My Successful Classroom (Most of The Time): It Starts With How We Show Up
I’ve mentioned before that one of the qualities research highlights in a strong educator is the importance of building trusting relationships—with both children and colleagues. In my previous posts, I’ve spent a lot of time talking about the relationships between…
My Successful Classroom (Most Of The Time): The Strength I Didn’t Understand Yet
In this series I’ve been reflecting on what actually makes a classroom successful — not in theory, but in the everyday reality of working with children and the adults around them. In the last post, I wrote about strong teams.…
My Successful Classroom (Most of the Time): Strong Teams Build Strong Classrooms
In this series, I’ve been reflecting on what actually makes a classroom feel strong — not in theory, but in the messy, everyday reality of working with children and the adults around them. In the last post I wrote about…
My Successful Classroom (Most of the Time): Vision Before Systems
Before I go any further, I should probably explain what I mean by “systems” and “vision,” because I used to think they were almost the same thing. When I say systems, I mean the structure we are trying to implement…
My Successful Classroom (Most of the Time)
What Do We Even Mean by “Successful”? A successful classroom does not happen overnight. If it did, someone would have written a very expensive book about it already and we’d all be following The 3-Step Calm Classroom Method™ while drinking…
Who is this really challenging?
In room meetings, I often hear the words — usually between discussions about interests and upcoming events — “We need to talk about a challenging behaviour.” And almost every time, my first thought is: What challenging behaviour? Not because nothing…
