Personalized Learning

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Personalized Learning 〰️

  • When Learning Runs Itself

    When a classroom runs like a well-oiled machine with students fully engaged, working independently and intrinsically motivated without external pressure, you know you’ve created a truly personalized learning environment. That’s exactly the climate we’ve reached in my yearbook class. Even when I’m physically present, there’s often little I need to do. The learning speaks for itself. It's a direct result of an intentionally designed environment.

    This kind of autonomous culture didn’t happen by accident. It was built through three key components: student leadership, a learning management system and Google Slides.

    Student Leadership

    The editor-in-chief plays a pivotal leadership role. Since I’m often teaching other classes, she steps in as the on-the-ground lead during the yearbook period. Each day, we meet during lunch to review the plan and she then communicates it to the team. Students use a task board to track their progress in real time, updating it throughout the period. She monitors this board to take attendance and ensure accountability. Meanwhile, I can access the board remotely, allowing me to provide feedback or troubleshoot questions even when I’m not in the room.

    Learning Management System (Schoology)

    Schoology acts as the organizational backbone of our class. I create three weeks’ worth of content in advance and release it weekly. Students can choose which skill to focus on, IE: photography, writing or layout & design… and progress at their own pace. Some rotate through all three areas, while others dive deeper into a single focus based on their interests.

    Each skill area is scaffolded with increasing levels of difficulty. Students submit work for feedback, and their first task at the next level is always to revise and resubmit their previous work. This continuous improvement loop builds accountability and encourages mastery.

    Google Slides as a Teaching Tool

    All lessons are delivered via Google Slides. Each slide deck includes instructions, linked resources and guided tasks. Students work through the content independently, learning new skills and applying them through practice. By the end of the week, they submit their completed slide decks for review.

    Real-World Application: Yearbook Production

    Beyond skill-building, every student is also responsible for completing one real-world task each week for the actual yearbook. This might include gathering quotes, laying out pages or capturing photos. They self-assess, provide evidence of their work and submit everything through Schoology.

    The result? A classroom that thrives without constant teacher direction. Students lead, collaborate, reflect and produce. When the systems are intentional and student-centered, the learning truly runs itself.

  • Leading from a Distance: Systems That Empower Student Learning

    Creating meaningful learning opportunities for students while teaching from a different room is both complex and constantly evolving. Over time, I’ve implemented a combination of consistent systems and flexible strategies, some refined through daily use, others developed through trial and error.

    Student Leadership in Action

    Each day, the editor-in-chief of the yearbook joins me for lunch. This time serves as our planning session. We review the day’s agenda, discuss ideas and align on priorities. She then projects the day’s Google Slides presentation in the yearbook lab, opens the class and clearly communicates the learning target and expectations to her peers. Her leadership presence sets the tone and ensures continuity in my physical absence.

    Instant, Purposeful Communication

    To support real-time troubleshooting, I’ve designated a student aide, who also works with me during another period, to be the point of contact. They’re empowered to enter the room I’m teaching in or text me directly for urgent issues such as login problems or administrative questions. This streamlined approach minimizes classroom disruptions and allows quick resolution of issues without pulling me away from instruction.

    Asynchronous Dialogue Through Schoology

    To stay connected with students throughout the class period, I use discussion posts on Schoology, our learning management system. Students begin each session by posting their goals and plans for the day. I respond with feedback, encouragement and relevant resources, all without stepping foot in the classroom. This digital dialogue builds accountability while promoting student ownership.

    The Task Board: A Hub for Collaboration and Accountability

    Our most advanced and effective communication tool is a Google Slides task board. Students update it throughout the period to indicate what they’re working on, where they are in the building and any questions they have. I monitor the board remotely and respond as needed. The editor-in-chief also uses it to track attendance and support peer accountability. In addition, she leaves daily feedback on student engagement and overall productivity.

    By blending student leadership, intentional communication and thoughtfully designed digital systems, I’ve created a learning environment where students thrive, even when I’m not physically present. The key is trust, structure and empowering students to lead with confidence.

  • Understanding the Levels of Project-Based Learning (PBL)
    Scaffolding Student Ownership and Personalization

    Project-Based Learning (PBL) exists on a spectrum, from highly structured to fully student-directed. I’ve come to see three distinct levels in my practice: Project-Based Assignment, Mixed PBL and Entrepreneurial PBL. Each serves a purpose and offers varying degrees of student autonomy and personalization.

    1. Project-Based Assignment

    Teacher-Directed, Skill-Focused

    This is the most structured and teacher-controlled form of PBL. It’s task-driven, with students inserting creativity into predetermined frameworks. The teacher sets the pace, defines the learning outcomes and ensures alignment with specific standards. It’s a great entry point for teachers new to PBL or looking for targeted skill development.

    Example from My Classroom:
    In our Shark Tank unit, students chose to design a housing community, nonprofit organization or clothing line. While they had creative control over materials, branding and location, I maintained ownership of the pacing and instructional goals. I introduced standards-based skills strategically as they progressed through each task. This model allowed for personalization within a clearly defined structure.

    2. Mixed PBL

    Shared Control, Student Choice Within Boundaries

    Mixed PBL blends teacher-designed structure with student autonomy. Students begin with the same essential question or learning focus, but how they demonstrate understanding varies. The teacher frames the standards, while students determine how to apply them, often resulting in diverse and meaningful outcomes.

