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.

One thing I often stress in my programs is the importance of making sure the people we work with know they are appreciated. Teachers make a difference every day. They educate, inspire, guide, counsel, encourage, and help students take the next step.

These quotes were personally chosen by me because they express my appreciation for the important work educators do throughout the school year. Use them in a card, note, email, school newsletter, staff meeting, or celebration.

To every educator who works with young people: thank you for making a difference.

Teacher Appreciation Quotes You Can Use

“A good teacher may never know the full impact of a kind word, a patient explanation, or one moment of believing in a student.”
~ Susan Fitzell

“Teacher appreciation makes the world of education go around.”
~ Helen Peters

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”
~ William A. Ward

“A good teacher is like a candle – it consumes itself to light the way for others.”
~ Mustafa Kemal Atatürk

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”
~ Albert Einstein

“None of us got where we are solely by pulling ourselves up by our bootstraps. We got here because somebody – a parent, a teacher, an Ivy League crony or a few nuns – bent down and helped us pick up our boots.”
~ Thurgood Marshall

“A teacher affects eternity; he can never tell where his influence stops.”
~ Henry Adams

“I like a teacher who gives you something to take home to think about besides homework.”
~ Lily Tomlin as “Edith Ann”

“The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called “truth.”
~ Dan Rather

“If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn’t want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher’s job.”
~ Donald D. Quinn

“In teaching you cannot see the fruit of a day’s work. It is invisible and remains so, maybe for twenty years.”
~ Jacques Barzun

“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.”
~ Carl Jung

How to Use Teacher Appreciation Quotes in a Meaningful Way

Teacher appreciation often starts with good intentions. We want teachers to feel seen, but it is not always easy to find the right words or the right way to say them.

That is where a quote can help.

A quote gives people a place to begin. It can set the tone, open the note, or give shape to what someone already feels but may not know how to express. The key is to connect the quote to something real.

• What did you notice?
• What did the teacher do that made a difference?
• How did that effort support a student, a family, or the school community?

Here are some practical ways to use teacher appreciation quotes in a way that feels personal and meaningful.

1. Write a note that sounds like you noticed

A handwritten note does not have to be long. In fact, it is often better when it is short and specific.

Choose a quote that fits the teacher. Maybe it is a teacher who stays after school to help students finish a project. Maybe it is the teacher who quietly checks on the child who rarely asks for help. Maybe it is the one who reworks a lesson three different ways until the students finally get it.

1. Write the quote at the top of the card.
2. Then add a few honest sentences.
3. What did you see?
4. Why did it matter?
5. How did it help a student, a family, or the school?

That is the part teachers save. Not the fancy card. Not the perfect wording. They save the note that reminds them someone saw the work they were doing when no one was making a fuss about it.

2. Use a quote to start a staff meeting with purpose

A quote on a slide can feel like filler. We have all seen that happen. It goes up on the screen, people glance at it, and then the meeting moves on to schedules, testing, coverage, and paperwork. Instead, use the quote as a quick conversation starter.

1. Read it aloud. Then ask staff to turn to a person nearby and answer one simple question:
2. Where did you see this happen in our school this week?
3. Give them a minute or two.
4. That is enough.

Someone may mention a teacher who helped a student through a rough morning. Someone else may talk about a colleague who shared materials, covered a duty, or stayed calm when the day got messy. Now the quote is not decoration. It is connected to real people doing real work.

3. Make principal emails specific

A mass email with a quote at the bottom usually does not feel like recognition. It feels like a signature line. Try opening with the quote instead. Then name the work.

For example, mention the teacher who adjusted an assessment so students could show what they actually knew. Mention the team that changed the schedule to support a struggling group. Mention the teacher who started a lunch group for students who needed a safe place to land.

Keep it simple. Keep it true. The power is in the connection between the words and the work.

When appropriate, copy or forward that recognition to someone beyond the building. A superintendent, a director, or a school board member does not always see the day-to-day care that happens in classrooms. Help them see it. Recognition carries more weight when it is witnessed.

