Last week, I encountered a few students who said “I can’t” and “I don’t know how” when I asked them to write. That belief is debilitating. And yet, with support and scaffolding, those students were able to write. Was it at the same level of their peers? No. But they wrote. Something.

It can be frustrating to have students in our classrooms who do not have the skills we would expect in the grade level we teach. In these moments it helps to remember that reading and writing are complex skills, and unlike oral language, they are not innate. When we better understand the complexity of what we are asking them to do, we have more patience to provide the support they need.

If we have students who truly believe they can’t, they may shut down when given a task. It’s on us to have confidence in them until they find a little of their own. Teach foundational skills, yes, but also expect and believe that they can.

I can’t think of the word pivot without thinking of two things: the massive instructional shift during Covid, and yes, that Friends episode.

The word came to mind this week as I was working with students. I felt the need to pivot in the moment and also for the upcoming lessons I had planned. “This isn’t what they need right now… What do they need?” It forced me to think on my feet. The spontaneous lesson was certainly not as polished as I’m used to, but even so, it was more effective than what I was originally doing.

As teachers, we are continually learning. Continually learning about our students. Continually learning about best practice. And continually learning how to use best practice to meet the needs of the students in front of us.

I often talk to teachers and students about having a growth mindset. So instead of looking at my lesson as a flop, I consider my pivot necessary and responsive. And I don’t know about you… but Ross will forever be in my head!

I’ve decided that my “one little word” for 2025 is breathe. I write this thinking about my jam-packed January: a six-day school residency, seven PD sessions of varying lengths, and many writing deadlines. I love all of the individual tasks but when I look at my calendar as a whole, I wonder how I will get it all done. That’s when I remind myself to breathe. Each breath is an opportunity to find strength and resolve on the inhale before exhaling any anxiety within me. Breathe. It will get done. There’s power in my “one little word.”

This week, as you return to the classroom with your students, talk about the year ahead. Lead them through some brainstorming: What attitude(s) do they want to project in 2025? What goals do they have? What “one little word” might be a good reminder for them throughout the year?

Once they have their “one little word,” give them an opportunity to represent the word visually in some way: a drawing (on paper or digitally), a vision board, even a bracelet with letter beads spelling their word. Whatever form of representation they choose, encourage them to think about how the size, style, or font of their word might convey meaning. Invite them to consider images connected with this word. Perhaps you also ask students share their word, their visual representation, and the reason they chose this word with the class or a small group.

Words are powerful when carefully crafted one after another. But a single word can be powerful too. Breathe.