The Importance of Student Reflection

This week’s article summary is The Three Ways of Looking at Reflection.

During preplanning, Marsha reminded us that our digital portfolio, MyLearning, is much more than a collection of student work. It documents the learning journey. As an elementary school, we value the process of learning just as much—perhaps even more—than the final product.

Student reflection on what they learned, how they learned it, and why it matters is an essential part of that process. Reflection not only strengthens the quality of MyLearning posts, but, as the article below explains, it is also one of the most effective ways to deepen understanding and move new learning into long-term memory.

As you'll read, reflection is an active cognitive process. It signals to the brain that new information is meaningful and worth retaining. That's one reason why cramming the night before a test is far less effective than revisiting and thinking about material over time.

The challenge, however, is that reflection doesn't happen naturally for most of us—adults or children. It requires intentional pauses, thoughtful prompts, and, ideally, dedicated classroom time. If we want students to become reflective learners, we must deliberately build opportunities for reflection into our instruction.

The article describes three types of reflection through memorable metaphors: the Magnifying Glass, the Mirror, and the Map.

For our students, the Magnifying Glass will likely be the most familiar. It focuses on reviewing and processing what was learned during a lesson. The Mirror encourages students to think about themselves as learners, while the Map helps them consider where their learning is headed and the steps they can take to continue growing. These latter two forms of reflection could be especially valuable as our UED students prepare for their student-led parent conferences.

Reflection should be a regular part of the learning process. When students take time to think about their learning, they are far more likely to remember it, understand it, and apply it in meaningful ways.

Joe

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It’s safe to say that little lasting learning takes place without reflection. 

 

Reflection engages students in higher-order thinking: analysis, meaning making, and problem solving. 

 

It’s how students absorb what has been presented to them, process what works and what doesn’t work in relation to their own learning, and calibrate the best approach to completing a task and understanding a new concept .

 

Reflection gives the brain an opportunity to pause amidst the chaos, untangle and sort through observations and experiences, consider multiple possible interpretations, and create meaning. 

 

Pausing to reflect on learning is an essential aspect of processing deeper meaning. As educators, we can plan for these pauses: create regular opportunities for reflection and teach students what to do with them.

 

Reflection is a deliberate, structured inquiry that moves learners through the complexities of thoughtful examination, giving pause to that which is perplexing, puzzling, and surprising so that the learners can repackage their thinking, create a plan, and move forward with deeper and more meaningful insights and improved achievement.

Reflection is multifaceted, with three important aspects:

Reflection as a Magnifying Glass: Reflection as meaning making requires learners to focus on what is presented or taught to more thoroughly absorb the lesson. It ought to be happening all the time, every day, but it’s not likely to do so without teacher intentionality. To make meaning, students need to follow up on the input they receive from the teacher, texts, and peers by analyzing, summarizing, or in some other way repackaging that input to perform the subsequent task. It requires that students closely examine the lesson to turn out a meaningful product, whether that be a verbal, written, visual, or other type of explanation or analysis. This form of reflection not only ensures that learning has occurred but also provides teachers with visual evidence of the students’ learning. Intentionally planning ways for students to demonstrate meaning making increases the likelihood that students will process what they’ve been taught.

Reflection as a Mirror: One of the typical non-education-related definitions for reflection is an image projected in a mirror. Metacognition, or reflection on one’s own learning, is like looking into a mirror. Unlike analyzing or processing presented content, at its core, metacognition requires learners to hold up a mirror to focus on their own learning processes and analyze what works best for them and what isn’t working. Thinking about their thinking, making decisions based on what they know works, and minimizing what doesn’t work provide students with powerful tools and habits for helping them improve their learning.