    Example from My Classroom:
    Using the essential question "Why do people take risks?", students explored content and developed responses based on their interpretations. While everyone addressed the same core standards, their final products (videos or presentations) differed significantly. Community members were invited to evaluate their work, adding authenticity and external feedback to the process.

    3. Entrepreneurial PBL

    Student-Driven, Deeply Personalized

    Entrepreneurial PBL is the most open-ended and student-led model. These projects often span weeks or months, allowing students to explore personally meaningful questions at their own pace. The teacher becomes a facilitator, guiding students as they connect their inquiry to academic standards.

    Example from My Classroom:
    Students each developed their own essential question to anchor their learning. One student asked, "Why do people rely on the Internet?" She created a global map analyzing Internet usage and connected her findings to social studies and data analysis standards. Each student’s path looked different, but all were rooted in rigorous thinking and self-direction.

    Final Thoughts

    Each level of PBL has value depending on your instructional goals, classroom context and student readiness. Whether you’re scaffolding early attempts at inquiry or facilitating full-blown entrepreneurial projects, the heart of PBL remains the same: creating opportunities for meaningful, student-centered learning.

  • Framing Personalized Learning Through Essential Questions

    Empowering students to develop their own essential questions (EQs), similar to thesis statements in higher education, is a powerful strategy for fostering ownership, curiosity and deeper learning. EQs serve as anchors for inquiry, helping students connect academic standards to meaningful, real-world thinking.

    Model 1: Classwide Essential Question

    In this model, all students explore the same essential question. While the content and standards remain consistent, students are encouraged to reflect and apply their learning through the shared lens of the EQ. This approach pushes thinking beyond surface-level understanding and invites application to broader, often interdisciplinary contexts.

    Example:
    Why do people take risks?
    Students might explore this question through historical analysis, scientific innovation, personal narratives or entrepreneurial projects, making space for diverse perspectives within a unified theme.

    Model 2: Individual Essential Questions

    This model allows for even greater personalization. Each student develops their own EQ based on interest, curiosity or lived experience. As they build content knowledge and skills, they apply what they’re learning to their unique line of inquiry. This approach requires the teacher to serve more as a coach and facilitator, supporting individual paths while ensuring standards are still met.

    An individual EQ gives learning purpose. It transforms isolated skills into tools for exploration and meaning-making.

    What Makes a Strong Essential Question?

    Effective EQs are open-ended, non-content specific and flexible enough to be explored through multiple lenses. They should invite curiosity, provoke thought and have no single "right" answer. A strong EQ provides space for critical thinking, creativity and authentic connection.

    Examples of High-Quality EQs:

    • Why do people move?

    • How do people pursue happiness?

    • Why do people rely on the Internet?

    • How can people be agents of change?

    • Why do people make bad choices?

    Framing instruction around essential questions, whether shared or individual, transforms learning from a checklist of tasks into a meaningful exploration of ideas. When students see purpose in their work, engagement and depth naturally follow.

  • Personalizing Rubrics for Deeper Learning

    Rubrics are often viewed as fixed tools, but they don’t have to be. In fact, personalized rubrics can empower students, deepen engagement and foster creative risk-taking. Whether designed by the teacher or co-constructed with students, flexible rubric structures create opportunities for authentic learning.

    Leaving Room for Innovation

    One simple yet powerful shift is leaving the highest performance level on a rubric intentionally blank. When students know exactly what’s required to earn a top score, they often stop there. By clearly defining grade-level expectations but leaving the “exceeding” column open-ended, students are invited to stretch themselves and take creative risks.

    Interestingly, high-achieving students often struggle with this… they’re accustomed to clear guidelines and may feel uncomfortable without a defined path. But over time, this ambiguity encourages problem-solving, innovation and deeper engagement with the task.

    The Zero-Point Rubric: Student-Driven Assessment

    For a more advanced level of personalization, I use what’s called a Zero-Point Rubric. It flips the traditional model: instead of scoring a teacher-designed task, students design their own learning experiences. The rubric works in tandem with the Depth of Knowledge (DOK) framework and encourages student ownership from the start.

    Here’s how it works:

    • Students select a standard to focus on.

    • They identify a level of rigor using the DOK wheel.

    • They draft a plan for demonstrating their learning.

    • Peers give feedback before the student finalizes the task.

    • I meet with the student to review and approve the plan.

    This approach allows students to design lessons, demonstrate mastery within a larger project or pursue personalized extensions of class content, all while staying aligned to learning goals.

    What It Looks Like in My Classroom

    In my own practice, I’ve found that about five students per class period consistently use the Zero-Point Rubric a few times a week. To support them, I provide state standards rewritten in student-friendly sixth-grade language. Many students keep printed copies in their journals and refer to them regularly.

    As they master each standard, they cross it off, creating a visible record of progress and ownership. I’ve noticed something powerful: when given the choice, students often challenge themselves more than I might have through a traditional assignment. They pursue rigor not because it’s required, but because they’re genuinely invested in their growth.

    Final Thoughts

    Personalized rubrics may require more flexibility from the teacher, but the payoff is worth it. They shift the focus from compliance to creativity, from task completion to meaningful learning. When students help define what success looks like, they become active participants in their own education and that’s when real growth happens.

  • Shifting Student Pace: A Starting Point for Personalizing Learning

    One approachable way to begin personalizing learning is by rethinking how students move through daily tasks. Instead of having every student complete the same assignment at the same time, teachers can offer structured flexibility, allowing students to choose when and how they complete tasks, while still working toward shared goals.

