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Sometimes student thinking is loud: ideas collide, opinions clash, reasoning unfolds out loud.

Other times, it’s almost invisible, happening slowly, unevenly, or only for a few learners at once.

And sometimes what looks like engagement is really careful following.

These distinctions are easy to miss in the flow of teaching.

What, in your experience, seems to open space for students to think — and what, looking back, might quietly close that space without meaning to?

You could:

Lately, I’ve been sitting with a question that keeps resurfacing in very different classrooms and conversations.

It’s not a problem to solve, but more a noticing that gently changes how we see our teaching once it’s there. I’m curious what it stirs for you, in your own context.

Most lessons start with good intentions.

You ask a question.

You wait.

And when the silence stretches just a little too long, you step in — not because students can’t think, but because the lesson needs to move forward.

Good morning,

I hope your first week went well.

Yesterday, I read an interesting post about bribing students. It was saying that it is especially efficient with Middle School students because it activate quick compliance without requiring understanding, trust, or intrinsic interest when attention is low. It ended by asking who uses it in their classroom.

It made me think. In my classroom, I use reward. For example, when students perform well in a task, I give them a “free homework pass” that they can use anytime. For example, if they did not have time to do a homework, if they did not like a homework, or if they just wanted a break.

I realise this is an extrinsic motivation, which can shift attention away from meaning, curiosity, and effort and risk teaching students that learning is something done for a reward target than because it matters.

What is your…

Why the distinction between Higher-Order Thinking Skills (HOTS) and Lower-Order Thinking Skills (LOTS) transforms your teaching… and your assessments?

In our classrooms, all students “think.”

But how do they really think?

To design effective lessons, it is essential to understand two categories of cognitive processes: lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS).

LOWER-ORDER THINKING SKILLS (LOTS)

These involve foundational skills necessary to begin learning, but primarily show what the student can do with already known content.

This quote is a powerful reminder that experiences often have a deeper impact than objects, not only for children at home, but also for our students in the classroom.

In teaching, rewards are often stickers, points, or small items… but experience-based rewards can be far more meaningful:

✨ a special classroom job

✨ a moment of one-on-one time with the teacher

✨ choosing an activity

✨ picking their partner for a task

Imagine this: you give your students a list of ten new words. They memorize them for a day or two… and then they forget most of them. Sound familiar?

This is exactly why, in CLIL teaching (Content and Language Integrated Learning), how we introduce vocabulary is just as important as what we introduce. Words alone are not enough. Students need context, meaning, and connection to really make language their own.

Context Makes Vocabulary Come Alive

Vocabulary isn’t just a label—it’s a tool for thinking, reasoning, and communicating. When we embed new words in stories, images, experiments, or real-life situations, students start to understand why the words matter, not just what they mean.

Here’s why this is crucial:

- Deep understanding: Students don’t just memorize words—they learn when, why, and how to use them.

We all know that moment when a student refuses to do the work… and it can feel frustrating, confusing, or even personal. But what if we step back and see it as a signal rather than a problem?

Edutopia recently shared some research and strategies on this topic, like:

• Offering choices to increase student ownership

• Breaking tasks into smaller steps

• Building strong teacher-student relationships

• Teaching self-regulation skills

Giving feedback is one of the most powerful tools we have as educators, but also one of the most complex. We spend hours crafting thoughtful comments, yet too often students skim through them, focus only on the grade, or never revisit them at all.

So how can we move from feedback given to feedback used?

Research in feedback literacy suggests that effective engagement depends on three key conditions:

1️⃣ Students must understand what the feedback means.

2️⃣ They must value the feedback and see its relevance to their learning.

3️⃣ They must know how to act on it.

Hi, I hope you had a relaxing weekend. I just read this post and thought it might interest you.

Before we teach something new, we need to awaken what students already know. That’s how real learning sticks — by connecting the known to the unknown.

When learners link new content to their own experiences, they don’t just memorize, they make meaning. Here are five simple yet powerful strategies that Kanupriya S. shared to help students activate prior knowledge and why they work.

KWL Charts — What I Know, What I Want to Know, What I Learned

• What it is: A graphic organizer that helps students outline what they already know, what they’re curious about, and what they learn by the end.

• Why it works: It gives students ownership of their learning journey and helps teachers see what background knowledge students bring into the lesson.