 

Reflection as a Map: Reflection as a map is the big-picture evaluation that happens when learners look ahead. Examples include the processes by which learners decide on the best way to complete a task or analyze the implications of newly learned information. It might also look like a learner’s reflective pause as they focus on how they might solve a problem, conduct an experiment, effectively construct an argument, write a convincing essay, or draft a moving narrative. Teachers can support students in the process of thinking ahead by having them reflect on simple prompts like the following as they read or plan projects:

• Why didn’t my experiment work?
• What could I have done differently?
• Is this the best/easiest way to solve this problem? Why or why not?
• What is the author’s bias?
• What will people who read my report be thinking as they read it? How will I address that?

Reading and writing play a critical role in student reflection. Skilled readers use prior knowledge to question, visualize, predict, and apply other reading strategies. But the entire academic day is rife with opportunities to ask students to reflect on the tools, knowledge, and expectations they bring to a science, history, or mathematics text with prompts such as the following:

• What are you seeing? (reflection as a magnifying glass)
• What is working for you, and how do you see yourself growing? (reflection as a mirror)
• What will you need to do to be successful? (reflection as a map)

At its core, reflection is more than just looking back on learning experiences; it is an intentional, engaging process that deepens understanding, sharpens self-awareness, and guides or affects future decision making. In the absence of reflection, there’s a risk that learning will become shallow, rote, passive, disconnected, and easily forgotten.

Are Students' Attention Spans Really Shrinking?

This week’s article summary is Are Student Attention Spans Really Shrinking?

Most teachers would agree that today’s students seem to have shorter attention spans than students did in the past. But, as the article below points out, there is no scientific evidence that children’s brains are now wired differently. 

Rather, it is more likely that children today—like adults today—have become accustomed to a fast-paced culture characterized by constant stimulation, rapid change, and short snippets of information.

It’s not that kids can’t focus for longer periods of time; it’s that they are used to—and prefer—jumping from one new TikTok or YouTube video to another, much as we adults do.

So, how do we counteract this preference for short bursts of attention? 

We need to actively teach students how to focus and concentrate for sustained periods of time.

Children need to understand that what researchers call sustained attention requires more discipline and cognitive effort than the kind of attention we typically use for entertainment. Teachers can help students recognize that focusing deeply on a task is a skill that must be practiced and developed.

It is also important to minimize distractions. I remember when it was fashionable to play classical music in the classroom during free-reading time or cover the walls with bright, colorful posters to stimulate students’ imaginations. While these practices may have been well-intentioned, our brains do not truly multitask. If sustained reading is the intended outcome, then reading should be the focus.

Finally, the article reminds us that students need practice gradually increasing their time on task. We should, of course, remain within age-appropriate limits, but over time, students can develop both the capacity and the habit of sustaining their attention for longer periods.

I was reminded of my own experience in seventh grade at a Quaker school, where we had approximately 40 minutes of weekly silent reflection in the Meeting House. It took me years to develop the self-control not to laugh, giggle, or fidget, but by the time I was a senior, I looked forward to those 40 minutes of solitude each week.

The research, then, suggests that it is not that today’s children are incapable of concentrating. Rather, in a high-tech culture that constantly competes for their attention, we need to be even more deliberate about helping students develop the habit and skill of concentrating for longer periods of time.

Joe

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In many contexts, humans can pay attention for hours at a time: watching movies, playing games like chess, or reading comic books. This more general class of attention remains a recognizable feature of today’s kids and adults, even as cell phones and 90-second videos have begun to chip away at the way we engage with cherished but slower-paced pastimes. 

Sustained attention, meanwhile, which is generally defined as the ability to maintain focus during activities that are intellectually challenging, repetitive, or compulsory—the kind of focus required in school or work settings, for example—has always been measured in minutes rather than hours. Historical studies of sustained attention place the limits at various thresholds, from eight to 10 to 25 minutes, but almost never more than 30 minutes.

There’s no scientific evidence that our attentional capacity has changed. But something does appear to be shifting in the way people allocate attentional resources, and what millions of K–12 teachers are saying is almost certainly not an illusion: Students may indeed be less focused in classrooms than ever before.