    This shift doesn’t require a complete overhaul of instruction or even a reliance on technology. It’s simply a change in how pacing and choice are framed.

    Structuring Flexible Pacing

    Even without a learning management system (LMS), teachers can implement pacing flexibility. For example:

    • Distribute four sequential tasks on paper, and allow students to move forward only after demonstrating understanding of each.

    • Provide five or six task options and ask students to complete any four by the end of the week.

    In both cases, the teacher maintains control over the content, sequence and standards, but students experience a greater sense of ownership by choosing the order, method or timing of their work.

    The key to success is setting clear deadlines and expectations. This model works especially well for educators looking to experiment with personalized learning while maintaining structure.

    Leveraging Technology with a Learning Management System

    When available, an LMS can make this model even more effective, especially in classrooms with diverse learners and large student numbers. With platforms like Schoology, teachers can automate pacing through folder systems and locked assignments.

    What it looks like in my classroom:
    In Schoology, I create folders with five or six standards-aligned tasks. Students must complete at least three and meet a certain performance threshold to unlock the next set of learning opportunities. This method pairs well with project-based assignments, offering choice within a guided framework.

    A Word of Caution: Don’t Get Stuck Here

    While offering flexible pacing is an important step toward personalization, it’s not the destination. Many educators begin here, thinking that giving students multiple prescribed choices equals personalized learning. But true personalization involves deeper student agency: co-creating tasks, designing learning paths and applying knowledge in authentic ways.

    Flexible pacing is a strong foundation, but the goal is to gradually release more control to students, transforming them from task completers to self-directed learners.

    Final Thoughts

    Shifting how students pace their work is a manageable entry point into personalized learning. Whether using paper-based menus or a digital LMS, giving students some autonomy in when and how they complete tasks increases engagement, ownership and independence. Just remember: this is the starting line, not the finish.

  • Designing a Classroom Environment That Works
    How small shifts can create big changes in student engagement.

    The classroom environment is one of the most powerful elements of teaching and it’s also one of the easiest to transform without overhauling your instructional practices. Regardless of content area, room layout or technology access, thoughtful design choices can make a classroom feel more welcoming, functional and student-centered before students even walk through the door.

    Start with Space: Rethinking the Teacher Desk

    One simple but impactful step is removing the teacher desk. Doing so not only frees up valuable space but also encourages educators to rethink what materials truly matter for them and their students. By streamlining your workspace, you naturally shift the focus to the students’ needs rather than the teacher’s “corner” of the room.

    Purposeful Flexible Seating

    Flexible seating isn’t about replacing desks with couches and beanbags. Every seat, surface and setup should serve a clear purpose. Students need hard, stable surfaces for writing, collaborative tables for group work and areas designed for focus. Lighting, power access and room flow should all be considered when designing these spaces.

    A few tips:

    • Avoid pushing desks and tables against walls unless they’re intentionally designed as individual workstations.

    • Prioritize visibility and movement, teachers should be able to circulate easily to observe and support students.

    • Think about outlets and charging stations. In today’s digital learning environment, easy access to power can naturally group students and support device use.

    Student-Centered Clusters

    Students often gravitate toward small groups, even when working independently. Clusters of five or six create an organic sense of focus and community. Large tables are ideal, but you can also create creative work surfaces by stacking two tables to make standing “bar-style” workstations, a quick, cost-effective hack.

    Lighting and Atmosphere

    Natural light is always the best option, but when that’s not possible, intentional lighting choices can set the tone for learning. Consider setting the mood before students arrive… dim the lights when showing a video clip or start with calm background music at a low “coffee shop” volume. (For a standard classroom, Alexa Volume 4 works perfectly.)

    Music can be a subtle but powerful tool. Keep it running in the background; students will only notice it when the room is quiet, and it can create a warm, welcoming atmosphere that mirrors the feel of a modern café.

    Flexible Seating Doesn’t Have to Mean New Furniture

    Creating a flexible classroom doesn’t require a massive budget. Use what you already have, and let student feedback guide gradual changes. When new pieces become available, swap them in thoughtfully to expand choice and function. The goal is to design a space that supports different learning needs, without sacrificing structure.

    Inside My Classroom

    My classroom design reflects both function and personality. The walls are painted in bold colors… blue, orange, red, and green… each representing one of the four state social studies standards. These colors also match the folders in our learning management system, creating visual consistency.

    A custom-built, eight-foot-long bar table (constructed by our tech class with $200 worth of wood from Home Depot) divides the room into two sections, each with a mounted smart TV. Two additional bar tables, set at different heights, allow for flexible groupings of about eight students per side.

    The lights remain off during class, with multiple lamps creating softer, more inviting lighting options. Music always plays quietly in the background, adding to a relaxed, Starbucks-like vibe. USB charging stations and accessible outlets are available throughout the room to support student devices. Much of this setup was made possible through a flexible seating grant.

    Final Thoughts

    Classroom design isn’t just about aesthetics. It’s about creating an environment where students feel comfortable, focused and empowered to learn. Even small changes, like rethinking seating arrangements or adjusting lighting, can transform the classroom experience. Start with what you have, experiment and let your space evolve with the needs of your students.

  • Crossing the River: A Metaphor for Personalized Learning

    The shift from traditional teacher-centered instruction to personalized learning is transforming how students engage with content. No longer is the teacher the sole keeper of knowledge. Instead, students are encouraged to explore, create and take ownership of their learning. While this transition may feel daunting at first, it doesn’t require an all-or-nothing leap.