One of the things I really love about formative assessment is how it helps us respond to our students in the moment, not after the fact. It gives us a window into what they understand (and what they don’t yet), so we can adjust, support, and include everyone in the learning journey.

Simple strategies like exit tickets, think-pair-share, or quick quizzes can make such a big difference. They uncover misconceptions, spark reflection, and create space for student voice. Over time, they help build stronger teacher–student relationships and classrooms that truly listen to learners.

1. Understanding Check

• Prompt: “What’s one thing you learned today about [topic]?”

• Prompt: “What’s still unclear or confusing?”

• Purpose: Identifies misconceptions and guides next-day instruction.

Active listening is more than just hearing words. It’s about being fully present, understanding meaning, and building deeper connections.

You know those moments when a student feels really heard?

When you paraphrase what they’ve said, or pause long enough for them to find their own words, and suddenly, you see it in their eyes: they feel seen.

Active listening can transform those moments. It teaches empathy, reflection, and patience, qualities we all want to nurture, both in our students and in ourselves.

Here are a few simple ways I like to weave it into lessons:

• Paraphrase what my students say and invite them to do the same.

For those who haven’t tried it yet, here’s the idea: instead of introducing new content during class and leaving exercises for homework, students explore the material before class through short videos, readings, or tasks. This frees up class time for active learning: discussions, problem-solving, collaboration, and applying concepts in meaningful ways.

Why it matters for us as teachers:

• Class time becomes more student-centered and interactive.

• We can give targeted support to students who need it most.

• It encourages autonomy and deeper engagement with the material.

Of course, it’s not without challenges: ensuring all students come prepared, designing pre-class tasks that actually work, and balancing guidance with independence can take some trial and error.

Parent conferences are coming up soon (or maybe you’re already in the middle of them!). How are you feeling about them?

You know better than anyone that these meetings can be both rewarding and exhausting. You get the chance to celebrate student progress and strengthen partnerships with families, but you may also find yourself facing difficult conversations and very long days.

What about you?

• How do you prepare so that parents walk away feeling heard and supported?

• Do you have strategies for handling challenging conversations with parents?

• What’s one positive experience you’ve had during a parent conference?

  
  

The school year has just begun, and already the debate about homework is back.

Some colleagues say it’s essential for reinforcing learning and building independence.

Others feel it mainly creates stress and deepens inequalities.

As for me, I think homework can have value, but only if it’s done thoughtfully. I’s not about quantity, it’s about quality. Homework shouldn’t be repetitive, and it should never cover something students haven’t already seen in class.

👉 What about you? How are you approaching homework with your students this year?

“I can always tell when authentic learning is happening. It’s not the neat rows of desks—it’s the sound. Students are debating, connecting, and building explanations without fear of being wrong.”

Thomas TJ McKenna, Educator

Isn’t this what we’re all striving for?

Authentic learning doesn’t sound like silence. It sounds like curiosity in action. As Thomas TJ McKenna puts it so beautifully, it’s in the debating, connecting, and explaining where real understanding is built.

What does authentic learning sound like in your classroom?

I made this visual because I kept wondering: how do I actually know if a student used AI to write something?

Lately, I’ve been getting work that just doesn’t sound like the student I know. And I don’t want to jump to conclusions or play detective… but I also don’t want to ignore it.

So I pulled together some of the things I’ve noticed, little clues like:

• A sudden leap to perfect grammar

• Big fancy words that feel out of place

• Writing that just… doesn’t have that personal spark

I just saw a post today on student ownership and it really resonated with me!

When learning becomes personal, everything shifts. From motivation to engagement, the difference is real. Students begin to see themselves not just as participants in the classroom, but as active agents in their own growth.

And no, ownership doesn’t mean chaos.

It means intentional structure, opportunities for self-reflection, and giving students the tools, and the trust, to make meaningful choices.

It’s about setting goals with them, not for them. About giving space for their voices, their thinking, and their responsibility to shine.

It’s not always easy. It takes practice, support, and a shift in mindset both for students and for us as educators. But the impact? Lasting and powerful.

Not so long ago, I used to open whatever search engine was in front of me and hope for the best. I’d try AI tools without really knowing what they were good at. Sometimes it worked, but often, I wasted time or got mediocre results.

What changed everything? Realizing that not all tools are made for the same job.

