Let’s explore the underlying mechanics of anger, dissect how self-talk dictates our emotional state, and master practical techniques to keep your power during high-tension conflicts.

• Identify the distinct physiological and psychological stages of the Anger Reaction Ladder.
• Differentiate between the four primary modes of expressing anger and evaluate their long-term consequences.
• Construct authentic, non-defensive “I” statements that express primary emotions without escalating conflict.
• Apply thought-stopping and verbal de-escalation techniques to maintain cognitive control in stressful situations.

The Mechanics of Anger: Triggers, Physiology, and the Anger Ladder

To master anger, we must first demystify how it operates inside our minds and bodies. Anger rarely erupts out of nowhere; it follows a predictable sequence known as the Anger Reaction Ladder.

The Anger Reaction Ladder

1. Triggering Event: An external situation or action occurs (e.g., someone interrupts you or makes a sarcastic comment).
2. Perceived Threat: Your mind interprets the event as a threat to your dignity, boundaries, or safety.
3. Physical Reaction: Your autonomic nervous system kicks in. Hormones like adrenaline and noradrenaline flood your system, causing your heart rate to spike, breathing to shallow, and muscle tension to rise.
4. Negative Self-Talk: Internal monologue begins fueling the fire (e.g., “They can’t disrespect me like that!”).
5. Primary Emotion: Underlying feelings such as hurt, fear, embarrassment, or feeling overwhelmed rise to the surface.
6. Anger Reaction: Anger manifests as a secondary emotion, acting as a defensive shield over the vulnerable primary emotion.
7. Hindsight: The aftermath where you reflect on the choices made as well as the consequences, both positive and negative, of that choice.

Primary vs. Secondary Emotions

Anger is a primary emotion when it is an immediate, instinctual response to a direct physical threat, a violation of one’s boundaries, or an immediate injustice.

It’s a secondary emotion when it acts as a protective shield or reaction to an earlier, more vulnerable feeling like hurt, fear, or sadness, for example. There’s still a triggering event, however, it’s pulling up pent up primary emotions that are often repressed until a triggering event.  It is vital to recognize that anger is more often a secondary emotion. Think of anger as smoke; the fire burning underneath is usually a primary emotion like feeling hurt, neglected, or scared. When we focus solely on the anger, we address the smoke while ignoring the flame.

Ownership: Triggers vs. Causes

A core principle of emotional empowerment is that no one can MAKE you angry. People or events can only trigger your anger. You hold full ownership and responsibility for how you process that trigger and choose to respond.

The Four Expressions of Anger and Retaining Your Power

When anger is triggered, people generally resort to one of four distinct behavioral styles. Understanding these styles helps us evaluate whether our responses build personal strength or undermine our future goals.

The Four Styles of Anger Expression

• Stuffing It: Suppressing feelings, denying anything happened, or saying “it doesn’t matter” while secretly feeling bad or humiliated inside.
• Escalating It: Feeding negative self-talk, casting blame, seeking revenge, yelling, or resorting to physical violence.
• Handling It Indirectly: Expressing anger through backdoor channels…gossiping behind someone’s back, using passive-aggressive sarcasm, or quiet sabotage.
• Handling It Directly: Speaking assertively, telling the other person clearly and calmly what upset you, and taking personal responsibility without making threats.

How We Give Away Our Power

When we react impulsively or defensively, we act like a puppet on a string, allowing someone else to pull our emotional levers. We surrender our power in three primary ways:

1. Through Blame: Believing someone else is responsible for our feelings (“You made me furious!”). Blame hands total control of your emotional state to the other person.
2. Through Unrealistic Expectations: Becoming enraged when others fail to meet our unspoken rules or expectations.
3. Through Trying to Change Others: Basing our happiness or peace of mind on whether another person changes their behavior.

Mastering Assertiveness: Crafting Authentic ‘I’ Statements

Communicating assertively allows you to stand up for yourself without escalating conflict. The most effective tool for assertive communication is the structured “I” Statement.

The Four-Part “I” Statement Formula

When learning to communicate assertively, follow this formula:

1. I feel… (Name a primary emotion: e.g., hurt, disrespected, overwhelmed, neglected)
2. When… (State the specific, objective behavior or event without judgment)
3. Because… (Explain why the behavior impacts or upsets you)
4. And I would like / appreciate… (State clearly what you want to happen or change)

Example: “I feel disrespected when you interrupt me while I’m presenting, because it makes me lose my focus, and I would appreciate it if you let me finish before commenting.”

Common Pitfalls to Avoid

• Disguised “You” Statements: Avoid starting with “I feel that you…” or “I feel like you…”. These phrases are aggressive criticisms in disguise and will immediately provoke defensiveness.
• Using Anger Words: Try to avoid using the word angry or slang equivalents in your “I” statement. Expressing primary feelings like overwhelmed or ignored invites empathy, whereas stating “I am angry” causes the listener to shut down.

The Power of Asking Questions

Remember this tactical rule in verbal exchanges: The person who asks the question keeps the power. Instead of defending yourself when attacked, ask calm, probing questions such as “Why does that bother you?” or “What makes you say that?”

Emotional Regulation: Thought-Stopping and De-Escalation Tactics

When anger begins to surge, obsessive negative self-talk often acts as fuel on the fire. To interrupt this runaway cycle, you must employ active cognitive control strategies like Thought-Stopping.

The 4-Step Thought-Stopping Technique

1. Become Aware: Catch yourself obsessing over a conflict or playing violent scenarios repeatedly in your head.
2. Stop and Think: Pause immediately and act as a neutral “thought detective.”
3. Interrupt the Thought: Deliberately distract your brain. Whisper or firmly think “STOP! I am keeping my power!”, snap an elastic band gently on your wrist, or visualize a bright red stop sign.
4. Substitute Positive Self-Talk: Replace the obsessive thought with constructive phrases such as:
   • “I can handle this!”
   • “My time and energy are worth more than this!”
   • “Fighting isn’t worth the price I will pay.”

Throwing a Curveball: Unexpected Verbal Responses

When confronted with deliberate teasing, taunting, or intimidation, trick the instigator by doing the unexpected (throwing a curveball):

• Smile and nod calmly.
• Agree with part of the statement (e.g., Instigator: “You have a chip on your shoulder cause you’re short!” -> You: “Yes, I am short.”).
• Pretend it’s a compliment and reply “Thanks for noticing!”
• Call a time-out and walk away with your head held high, shoulders back, and eyes forward.

Summary

Mastering anger is not about suppressing your emotions or pretending nothing hurts; it is about taking full ownership of your reactions so that no one else can dictate your state of mind.