4. Give parents a way to say thank you

Many parents appreciate teachers deeply, but they do not always know what to write. “Thank you for everything” is sincere, but it can feel too general. Make it easier. Send families a short note during Teacher Appreciation Week with a quote and a simple prompt.

For example:

“This week, we are celebrating the educators who show up for our children every day. If you would like to send a note to your child’s teacher, here is one way to begin.”

Then give them a sentence starter.

“My child is better because you…”

“I noticed the way you…”

“Thank you for helping my child…”

Some parents will use the quote. Some will ignore it and write their own words. That is fine. The goal is not to control the message. The goal is to open the door so gratitude has somewhere to go.

5. Use newsletters to make teaching visible

Most school newsletters are full of reminders. Picture day. Early dismissal. Testing dates. Field trip forms. Those things matter, but they do not tell families much about the thinking and care that go into teaching. Add a small Teacher Spotlight section.

Choose one teacher. Include a quote that connects to that teacher’s work. Then write a few sentences about what is happening in that classroom right now.

Maybe students are working on a project.

• Maybe the teacher changed a routine to help students become more independent.
• Maybe the class is using a new strategy to support reading, writing, collaboration, or problem-solving.
• Keep it concrete.

Families build trust when they understand the work behind the classroom door.

The quote is not the point

The point is not to find the perfect quote. The point is to notice. Notice the teacher who keeps trying when a student shuts down. Notice the teacher who builds structure so students can succeed. Notice the teacher who helps a child feel capable again.

Words without action are just words.

But when we use those words to name what matters, to start a conversation, or to make good work visible, appreciation becomes real.

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 A Dozen Quotes of Appreciation For Teachers appeared first on Susan Fitzell.

Teachers, I see you. 

Classrooms today are not easy to manage. Many students are coming to school with greater needs: inattention, low frustration tolerance, and weak social skills. They seem to be worse than what teachers were seeing a few years ago. Unfortunately, these issues often result in misbehavior. 

When students are distracted, impulsive, or quick to push back, traditional classroom management is often not enough. That doesn’t mean you are doing anything wrong. It means we need practical, proactive systems that reduce power struggles, increase structure, and help students function more successfully at school. 

This article offers strategies you can use to support behavior, strengthen focus, and make the classroom feel more workable again.

Setting the Stage for Success

Each of us has our own preference for class structure, consistency, and management. I believe it is important to understand that we need to be free to be ourselves and have our own styles of running our classrooms. Yet, some teaching styles seem to lend themselves well to today’s inclusive populations, where others are more challenging for both students and teachers.

Consider these approaches for a successful classroom environment:

• Consistency without rigidity

• Firm discipline without power struggles

• Reasonable flexibility without lax standards

• The goal of the lesson rather than the specifics of the process

• Learning as the goal, rather than focusing on just that test grade

Physical Structure and Environmental Variables

Before we address behavior directly, I always suggest looking at the physical environment.

Consider Classroom Seating Options

Can we change student seating? I try to move students who struggle to self-regulate closer to the center of instruction, closer to me, or away from distractions. Consider allowing a student to choose a new seat as part of a win-win behavior plan. This ensures the student owns the behavior and the solution. 

The Personal Office Solution

I’ve also found DIY study carrels to be valuable.

I first saw them in use in a fifth grade classroom. I wasn’t sure they would be well received when I introduced them to my high school students, yet some of the students loved them. They provide a space free of distractions as well as a secure personal space. I did not force these on students. It was an option I provided. 

For example, I might say, “You can choose a different seat as well as a ‘personal office’ or you can choose to stay where you are sitting. However, that seat does not appear to be working for you. Make a good choice for yourself.” 

The Spacing Solution

Increase the distance between desks and provide more space if possible. Scan the room frequently and stay alert to what students are engaged in at all times. Okay, I know you don’t have eyes in the back of your head and there are times when you can’t see everything. Try to stay with me. You may find these ideas are worth considering. Some of the classrooms I’ve observed in the past few years are crowded. I’m empathetic to the challenge educators face when they are trying to teach thirty students all at once, often in a multi-ability classroom. 