The social scientist Jonathan Haidt, author of The Anxious Generation, is one of the leading theorists on the effects of social media and technology on children’s mental health, attention spans, and motivation. “Being a digital native does not confer an advantage,” Haidt said. “It teaches kids that there’s always a little bit of reward, a little bit of dopamine available, just one swipe away—and that undermines the ability to do difficult or sustained cognitive work like reading a book.”

It does not appear to be an alteration in our brain architecture or a new biological limit to our cognitive capacity. Using MRI and other methods to look into the human brain as neural circuitry is activated reveals no fundamental changes in critical areas related to attention.

A 2026 study makes a more reasonable claim: It’s not that attention spans are getting shorter, it’s that we’re more sensitive to delays. In the newspaper era, for example, it was common to wait until the next morning to catch up on major events. As technology compresses the time between events and their coverage, barraging us with a stream of instantaneous updates and notifications, our expectations adjust to the pace, researchers explain.

For students, what looks like a diminished capacity for attention may instead reflect a changing willingness to invest effort. “Digital media use may influence cognition mainly by recalibrating how effort is valued and allocated,” researchers explain in another 2026 study. .

That’s a point that cognitive scientist Daniel Willingham is careful to emphasize. “There’s been a great deal of research on this question in the last 10 years, and it appears that children’s ability to control their attention has not been compromised and does not account for what educators feel they see in the classroom.” Instead, technology appears to be playing some role in changing the calculations students make about whether sustained effort is worthwhile. A tough reading assignment or a chemistry problem may feel unreasonably long and tedious when measured against entertainment that can be accessed in seconds and consumed in minutes.

Perhaps, then, it’s a question of motivation and changing values—a cultural shift, not a biological one—Willingham suggests. “It’s not that students can’t pay attention,” he says, “but rather that they more readily choose not to.”

For teachers, that conclusion is cautiously optimistic: “The changes we’re seeing—as dramatic as they may seem—could be undone,” says Willingham.

Below are some suggestions to manage and strengthen waning student attention:

Teach students how attention works. Students often overestimate their ability to pay attention to multiple tasks at once. One of the most powerful ways to teach attention is to let students experience its limits. Work within, not against, cognitive limits. Attention is limited, but instead of trying to overcome these constraints, teachers should acknowledge the theoretical impossibility of perfect sustained attention and choose strategies that are compatible with inherent neural, biological, and cognitive limitations. That’s why it’s so important to introduce breaks. Look for natural opportunities to interrupt long stretches of concentration with short brain breaks like a few minutes of stretching or movement, a calming exercise, or a quick, informal chat with peers.

Make effort feel worthwhile. In a landmark 2014 study, researchers found that connecting learning to meaningful, beyond-the-self goals—being a doctor or engineer who helps people, for example—pushed students to reevaluate their goals, resist mind-wandering, and persist through tedious academic work.

Reduce distractions. A 2025 study found that cell phones during class had “a significant large negative effect” on students’ recall of the material, a 2022 study found that students had a harder time paying attention in classrooms with high levels of “visual noise,” and a 2021 study concluded that “noise from student chatter has a negative impact on students’ comprehension.” Attention doesn’t exist in isolation. Think about a kid that needs to read a book by himself in bed or needs to read the same book on a football field. The more distractions there are, the harder it is to pay attention.

Reset expectations. Exposure to longer periods of focus can accustom students to new expectations. Consider setting aside sustained periods for independent reading, writing, drawing, reflection, or working through problems without interruption.

Building Student Independence

This week’s article summary is Classroom Management That Build Student Independence.

As an elementary school, Trinity has many goals for our students, including helping them become increasingly confident in their abilities, responsible of their actions, and independent in thought and action.

The article below describes how one elementary teacher intentionally designed classroom routines and expectations to foster greater student independence. She noticed that her students’ first impulse was to come to her for almost everything. They raised their hands constantly and asked questions about things she believed they were capable of figuring out or managing on their own.