Key Takeaways

• Anger is Secondary: Anger is a secondary emotion shielding primary feelings like hurt, fear, or feeling disrespected.
• Triggers vs. Causes: Other people’s actions are merely triggers; you choose your internal state and response.
• Power Retention: Blame, unrealistic expectations, and attempting to force others to change surrenders your personal power.
• Assertive Formula: Effective “I” statements express primary emotions and clear requests without attacking the listener.
• Cognitive Control: Thought-stopping techniques and curveball tactics disarm conflict before it escalates into violence or regret.

Frequently Asked Questions

What are effective anger management techniques?

Effective anger management techniques include identifying triggers, recognizing physical warning signs, interrupting negative self-talk, using calming or thought-stopping strategies, and choosing an assertive response instead of reacting impulsively. The goal is not to suppress anger but to slow the reaction long enough to make a deliberate choice.

How can “I” statements help de-escalate conflict?

“I” statements help communicate concerns without immediately blaming or attacking the other person. A useful structure is to identify how you feel, describe the specific behavior or event, explain why it affects you, and clearly state what you would like to happen next. This can reduce defensiveness and keep the conversation focused on resolution.

What can I do when anger starts escalating quickly?

When anger begins to escalate, first notice the physical and mental warning signs. Pause, interrupt the negative self-talk, use a thought-stopping phrase, and replace the escalating thought with a calmer, more constructive one. Walking away temporarily, asking a neutral question, or using a brief de-escalation technique can also help you regain control before responding.

Source: Adapted from Transforming Anger to Personal Power, Susan Fitzell, Cogent Catalyst Publications, 2019

Educators:

This video offers advice on dealing with student anger.

CLICK HERE to discover more about Susan’s Anger Management work!. Bring Susan to your organization!

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Teach students the difference between primary and secondary emotions

A primary emotion is what we feel first, such as fear, sadness, joy, and acceptance. Explain to students that anger is a secondary emotion. It is an emotion that evolves from what we feel first. Help teens to identify the primary emotion underlying their anger, so they can more clearly express their feelings. Explain that if they say they feel pressured, left-out, or sad, as opposed to saying they feel angry, it is much clearer what their unmet emotional need is and what would help them to feel better.

Help students recognize physical manifestations of anger

When someone is in a conflict, his or her amygdala, the brain’s emotional alarm system, scans the situation for potential danger. If the situation registers as dangerous, a distress signal is sent out to the entire brain. This, in turn, triggers a cascade of physiological responses including faster heart rate, mobilized muscles, and the release of “fight or flight” hormones (adrenaline and noradrenaline). Brain studies suggest that the moment a person becomes self-aware of escalating emotions, they activate the pre-frontal lobes. This activation reduces stress hormones and allows a state of calm to return. Therefore, it is important to help teens to notice changes that happen in their body. Then they can investigate the thoughts feeding the stress and change their self-talk to be more constructive.

Teach students positive self-talk

Positive self-talk can be used by teens to help decrease their feelings of anger and choose how to react in a conflict. One anger management strategy is to have teens employ positive self-talk when they notice their body is in a “fight or flight” state. Do not, however, confuse positive inner dialogue with positive thinking, happy affirmations, or self-delusions. Using logical, accurate self-talk means recognizing one’s personal shortcomings. It also means putting them in perspective and defining a do-able plan of action. To demonstrate the appropriate use of self-talk, role-play one person (A) putting down another person (B). After being insulted, person B shares his or her best positive self-talk. For example: “She must be having a bad day,” “I can handle this,” and “It’s not worth the price to fight.”

Help students to own their emotions

It is important for teens to remember that no one can “make” them mad. They not only have the right to feel, but they are also fully responsible for those feelings and the way they handle them. Teach students that no one can put feelings inside of them. People can only trigger their anger. They choose how they feel. Reinforce the concept that, in choosing, they are empowered and, when they don’t choose and don’t own their emotions, they are giving away their power.

Teach students to keep their power:

There are three ways that teens can give away their power in a conflict:

1. By blaming others
2. Expecting other to behave a certain way
3. Believing that they can change someone else

When they blame someone else for their anger, they are saying that person is responsible for their anger, and therefore they give away their power to someone else.

Help teens to understand that their expectations are their choice. If they set expectations for another person and become angry when that person doesn’t meet their expectations, they give away their power. Teach them that if they base their happiness on whether someone will change, they give that person the power over their emotions. The other person can control their emotions simply by changing or not changing.

Teaching anger management for teens is a process. These five strategies will help you start making progress with your students. For more on anger management for teens, take a look at my anger management curriculum, Transforming Anger to Personal Power.

Click HERE for more information on Susan Fitzell’s Anger Management Curriculum for Teens!

The post Anger Management for Teens – Five Ways to Help Students Deal With Anger Constructively appeared first on Susan Fitzell.

Before any real learning can happen, students must feel emotionally safe. They need to know they are seen, valued, and part of something bigger than themselves. That is why the foundation of classroom culture is not content, curriculum, or pacing guides. It is connection.

Too often, we rush into instruction without first making space for students to belong. In today’s classrooms, where students bring a wide range of experiences, stressors, and identities, a supportive environment is not a luxury. It is a requirement for learning.

Building a positive classroom culture is not about fluff or feel-good extras. It is about giving students a solid foundation so they can take risks, explore ideas, and truly engage.

The School House Model: A Legacy of Connection

One of the most powerful frameworks I use to support classroom culture comes from my late mentor of over 30 years, Fritz Bell. Fritz was a brilliant educator who deeply understood the human side of teaching. He created what he called the School House Model, and it remains one of the most impactful tools I share with educators today.

The model is built on three foundational pillars: Community, Connection, and Cooperation. These are not just buzzwords. They are the building blocks of classrooms where every student feels safe, valued, and ready to learn.

When we lead with these principles, we create a classroom culture that supports all learners, especially those who may have felt excluded or unseen in the past.

Community: Everyone Belongs Here

Building community starts with routines and rituals that say, “You belong.” Use morning meetings, daily check-ins, or end-of-day reflections. These quick, intentional moments help create a shared identity in the classroom.

For students who identify as Caregivers—one of the five motivational identities I teach in my trainings—this sense of emotional connection is especially important. Caregivers thrive when classrooms foster kindness, support, and inclusion.

Simple actions like greeting students by name, celebrating milestones, or using shared language for values can make a big difference.

Connection: Relationships Fuel Learning

Students will not engage deeply if they feel disconnected. Build relationships intentionally through:

• Informal conversations
• Student interest surveys
• Personal feedback on assignments
• Partner activities with rotating groups

Even small moments of connection can build trust. When students believe their teacher knows them and cares, they show up differently. Their effort increases. Their behavior improves. Their risk-taking grows.