The Grouping Solution – Mixed Ability Groups with Role Models

Finally, we should avoid seating students who struggle academically together as a permanent seating arrangement. It singles them out for stigmatization and creates a situation where they may feed off each other behaviorally.

The Technique that Changed My Teacher Life: Proactive Behavior Plans

I have found this approach to be highly effective with adolescents. It is based on a proactive choice model, and the goal is to teach young people how to take control of their own lives, make more effective choices, and develop the strength to handle daily problems. 

At its foundation is the belief that all humans choose behaviors in an attempt to fulfill basic needs like belonging, freedom, fun, power, and survival. Because human behavior is internally motivated, the only person’s behavior we can control is our own. Each of us fulfills these needs differently. 

Our goal as educators is to get students to evaluate their present behavior and determine whether it is actually meeting their needs.

In one example, we might ask a student if their behavior is getting them what they want. If the student is talking constantly in class and loses a privilege, the student who wants belonging or fun is not getting what he wants through their behavior. 

On the contrary, they are losing the thing they want and need. If the student is not getting what they need with their present behavior, making a specific plan for change is required. They must make a plan and a commitment to follow through with that plan. In my experience, students would prefer to be kicked out of class to sit in the office (which many find more entertaining than being in class) than sit with me and make a plan for better behavior!

As an adult, I do not do the choosing for the student. I may offer suggestions to help the student come up with solutions. Ultimately, the student must make the choice and commit to it. In this way, the student owns his behavior.

Guidelines for Discussion: The Win-Win Discipline Plan

*My work in this area was significantly influenced by Glasser’s Control Theory and Choice Theory philosophy and Kagan’s Win-Win Discipline framework. 

When having these discussions, I find there are four key questions we need to address: 

What were you doing that was unacceptable? 

I found that asking “What is the problem?”  which was how I learned the approach from Glasser’s work, often led to an answer like “I don’t know. I wasn’t doing anything wrong!” For me, “What were you doing that was unacceptable?” is a more direct, less vague, and more productive question. The purpose here is to focus on the specific behavior that’s causing the problem. Try to avoid confronting values or attitudes and just stick to the behavior.

Whose expectations are not being met? 

This needs to be a part of the discussion. If it is the student’s own expectations, I might start with, “I am concerned”. If it is my expectation regarding rules, I simply state, “Part of my job as a teacher is to keep you safe” or “to create a safe environment. When you poke the student in front of you with scissors, that’s not safe.” 

What do you want as a result of the conversation? 

State what you want and word it in the form of a solution. Tell them, “I want to figure out a way that we both win”. Do not get sucked into arguing about the problem. Students are often skilled at avoiding responsibility. They resort to bantering, badgering, and blaming to get out of trouble. 

What will the resolution include? 

The resolution might include a plan for the future or logical consequences. Most importantly, the plan must include a commitment. If it does not, a new plan must be worked out that the student can commit to. When children are resistant to planning, I simply tell them that they will continue meeting with me after school (or another time) until we work it out and create a plan that we both feel comfortable with. 

Yes, this took a lot of my time in the beginning. By January, Students knew that if they didn’t follow the rules we created and agreed to as a class, they would be stuck sitting with me to make a behavior plan. They felt that was worse than other consequences. I realize that some children are so attention starved they may want that time with you. That’s where you get to be creative in how you implement the framework. 

Conclusion

I believe one of the most important things we can do is stop thinking about behavior only in terms of consequences and start thinking more proactively. When we make small changes to the environment, stay consistent without turning everything into a power struggle, and help students take ownership of their choices, we set everyone up for more success. This does not mean students should not be accountable. It means we address behavior in a way that is more likely to teach, support, and actually change it.If you are looking for more practical strategies you can use right away, I invite you to visit my free download page. I’ve put together additional tools and ideas to help you support struggling learners and make your classroom feel more workable again.