Some search engines are great for digging up trustworthy sources. Others help me brainstorm, write clearly, or create lesson materials with images, text, and even video. Once I started matching the right tool to the right task, my planning got faster, my teaching got sharper, and I had more energy to support my students.

So I’m curious: Which AI tool or search engine has made a real difference in your teaching practice?

Have a good weekend. 🔆

Today I thought it would be interesting to talk about something that comes up a lot, but we don’t always name it directly.

How much freedom do you really have in your classroom?

We all know that teaching comes with a mix of responsibilities and constraints. But here’s the real question:

• How much space do you have to teach your way, to adapt lessons, bring in your voice, and respond to your students’ needs?

• And how much of your practice is shaped (or limited) by curriculum mandates, pacing guides, or school-wide consistency?

Some say teacher autonomy is essential for creativity, responsiveness, and joy.

This cartoon might be familiar—but its message remains urgent.

It challenges us to rethink what we call “fairness” in education.

• Is giving everyone the same test truly fair when learners are so different?

• Or is fairness about recognizing individual strengths and creating space for every student to succeed?

“If you judge a fish by its ability to climb a tree…” — how often do we unknowingly do just that?

Lately, I’ve been thinking about the quiet moments in the classroom—the ones we sometimes rush to fill.

But what if silence isn’t a gap in learning… but where the learning actually settles in?

Silence gives students time to think, process, form their own questions, and build confidence before they speak. It’s where ideas take shape. And yet, it can feel uncomfortable—for them and for us.

I’m trying to lean into that discomfort a little more. To count to ten before rephrasing a question. To resist jumping in with a prompt. To allow students to sit with their own thinking.

Have you noticed the power of silence in your own teaching?

How do you create room for those quiet moments of reflection?

I used to think teaching only meant clear lessons, tight objectives, and content delivered efficiently.

Then one day, I walked into class and wrote a single question on the board:

“Why do humans invent things—and where do our ideas come from?”

No slides. No lecture. Just curiosity.

At first, there was silence. Then a hand went up. Then another.

By the end of the hour, students were talking about nature, skateboards, birds, prosthetics, connecting ideas I hadn’t even considered.

The Day I Threw Out My Lesson Plan

It was a rainy Tuesday, and I had planned the perfect lesson — slides, group work, and a hands-on task. I was ready. But the moment my students walked in, I could feel it: something was off. They were flat. One looked like she’d been crying. Another slammed his bag down and muttered something under his breath.

I paused. Took a breath. And then I said: “We’re not doing the plan today.”

Instead, we pushed the desks into a circle. I asked, “How’s everyone doing, really?”At first, silence. Then, one hand. Then two. Stories of pressure, exhaustion, a friendship fallout, and a sick parent. I listened. We all did.

That 45-minute conversation changed everything. The energy in the room shifted. When we finally returned to the unit later that week, they were more focused and kinder to one another.

I still believe in…

A few years ago, my son brought home a note:

“Parent-Teacher Meeting this Friday.”

He looked at me and said, “I guess I’ll wait outside again?”

That simple sentence stopped me.

Why was the person the meeting was about not even allowed in?

So that time, I asked if he could join us. The teacher agreed.

Last week I asked different teacher what is the most difficult part of their job as a teacher. The top response was noise.

Classroom noise is a natural part of active learning, but when the volume tips too far, it can leave both teachers and students feeling overwhelmed.

So how do you strike the balance between buzz and calm?

What strategies help you manage noise without shutting down student energy and engagement?

Good morning and happy Friday,

I’ve been thinking a lot about student-centered

classrooms lately. What does it really look like when students are driving the learning?

Is it more choice? More voice? More flexibility?

What are the small shifts that make the biggest difference?

Would love to hear how you all bring student-centered practices to life in your classrooms. Let’s share ideas and help each other.

You know that moment when a student says, “Wait… this is like what we did in science!” — and suddenly, they’re making connections across subjects, ideas, even life outside school?

That’s transfer—and it’s one of the clearest signs that learning is going deeper.

But here’s the thing: transfer doesn’t just happen. It needs time. Space. Repetition. And the right conditions.

I’ve been exploring what sparks those “aha!” moments for students.

• Could it be the questions we ask?

• The examples we bring in?

Ever noticed how some students ace a quiz… but freeze when they have to apply that same knowledge in a new context?