Cooperation: Create Structures for Peer Support

Classroom culture is not just about the teacher-to-student relationship. It also includes how students relate to each other. Cooperative learning, when structured thoughtfully, helps students develop empathy, communication, and problem-solving skills.

Try:

• Peer tutoring
• Buddy systems for new routines
• Group tasks that assign clear roles
• Shared goal tracking

These practices teach students to support one another, which increases confidence and reduces isolation—especially for struggling learners.

Discipline as Reflection, Not Punishment

When a student struggles with behavior, we often react quickly with consequences. But true growth comes from reflection, not shame. Rethink discipline by integrating:

• Cool-down corners
• Think sheets
• Restorative conversations
• Reentry plans after time away

These strategies send the message, “You are still part of this community,” even when mistakes happen. That is how we teach accountability while preserving dignity.

Trust Is the Real Classroom Management Plan

You can have the best lesson plan in the world, but if students do not feel safe and connected, it will not matter. Classroom culture sets the stage for everything else. When students feel trust, they take academic risks. When they feel seen, they participate. When they feel supported, they persist.

This is the invisible work that leads to visible learning.

Let’s Build Safe, Connected Classrooms Together

Want to create stronger connections in your school or district? Let’s work together to build classroom culture from the inside out.

Frequently Asked Questions

Why is positive classroom culture important for student learning?

A positive classroom culture helps students feel safe, valued, and connected. When students trust their teacher and feel that they belong, they are more willing to participate, take academic risks, ask questions, and persist when learning becomes difficult.

How can teachers create an emotionally safe classroom?

Teachers can create an emotionally safe classroom by building predictable routines, greeting students by name, creating opportunities for connection, using restorative conversations, and responding to mistakes without humiliation or shame. Community, connection, and cooperation help students understand that they remain valued members of the classroom even when challenges occur.

What classroom culture strategies help struggling learners?

Struggling learners benefit from classroom cultures that emphasize belonging, supportive relationships, peer cooperation, and dignity. Strategies such as daily check-ins, peer tutoring, structured group roles, cool-down spaces, think sheets, and reentry conversations can help reduce isolation while giving students the confidence to stay engaged in learning.

Call to Action

🎓 Schedule a keynote or team session with Susan Fitzell
🧰 Or explore the tools in Special Needs in the General Classroom for practical, relationship-based strategies

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!. Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

The post How to Build a Positive Classroom Culture Where Students Feel Safe to Learn appeared first on Susan Fitzell.

When we talk about student success, it’s easy to fall into a trap: defining learners by their deficits. But what if the real issue isn’t the learner, it’s the label? What if our system, and the expectations that come with it, are limiting the very students we’re trying to help?

As an educator, consultant, and parent of a child with learning differences, I’ve seen firsthand that when we shift how we view student potential, and provide differentiated instruction, everything changes. It’s not about doing more; it’s about doing different. And it’s not just for “special ed” or struggling learners, these strategies are good for all students, and critical for different learners.

From Labels to Learners: Changing the Narrative

Early in my teaching career, I noticed something troubling. Many of the students identified as “special needs” weren’t struggling because they lacked ability, they were struggling because traditional teaching methods didn’t match their learning preferences. Too often, we were teaching to one type of learner: those that have excellent language based and auditory memory skills. Everyone else was left behind.

My son has Central Auditory Processing Disorder as well as a form of dyslexia. I was told more than once in his school life that he did not belong in honors classes, that he was an overachiever and shouldn’t be where he is; and one teacher went as far as to say that if he continued to push himself so hard to achieve beyond his ability level that he may end up in a mental institution. But with strategic interventions, vision therapy, immersive summer programs, academic coaching, he graduated with a degree in mechanical engineering and now works as a design engineer.

So, I have a mother’s perspective of how students are often limited because of teacher expectations versus their own motivation. His story isn’t unique. It’s a testament to what’s possible when we stop limiting students with labels and start believing in their ability to thrive.

The Power of Personalized Learning

Personalized learning requires a mindset and a methodology that enables all students to succeed in the same classroom. It doesn’t mean watering down the content. It means varying how we teach, what we ask students to do, and how we assess them, based on their readiness levels, interests, and learning profiles. Most importantly, it requires students to learn how they learn.

Here’s what personalized learning looks like in practice:

• Offering Choice: Let students choose the order of tasks or how they demonstrate learning. This builds ownership and motivation.
• Teaching Strengths: Incorporate visual, auditory, kinesthetic, and interpersonal elements into your lessons. When we teach using graphic organizers, color-coding, and movement activities, we engage more learners and accelerate growth.
• Flexible Grouping: Mix students based on skill, interest, or learning style. This fosters peer learning and helps everyone find a place to shine.
• Formative Assessment & Feedback: Use check-ins and exit cards to adjust instruction in real-time, ensuring no one gets left behind.

Personalized learning doesn’t mean crafting twenty different lesson plans for twenty students. It’s about using thoughtful strategies that connect with a wide range of learners all at once.

Empower Through Self-Regulation

One of the biggest game changers for struggling learners is teaching them how to self-regulate, not just behavior, but their own learning.

Self-regulated learners:

• Set clear goals (both academic and process-based)
• Use strategies to manage time and monitor progress
• Reflect on what works and adjust accordingly

This kind of autonomy is what moves a student from struggling to thriving. And yes, it takes time, but the payoff is massive.

Start with simple strategies:

• Rehearsal (mnemonics, acronyms, rhymes)
• Elaboration (make it real, personal, and connected to prior knowledge)
• Organization (color-coded notes, visual roadmaps, and chunking information)

These are not just tools. They’re lifelines.

Let’s Stop Underestimating Kids

Before inclusion became the norm, I taught self-contained special education classes. We dumbed down the curriculum because we didn’t know better. I was doing the right thing, giving students something they could handle.

But I was wrong.

Once we integrated students with learning differences into general education classrooms, something incredible happened: They rose to the occasion. With proper support and high expectations, they learned more than we ever thought possible.

Students don’t need less. They need more opportunity, more belief, and more access to quality instruction.

Conclusion: Every Student Can Learn

What I’ve learned after decades of teaching, parenting, and consulting is this: Struggling learners don’t need to be fixed. They need to be understood. When we teach with intention and differentiate with purpose, we open the door to success for every child in the room.

Our job as educators is to believe in our students, even when they don’t believe in themselves yet. Especially then.

Let’s stop labeling students by what they can’t do. Let’s start teaching them in ways that let them show what they can do.

Frequently Asked Questions

How does differentiated instruction help struggling learners?

Differentiated instruction helps struggling learners by giving them multiple ways to access content, practice skills, and demonstrate what they know. Strategies such as student choice, flexible grouping, visual supports, movement, and formative assessment allow teachers to respond to different readiness levels and learning needs without lowering expectations.