Early in my teaching career, educational consultant and psychologist Robert Evans influenced my thinking on this issue. He emphasized that, much like parents, teachers should not do for a child what the child can do for him/herself.

What I particularly like about this article is the teacher’s recognition that fostering independence often begins with seemingly mundane aspects of classroom life. She made adjustments to her classroom environment and established routines that gave students more responsibility for common situations: knowing when they could use the bathroom, figuring out how to line up and transition, and accessing the supplies they needed.

As students became more comfortable handling these everyday situations independently, the teacher noticed something else: their confidence in the academic work of the classroom grew as well. They became more willing to tackle challenges on their own and gradually stopped seeing the teacher as their first option whenever they were stuck or had a question.

Not every strategy described in the article will be appropriate for every classroom or every child. The larger message, however, is an important one for all of us: Are we intentionally creating opportunities for our students to practice independence?

Sometimes, helping children become more independent means stepping back just enough to allow them to figure something out for themselves.

Joe

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In my elementary classroom, I learned early that student independence doesn’t happen by chance—it’s built into the structure of the classroom management plan. When that structure is intentional, students stop waiting for permission at every turn and start solving small problems on their own.

There was a time when I didn’t really notice how often I was being asked for things students could easily handle themselves. Nothing big, just constant small things: Where are the pencils? What do I do next? Can I go to the bathroom? Where does this go?

None of it felt like a problem in the moment. But it added up fast, taking my attention away from instruction and leaving students waiting around for answers instead of taking action.

I wanted to figure out a way to stop being the first stop for every student question and allow students to take more initiative, building their independence into how the classroom was run.

DESIGNING THE ROOM SO THAT STUDENTS DON’T HAVE TO WAIT: One of the first shifts I made was simple. I stopped handing out basic supplies. Instead, I set up a central supply station—pencils, paper, scissors, anything we used regularly. Then, when a student raised their hand to say they needed something, instead of giving it to them, I paused to show the entire class the supply station. I explained that they should just calmly and quietly get up from their seat, get what they need, and return to their work. Once students recognized that they could move independently in the space, as long as they did so appropriately, they were able to more quickly. This helped students feel more independent and also helped me stay focused on my instruction, as it reduced the number of hands going up asking for supplies during a lesson.

MOVEMENT WITHOUT CONSTANT CHECKING IN: Next, I wanted to focus on transitions in and out of the classroom. I found that my students would wait to ask if they could go to the bathroom or get something from their lockers. While in theory this made sense, it led to a lot of wasted time, as students stopped paying attention to a lesson and just waited to ask me to take care of their needs. I introduced the whiteboard system to students: If they needed to go to the bathroom, get some water, or go to their lockers, they didn’t have to ask. They just had to sign out on the whiteboard with their name and where they were going. I also explained that only one person could be out of the room at a time and that the expectation was that students would return as quickly as possible. If you have students who abuse the system, you can use that as a teaching opportunity and let students know that they will have to revert to asking if they cannot demonstrate responsible use of the opportunity to be more independent. However, I’ve found that most students are able to handle the system well, as they are excited to be given more autonomy for how they handle their needs throughout the day.

SHIFTING HELP AWAY FROM ME: In many classrooms, students immediately ask their teacher when they need help, or they wait for their teacher to come over to them for support when they get stuck. Not only does this make it hard on a teacher to give everyone the support they need, but also it quietly trains students to just wait for help instead of trying to be more independent and seek out answers on their own. To combat this, students have to check with at least two classmates before coming to me with a question. It took some time for students to get better at asking and answering questions for one another, but once they did, it was amazing to see them collaborate and support one another rather than just wait for my help.