    One helpful way to understand this continuum is through the “river crossing” metaphor, a framework for gauging the level of personalization in a classroom. Importantly, no level is inherently better than the others. Each has value, depending on the task, the content and the learners themselves.

    Level 1: Structured and Uniform

    Students are all given the same task: build a wooden bridge to cross the river. The objective and method are both teacher-directed, and every student completes the task in more or less the same way. This level reflects a traditional instructional model, where clarity and consistency are prioritized.

    Level 2: Structured Choice

    Here, students are still asked to cross the river, but they can choose how: a bridge, a raft or a dam. The teacher defines the task and the options, giving students some freedom within a controlled framework. This is where many educators land when beginning to personalize learning. While offering choice is a step forward, it can still feel teacher-driven when all paths are preselected.

    Level 3: Open-Ended Pathways

    At this level, the teacher simply poses the challenge: cross the river. Students determine how they'll do it, what tools, processes and pacing they’ll use. The role of the teacher shifts to that of a facilitator, offering guidance while allowing students to explore and iterate. Entrepreneurial project-based learning thrives in this space, especially when anchored by a compelling essential question.

    Level 4: Abstract and Authentic

    There’s no literal river anymore. Instead, the class explores a broader question, such as “Why do people cross divides?” Students investigate this idea through various disciplines and perspectives, connecting their work to real-world contexts. This level supports authentic inquiry and interdisciplinary thinking, allowing students to approach the learning in ways that are meaningful to them.

    Level 4.1: Fully Personalized Learning

    This is personalized learning at its fullest expression. Each student crafts their own essential question, selects the standards they aim to demonstrate and works at a pace that fits their needs. The learning is entirely student-driven, with the teacher acting as mentor and guide. It requires deep trust, thoughtful scaffolding and a classroom culture built on ownership and reflection.

    Final Thoughts

    Each level has its place. The goal isn’t to rush to Level 4.1, but to become more intentional about how and when to shift across levels depending on the needs of your students. Sometimes structure is necessary; other times, freedom unlocks deeper engagement.

    Simply asking students which level works best for them is already a step toward personalization, and a meaningful one. When we involve students in shaping their learning experience, we model the very thing we hope to teach: ownership, agency and purpose.

Classroom Layout

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Classroom Layout 〰️

  • Make Learning Fun: The Power of Themed and Dynamic Classrooms

    Students spend nearly eight hours a day at school… it should be engaging, energizing and yes, fun.

    One of the most disheartening things I hear from students is, “This is the only class I enjoy.” While I appreciate the compliment, it also reflects a missed opportunity across the many classes they attend daily. Learning doesn't have to be rigid to be rigorous. With a little creativity and intentionality, we can design experiences that students look forward to.

    Start with a Theme

    One simple way to increase engagement is to theme your classroom environment. This doesn’t require a huge budget or hours of prep. Some of the themes we've used in our co-taught space include:

    • Inside Out – In My Feelings Challenge

    • Zombie Apocalypse – Collaboration and Survival Skills

    • Shrek – Halloween-Themed Fun

    • Magical Creatures – Promoting Empathy

    • Alien Abduction – Escape Room Challenge

    • Superheroes – What It Means to Be an Upstander

    Creating a themed experience can be as simple as using bedsheets or plastic tablecloths as backdrops, hanging lightweight decorations from the ceiling with paperclips or swapping out bulbs for colored lighting. Even small adjustments like rearranging furniture can disrupt the expected and capture students’ attention before the lesson begins.

    Gamify the Learning Experience

    Two of the most popular and effective lessons we’ve run this year were based on gamified challenges:

    • Alien Escape Room:
      We dressed up as aliens, and students solved riddles in order to unlock the next clue. The challenge was timed, and the goal was to “escape” before the clock ran out.

    • Zombie Apocalypse Survival:
      Students were placed into teams, listened to mock radio broadcasts we recorded and completed tasks to gather survival supplies. Points were awarded based on decision-making and collaboration, with teams needing a minimum score to “survive.”

    These lessons weren’t just fun, they built critical thinking, teamwork and communication skills in ways traditional formats sometimes struggle to reach.

    Think Outside the Classroom

    If you can’t transform your physical classroom, change the location. I regularly take students to the library, cafeteria or even outside. It’s become part of our class culture and just that shift in environment can increase focus and enthusiasm.

    Scavenger Hunts & Skill Practice

    Gamifying learning doesn’t have to be complex. When I want yearbook students to learn new photography techniques, I turn the lesson into a scavenger hunt.

    Most recently, students searched the building for a "missing Pikachu." Along the way, they had to use their photography and journalistic skills to solve clues and capture moments, blending fun with meaningful practice.

    Final Thoughts

    Students thrive in dynamic, student-centered environments. Taking the risk to dress up, rearrange the room or step outside traditional norms can pay huge dividends in engagement and learning. It doesn’t take an elaborate budget, just a willingness to lead with creativity and put students first.

  • Designing Student-Centered Classrooms: Flexible Seating, Intentional Layouts and Device-Friendly Spaces

    For both students and educators, the physical learning environment plays a major role in how we feel and function. A space can either empower learning or trigger discomfort and anxiety. Just like adults, students thrive in environments that offer choice, where they can select their seating, adjust lighting, collaborate freely and yes, charge their devices.

    Rethinking Flexible Seating

    Early in my teaching career, I assumed flexible seating meant having the most options and the freedom to move those options around constantly. While that can be effective, it’s not necessary. In fact, fixed furniture can still support flexibility if it’s varied and intentional.