What strategies can teachers use to help struggling students succeed?

Teachers can support struggling students with personalized learning strategies such as flexible grouping, graphic organizers, color coding, movement, exit cards, mnemonics, and opportunities for student choice. Teaching students how to organize information, monitor their progress, and identify the strategies that work for them can also build greater independence.

Can struggling learners succeed in general education classrooms?

Yes. Struggling learners can succeed in general education classrooms when they have access to strong instruction, appropriate support, differentiated teaching, and high expectations. When teachers focus on students’ strengths and give them effective strategies for learning and self-regulation, students may achieve far more than their labels or past performance suggest.

Call to Action

If this article resonates with you, you’re not alone, and you don’t have to figure it all out by yourself. Whether you’re a classroom teacher, instructional coach, or administrator, I offer dynamic in-person training and consultations that bring these strategies to life.

✅ Book me for a school in-service or district PD
✅ Explore my blog for hundreds of free articles that support students, parents, and educators.

✅ Pick up your copy of Special Needs in the General Classroom for 500+ ready-to-use strategies

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!. Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

The post How Differentiated Instruction Helps Struggling Learners Succeed appeared first on Susan Fitzell.

What’s the one skill that can change everything for struggling learners—and even your highest achievers? It’s not test-taking. It’s not note-taking. It’s not even content mastery.

It’s this: learning how to learn.

We often assume students know how to study, remember, and process information. But most don’t. And in today’s diverse, fast-paced classrooms, explicitly teaching learning strategies isn’t optional—it’s essential. When we focus on helping students build personalized, brain-aligned tools they can use for life—not just for the next quiz—we change the game.

These learning strategies aren’t gimmicks. They’re how we equip students to take control of their learning, build confidence, and succeed in any subject.

Rehearsal: Strengthening Recall with Purpose

Let’s start with rehearsal strategies—the first layer of teaching students how to learn. These are memory tools like:

• Mnemonics: Think acronyms like NASA or rhymes like “Thirty days hath September…”
• Visualization: Encouraging students to create vivid mental pictures of content
• Creative Sentences: “Every Good Boy Does Fine” for musical notes is one we all know

Rehearsal helps learners—especially those with memory or executive function challenges—reduce mental load and store information efficiently. When we make recall easier, students spend less time spinning their wheels and more time thinking critically.

Elaboration: Making Learning Personal and Sticky

Rehearsal is the first step. Elaboration strategies take things further by asking students to connect new learning to what they already know. This might look like:

• Summarizing or rewriting text in their own words
• Creating personal analogies to explain new ideas
• Asking and answering their own “what if” questions

These elaboration techniques activate long-term memory and deepen comprehension. Students who struggle with retention benefit especially from strategies that make learning relevant to their own lives.

Organization: Helping the Brain “See” Information

When information is complicated or overwhelming, organization strategies create clarity. You’ve probably seen these in action:

• Graphic organizers and mind maps
• Sticky note coding (marking “!” for interesting, “L” for learned something new, “?” for questions)
• Color-coded note systems to help chunk content

For students with ADHD or executive functioning difficulties, these visual supports reduce overload and improve task completion. When we teach organization explicitly, we remove a major barrier to learning.

The Production Effect: Speak It, Draw It, Move It

Here’s a powerful strategy you may already be using without realizing it: The Production Effect. Research shows that when students say information out loud, draw it, or move while learning, memory consolidation improves.

Try this:

• Ask students to teach a concept to a peer
• Have them sketch ideas as they listen or read
• Use movement-based activities like “Vote with your feet” or group sorting

These activities don’t just make learning fun—they solidify it.

This Isn’t Just for “Advanced” Students

One of the biggest mindset shifts we can make as educators is this: self-regulation isn’t a gifted strategy—it’s an every-student strategy. Struggling learners often have the motivation but lack the tools. When we teach them how to learn, we give them access. We give them power.

These strategies are rooted in research-backed practices like Universal Design for Learning (UDL) and reflect how the brain actually processes and stores information. It’s time we stop saving the “good stuff” for honors students and start making it part of every classroom. These are tools students can carry into every grade, every job, and every challenge that comes their way.

When we teach students how to learn, we do more than raise test scores—we change lives.

Frequently Asked Questions

What are learning strategies for students?

Learning strategies are tools students use to process, remember, organize, and apply information more effectively. Examples include mnemonics, visualization, summarizing, mind maps, color coding, graphic organizers, and teaching a concept to someone else.

How can teachers help struggling students learn how to learn?

Teachers can explicitly teach students how to study, remember information, organize ideas, and monitor their own learning. Strategies such as rehearsal, elaboration, visual organization, movement, and peer teaching give struggling learners practical ways to approach academic tasks instead of expecting them to figure out learning strategies on their own.

Why is teaching students how to learn important?

Teaching students how to learn helps them become more independent and confident learners. When students understand which strategies help them remember, process, and organize information, they can use those tools across subjects, grade levels, and future learning situations.

Call to Action:

If this article resonates with you, you’re not alone—and you don’t have to figure it all out by yourself. Whether you’re a classroom teacher, instructional coach, or administrator, I offer dynamic in-person trainings and consultations that bring these strategies to life.

✅ Book me for a school inservice or district PD
✅ Explore my training materials on differentiated instruction
✅ Pick up your copy of Special Needs in the General Classroom for 500+ ready-to-use strategies

Let’s equip students to succeed—not just today, but for the long haul.

CLICK HERE to discover a wealth of teaching strategies and resources for maximizing student success!. Bring Susan to your campus! Featured seminar – Differentiation Strategies to Reach ALL Learners in the Inclusive Classroom

The post How to Teach Students Learning Strategies That Build Independence appeared first on Susan Fitzell.

Let’s be honest—today’s classrooms are more complex than ever. We’ve got fast finishers, slow processors, fidgeters, dreamers, doodlers, and kids who ask, “Why are we doing this?” before you’ve finished giving directions. It’s clear that one-size-fits-all teaching doesn’t work anymore. Personalized learning strategies are the key to reaching every student where they are—and helping them thrive. These personalized learning strategies reduce barriers and increase engagement for every learner.

Why Personalized Learning Works in Today’s Classrooms

Personalized Learning is not a trend. It’s a research-based, equity-driven practice that respects individual learning differences without sacrificing rigor. It’s not about letting students “do whatever they want.” It’s about offering meaningful choices, reducing barriers to learning, and giving all students a path to success.

For example, allowing students to choose where they sit—whether at a standing desk, on a yoga ball, or in a quiet corner—can significantly increase focus and engagement. Research has shown that using standing desks can actually improve executive function and working memory. When students are comfortable and able to move, they can better manage their energy and attention.