A CLASSROOM MANAGEMENT PLAN YOU CAN BUILD SLOWLY: When I look at all of this together, the biggest shift was simple: I wasn’t in the middle of everything anymore. Students were able to solve more small issues before they became lesson interruptions. If you’re thinking about your own classroom, you don’t need to overhaul everything. Start with one question: Where am I currently the step between a student noticing something and solving it? Then pick one small shift. Can students access materials without asking? Can movement be self-managed? Can students check with peers before coming to you? Over time, you’ll see that your students won’t have to stop learning every time something small comes up. They can just handle it and keep going. That’s the point of this kind of classroom management plan: not control or compliance, but building students’ independence by giving them opportunities to practice every day. 

Strategies to Support Dysregulated Students

 This week’s article summary is a recent post on Edutopia entitled Strategies to Help Dysregulated Students.

We spent considerable time during preplanning talking about classroom management, particularly how to respond to the child in your classroom who seems to act out more frequently or struggles to manage his/her emotions and behavior.

We emphasized the importance of “connection before correction.” Before we can effectively redirect a child’s behavior, we need to establish a trusting relationship with that child. That trust grows in time from the care and concern we show each student, as well as from the routines, expectations, and consistency we establish in our classrooms.

As I mentioned during preplanning, the good news is that most of our students — with some guidance and scaffolding — develop age-appropriate executive-function skills such as self-regulation, impulse control, and the ability to manage their emotions.

What I found particularly interesting about this article, published just a month ago, is how many of its recommendations are practices and strategies we have been using at Trinity for years: student-created classroom norms, Wheels of Emotions, designated time-out or calming areas, brain/body breaks.

There aren’t any magic spells or quick fixes for helping a child who is struggling with self-regulation. Instead, it comes down to our commitment to knowing our students well, building relationships with them over time, and providing the consistency, patience, and support they need—especially those students who require more of our attention and support than most.

Joe

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Today, nearly 8 in 10 public schools report developmental delays among K-12 students: many students, educators say, are struggling with basic social and emotional skills such as listening, following directions, sharing, and taking turns than a mere five years ago. 

While many experts cite the pandemic's role in creating skill deficiencies, it's only a part of the story. Educators also point to major changes in the culture around child rearing, pointing to issues like rising screen time, less play, and fewer opportunities for face-to-face interaction. 

Serious behavioral issues and developmental concerns require broad support from administrators, specialists, and families. But for everyday moments that derail lessons—a child melting down, refusing directions, or struggling to rejoin the group—many teachers find that simple practices, consistently applied, can help turn big feelings into moments of growth instead of lost instructional time.

Expand Kids’ Emotional Vocabulary: Before kids can regulate their emotions, they need the words to describe them. Kids need to be explicitly taught that emotions aren’t good or bad but actually convey important information. A limited emotional vocabulary can make it harder for children to understand the signals their body is sending. Help kids learn the subtle differences between emotions by:

• Feeling Brainstorms: Challenge students to think of 3–5 words for simple emotions such as “happy” or “sad” to help them move beyond broad categories and build a more nuanced understanding of what they’re feeling.
• Emotion Anchor Charts: Create anchor charts illuminating various emotional states, adding new words and definitions as they come up in class discussions or read-alouds. For pre-readers, try to pair each word with an image, emoji, or student-friendly example to make sure they understand.
• Map Feelings Over Time: Once students have developed a healthy emotional vocabulary, use tools like emotion wheels and mood scales to help them become more aware of how their emotions fluctuate over time.

Create Agreements Students Own: To establish behavioral norms, co-create child-friendly community agreements at the start of the year. During discussion, students can generate simple norms like “we keep our hands to ourselves” or “we are nice to each other”; teachers can make the agreed-upon norms clearer through illustrations, drawings, or photos of children modeling each behavior. Role-playing with student actors or puppets can help explicitly show kids what these norms look like in real time, while praising the behavior when students practice it correctly can help make the expectation stick.

Create a Space for Calm: When young students become dysregulated, they often need time to calm their bodies before addressing what happened. When a child is overwhelmed, reasoning doesn’t work. First they need help settling their bodies. 

Calm-Down Corners: These provide a dedicated, comfortable space for students to reset. Encourage students to take five minutes and go to the space on their own when they need to engage in self-regulation. 

