From Crisis To Opportunity. Using This Momentum To Redesign Our Schools

There’s a saying, “out of rest comes the appropriate action.” The reason for that is it gives us time to think; we have time to recalibrate. I don’t want to make light of this pandemic going on. I understand for many of us, including myself, it is terrifying. It is very real that some of us are losing loved ones. So please know that I have not lost sight of that. 

 

However, I have spent a lot of time reflecting, and I guess recalibrating. I believe that there is an opportunity in this crisis. I’m sure many of us can admit that we have just been going through the motions in our career. Whatever mandate comes down, we comply. Things are just added continuously to our plate. At times we even follow unnecessary mandates. 

Some great conversations are finally happening about education. Well, let’s get real there are some crappy conversations too. For now, I just want to focus on the ones that can move us forward.)

Here are the discussions I’ve been hearing, and this includes people outside the education system. People are talking about:

  • The importance of social-emotional learning 
  • Family involvement
  • What happens when you remove grades or state tests. 
  • The equity gaps that exist, meaning students who have access to high-quality education and those that don’t.

I think more and more people are noticing that content is only ONE piece of the educational puzzle.

 

So I’ve been thinking about how we can use this awareness to help make a positive change in our education system. What can we get in place before heading back to school next fall? I really think this is our moment to redesign our schools.  Yeah, I know it seems far fetched. You’re probably reading this and thinking, “Girl, I’m just trying to get this digital learning going next week. I don’t have time to think about change.” Or, like many educators, you may be thinking, “I’m not in a position to make change, that’s really for the higher-ups.” Here’s where you’re wrong. I personally believe we have been socially conditioned to believe that we don’t hold power as educators. But in actuality, we do. We are not powerless in all this. We give up our power the moment we say things like, “well, it’s always been that way.” It doesn’t have to be.

 

In my little friend group, I’m often called the disrupter. Haha, not the most flattering name, and it definitely doesn’t go along with being Zen. But the reason for it is because I believe that we have the right to speak up and push back on the system. And I advocate for that. Don’t get me wrong I don’t push back on everything. I mean, I’m not starting a rally for us to be able to wear leggings every day to work because so many of us haven’t been wearing pants lately. But I do push back on the structures that are outdated and harm our students because they’re top priority, not our insecurities or egos. 

 

Listen, life will eventually resume. This whole virus will be a thing of the past. Whole knows when that will be, but it will be. I want us to start thinking about the action we’ll take when this all blows over? Let’s not live through this whole experience and not learn about what’s important.

 

This might be the best opportunity in our lifetime to change education priorities, instead of just going through the motions. Push back and advocate for what we know to be what’s best for kids. Maybe it’s as simple as spending less time on an ELA lesson in order to do a quick check-in to see how the students weekend went. Or perhaps it’s something more substantial like grading policies. No matter the range, challenge it, question it, get the conversation going, build off the freaking momentum. We finally have people outside of our community that have our backs. Use it!

 

The worst that could happen is that nothing comes from it, and everything goes back to the status quo, but at least we could say we tried. Come on, who wants to see that? No one! So rise up! We are not powerless in all this!

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Math Struggles Ain’t Just About Numbers

Let’s be B.F.F.R—math can stress kids out. You’ve seen it: the frozen-in-place stare, the pencil tapping like it’s sending an SOS, or the classic “I CAN’T DO THIS!” meltdown before even trying. But here’s the thing—most of the time, their struggle isn’t about numbers. It’s about mindset.

What if we borrowed some life coaching techniques to help our students not just survive math but actually thrive in it? Let’s break it down into simple, practical ways you can empower your students without turning into a full-blown therapist.

 Reframe the Narrative (A.K.A. Flip the Script on “I’m Bad at Math”)

Ever notice how kids say “I’m bad at math” like it’s their official personality trait? That belief is holding them back more than any tricky word problem ever could.

How to Do It:

  • When a student says, “I suck at math,” respond with: “You’re still learning. Let’s find a way that makes sense to you.”
  • Introduce the Power of Yet: “You don’t get it… yet. But your brain is working on it!”
  • Share stories of people who struggled with math and overcame it (bonus points if you can find famous athletes, musicians, or influencers).

Remind them that they once thought tying their shoes was impossible, and look at them now—shoe-tying pros. Math is just another skill that takes practice.

Teach Emotional Regulation (Because Frustration Is a Math Blocker)

We can’t expect students to push through challenges if they’re spiraling into math-induced panic mode. When frustration kicks in, their brains hit the “I’m out!” button.

How to Do It:

  • Pause & Breathe: Before jumping to the “I CAN’T,” have students take a deep breath. Try “breathe in for 4, hold for 4, out for 4.” Simple, but it works.
  • Break It Down: Instead of tackling the whole problem at once, ask, “What’s one thing we DO know?” Small wins build confidence.
  • Normalize Struggle: Post a sign in your classroom: “Mistakes Mean You’re Learning.” Say it. Live it. Believe it! As Naruto says.

Set Micro-Goals (Because Big Goals Can Feel Overwhelming)

If a kid already feels lost, telling them “just keep practicing” is like saying, “just climb this mountain real quick.” Instead, break it into steps.

How to Do It:

  • Instead of “Get better at multiplication,” set a goal like: “Practice a doubling/halving strategy.”
  • Use progress charts so students can SEE their growth. 
  • Celebrate the small wins! Even if they only got one more right than last time—that’s growth!

Remind them “If you can memorize every single lyric to that TikTok song, you can 100% remember a few math strategies.” 
Honestly research shows long term memory is activated when we leverage different modalities in our lessons. It’s how the brain learns math.

Shift from Performance to Progress (Because Speed Ain’t Everything)

Fluency is about thinking efficiently, not racing to the answer. The goal isn’t to turn kids into human calculators—it’s to help them use numbers flexibly.

How to Do It:

  • Replace timed tests with strategy-based challenges (ex: “How many ways can you solve 12 × 8?”).
  • Instead of praising fast answers, celebrate smart strategies: “Ooooh, I love how you broke that down!”
  • Remind them that even adults use tools like calculators and sticky notes—real math is about knowing how to approach problems, not just getting the answer instantly.

 Teach Self-Talk (Because Their Inner Voice Matters More Than You Know)

The way kids talk to themselves about math shapes their experience with it. If they constantly say, “I can’t do this,” their brain believes it. Time to switch up the self-talk game.

How to Do It:

  • Teach “I can” statements: Instead of “I don’t get it,” try “I don’t get it YET, but I can figure this out.”
  • Have students write down one math strength (even if it’s “I’m good at counting on my fingers” – that’s a start!).
  • Encourage students to talk to themselves like they’d talk to a friend. Would they tell a friend, “You’re dumb at math”? No? Then don’t say it to yourself either!

Emphasize- “You wouldn’t let your best friend talk trash about you, so don’t let your brain do it either!”

Coaching Math Mindsets for the Win

At the end of the day, teaching math fluency isn’t just about numbers—it’s about helping kids believe they can figure things out. When we shift from just teaching math to coaching their mindset, we create students who are not only fluent in math but confident in life.

So, here’s your challenge: What’s one small move you can try this week? Whether it’s shifting self-talk, celebrating small wins, or breaking down frustration, pick one and run with it.

Oh, and if you want more strategies like these, check out my Figuring Out Fluency series, (Book 1) (Book 2) where we make fluency engaging, empowering, and (most importantly) actually make sense.

And if you want more math mindset strategies, grab my Guide For Teachers To Help Students With Growth Mindset