Simple Tools That Shift the Learning Experience

We also use tools that help students organize information in ways that match how the brain works. Mnemonics, acronyms, and color-coded notes are more than memory tricks—they are cognitive supports that reduce overload and make recall faster. Using visuals, like graphic organizers or color-highlighted math steps, helps students see the structure of a problem or concept. For our many visual thinkers, that’s a game changer.

To ease transitions and manage classroom flow, try the Stoplight Cue System—green means go, yellow means five minutes left, and red means time to move on. This system not only minimizes interruptions, but also supports students who struggle with executive functioning or processing delays.

Another favorite: mandalas for focus. After a test or during high-anxiety moments, giving students time to color a mandala (from the outside in or inside out) provides a moment of calm, resets the brain, and supports emotional regulation.

Empower Students to Take Ownership of Learning

Most importantly, Personalized Learning gives students a voice and a plan. When learners have agency—when they can make decisions about how they show what they know—they begin to see themselves as capable. They move from feeling powerless to feeling confident.

In an era where schools are being asked to meet the needs of every learner while also navigating political tensions, the best solution isn’t standardization—it’s personalization. Personalized Learning lifts every student by providing what they uniquely need to succeed.

Let’s Move From Surviving to Thriving

If you’re ready to bring personalized learning strategies to life in your classroom, let’s connect. Grab your copy of Special Needs in the General Classroom—packed with 500+ practical tools you can start using tomorrow. Or schedule a full-day inservice with Susan to bring Personalized Learning to life in your school.

Let’s give every student the opportunity to thrive.

FAQ

What are personalized learning strategies?

Personalized learning strategies are teaching approaches that give students multiple ways to access information, stay engaged, and demonstrate what they know. Examples include flexible seating, visual supports, mnemonics, color coding, movement options, structured transition cues, and choices in how students complete or present their work.

How does personalized learning help struggling learners?

Personalized learning helps struggling learners by reducing unnecessary barriers while keeping academic expectations high. When teachers provide tools that support attention, memory, processing, organization, and emotional regulation, students have more opportunities to access instruction and show what they actually understand.

What are simple personalized learning strategies teachers can use right away?

Teachers can start with flexible seating, graphic organizers, color-coded notes, visual schedules, transition cues, movement opportunities, and student choice. Small changes like these can help students manage attention, process information, and take greater ownership of their learning without requiring an entirely separate lesson for each student.

Call to Action

If this article resonates with you, you’re not alone—and you don’t have to figure it all out by yourself. Whether you’re a classroom teacher, instructional coach, or administrator, I offer dynamic in-person trainings and consultations that bring these strategies to life.

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Co-teaching sounds simple until two adults are standing in the same classroom trying to decide, minute by minute, who is doing what.

That is where the struggle often begins.

Too many co-teachers are handed model names, but not the practical details they need to make those models work with real students, real schedules, limited planning time, and different levels of content expertise.

The Reference Guide that Solves the Problem

The HOW of Co-Teaching: 24 Classroom Implementations at a Glance gives teachers, specialists, instructional coaches, and administrators a quick, practical way to choose co-teaching approaches that fit the lesson.

Not the other way around.

Based on Chapter 2 of Best Practices in Co-Teaching and Collaboration: The HOW of Co-Teaching, Implementing the Models, this guide moves beyond “one teaches and one helps.” It shows what each adult can actually do during instruction so both professionals are used well.

Inside, you will find 24 co-teaching implementations organized by:

• Planning time required
• Specialist content expertise needed
• Best use for each approach
• What the implementation looks like in the classroom
• Chapter support for lesson chunks, co-planning, grouping, and routines

Use it during co-planning. Keep it handy for coaching conversations. Pull it out when a team is stuck in the same one or two models and needs a better option.

Co-teaching works best when roles are clear, planning is realistic, and both adults know how to contribute without stepping on each other or standing on the sidelines.

This guide gives teams a practical place to start.

FAQ

What is a co-teaching model?

A co-teaching model is a structured way for two educators to share instruction in the same classroom. Different co-teaching models help teams decide who leads, who supports, how students are grouped, and how both adults contribute during a lesson.

How do teachers choose the right co-teaching model?

Teachers choose the right co-teaching model by looking at the lesson goal, the amount of planning time available, the specialist’s content expertise, and what students need during instruction. The best model fits the lesson, rather than forcing the lesson into the same routine every time.

Why do co-teaching teams need more than model names?

Co-teaching teams need more than model names because knowing a label alone does not explain what each adult should actually do during instruction. Practical implementation details help teams clarify roles, avoid confusion, and use both professionals more effectively in the classroom.

Download the reference guide and choose the implementation that fits your next lesson.

Want more practical support for teachers?

I offer professional development for schools on co-teaching, collaboration, learning strategies, and supporting students who learn differently.

Education Programs & Workshops
Co-Teaching Training / Consulting
Free educator download
Substack sign-up

If you are here because you care about supporting teachers, you may also like:

Co-Teaching Support for Schools
Practical Learning Strategies for Struggling Students
Paraprofessionals and Teachers Working Together – Unlocking the Power of Collaboration for Student Success

The post How Co-Teaching Models Work in Real Classrooms appeared first on Susan Fitzell.

Scripts for Hard Conversations Without Damaging the Relationship

The Reality of the Co-taught Classroom

If you asked me, “What is one thing you should never say to your co-teacher?” my reply would be, “Don’t announce to the class that you are superior, and your co-teacher is inferior.”

I was co-teaching biology with a Biology teacher who could say the meanest things with a smile on his face. One day, I was teaching the parts of the heart. When I finished explaining the difference between the inferior vena cava and the superior vena cava, he told the class, “Yes, it is just like Mrs. Fitzell and I. She’s the inferior vena cava, and I’m the superior vena cava.”

The class laughed. I felt humiliated, diminished, and betrayed.

Months later, when we were reviewing the eye, which has an inferior oblique and superior oblique, he repeated the analogy again. He thought it was funny. I thought it was mean.

These were two of the most humiliating experiences I had while co-teaching because he said these things in front of the entire class.

This story shows how easily a relationship is damaged in front of students. The fastest way to ruin a partnership is to act superior in the classroom. When one teacher is treated like an assistant, the students notice. They stop seeing that person as a real teacher. This post provides practical language to handle these hard moments. You can say the hard thing without damaging the professional bond. It all comes down to one thing: parity.

Understanding Parity in Plain English

Parity is a state where both teachers are respected and valued. It means students see both adults as active participants in their education. When parity exists, neither teacher is just a helper. Both own the classroom. One small change in your wording can build this respect. Use the table below to shift from solo ownership to shared leadership.