Let Books Do the Talking: Picture books can help kids explore emotions and abstract concepts like kindness, fairness, and respect—opening the door to meaningful conversations in ways that feel natural and familiar.

Use Brain Breaks: Well-timed brain breaks can stave off the fatigue, boredom, and distraction that often leads to dysregulation. Try a 3-5 minute break for students for every 15 minutes of concentrated academic work in elementary school. Some strategies: 

• Circles of Sameness: Students get up and take positions around the room as the teacher reads a statement. Those who agree move to the center; others stay put
• Laugh Like a…: Brainstorm animals, creatures, or characters, then cue students: “Drop everything and laugh like a ___.” Try a few in quick succession—monkey, whale, giraffe—to help students release tension and reset.
• Statue Freeze: Ask students to move around the room—walking, hopping, skipping, or tiptoeing—then call out a pose: “Be a statue of a lion!” Students freeze, then “un-freeze” and repeat.
• One-Minute Dance Party: Sometimes kids just need to move. For a quick, unstructured reset that works out pent-up energy, play a lively song and let students dance for one minute before returning to the lesson.

Teach Repair Rituals: When rules are inevitably broken, create a routine that helps students repair harm they may have caused. That might mean teaching young children how to offer a verbal apology, asking them to draw a picture of something the other child might like, or write a short note of contrition. The point is not to force an apology but to scaffold the process of reflection and responsibility. After a pushing incident, for example, a teacher might focus less on “Why did you do that?” and more on what happened, how the other child may have felt, and what the student can do to help—turning a difficult moment into a moment of learning and connection.

Build in Open-Ended Play: Even the days of our youngest students are highly structured, leaving less time for open-ended play and self-exploration. Integrating 10-minute outdoor breaks into instruction helps her students reset. The key is to give little directions beyond staying safe and taking a break. 

Breathing Techniques to Control Behavior

 This week's article summary is Quick Mindfulness Cures for When Kids Are on the Brink. It builds on last week's summary by providing additional strategies to help students regulate their emotions before challenging behaviors escalate.

As we move beyond the first couple of weeks of school, we'll begin to see greater need to teach these skills intentionally. During preplanning, we talked about how misbehavior is more often a lack of skill rather than a lack of will. If we want students to respond differently, we have to equip them with strategies they can use in the moment.

Most of us have learned to manage our emotions through internal self-regulation techniques developed over time. Our students are still learning those skills.

Practicing simple mindfulness and breathing exercises gives students another tool they can use to pause, refocus, and shift their brains from reacting on instinct to responding with calm and reason. Like any skill, these strategies become more effective with consistent practice, making them a great addition to Morning Meeting or other daily classroom routines.

Joe

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Clenched fists, flushed cheeks and shaky, shallow breaths — most parents and teachers can spot these signs of an impending kid-meltdown.

When we notice kid are about to lose it, we have a few options: We can intervene in hopes of mitigating the damage; we can whisk our child home (or at least out of the public gaze) before the tantrum strikes; or we can simply hunker down and wait out the storm.

But what if we could avoid a meltdown in the first place?

Turns out, we can, at least some of the time. 

Researchers say mindfulness — that wellness keyword of the moment — can help keep kids calm and centered. 

By building a child’s awareness of their own emotional and physical state and strengthening the mind-body connection, mindfulness exercises are proven to reduce stress and anxiety and reduce self-harm in kids of all ages.

In the book “The Yes Brain: How to Cultivate Courage, Curiosity, and Resilience in Your Child,” best-selling author Daniel J. Seigel describes kids’ emotional zones: 

• The calm, connected Green Zone
• The enraged, about-to-melt down Red Zone
• The withdrawn, overstimulated Blue Zone

Using simple mindfulness activities, teachers and parents can help kids stay in the calm Green Zone, where they’re more likely to make better choices and maintain emotional and behavioral regulation.