    The key is to provide:

    • Tables at multiple heights

    • Chairs with different styles and back supports

    • Surfaces that accommodate small groups (ideally 4–8 students)

    Think about your favorite coffee shop or modern workspace. Students often gravitate toward collaborative, comfortable setups that mirror these environments. If redesigning the whole room feels overwhelming, start small: remove the teacher desk. It frees up space and subtly shifts the classroom culture from teacher-centered to student-focused.

    Accessibility = Efficiency

    Classroom materials should be easy to find and use without interrupting the flow of learning. Too often, teachers act as gatekeepers to supplies, yet we expect our own service at restaurants or stores to be fast and efficient.

    To support independence, I set up one designated supply table stocked with essential tools, IE pencils, markers, tape, scissors, etc. My only rule: “Materials will be replaced when worn out. If anything is lost or taken, it’s gone for the year.” Four years in, students have consistently respected this system.

    Lighting with Purpose

    Lighting is more personal than we realize. While some students prefer bright, energized spaces, others focus better in soft, dim lighting. In my classroom, I never turn on the overhead lights. Instead, I rely on a mix of lamps with varied brightness levels, placing them throughout the room, including window-side seating for those who prefer natural light.

    Corded lamps are secured with rugs, and I also use solar or battery-powered lighting in the center of the room for flexibility. If students are constantly adjusting the lighting, turning lamps off or moving them, it’s a valuable signal to reevaluate the setup.

    Designing for Collaboration and Flow

    Most students enjoy collaboration, even if they’re still learning how to do it effectively. Round tables, by nature, encourage interaction and are always the most popular option in my classroom. I ensure that all surfaces are kept clear so students can use them as needed… whether for group discussion, brainstorming or project work.

    To support different types of learning, I use tables of varying sizes and heights to break up the space and create natural zones. This allows me to run small-group instruction in one area while others present using a smart TV or work independently in another. The goal: multiple learning styles can thrive simultaneously.

    Addressing Device Anxiety with Charging Access

    Let’s face it, device anxiety is real. Students born post-1990 feel the pressure of low battery life in ways many educators can relate to. Instead of battling phones all day, I take a proactive approach: provide more charging stations than there are students.

    This does two things:

    1. Reduces distractions by physically separating students from their phones.

    2. Improves focus, as students know their device is charging and readily available when needed.

    I stock the room with USB-C and micro-USB cords. Only a few charging stations are near working spaces, which is intentional… students can charge their phones without using them, while still charging tablets needed for classwork.

    Final Thoughts

    Redesigning your classroom can feel intimidating, but you don’t have to do everything at once. Start by observing how your current layout supports, or limits, collaboration, comfort and access. Then take small, strategic steps:

    • Use tables to create functional zones

    • Be intentional with lighting

    • Make supplies easily accessible

    • Support digital needs with thoughtful charging setups

    These four shifts have made a noticeable impact in my classroom, improving focus, encouraging independence and creating an environment where students feel both comfortable and empowered to learn.

  • Adapting Instruction for Class Size and Student Needs

    Engaging students effectively looks very different depending on class size and student demographics. I currently teach one class with 64 students and others with fewer than 20. In both cases, room design and instructional strategies must be intentionally adjusted to meet learners where they are, and to keep the environment manageable and productive.

    Large Classrooms: Structure with Flexibility

    When teaching more than 40 students, whole-group direct instruction becomes less effective, especially for younger learners. The key is to prioritize engagement for those ready to learn, while allowing space for others to participate at their own pace without disruption. I’ve found that minimizing lengthy instructions and maximizing independent work time drastically reduces behavior issues and increases productivity.

    In our largest space, the PLUS room, my student aides and I rearrange the layout to suit our needs for that block. We form an L-shaped setup with desks at the back of the room and leave the front area open for students to sit on the floor. Occasionally, we use the cafeteria for larger activities, but students consistently prefer the smaller, tech-equipped room with TV monitors and flexible floor space. The hallways also function as extensions of the classroom, providing movement and quiet space when needed.

    Student aides play a critical role here. They monitor peers, troubleshoot non-behavioral issues and help keep students on track. Empowering them fosters leadership and ensures the learning environment stays focused and supportive.

    Smaller Classes: Intentional Grouping

    Ironically, smaller class sizes can present different challenges. In rooms with fewer than 20 students, those who tend to disrupt have fewer places to hide and their behaviors can affect the entire group more noticeably.

    To manage this, I arrange all furniture along one wall, leaving only enough chairs and tables for the number of students in that class. This creates “assigned” seats without actually assigning them. Students naturally form small groups, and I strategically avoid creating seating clusters large enough for disruptive students to group together. If I have four high-energy students, I ensure that no section of the room can seat all four at once. This encourages separation without confrontation.

    Be Ready for the Unexpected

    One of the best management tools, regardless of class size, is having a secondary assignment prepared. Whether it's a math challenge, a writing extension or a creative task tied loosely to the day’s objective, a backup assignment keeps fast finishers engaged and offers disengaged students a productive alternative.

    I also use a buddy classroom system. If a student needs a break, I provide them with the secondary task and let them complete it in the hallway or in a neighboring teacher’s room. This approach preserves classroom flow and gives the student a reset, without relying on punitive measures like office referrals, which rarely address the root cause of the behavior.