Once you share ownership of the room, you need to look at the specific words you use in your daily interactions.

The Power of “And” Over “But”

There is a “No Buts About It” rule in collaboration. The word “but” usually cancels everything you said before it. It acts as an anchor for an argument. The word “and” is different. It acknowledges the other person. It connects your thought to theirs and allows the conversation to move forward.

Consider these three pivots:

• The “Hard Work” Shift: Instead of “I know you worked hard, but the students were confused,” try, “I know you worked hard, and I noticed students were confused during independent practice.” This makes your colleague feel acknowledged rather than dismissed.
• The “Idea” Shift: Instead of “That is a great idea, but we don’t have time,” try, “That is a great idea, and let’s decide where it fits in the plan for this week.” This treats the idea as a contribution instead of a burden.
• The “Planning” Shift: Instead of “I know you are busy, but we have to plan,” try, “I know you are busy, and we need a planning routine so students benefit from both of us.” This focuses on a shared goal instead of a personal demand.

Small shifts like these move the focus from past mistakes to future success.

Coaching the Future vs. Shaming the Past

There is a big difference between criticizing and coaching. Criticism uses “should have” and focuses on the past. No one can change the past. This phrasing only causes resentment and shame. Coaching focuses on “next time” or “in the future.”

“You can’t build a relationship with a hammer.”

Use these three coaching pivots to protect your colleague’s professional face. Always try to request instead of giving orders.

1. On Complexity: Change “You should have thought about how hard this was” to “Next time, let’s think through the complexity before we execute.”
2. On Changes: Change “You should have told me you were changing the activity” to “Next time, please let me know before the activity changes. I want to support the students well.”
3. On Orders: Change “You’ll have to do the accommodations” to “Could you please review the accommodations so we both know what students need?”

These phrases maintain trust because they offer a path forward. When we are frustrated, our words tend to stretch the truth.

Watching for Language “Warning Lights”

Certain words act as warning lights. When you say “never,” “always,” or “no one,” you are likely speaking out of frustration. These words are rarely facts.

“Exaggeration is truth that has lost its temper.”

Swap these extremes for specific facts:

• The Attendance Issue: Instead of “You never attend co-planning sessions,” try “This is the second time we missed planning together. We need both our areas of expertise there.
• The Materials Issue: Instead of “You are always late with materials,” try “This is the second time the materials were not ready. Please let me know in advance if the plan changes.”

Specifics allow for a calm conversation. You can start showing this respect in the first few minutes of the school day.

The Five-Minute Parity Plan

A simple way to build authority is to have the co-teacher lead the first five minutes of class. This teacher can lead a review activity while the other teacher observes. This small shift creates several benefits:

• Students see the co-teacher as a leader. They see a credible authority.
• The teacher leading the review learns the content more deeply.
• The teacher who is not leading has time to collect student data.
• Students get a review using methods other than a verbal-linguistic lecture.

Public leadership is vital, but private communication must remain the priority.

Closing: Practicality Over Perfection

These scripts are starting points. They are not magic words. You must deliver them in a calm tone without any hint of sarcasm. A respectful sentence said with sarcasm will still damage a relationship.

These scripts are starting points. They are not magic words. You must deliver them in a calm tone without any hint of sarcasm. A respectful sentence said with sarcasm will still damage a relationship.

Don’t try to fix everything in one day. Pick one phrase and try it. The goal is not to win an argument. The goal is to keep enough trust in the relationship so you can both serve your students. Professional relationships stay strong when we address concerns one-to-one and keep respect at the center of the room.

Video: What to Say to Your Co-Teacher | Co-Teaching Communication and Parity

FAQ

What should I say to my co-teacher during a hard conversation?

Start with language that protects the relationship while addressing the issue directly. Use specific observations, focus on future solutions, and frame concerns around shared goals for students. Phrases like “Next time, let’s…” or “I noticed…” are more productive than blame-based language.

Why is parity important in a co-taught classroom?

Parity matters because students notice how teachers treat one another. When one teacher is seen as less important, the classroom relationship weakens and student respect can shift. Shared language, shared leadership, and mutual respect help both teachers maintain credibility and support students more effectively.

How can co-teachers handle conflict without damaging the relationship?

Co-teachers can handle conflict more effectively by speaking privately, using calm and specific language, avoiding exaggeration, and focusing on what should happen next rather than attacking what already happened. Respectful communication helps preserve trust while still addressing real concerns.

Want more practical support for teachers?

I offer professional development for schools on co-teaching, collaboration, learning strategies, and supporting students who learn differently.

Education Programs & Workshops
Co-Teaching Training / Consulting
Free educator download
Substack sign-up

If you are here because you care about supporting teachers, you may also like:

Co-Teaching Support for Schools
Practical Learning Strategies for Struggling Students
Paraprofessionals and Teachers Working Together – Unlocking the Power of Collaboration for Student Success

The post What Do I Say to My Co-Teacher? appeared first on Susan Fitzell.

Part 2: How to Structure Lessons with Chunking Lesson Plans™.

A strong 10-minute core teach is clear, focused, and intentional. The time you save provides the time you need for practice, grouping, reteaching, and enrichment.

In Part 1, we looked at one of the biggest reasons lesson planning takes too long: teachers often try to solve every learning problem by extending whole-class direct instruction.

• You explain a concept.
• Some students look confused.
• You explain it again.
• A few students still look confused.
• So, you explain again.

Before long, 20 or 25 minutes of class time are gone. Some students are bored. Some students are still lost. Practice time has been squeezed. Grouping has had little room to be intentional. You leave class feeling as if you worked incredibly hard, yet still did not reach everyone.

That is exhausting.

And it is not necessary.

The answer is not to lower expectations. The answer is to change the structure.

• Teach the core concept.
• Stop.
• Check understanding.
• Group, practice, reteach, enrich.
• Pull students back together.
• Check again.
• Assign do-able homework.

That is the heart of Chunking Lesson Plans™.

How to Plan a 10-minute Core Teach

A 10-minute core teach must be focused.

This is not the time to explain everything you know about the topic. It is not the time to give every possible example. It is not the time to wander into interesting but unnecessary information.

Ask yourself:

• What is the essential concept students need today?
• What must all students understand?
• What vocabulary do they need?
• What is one strong example?
• What is one quick check for understanding?
• What visual, cue, or model will help students access the idea?

For example, if the objective is genre, the core teach might include:

• A simple definition of genre.
• Three examples of genre.
• A quick visual organizer.
• A “Which one is it?” check.
• One student-friendly explanation.

Then stop.

That is the hard part.

