Every year I get better at helping students feel safe enough to say, “I don’t get it.” But this year, I’m going even harder—I’m being aggressively supportive. That means making sure students know I will not leave them behind, but they’ve got to speak up, too. From daily reminders to whole-class thank-yous when someone asks for clarification, I’m building a classroom where questions are expected, welcomed, and celebrated.

This one’s for the new teachers—and for anyone who still gets nervous about caretaker contact. I used to stress over every email and phone call, but over time, I’ve built a system that sets a positive tone early and keeps the focus where it should be: on student learning. From a start-of-year expectations email (yes, I CC the students!) to asking students to reflect and communicate when they miss the mark, my goal is to make these conversations easier, more collaborative, and centered on growth.

Classroom management has always been one of my bigger challenges—not because I don’t care, but because I wasn’t taught how to do it well. At ACTFL, Jon Cowart’s session was exactly the perspective shift I needed. He reminded us that student behavior is often shaped by things we don’t see, and that strong, clear routines and positive narration can change everything. I left with practical tools like using SOC directions, narrating observable behaviors in the target language, and setting time aside to build relationships through short student conferences. It’s not about controlling students—it’s about connecting with them.