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.

As Christmas Eve approaches, I wanted to share this Icelandic tradition: Jolabokaflod, “a Christmas Book Flood.” The idea is to gift books on Christmas Eve so the evening can be spent reading and drinking hot chocolate. Now that’s my kind of tradition! The only thing to make it better… the gifting of banned books!

Wishing you a restful break, a Merry Christmas, and perhaps an enjoyable Jolabokaflod!

This morning I was working to return the typeset version of my manuscript to my editor so the book can go to print … soon! As I was reading, one of the quotations looked incorrect but I didn’t have the book with me to check. I sent an email to the local library for our teachers’ association asking if someone was willing to call or email me about the source. 40 minutes later, I received the scanned page of the book so I could check what I needed.

As Sarah McIntyre once said, “A trained librarian is a powerful search engine with a heart.” It’s true! So true.

I love librarians!

This is an interesting time of year to use “I wish…” as a freewriting prompt. Engage your class in this freewrite based on your regular routine and without a lot of talk beforehand.

Later that day (or even the next day), read students a book such as Those Shoes by Maribeth Boelts, Last Stop on Market Street by Matt de la Pena, Each Kindness by Jacqueline Woodson, or The Big Umbrella by Amy June Bates and Juniper Bates. After reading, and again without discussion, freewrite with students using the prompt “I wish…” once more.

After writing, ask students to read the second freewrite to themselves, and then reread the first. Invite them to make observations about their two freewrites. Ask, “Was there a difference in content even though the prompt was the same? Why might this be?”

This activity is a reminder of how reading the words of others can affect us. After reading the book, we were likely thinking about its content, considering another point of view, and making connections to our own lives. After all, “Reading is an exercise in empathy; an exercise in walking in someone else’s shoes for a while.” Malorie Blackman

Kids are kids. When we want them to listen, they sometimes seem distracted. And yet, when we’re talking to others, they seem to hear every word. It’s true in our homes. It’s true in our classrooms.

But what is it they are hearing? Words of encouragement and an appreciation of effort can be motivating for students. On the other hand, an overheard comment about presumed ability can be deflating. I’ve seen it happen. When a teacher doesn’t believe that a student is capable–and voices this within earshot of the student–the results are devastating. These comments often lead to a lack of effort: “I can’t do it? Well then, why try?”

We should always assume our students are listening. So what is it that we want them to hear?

It’s certainly not about misleading comments or false praise. It’s about using words to lift students and inspire them to be their best. Your words matter!

Last week I finished another writing residency. When I walked into the school the first time a few weeks ago, I immediately felt a sense of community.

Students are invited to share and participate in cultural traditions. They attend dedicated Cree classes and are encouraged to practice recently learned words during morning broadcast. Also on broadcast: the teaching of sign language. Everyone is learning sign language to communicate with a student with a hearing impairment.

Noam Chomsky once said, “A language is not just words. It’s a culture, a tradition, a unification of a community, a whole history that creates what a community is. It’s all embodied in a language.”

Language can be the instrument by which community is strengthened and individuals are valued: no matter who you are, no matter your role. And when we find ourselves surrounded by community, we are all stronger.

I recently stumbled upon two books that seem especially timely: Teach Kindness First by Kathleen Murray and Stop the Hate for Goodness Sake by Andrew B. Campbell and Larry Swartz. We strive to create classroom environments with kindness and empathy at the core, leading to behaviour and beliefs that students will carry beyond our classrooms: these books provide specific ideas to support us in our endeavours.

Effective teachers also use powerful mentor texts to ensure engagement, diversity, and topics to spark meaningful conversation and powerful writing. Three picture books that address kindness and yet are presented quite differently: Each Kindness by Jacqueline Woodson, The Big Umbrella by Amy June Bates and Juniper Bates, and Sidewalk Flowers by JonArno Lawson and Sydney Smith. Using one on its own is effective; bringing the three together even more so.

It seems there is no better time to counter the hateful rhetoric that is so prevalent these days. After all, “Kindness in words creates confidence. Kindness in thinking creates profoundness. Kindness in giving creates love.” Lao Tzu

Last week we were lucky enough to be in New York City, a city I can’t get enough of, it seems. We soaked up the sun in Central Park where the leaves were a feast for the eyes. We enjoyed a day surrounded by the masters at The Met. We spent some time at the 9/11 Memorial and Museum. And we were fortunate to see three Broadway plays.

Although I’ve been to NYC before, last week I was struck by thoughts different than during my previous visits. The reason, I’m sure: the upcoming U.S. election. As we watched the Broadway shows and as we toured the 9/11 Museum, I was again reminded of the importance of story. Stories connect us to others. Stories reveal our humanity. Stories invite us into worlds, experiences, and perspectives other than our own. These opportunities seem especially important in this blatantly divided world we live in.

Even though I do not live in the United States, I admit to being anxious about the week ahead. Regardless of the result of the election, there will be intense emotion and potential violence. My hope: that we seek to understand each other on a human level and approach everyone with kindness despite differing opinions.

Have you noticed that children sometimes seem more open and accepting than the adults around them? As teachers, we have an incredible opportunity to share stories with diverse characters and perspectives, to engage in meaningful–and sometimes difficult–conversation, and to help nurture a sense of empathy.

As Maya Angelou once said, sometimes, “It takes courage to be kind.” This quote in and of itself would be a provocative discussion starter for our students.

Let’s face the week ahead with courage and kindness. We may not be able to affect what goes on south of the border, but we can affect our own orbit…

Learning a second language can be exhilarating and exciting. It can also be intimidating, confusing, and exhausting. To add to the complexity of this experience, many of our students who are learning English are dealing with significant life changes and sometimes trauma.

Consider how we can apply translanguaging–using knowledge of one language to help with another–in our classrooms. Morphology is a natural connection since many words share common roots and origins across languages. When talking about vocabulary and breaking down words, invite multilingual students to share words from their language(s) to see if there are connections. This is enlightening for all of our students!

Be open and intentional about including other languages in your classroom in a variety of contexts. Rather than discouraging the use of another language, empower your students to share their language–either orally or in writing. Not only does this validate and affirm our multilingual students, but it also positions a second language as an advantage rather than a disadvantage.

“To learn a language is to have one more window from which to look at the world.” Chinese Proverb