FAQ

What are proactive behavior supports in the classroom?
Proactive behavior supports are classroom strategies designed to prevent behavior problems before they escalate. Instead of reacting only after a student misbehaves, teachers use structure, consistency, seating adjustments, clear expectations, and problem-solving routines to help students stay regulated and successful.

How can classroom management support struggling learners?
Classroom management supports struggling learners when it reduces distractions, avoids unnecessary power struggles, and gives students tools to make better choices. Small environmental changes, flexible seating options, consistent routines, and behavior plans can help students focus, participate, and take more ownership of their behavior.

What is a win-win discipline plan?
A win-win discipline plan is a proactive problem-solving approach that helps students reflect on their behavior, identify what is not working, and commit to a better plan. The goal is not just punishment. The goal is to help the student make choices that meet their needs while also protecting the learning environment.

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 Classroom Management Strategies That Work: Proactive Behavior Supports for Struggling Learners appeared first on Susan Fitzell.

The Shift: Why One Way is No Longer Enough

Classroom accessibility in the general education classroom requires more than differentiation. It requires structured choice. This approach helps teachers reach diverse learning styles and improve student engagement without changing the core standard.

The “Talk-and-Test” era was simple. Say it. Assign it. Test it. This method assumes every student processes information the same way. We know that isn’t true.

If I teach one way, I get the kids whose learning preferences match that way.

If I teach a concept in multiple ways: I get almost everyone. That is the goal.

When we rely on one method of teaching and testing, we measure compliance. We do not measure learning. We are just seeing who can handle our specific style of teaching. If we want to reach every student, we have to change how they get to the content.

NOTE: I understand that some educators reading this just balked at what I wrote with these thoughts, “But, my [fill in the blank – principal, department head, supervisor, etc.] says that I have to follow the script in the teachers manual provided by the X,Y, Z publisher. 

Please read the rest with a problem solving mindset. Can you incorporate any of these ideas into your teaching and still maintain the fidelity of the lesson plan you are required to teach. 

The Instructional Shift

Traditional One-Way Instruction

• Focuses on “say it, assign it, test it.”
• Measures how well a student follows a method.
• Works for some students but leaves most behind.
• Relies heavily on talk-and-text delivery.

Multi-Modal Access

• Provides multiple ways to access the same idea.
• Measures the student’s actual understanding.
• Accelerates learning for almost every student.
• Varies how students interact with the work.

This shift starts with the students in the room. You have to look at the students sitting in front of you in your classroom(s).

Identifying Learning Strengths: The Nine Student Learning Preferences

Every student has a way of working that feels natural to them. These preferences are tools for expansion. They are not labels for pigeonholing children. When you recognize these clues, you open the door to the work necessary to reach all learners.

• The Word Kids (Verbal Learners): They tell stories and explain ideas. Their strength is remembering what they hear or read.
• The System Thinkers (Logical Learners): They ask how it works and hate pointless worksheets. Their strength is finding patterns and solving problems.
• The Movers (Kinesthetic Learners): They fidget and tap to stay focused. Their strength is showing what they know through action.
• The Visual Learners: They doodle to stay with you. Their strength is understanding a drawing faster than a page of text.
• The Rhythm Learners: They hum or tap while they work. Their strength is remembering through patterns in sound.
• The Talkers (Collaborative Learners): They need to say it out loud to understand it. Their strength is collaborating and leading others.
• The Quiet Processors: They prefer to think first and talk later. Their strength is being reflective and self-aware.
• The Detail Seekers: They notice things others miss. Their strength is connecting lessons to practical, real-world systems.
• The Big Picture Thinkers: They disengage if the work feels pointless. Their strength is connecting learning to a larger purpose.

These learning preferences help us see that students are not being difficult. They are just trying to process what we are teaching. When they can’t, that’s often when we lose them. 

From Chaos to Structured Choice

Many teachers worry that giving options leads to chaos. It doesn’t. Structured choice is not the same as having no plan.