Helping students transfer what they’ve learned from one topic or subject to another is one of the most powerful (and challenging!) parts of teaching. It’s not just about remembering facts—it’s about seeing the bigger picture, making connections, and thinking critically.

In my teaching, I’ve seen how real learning starts when students begin to connect the dots. That’s when engagement grows and confidence builds.

• Do your students struggle with transferring knowledge from one topic to another?

• How do you help them make meaningful connections?
  

Let’s share what works—and what we’re still figuring out. Your experience might be just the spark someone else needs!

Feedback is one of the most powerful tools we have as teachers. It helps students grow, reflect, and move forward in their learning. But its impact depends on how we use it.

What do you think? Is feedback mainly for:

a) Correcting mistakes

b) Fostering collaboration

c) Replacing assessments

d) Evaluating grades?

Lately, I’ve been thinking about something that keeps coming up in conversations with other teachers:

Is it fair to expect us to act as counselors when we're already juggling so much academically?

I care deeply about my students, not just their learning but also their well-being. Like many of you, I often find myself offering emotional support, listening when a student is struggling, or trying to help them navigate personal challenges.

But honestly? Some days it feels like too much.

Between lesson planning, marking, admin tasks, and keeping up with curriculum goals, adding the weight of emotional care can feel overwhelming. And yet, we keep showing up, because we care.

I'm wondering… how are you managing this? Have you found ways to support students without burning out yourself? What kind of support do you wish schools offered teachers in this area?

Which is essential for differentiated instruction?

A) Standardized test

B) Teacher's guidebook

C) Digital tools

D) Uniform syllabus

What strategies can I use to better engage students who are struggling with focus and motivation?

Every teacher should be required to do unpaid overtime if it benefits the students!

What do you think about this? Join the debat.

Should we continue giving homework to our students, or is it time to rethink this practice?

What do you think?

Hi everyone,

Just a reminder that inclusion is really just compassion in action. Every time you adjust an activity, offer multiple ways to participate, or take the time to listen to a student’s needs, you’re making a difference — not just for that one learner, but for the whole class.

You’re already doing the work — and it matters.

Let’s keep learning from each other:

What’s one small change you’ve made that’s helped make your classroom more inclusive?

Looking forward to your ideas!

Every day in the classroom, our words leave a mark.

A word of encouragement can become a lifelong source of motivation.

A hurtful comment can leave scars for years.

What if, for just one week, we committed to practicing impeccable speech?

Not to be perfect, but to be fully aware of the power we hold with our words.

Not to control our students, but to strengthen trust, connection, and mutual respect.

Hi everyone,

Let’s take a moment to reflect together:

Classroom management isn’t about power — it’s about partnership. When we shift from reacting with punishment to responding with connection, we create classrooms that feel safe and empowering for all students — especially those with trauma, disabilities, or regulation challenges — feel safe and valued.

Connection isn’t the easy way, but it’s the strong and sustainable one. It’s where real growth begins.

What are some ways you build connection in your classroom? What’s worked well — or even surprised you?

Drop your thoughts below — let’s learn from each other.

In many classrooms, teachers unintentionally take on the bulk of the cognitive load—planning, deciding, explaining, and solving problems for students. While this might feel like the best way to ensure everything runs smoothly, it often leads to disengagement and a lack of ownership from our students.

What if the key to deeper learning wasn’t in doing more for students, but in doing with them?

One simple strategy can change everything:

Track who’s doing the thinking.

Ask yourself:

• Who talks more—you or them?

Yesterday, during the workshop I gave on CLIL & Pluriliteracies in Spain, one of the teachers asked what backward design was.

I gave him the following example. Imagine you want your students to understand how different climate zones affect human activity. With backward design, you start with:

• What is the key undersranding I want my students to understand?

• Then you decide how will my students demonstrate their understanding? maybe by creating a presentation comparing how people live in two different climate zones.

• Only then do you plan the actual lessons—looking at maps, analyzing case studies, discussing adaptations. Everything is built around that final goal.

💥 And you? Do you use backward design in your planning? How does it work for you?

Hello, one theme that interests me in particular is how to engage my students in the activities that I offer. I find that sometimes, my students look like they are just going through the motions and are not particularly engaged. I try to tie what we learn to topics they care about and connect them to the "real world", but still I find it a struggle.