Teachers are used to filling space with more explanation. But more explanation is not always more learning.

Sometimes more explanation simply uses up the time that should have been available for practice, feedback, grouping, and intervention.

What to do After the Core Teach

After the core teach, the lesson transitions to a reinforcement activity that engages students more directly.

That reinforcement might be movement into partner practice, same-ability groups, mixed-ability groups, independent work, teacher-led reteach, enrichment, or a quick formative assessment.

The point is that the teacher is no longer assuming (and hoping) that students understood the initial core teach.

Rather, the teacher uses student responses to decide what happens next.

In a 40-minute class, the structure might look like this:

• Five minutes: warm-up
• Ten minutes: core teach
• Five minutes: quick formative check or “ticket” to see who has it and who does not
• Ten minutes: same-ability grouping, partner work, reteach, practice, or enrichment
• Five minutes: whole-class pull-back, Q&A, vocabulary review, or clarification
• Final minutes: ticket to leave, do-able homework, and closure

That is a very different lesson from 25 minutes of direct instruction followed by practice that has to fit into whatever time is left.

n the chunked lesson, the teacher is still covering the same core instruction. The difference is that the class is not trapped in one mode for too long.

• And the students who need acceleration? They accelerate.
• The students who need reteaching? They get reteaching.
• The students who need practice? They practice.
• The students who need enrichment? They are not sitting there waiting for the rest of the class to catch up.

This is not watered-down instruction. This is better use of instructional time.

What’s the Benefit of Chunking Lesson Plans™?

Here is what this might look like in real life.

Before Chunking the Lesson: the long direct-teach lesson

• Five minutes: warm-up.
• Twenty-five minutes: teacher explains the concept, gives examples, repeats examples, asks questions, tries to pull students into discussion, notices confusion, explains again.
• Ten minutes: limited time for practice.
• Three minutes: assign homework.
• Two minutes: closure, if there is time.

What is often the result?

Some students are bored. Some students are still confused. Practice is too short. The teacher does not have enough information to group students well. Homework may go home before students are ready to do it independently.

After Chunking the Lesson:

• Five minutes: warm-up.
• Ten minutes: focused core teach.
• Five minutes: quick check for understanding.
• Ten minutes: targeted practice, partner work, reteach group, or enrichment group.
• Five minutes: pull class back together for review, vocabulary, or clarification.
• Three minutes: ticket to leave.
• Two minutes: do-able homework and closure.

What is often the result?

The teacher gets formative assessment data sooner. Students move into practice sooner. The students who need more support get it. The students who are ready to move on are not held back. The teacher is not trying to solve every learning issue through whole-class explanation.

That’s the difference.

Start With Two Days per Week

Teachers don’t have to overhaul every lesson immediately.

In fact, I recommend starting with this structure just two days a week. Consecutive days are best. Avoid a Friday and Monday scenario because too much time falls between the initial instruction and the group instruction.

Once teachers see how much more efficiently the class runs, they can build from there.

For block scheduling, the same idea applies. A longer block can be treated as two shorter chunks. The first 40 minutes might function like “day one,” and the second 40 minutes might function like “day two.” Teachers can use a quick formative assessment in the middle to determine who needs reteaching, practice, or enrichment.

The key is to keep the lesson moving in purposeful chunks.

Keep chunks under 12 minutes whenever possible.

Plan Once for Access, Not Endless Reteaching

Teachers are exhausted.

They don’t need one more complicated initiative. They don’t need to write three separate lesson plans for one classroom or spend hours creating materials that still don’t meet students where they are.

They need structures that work.

Chunking Lesson Plans™ gives teachers that structure.

That’s not watered-down instruction. Rather, it’s instruction with purpose.

And when we plan this way, we spend less time catching students up later.

Instead, we plan once for access.

Video: How to Make Lesson Planning Faster

Source note: Adapted from Susan Gingras Fitzell, Special Needs in the General Classroom: 500+ Teaching Strategies for Differentiating Instruction, especially the sections on Chunking Lesson Plans™

FAQ

What is Chunking Lesson Plans™?

Chunking Lesson Plans™ is a lesson structure that breaks instruction into smaller, purposeful sections. Instead of spending most of the class on whole-group direct teaching, the teacher delivers a focused core teach, checks understanding, and then uses the remaining time for practice, grouping, reteaching, enrichment, and closure.

How does chunking make lesson planning faster?

Chunking makes lesson planning faster because it gives teachers a clear structure for how to use class time. Instead of planning one long direct-teach lesson and then trying to fit in practice afterward, teachers plan a short core teach followed by targeted next steps based on student understanding. This reduces overexplaining and makes differentiated instruction more manageable.

Why is a 10-minute core teach effective?

A 10-minute core teach is effective because it keeps instruction focused on the essential concept students need to learn that day. It gives students enough information to begin learning without overwhelming them, and it preserves time for practice, formative assessment, reteaching, and enrichment.

Want more practical support for teachers?

I offer professional development for schools on co-teaching, collaboration, learning strategies, and supporting students who learn differently.

Education Programs & Workshops
Co-Teaching Training / Consulting
Free educator download
Substack sign-up

If you are here because you care about supporting teachers, you may also like:

Co-Teaching Support for Schools
Practical Learning Strategies for Struggling Students
Paraprofessionals and Teachers Working Together – Unlocking the Power of Collaboration for Student Success

The post How to Make Lesson Planning Faster Without Watering Down Instruction appeared first on Susan Fitzell.

Part 1: When More Explaining Leaves Less Time for Practice

Teachers are already working hard to plan meaningful lessons and support all learners. Chunking makes that work more effective by breaking instruction into smaller, purposeful sections that give students more chances to process, practice, and succeed.

Teachers ask me all the time, “How can I make lesson planning faster?”

My answer is usually not what they expect.

I don’t tell them to find a shortcut that waters down the lesson. I don’t tell them to lower the bar. I don’t tell them to create three completely different lesson plans for one class period. Who has time for that?

Instead, I ask them to look at the structure of the lesson.

Because often the problem is not the teacher’s work ethic. It is not that the teacher does not care enough, plan enough, or try enough.

The problem is that the lesson is planned as one long teach instead of a series of smaller, purposeful chunks.

And that matters.

When I work with teachers in inclusive classrooms, I see the same pattern again and again.

A Typical Scenario

A teacher starts with a clear objective. The lesson begins well. The teacher explains the concept, gives examples, asks questions, and checks faces around the room.

Then the teacher sees it.

Jessica has that glazed look in her eyes. David is looking puzzled. Rob, who is on an IEP, is just kind of “out there” at this point.

So, being a caring teacher, the teacher keeps teaching.