    Final Thoughts

    Teaching a class of 64 requires different strategies than teaching a class of 16, but both demand thoughtful design, flexibility and proactive planning. Room layout, student grouping, classroom helpers and backup activities all play a role in creating a responsive environment where all students can succeed.

    Ultimately, the goal is the same: create a space where students feel supported, challenged and seen, no matter how many chairs are filled.

Advisory

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Advisory 〰️

  • Using Advisory to Build Schoolwide Culture and Consistency

    Many schools use advisory periods to support students beyond academics, and in our building, advisory has become a powerful tool for promoting schoolwide norms, expectations and community. This 25-minute block, held at the start of each day, provides time for students to check grades, conference with their teacher, set and reflect on goals, participate in service-oriented tasks and engage with information that applies across the entire school.

    Our Advisory House System

    I serve as the Advisory Coordinator, developing weekly plans and guiding our advisory program in alignment with our building goals. Our advisory structure is organized into five themed houses:

    • House of the Flying Panda Dragon

    • Hippogryph

    • Blue Jay

    • Phoenix

    • P-Terodactyl

    In keeping with our Thunderbird mascot, each house features a winged creature. These houses, and their logos, were originally developed by students in 2017, creating immediate buy-in and lasting school identity. Each teacher with an advisory class loops with their students for three years, strengthening relationships and continuity over time.

    Monthly Themes & Weekly Structure

    Each month centers around a unifying theme, and I distribute a weekly slide deck to all house leads. These leads then share the content with their advisory teachers, ensuring that every student and staff member is aligned in messaging, expectations and upcoming events. This structure not only supports schoolwide consistency but also streamlines communication and promotes shared experiences across grades and classrooms.

    Why It Works: Advisory as a Norming Tool

    For advisory to serve as a hub for school culture, it must be deeply connected to the pulse of the building. Whoever leads the program should maintain strong communication across all departments and roles. In my case, I also manage the yearbook program, serve as assistant athletic director and oversee aspects of building appearance. These roles help me stay informed in real-time about what’s happening throughout the school and ensure advisory is relevant and responsive.

    Once routines are in place, they can be easily adapted and improved, because students and staff are familiar with the system. For example:

    • House competitions are held on the last Friday of each month.

    • Students regularly use organizational tools to check their grades.

    • They are expected to upload artifacts to their digital portfolios, reinforcing accountability and reflection.

    Even staff members without advisory classes benefit from the weekly slides, as they stay informed on the broader school community and can support students accordingly.

    Resources for Starting Your Own System

    There’s no one-size-fits-all approach to school norming. For us, advisory has become the most effective means of unifying expectations and building community. If you're looking to start a similar program, Kayla Dessert of sweetestteacher.com offers a helpful Advisory House System Guide that can be purchased as a foundational resource.

Technology

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Technology 〰️

    • If an educator thinks they need to run the work through a detector, then they asked the wrong question...

    • Every educator is responsible for incorporating reading, writing, and math... why not include technology...

    • chatGPT should be leveraged, not avoided... IE creating a monthly diet for a PE course, then following it...

    • chatGPT is an equitable tutor...

    • Analysis and creativity are different... how can AI help with both...

    • We need to treat AI like a math teacher does a calculator... as long as one shows their work and explains their process...

Blogs

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Blogs 〰️

  • A multitude of experiences have brought me to this point, one where I feel, without a shadow of a doubt, that I am ready to serve a more diverse community. When I pause to reflect, I realize that my confidence does not come from simply knowing more. It comes from embracing a sense of calm, an understanding of who I am as a leader and how I show up each day.

    Recently, a student asked why I always remind kids to take off their headphones. I responded, “Good habits are good to keep, and bad habits are hard to break.” In that simple exchange, I had a quiet moment of clarity, an “aha” that reaffirmed my readiness. One conversation alone does not create systemic change, but it is in these small, consistent moments, layered over time, that real and lasting impact is built.

    Throughout my journey, I have been fortunate to engage in meaningful leadership experiences. I have completed two district-level leadership cohorts in DCSD, supported PLCs through the lens of an instructional leader and served as an athletic director during a historic 35–0 eighth-grade basketball season, an accomplishment that, to my knowledge, was a first for our district. Beyond titles and achievements, I have partnered with community members and counselors, and most importantly, built authentic relationships with students. The sheer number of handshakes (and styles) I exchange each day is a reflection of those connections and the culture I strive to create.

    As this year draws to a close, I remain committed to growth. I continue to pour myself into professional literature and intentionally seek out diverse experiences. I have had the opportunity to interview with district leaders across the state, and if I am fortunate enough to step into a new role, I will do so with both humility and readiness. And if my path keeps me at Ranch View for another year, I am equally confident in my ability to continue building a place that feels like family.

  • A few months into my new leadership role at Ranch View Middle School, I can honestly say the experience has been nothing short of amazing. I’ve had the privilege of working alongside some of the most creative and innovative educators, and each day has been filled with opportunities to learn, connect and grow.

    Naturally, this transition has also sparked a period of reflection, particularly on how I approach people and situations in my role. As part of this process, I revisited my Emergenetics profile, this time intentionally responding from the perspective of my work and leadership practices.

    One of the most encouraging takeaways has been seeing how much I’ve grown in the past three years, especially in my ability to connect with and relate to others. While I still find myself drained at times from holding back my own ideas, I’ve discovered a renewed sense of energy in supporting others as they chart their own paths. This shift has reinforced for me the value of adapting to each person and circumstance with openness, curiosity and respect, while still contributing my own energetic flair when the moment calls for it.