You do not need to create 27 different lesson plans. That is impossible. You only need to adjust student access to the same educational standard.

When we open up options, we stop fighting the students. We start helping them do the work.

Instead of asking, “Which students can handle my lesson?” ask, “How many ways can students access this idea?” Next, ask yourself, ‘How many of these ways can I sprinkle into my lesson plan and stay sane.’ I realize teachers often have ridiculous demands on their time and these ‘options’ may seem overwhelming. Take baby steps to incorporate different learning preferences into a lesson plan. Once those first steps become part of your teaching repertoire, then try others. 

Theory is fine. But teachers need to know what to do when the bell rings on Monday.

The Monday Morning Strategy Guide

You do not have to overhaul your entire curriculum at once. Start small. Give students two or three options for an assignment. Use these low-prep strategies to get started.

1. For Word Kids: Let them write a script or an article. They can teach a peer or create debate questions.
2. For System Thinkers: Have them build a timeline or design an experiment. They can compare and contrast two ideas.
3. For Movers: Let them act it out or build a model. They can use a simulation or create a physical demonstration.
4. For Visual Thinkers: Ask them to draw it. They can make a map or an infographic. Use color to organize notes.
5. For Rhythm Learners: Let them create a chant or a rhythmic explanation. They can explain the learning out loud to themselves.
6. For Quiet Processors: Give them time to think first. Let them journal or write personal connections before they have to share.
7. For Talkers: Use a turn and talk. Let them teach a friend or participate in a group debate.
8. For Detail Seekers: Ask them to apply the lesson to a real-life situation. Let them sort or categorize information into systems.
9. For Big Picture Thinkers: Let them explore the “why” behind the lesson. Connect the topic to a larger goal or a real-world value.

The content stays the same. The standard stays the same. Only the path changes.

This is the foundation of structured choice and differentiated instruction in today’s classroom.

The Impact: Measuring What Matters

When you use structured choice, the classroom changes. You stop measuring who can sit still. You start measuring who understands the material.

The results are immediate:

• Engagement goes up because students feel capable.
• Behavior issues go down because students aren’t frustrated.
• Confidence grows because students have a way to succeed.

The goal is for a student to say: “I get it.”

When a student finally accesses the content in a way that works, the shift is instant.

Once you see that happen, you don’t go back.

Frequently Asked Questions About Structured Choice in the Classroom

What is structured choice in the classroom?
Structured choice is an instructional strategy that gives students multiple ways to access and demonstrate learning while maintaining the same academic standard and learning objective.

How is structured choice different from differentiated instruction?
Structured choice is a practical application of differentiated instruction. It focuses specifically on offering students options in how they engage with content, process information, and demonstrate understanding.Does giving students choices create classroom management issues?
No. When implemented correctly, structured choice improves classroom management by increasing engagement, reducing frustration, and giving students clear, purposeful ways to participate in learning.

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 Classroom Accessibility Handbook: Structured Choice in the General Classroom appeared first on Susan Fitzell.

School administrators often ask me what co-teaching should look like. It is a fair question. Assessing a collaborative classroom is especially challenging for administrators who are new to the concept of co-teaching.

Too often, schools use what I call the dumped-in method of co-teaching. Teachers are simply dumped into it without support or training. The result is predictable. You walk into a classroom and see one teacher teaching while the other teacher stands in the background waiting for permission to work with students. Some specialists feel like they are just holding up the wall. 

That is not co-teaching.

Administrators need to view co-taught classes as classes taught by two essential teachers working as one team.

To help school leaders observe and support these teams, I have developed the 2026 Walkthrough Form. It provides a non-evaluative snapshot of classroom practice for administrators. It moves beyond vague theories and focuses on the practical realities of the classroom.

Here is exactly what you should look for when you walk into a co-taught class.

Specific Implementations

Observers should look for clearly defined roles. General approaches are no longer enough. I have detailed two dozen specific co-teaching implementations. Look for targeted strategies like Two Facilitate Speed Partnering or One Teach and One Summarize. There should be absolutely no doubt as to what each person is doing during a lesson.

