Before a known trigger (recess, transitions, group work), preview expectations:

“When we line up, our hands stay by our sides.”

“During centers, we use quiet voices.”

“If you feel frustrated, you can raise your hand or use your break card.”

Role-play it. Practice it. Reinforce it immediately when you see it.

Step 4: Increase Positive Feedback (More Than Feels Natural).

If a student is likely headed toward Tier 2 or 3, they are often hearing more corrections than praise.

Flip the ratio.

Catch:

The 30 seconds they stayed in their seat.
The one safe choice they made.
The moment they tried again.

Specific praise builds replacement behaviors:

“I noticed you started even though it felt hard.”

“You kept your hands safe.”

“You asked for help instead of shutting down.”

We grow what we notice.

Step 5: Offer Regulated Breaks Before Escalation

If you wait until the meltdown, you’re too late. Build proactive regulation:

Scheduled movement breaks
Sensory tools
Calm-down corners
Short “jobs” that reset the nervous system

At home, this might look like:

Heavy work (carrying laundry, pushing a vacuum)
Outside time
A quiet reset space
Regulation first. Instruction second.

Step 6: Start Simple Data Collection

Even without a formal plan, start noticing patterns:

When does it happen?
What happens right before?
What happens right after?

You don’t need fancy charts. Sticky notes work. This information helps teams move toward Tier 2 or Tier 3 supports faster—and more effectively.

For Parents: You’re Not “Behind.”

If your child doesn’t yet have a formal behavior plan but clearly needs more support, you are not failing. Schools move through processes. Sometimes they move slowly. Ask:

“What Tier 2 supports can we try?”

“Can we start Check-In/Check-Out?”

“Can we monitor behavior for a few weeks?”

Advocacy doesn’t have to be confrontational. It can be collaborative. Some behaviors don’t quite fit into “typical classroom challenges,” but they also don’t yet have a formal Tier 2 or Tier 3 plan attached to them. As parents and teachers, that in-between space can feel frustrating and uncertain. We know a child needs more support—but we’re still waiting on meetings, data, or next steps. The good news? We don’t have to wait for paperwork to begin helping. There are practical, proactive strategies we can start right away to support students who need more structure, regulation, and skill-building.

Helping English Learners Succeed

When a child walks into school brand new to English, they are doing something incredibly brave. They’re learning new routines, new friendships, new expectations and a whole new language at the same time. That’s a lot for anyone. The good news? With the right support at home and at school, multilingual kids can absolutely thrive.

First, let’s start here: being multilingual is a gift. Research shared by Colorín Colorado and the National Association for the Education of Young Children shows that speaking more than one language strengthens thinking skills, problem-solving, and flexibility. So instead of seeing English as something a child is “behind” in, it helps to see all the language they already have as a huge strength.

Keep the Home Language Strong

Parents, keep speaking your strongest language at home. Tell stories. Ask questions. Laugh. Read together. A strong foundation in a child’s first language actually helps them learn English faster. You are not “confusing” them—you are building their brain.

Teachers, use their name correctly. Invite families to share traditions or favorite books. Even small efforts show children that who they are matters.

Make Things Visual and Clear

When kids are learning English, they understand more when they can see what’s happening. Pictures, gestures, modeling, and clear examples make a big difference.

At school, that might mean showing what to do instead of only explaining it. At home, it might look like previewing new topics. If your child is learning about weather, talk about rain, snow, or sunshine in your home language first. When they hear those ideas again in English, they’ll connect the dots more easily.

Be Patient with Talking

Many children go through a “silent period” when learning a new language. They may listen carefully but say very little. That’s normal. They are absorbing everything.

Instead of pushing them to speak before they’re ready, focus on helping them feel safe. Smile. Offer encouragement. Celebrate effort. Confidence grows when children feel accepted, not corrected at every turn. Social language comes more easily than academic language. It all takes time.

Support “School Words”

Kids often learn playground English faster than classroom English. They might chat easily with friends but struggle with words like “compare,” “predict,” or “explain.”

Parents can help by asking open-ended questions like, “Tell me what you learned today,” or “Why do you think that happened?” It’s okay if they answer in your home language—that thinking still counts. Teachers can help by modeling sentence starters like, “I think ___ because ___.”

Stay Connected

Clear, kind communication between home and school matters so much. If something is confusing, ask questions. Schools want families involved, even if language feels like a barrier. Translation tools and apps can help bridge gaps. Most importantly, remember this: learning a new language takes time. It’s not a race. With patience, encouragement, and teamwork, multilingual children don’t just “catch up.” They grow into confident, capable learners with a powerful skill that will serve them for life.

Strengths While Building Access

When we lead with patience, clear instruction, visual supports, and genuine connection, we create classrooms where language development and confidence grow together. With the right scaffolds and a belief in their potential, our multilingual learners don’t just adjust—they thrive.