Jen.Made

  Classroom Management: Finding the Balance Between Authority and Authenticity As a teacher, I’ve learned that classroom management is not about wielding power or talking down to students. It’s about creating a balance where clear expectations are set, behavior is modeled, and respect is mutual. You’re not their friend, but you don’t have to be a dictator either. Kids thrive when they know what’s expected, and they’ll respect you more when they see you as a real person. One thing I do every year is give out random stickers. No, it’s not tied to a reward chart, and there’s no public praise that makes one student feel like the center of attention. I simply catch students being good—whether they’re quietly helping a classmate, following directions without needing reminders, or showing kindness during an activity. It’s low-key, but it’s powerful because it tells them that positive behavior is always noticed, even when they’re not trying to be noticed. In a world where kids are given to...

 As a third-grade teacher and coach, I find myself reflecting on the challenges children face today, and I can’t help but feel concerned. We live in a society where emotions are immediately labeled, and while I understand the need for awareness, I believe we’re missing an important opportunity to let kids feel and learn from their experiences. When children feel anxious or sad, they are often told they have anxiety or depression, and the focus quickly shifts to seeking solutions. But aren’t these just normal emotions we all experience? Instead of rushing to a diagnosis, shouldn’t we give kids the space to work through their feelings? Letting children navigate their emotions is crucial for their growth. Otherwise, by the time they reach high school or adulthood, these emotions can seem overwhelming, and they may struggle to cope. Andrew Huberman talks about how learning comes through experience. That resonates with me. The best lessons in life don’t come from a pre-taught script; th...

Recently, I listened to a podcast by Andrew Huberman that focused on how we learn. One of his key points was the effectiveness of testing yourself right after learning something. This immediate self-assessment helps identify gaps in understanding, allowing you to refocus on areas needing improvement before testing again. As I listened, I couldn’t help but think about how I could apply this strategy in my 3rd-grade classroom. Testing doesn’t have to be formal or overwhelming; it can be engaging and fun, helping students build stronger, more lasting knowledge. After reflecting, I realized that by testing students right after they’ve been introduced to new material, I can gain insight into where their understanding is solid and where it needs reinforcement. Once we identify those areas, we can refocus our learning efforts. After reteaching or providing extra support, we can test again, giving students an opportunity to demonstrate their improvement. Here are some ways I plan to apply this...