    I’m grateful for the ways this role is stretching me as both a leader and a learner, and I’m already looking forward to revisiting this self-assessment the next time I step into a new leadership chapter.

  • Over the past few years, I’ve immersed myself in deep learning, through leadership, life experiences and literature. In that time, I haven’t paused long enough to reflect on how these insights have shaped my leadership style and professional growth. While I haven't read an education-specific book in nearly five years, my reading, and more recently, audiobook consumption, has centered on history, biography, self-help and leadership. These genres continue to sharpen my perspective and inform my approach as I navigate leadership challenges and opportunities.

    Now, midway through my third year in a formal leadership role, I feel compelled to share what I’ve learned, how I’ve grown and how I’m beginning to re-engage with educational texts and frameworks with renewed purpose.

    As I approach the end of my 11th year in education, I’m reminded of the wise counsel I received from Dr. Bryant Shaw: “The best way to know what is and isn’t working is to remove yourself from the system.” His mentorship over the past two years has been transformative, and I still seek his insight today. A recent conversation with him at Casey Middle School reignited a sense of clarity and purpose… energy I’ve been channeling into these final months at Kearney Middle School.

    Kearney holds personal significance. My father walked its halls in 1962. Over the past year, we’ve led major systems work to support students and staff during a time of great change. With the December announcement that KMS will close next year, the news brought uncertainty, a reduction in leadership roles and a wave of mixed emotions: urgency colliding with a sense of finality.

    From a broader perspective, the impact of our work has been measurable and meaningful. Key areas of growth include:

    • Strengthened Professional Learning Communities (PLCs)

    • Improved school-wide transitions and communication

    • Clear, consistent behavioral norms during lunch and non-instructional time

    • Significant reduction in disciplinary incidents and more intentional tracking systems

    • Implementation of an advisory house system to build community

    • Weekly communication through staff and family letters

    • Teacher-led walkthroughs tied to instructional focus

    • Shift toward standards-based instruction

    There are also systems that continue to challenge me and spark ongoing reflection:

    • Our use of Google Chat for real-time staff communication

    • The balance between learner-centered and teacher-directed classrooms

    • Building a culture of reflection and self-awareness

    • Shifting from deficit-based to asset-based thinking

    • Fostering true ownership and agency across the community

    As I look ahead, I remain committed to capturing and applying what these experiences have taught me through reading, reflection and continued leadership. Writing is part of that journey. Thank you for reading, and for being part of the conversation.n

  • "If you need a presentation, you do not know what you are talking about." — Steve Jobs

    After spending the summer diving into The Infinite Game by Simon Sinek and Think Again by Adam Grant, I returned to school in 2023 with a completely new perspective, starting with my office. I cleared the walls of generic artwork, removed the 55-inch television and reimagined the space with intention. With help from our custodian, I mounted a dry erase board. I added four chairs around a round table, and aside from a small corner for charging my laptop, the room became a blank canvas.

    Why the shift?

    Because every situation involving people is unique and requires a flexible, human-centered approach. Whether I'm supporting peer mediation, collaborating with teachers or brainstorming solutions to challenges that don’t yet exist, one tool remains constant: the dry erase board.

    It’s a shared visual space where thinking becomes visible. It helps generate lists, sort ideas, track goals and adapt on the fly. Whether it's the large wall-mounted board or the smaller tabletop and lap versions I use daily, these simple surfaces have transformed the way I problem-solve in real time and in real collaboration.

    I’ve seen the impact firsthand. Students have used dry erase spaces to navigate social challenges, build their own behavior plans, reflect on goals and much more. There’s a certain magic in seeing ideas take shape as they’re spoken, sketched and revised right in front of you.

    So here’s my challenge to you: for your next professional development session or lesson, ditch the slides. Instead, hand out dry erase boards, markers and trust in human ingenuity. You’ll be surprised by what happens when thinking is made visible.

  • Rethinking Rigor: Are We Penalizing Students for the Wrong Skills?

    A few weeks ago, while lesson planning in the library, I overheard a conversation between two teachers that stopped me in my tracks.

    "It's ridiculous how long it takes them to type. And then I have to give them a bad grade because they can't type."

    That comment stuck with me. I let it sit for a few days, and I even lost sleep over it. Not because students struggle with typing, but because of what that struggle is being used to justify.

    Let’s be honest: where in our state standards does it say, “Students must type”? It doesn’t. Yet typing, and many other peripheral skills, are quietly becoming gatekeepers to academic success. When we hold students accountable for skills that aren’t tied directly to learning objectives, we risk missing the point entirely.

    Typing is just one example. Whether a student types a sentence, handwrites it or speaks it aloud and records it, the question should be the same: Does this demonstrate mastery of the standard?

    When we confuse the method with the mastery, we place unnecessary barriers in front of students. We grade their typing speed instead of their understanding. We assess their familiarity with tools rather than their grasp of concepts.

    Imagine judging an adult’s driving skills based solely on their ability to operate a manual transmission, when they’ve only ever driven automatics. It’s an outdated expectation that fails to reflect the reality of the world they live in.

    Let’s extend that same empathy to our students. Let’s focus less on how they show what they know, and more on what they’re actually learning.

  • The Disconnect: When Forward-Thinking Teaching Meets Traditional Systems

    As I progress in my career, I find myself exploring new opportunities with increasing curiosity. Whenever a job is posted, I can't help but wonder: Is the grass greener on the other side?