Of course, a solid mindfulness practice involves consistent repetition and routine, not quick fixes. But for particularly heated moments, it doesn’t hurt to have a few mindfulness exercises on deck to help kids de-escalate when they can’t do it themselves. After all, kids don’t want to lose control any more than we do.

Breathing techniques: When a meltdown looms, sometimes you’ve got to pull something out of thin air. That’s where creative breathing techniques win the day. Deep breaths dial down anxiety in mere moments, and breathing exercises are simple and easy to whip out during heated moments. Try:

• Birthday Candle Breaths: Pretend each outstretched finger is a birthday candle and then take a deep breath to blow each “candle” out
• Starfish Breaths: Tracing a finger along the outline of the opposite hand in the form of a starfish, taking a deep breath up and down each finger
• Rocket Breaths: Pressing hands together over their heart, then using a deep breath to “blast” the rocket overhead

Or try this one from “The Yes Brain”: When kids are upset, help them move back into their Green Zone by placing one hand on their chest and one hand on their stomach and simply breathing.

Kids can practice this calming technique in the morning during Morning Meeting. Each time the exercise is repeated, its calming effect is reinforced.

Peace out, meltdowns.

Two Words to Say to a Rude Child

 This week’s article summary is Two Words to Say to a Rude Child.

As we are just two days into the new school year, we're still in the honeymoon period when our students are polite, attentive, and cooperative.

While we may enjoy a few more weeks of this bliss, as students become more comfortable and familiar, some will inevitably begin to test boundaries.

During preplanning, we discussed a variety of strategies to promote positive behavior across the classroom as well as interventions for individual students.

Although the article below is written for parents, there’s value in applying the "Try Again" technique in the classroom.

We also talked during preplanning about the importance of allowing students to learn from their mistakes—not only academically but also in their social-emotional development. ‘Try Again’ grants a student a re-do opportunity.

You might consider introducing the "Try Again" strategy to your class so students understand when and why you may use it with an individual student, a small group, or even the entire class.

Using "Try Again" signifies:

• An overstep of our school-wide TIGERS norms
• An opportunity for students to make a better choice through a respectful do-over
• A chance for students to take responsibility for correcting their own behavior.

Thanks to everyone for such a smooth start to the new school year!

Joe

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A parenting coach has shared the two-word response parents can use if their kids are being disrespectful – and it’s surprisingly simple.

Mike Wallace, who runs Apparently Parenting, says: “Stop letting your kids walk all over you with this one trick. It’s super simple – and when done correctly, they rarely push back against it.

The parenting coach and behavior analyst said if a child is disrespectful or rude towards you, all you need to say in response is: “Try again.”

This can be used in a variety of scenarios, added the parenting coach, such as “when they slam the door, when they yell back ‘no’, when they’re playing too rough, or when they snatch a toy out of someone’s hand”.

“They immediately know what needs to be done to change their behavior,” he explained.

Of course, some younger children might need a bit more direction than simply “try again”. If they say something rude to you, or shout at you, you could respond: “That’s not how we talk to each other. Can you try again?”

If they shout a demand at you, like “I want a snack!” you could respond: “Let’s try that again. How do we ask nicely?”

When kids are rude it might be tempting to raise your voice, but parenting pros suggest remaining calm and speaking in a steady voice, otherwise the situation will likely escalate.

According to My Parenting Solutions, asking for a replay is “so simple and effective”. But if your child is having a tantrum, it’s probably best to wait until they’ve calmed down to encourage them to try again.

The method can work well, because you’re giving children the opportunity to practice acting respectfully.

The Benefits of Body Breaks

 As we begin a new school year, most of us are preoccupied with setting up our classrooms and dealing with the countless small details that precede the first day of school next Thursday. 

While all of these things are important, my first article summary of the year (How Free Play Supports Attention in Elementary School) is a reminder that our primary responsibility as elementary teachers is to honor and respect childhood.