They give another example. Then another one. They ask more questions, hoping to pull students in. They try to get participation going, but it feels like pulling teeth because the same students are answering over and over again.

By now, 20 minutes of class time has gone by and they still are direct teaching. Maybe they’ve included visuals or used dramatic role-play to engage. Maybe they’re doing outstanding direct teaching.

Still, some students are lost.

So they keep going.

Now 25 minutes are gone. In a 45-minute class, that leaves only 20 minutes for practice, application, grouping, reteaching, enrichment, closure, or whatever else was supposed to happen.

So, here is the question that stopped me in my tracks when I first started thinking deeply about Chunking Lesson Plans™:

Probably thinking, “Oh, geez. I’m bored.”

And who knows? They may have even begun to act out their boredom and frustration.

At the same time, after 25 minutes of direct teaching, there are probably still students who need more practice. There may still be a handful of students who have no clue what the concept means.

So, weren’t we in almost the same place after 10 minutes of direct teaching?

Why did we spend 25 minutes only to be at the same place we were in after ten?

What an epiphany this was for me.

That realization is the heart of Chunking Lesson Plans™.

The goal is not to teach less. The goal is to use whole-group teaching where it helps most, then give students time to process, practice, and apply.

Direct teaching is a best practice technique. Ten minutes, done well, is powerful. But after that, we need to do something different.

We need to chunk the lesson.

Why Lesson Planning Feels So Overwhelming in Inclusive Classrooms

Inclusive classrooms are complex.

In one room, a teacher may have students who are reading above grade level, students reading two or three years below grade level, students with IEPs, students with ADHD, students with auditory processing difficulties, English learners, anxious students, gifted students, students who need movement, students who need visuals, and students who need time to think before responding.

Teachers are expected to teach the grade-level standards, provide accommodations, keep students engaged, manage behavior, assess understanding, provide intervention, enrich advanced learners, and document what is happening.

No wonder lesson planning feels overwhelming.

Teachers do not need one more complicated form to fill out. They need something that visually cues them into remembering the methods they might use to meet the needs of all learners in the classroom.

That is where a planning tool matters.

The goal is not to make teaching mechanical. The goal is to reduce the mental load.

Instead of sitting there thinking, “What am I forgetting?” the teacher can glance at a visual planning reminder and ask:

• How will students access the information?
• How will they practice?
• How will they show understanding?
• What supports will help students who struggle?
• What options will keep students engaged?

That saves time.

Not because the teacher is doing less thinking, but because the teacher is not starting from scratch every time.

What Often Happens: Direct Instruction Expands, and Practice Time Shrinks

This is where lesson planning can get tricky:

A whole-class lesson often assumes that everyone needs the same amount of direct instruction, even when students are starting from different places.

Then, when some students do not get it, the teacher gives the whole class more direct instruction.

That feels responsible. It feels caring. It feels like we are not leaving anyone behind.

But in reality, we may be holding some students back while still not giving struggling students the kind of support they actually need.

Some students do not need another whole-class example. They need a smaller group. They need a different modality. They need to talk it through with a partner. They need to manipulate something. They need vocabulary clarified. They need the steps color-coded. They need to see the concept mapped out. They need guided practice.

Other students already have it. They need acceleration, enrichment, application, or an opportunity to go deeper.

When we keep reteaching the whole class, we often create two problems at once:

• The students who understand become bored.
• The students who do not understand still do not get enough targeted support.

What Chunking Lesson Plans™ Solves

Chunking Lesson Plans™ helps teachers use class time differently.

Instead of thinking, “I have to explain until everyone gets it,” the teacher thinks, “I am going to teach the core concept clearly and briefly, then use the rest of the lesson to find out who needs what.”

That one shift changes everything.

Let’s use the example from my book: teaching genre.

If I have five on-grade-level capable students with no learning disabilities in a small group, and I want to teach them the concept of genre, not to be experts on it, but to know what genre is and identify three types, most teachers would agree that I could teach that concept in about ten minutes.

So why do we often take 25 minutes in a whole-class lesson?

Chunking helps us stop doing that.

Instead, how about we teach the core instruction for about ten minutes and then stop. No matter how many glazed looks we see, we stop.

Not because we are abandoning students.

But, because we are moving them into a structure where we can actually help them better.

The Takeaway for Part 1

Faster lesson planning should not mean weaker instruction.

It should not mean copying a worksheet and hoping for the best.

It should not mean lowering expectations for students who struggle.

It means designing the lesson so that the teacher is not trapped in 25 minutes of direct instruction when 10 minutes would have been enough to launch the learning.

My whole philosophy is built around the idea that strategies can be good for all and critical for different learners.

Chunking Lesson Plans™ is one of those strategies.

It helps the teacher stop reteaching the whole class longer and longer and start using class time more intentionally.

In Part 2, we will look at how to plan the 10-minute core teach, what to do after that first chunk of instruction, and how to use the Lesson Planner Idea Jogger to make differentiated planning faster and more manageable.

Podcast: Stop Overexplaining with Ten Minute Chunks

Source note: Adapted from Susan Gingras Fitzell, Special Needs in the General Classroom: 500+ Teaching Strategies for Differentiating Instruction, especially the sections on Chunking Lesson Plans™ and the Differentiated Planning – Lesson Planner Idea Jogger.

FAQ

How can teachers make lesson planning faster without lowering expectations?

Teachers can make lesson planning faster by changing the structure of the lesson, not the rigor of the content. When instruction is chunked into smaller, purposeful sections, teachers can spend less time overexplaining and more time giving students opportunities to process, practice, and apply what they are learning.

Why does direct instruction sometimes take too much class time?

Direct instruction often stretches too long because teachers are trying to meet individual learning needs through whole-class teaching. When some students look confused, teachers naturally keep explaining. The problem is that this can reduce time for practice and still fail to provide the targeted support struggling learners actually need.

What is the benefit of chunking lesson plans in inclusive classrooms?

Chunking lesson plans helps teachers use class time more intentionally. A short, focused core teach gives students the foundation they need, and the rest of the lesson can be used to identify who needs practice, reteaching, enrichment, or a different way to access the content. This makes differentiated instruction more manageable in inclusive classrooms.

Want more practical support for teachers?

I offer professional development for schools on co-teaching, collaboration, learning strategies, and supporting students who learn differently.

Education Programs & Workshops
Co-Teaching Training / Consulting
Free educator download
Substack sign-up

If you are here because you care about supporting teachers, you may also like:

Co-Teaching Support for Schools
Practical Learning Strategies for Struggling Students
Paraprofessionals and Teachers Working Together – Unlocking the Power of Collaboration for Student Success

The post How to Make Lesson Planning Faster Without Watering Down Instruction appeared first on Susan Fitzell.