    This curiosity has led me to interview across a range of districts. Some offers have come through, but I haven’t always accepted. Others have gone another direction. Often, the feedback sounds like this:
    "We love your ideas, but we're choosing someone who’s a better fit for the team."
    Or more recently:
    "We’re planning to implement some of your strategies, but we’ve decided to hire someone with more experience."

    It’s an odd feeling, hearing your ideas praised, only to see them implemented by someone else. Clearly, these decisions aren’t questioning my ability to work collaboratively. But they have made me reflect: Am I selling the right vision, but explaining it in the wrong way?

    One interview crystallized this for me. Afterward, an assistant principal candidly said:
    "I'll be honest, David. I didn’t understand half of what you were saying."

    At first, I was disappointed. Time and again, I was receiving compliments but being passed over. But that moment sparked deeper reflection:

    1. When I graduated from the University of Northern Colorado with a degree in history and a teaching license, I was already immersed in project-based and personalized learning. My instructional foundation was built on student-centered practices and it has only evolved further since then.

    2. Many administrators on hiring panels likely earned their principal licenses and master's degrees before I even began teaching. We are, in some cases, speaking entirely different pedagogical languages.

    I’m a constructive educator. I encourage students to think critically, engage deeply and interact with learning in ways they may have never experienced before. I love what I do, and I believe strongly in the power of transformative education. But lately, I’ve started to wonder: Is my approach too much? Do I need to scale back my language or delivery when talking to others in the profession?

    That reflection took me back to my student teaching days.

    A Tale of Two Lessons

    In one memorable lesson, I had my 10th grade social studies students partner up, grab some Play-Doh and build interactive maps of Allied and Axis powers during World War II. Afterward, they added an analytical component and rotated around the room in a museum-style gallery walk. The class concluded with students writing a CER (Claim-Evidence-Reasoning) about the impacts of WWII on Europe.

    Engagement was high. Learning was visible. It was, by most measures, a success.

    But the feedback?
    "I saw a lot of what the students were doing... but I didn’t see you teach anything."

    That moment stuck with me. It made me question everything I thought I knew about teaching.

    A few weeks later, my academic advisor from UNC returned for another observation. She had the demeanor of a Dolores Umbridge type—rigid, traditional and unimpressed by anything outside the norm. Determined to meet her expectations, I played it safe.

    I greeted students at the door, passed out an article and lined paper, and projected the text using an overhead projector, yes, the old-school kind. We read together, underlined key phrases and walked through the CER writing process. I called on students. They responded. Everyone finished with a completed CER.

    And this time? She loved it.

    But I knew I had abandoned what I believed in. I had sacrificed the very principles I had spent years studying, all for a checkbox observation and validation from someone who couldn’t see the shift happening in education.

    Bridging the Gap

    What I’ve come to realize is this: there’s a significant disconnect between innovative educators and the systems meant to support them. I’m not referring to average teachers. I’m talking about those who are empowering learners, thriving through challenges and pushing the boundaries of traditional education.

    So I ask:

    • Should we dilute transformational pedagogy to make it more palatable?

    • Should we avoid topics that challenge outdated norms, simply because they’re misunderstood?

    • Are we, in our pursuit of something better, unintentionally intimidating others?

    Maybe. Maybe not. But if nothing else, I’ve collected some memorable stories.

    And in every interview, or even just over coffee, I now have a great question to close the conversation:

    "So... which version of David Popp would you want teaching your kids?"

  • Rethinking Meetings: Shifting the Focus from Students to Practice

    Educators are constantly pulled in multiple directions and nowhere is this more evident than in meetings. Often seen as another task added to an already full plate, meetings can feel like obligations rather than opportunities for growth.

    But what if the issue isn't the meeting itself, but the way we approach it? What if the transformation begins with a simple philosophical shift?

    Too often, meetings center on student deficits:
    "This student is never on time."
    "That student reads far below grade level."
    "As a team, we need to target three students..." an arbitrary number with no clear rationale.

    This deficit-based mindset fosters frustration and burnout. But as Dr. Alfred Lanning famously stated in I, Robot: "You must ask the right questions."

    What if we reframed the conversation? What if the focus moved from what students are or aren’t doing, to what teachers are doing to improve their craft?

    This shift redirects the narrative from blame to growth. Educators become active participants in refining their practice, engaging in authentic collaboration and exploring creative solutions, not just to help individual students, but to elevate the entire learning environment.

    This concept parallels Billy Beane’s approach as executive of the Oakland Athletics. With one of the smallest budgets in professional sports, Beane built competitive teams through data-driven decisions, creativity and a focus on long-term development. While his methods may not have delivered a World Series win, he once quipped, "My shit doesn’t work in the playoffs,” his organization has consistently outperformed expectations by building a culture of continuous improvement.

    In education, we often treat standardized testing like the World Series. We plan, stress and obsess over results. But maybe it’s time to adopt Beane’s mindset: we're not preparing students for one test, we’re preparing them for the majors. For life.

    That means developing well-rounded learners who can think critically, collaborate and adapt. It means focusing on everyday practice. Just as professional athletes train daily, students need consistent opportunities to learn and grow. And teachers need spaces, like meetings, not to dwell on deficits, but to refine their own “game.”

    If we spend our time in meetings trying to fit square pegs into round holes, we miss the bigger picture. But if we invest that time in growing our own skills and supporting one another, we create a team where everyone has a shot at making it to the majors.