Anglophone group

In many classroom situations, the first instinct is to react to what a student is doing. We correct, we remind the rule, we insist, sometimes we increase the pressure just to keep the lesson going.

Sometimes this works in the moment. But it can also lead to a lesson where more and more energy goes into managing behaviour instead of teaching.

Research in classroom management often points to the same idea: behaviour difficulties are not only about the student, they are also about the conditions in which the lesson is taking place.

When expectations are not clear at the right moment,

when transitions are loose,

when the activity does not keep everyone engaged,

Understanding changes the way we look.

Observing changes the way we act.

After “It’s not a matter of willpower,”

comes an essential step:

BEFORE INTERVENING, ANALYZE.

Too often, intervention comes too quickly.

Your student understands.

He is intelligent.

He wants to do well.

And yet, he gets stuck.

In the classroom, what we see is often the surface:

• He does not get started.

MOST STUDENTS KNOW HOW TO ANSWER.

FEW KNOW HOW TO EXPLAIN.

And that should concern us.

We can have:

✔️ Good grades

✔️ Successful exercises

It’s no longer just about teaching a subject

it’s about managing a constant mental load.

In this context, a lot of energy is invested in activities, materials, and tools.

But learning doesn’t happen there.

What truly makes the difference is the understanding students actually build.

🍀 That’s why I’ve created a downloadable PDF checklist to help you formulate solid, transferable, and genuinely useful fundamental understandings for learning.

“Students don’t need to be college ready in kindergarten. They need to be kid ready — ready to play, explore, imagine, and connect.” — Brad Johnson

This message goes beyond kindergarten. It is a reminder for all stages of learning.

In the early years, play is how children make sense of the world. It builds the foundations for focus, creativity, collaboration, and resilience — skills that no worksheet can replace.

But as students grow older, play shouldn’t disappear. It simply changes form.

In middle and secondary years, play can look like:

• Inquiry projects and design challenges

Good morning,

The first days of school do more than kick off the academic year. They set the foundation for relationships. Taking time for activities that help us get to know our students and allow students to get to know each other is so powerful.

These moments of sharing build trust, create a safe and welcoming classroom atmosphere, and remind everyone that learning is not just about content, but about community.

• If you already started the school year, what activity did you try to get to know your students better, and to help them get to know each other?

• If your first day is still ahead, what’s one activity you’re planning?

Your stories and ideas can inspire us all to start strong!

Let’s crowdsource!

Half way through the summer. I hope you are able to rest, take care of yourself and recharge.

Let’s share our favorite PD book, podcast, or video that we are diving into this summer.

I am looking forward to reading your choices.

Hi everyone,

I wanted to share a fantastic activity that could bring a burst of energy (and serious language practice) to your classroom—especially for those teaching EAL or world languages.

It’s called Running Dictation, and it’s been a game-changer for Jamie Midyette, a Spanish teacher at Albert Hill Middle School. What makes this activity so powerful is how it transforms vocabulary review into an active, collaborative, and multi-skill experience. Students run, speak, listen, read, and write—all in the target language. And they love it.

Here’s how it works:

• Students work in pairs with a handout of sentences from a story—out of order.

• Images from the story are scattered across a hallway or outdoor area.

A teacher named Sofia began her first year as a teacher. On the first day, she handed each student a small, empty wooden box.

“This is your Learning Box,” she said. “Every time you face a challenge, solve a problem, or learn something new, you will put a note inside.”

The students were puzzled. “But how will you grade us?” one asked.

Sofia smiled. “This box isn’t for me. It’s for you.”

Weeks passed. At first, many boxes stayed empty. Whenever students struggled, their first reaction was to raise their hands and ask for help, even before trying. Sofia gently encouraged them to read the question again, try one more time, and think differently. Slowly, they started writing their own notes:

• “I solved a hard math problem today.”

Let’s play a quick game to inspire each other!

Rules:

You’re only allowed to pick 3 tools (digital physical and or pedagogical) to keep in your ultimate teacher tool - the ones you can’t live without in the classroom.

Drop your top 3 in the comments! Then tag a teacher friend and see what they pick!

Here are mine to start:

1. whiteboard markers (always disappearing)

Hello, Hi hope you had a wonderful week-end. Here in Geneva, the weather was incredible.

What have you planned for your classes today? 💥 Share an activity that went well today.