Today, kids are often rushed to grow up. Their days are over structured, scheduled, and supervised. Opportunities for exploration, imagination, wonder, and simple play are less common. Yet these experiences are not distractions from learning—they are essential components of healthy child development.

At Trinity, we have the responsibility of creating a school environment where children can still be children. This means providing opportunities for movement, curiosity, conversation, creativity, unstructured play, and yes, even a little running in the halls. It means recognizing that academic success and child development are not competing priorities but are interwoven.

The article below highlights the powerful impact that free play and outdoor breaks have on student attention, engagement, and overall well-being. Its message is both simple and profound: when we give children opportunities to move, explore, imagine, and recharge, they return to learning more focused, more engaged, and more ready to succeed.

As we welcome our students back, let’s remember that some of the most important learning happens when children are given the time and space to experience the joys of childhood. By protecting those moments, we not only support academic achievement—we help nurture healthier, happier, and more well-rounded young people.

Joe

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As an elementary school teacher, I’m always looking for things to engage my students. A couple of years ago, I came across a research article referring to Finnish schools allowing students to go outside for 15 minutes every day after every 45-minute period of instruction. I was intrigued. I decided to include this as one of my goals for my yearly teacher evaluation. Although I didn’t do this every day after every 45-minute period of time, I was able to integrate more outside breaks throughout the week.

The breaks were only five to 10 minutes long, and my intention was to ensure that the time outside was never structured, apart from a few guiding principles. Rule one: No teacher instruction. I didn’t want to give my students any direction other than how to be safe outside. Rule two: I encouraged them not to organize anything. Rule three: Just simply take a break. The results of this seemingly simple target surprised me.

First, my students’ attention span increased significantly. While this wasn’t a formal research project, trust me when I say that after 23 years of experience, I was shocked to realize how taking kids outside for a short period of time frequently can help support their focus in the classroom.

WHY OUTSIDE TIME WORKS

Because classrooms today have such structured plans, students get less time for self-exploration and choice. When we go outside for about 10 minutes, on average, my students can choose how they want to spend that time. Some of them simply walk back and forth on a sidewalk path in our school. I always have a handful of students who are very curious about the dirt patch underneath the pear tree. Some students hang on a low-lying branch.

Other students run back and forth in the field. At one point in the fall, I even witnessed one student sitting down and meditating with their fingers facing the sky.

When we come back inside, their attention span is longer, they participate more, they ask more questions, and there’s less need for them to ask to leave the room to use the restroom or go and get a drink. It’s almost like this break helps them to focus on the learning that we’re doing in school.

FREE PLAY PROMOTES GENERAL WELLNESS

Other than the clear impact this method has on focus and academic achievement, there’s an element of student well-being with this. Leaving the four walls of the classroom to breathe in some fresh air and take a break contributes to students’ whole child development.

Decades ago, Fred Rogers described the seven fundamentals of learning and growing, and they are still relevant today. On his show, he often said that students need time just to play. For example, simply giving students an empty cardboard box without any directions can be more educationally than giving them a prepackaged project where they follow the directions. During free play, students have time to use their imagination. As a result, they are able to build their creativity, confidence, cooperation, and problem-solving skills.

WHAT ABOUT ACADEMIC RIGOR?

I believe that every teacher should be granted 10 to 20 minutes a day of simple outside time breaks, especially if it means that students are more effective with the time that they have. It doesn’t make any sense to grind out these minutes if it means that kids aren’t really producing work in an effective way. If they’re tired, their head is down on their desk, or they can’t sit still anymore, they aren’t learning. 

Let’s talk about teacher wellness. Outside time is also good for the teacher. After a refreshing break, the teacher comes back into the classroom, feels reenergized, and can get to work with their students. 

All schools can recognize this as a basic need. Just going outside and getting fresh air allows people to reconnect with the world and reconnect with their own ability. I find it energizing as well. Short breaks help me, as a teacher, to recharge and get back to the expectation of rigor in the classroom.