Shared Ownership and Parity

Both adults must actively contribute to instruction and student engagement. They do not have to look identical to demonstrate parity. They also do not both need to be content experts. You should see them share ownership of the class through their actions, language, or leadership. Both names should be displayed, and the physical space must be shared. Furthermore, both adults should interact with a range of students, not just one subgroup.

Chunking Lesson Plans

Look at the clock. Teachers should transition smoothly between short chunks of instruction. Ideally, these chunks are ten minutes or less. The most effective time managers use timers to stay on track. This maximizes student engagement and keeps both teachers actively involved. 

Stop Guessing, Start Teaching:
Introducing the Co-Teaching Lesson Plan Builder

Student Access and Differentiation

Are students engaged and clear on what they are expected to do? Teachers need to provide multiple ways to learn content. This might look like visual interpretations, graphic organizers, or technology like backchanneling. Students must also have choices in how they demonstrate their learning. Furthermore, teachers should be using formative assessments, like exit cards or Oral K-W-L activities, to guide immediate instruction.

Data and Flexible Grouping

Notice how the students are grouped. Students should work in intentional mixed-ability groups for practice. They might also work in targeted same-ability groups for review and enrichment. You should also see teachers collecting objective data on student behavior and understanding to guide future instruction.

Effective co-teaching is a partnership. It requires communication, persistence, and mutual agreement. This new walkthrough form gives you the framework to support your teachers in that work. It helps you focus on what matters most.

Access the  2026 Walkthrough Form by clicking here. 

It is imperative that administrators understand what co-teaching is and what it is not. Also, it’s important to coach and mentor your staff in a positive, productive way to achieve the best possible results while making it clear that collaboration is not optional. 

In this age of testing, fear, and reprisal, teachers need to be motivated and taught how to best utilize their time and efforts to help students succeed. Co-teaching, done well, is one of the best ways to make a difference for students. 

I encourage you to download the 2026 Walkthrough Form and take it on your next classroom visit. Look for specific implementations and shared ownership that accelerate learning. Try the form today. Observe your collaborative teams and give your teachers the practical, targeted feedback they need to thrive.

Frequently Asked Questions About Co-Teaching

What does effective co-teaching look like in a classroom?
Effective co-teaching involves two educators actively sharing instruction, planning together, and engaging students through clearly defined roles and strategies.

What are the most common co-teaching mistakes?
The most common mistake is the “one teach, one assist” default, where one teacher leads and the other becomes passive. Lack of planning and unclear roles also limit effectiveness.

How can administrators evaluate co-teaching?
Administrators should use structured observation tools that focus on parity, student engagement, differentiation, and data-driven instruction rather than general impressions.

CLICK HERE to discover a wealth of co-teaching strategies and resources to maximize student success!. Bring Susan to your campus! Featured seminar – Best Practices in Co-teaching and Collaboration: the HOW of Implementing the Models

The post What Should a Co-Taught Class Look Like? Introducing the 2026 Walkthrough Form appeared first on Susan Fitzell.

Walk into any general education classroom and you will see a wide range of learners working through the same content. Some students move through it easily. Others struggle to keep up, and some become disengaged before they ever have a chance to succeed. The challenge for educators is clear: how do we support struggling learners in an inclusive classroom without lowering expectations or slowing instruction for everyone else?

One of the most effective answers is the combination of MTSS, or Multi-Tiered System of Supports, and microlearning.

Why MTSS Is the Starting Point

MTSS offers a proactive framework to identify and support students’ academic and behavioral needs. At its core, MTSS ensures that all students get high-quality, differentiated instruction, with more intensive interventions added as needed. It’s structured in tiers — Tier 1 is general classroom instruction for all students, Tier 2 provides targeted support, and Tier 3 offers intensive intervention, often outside the general ed classroom (Fitzell, MTSS and RTI – Seven Keys to Success).

Tier 1 isn’t just “basic” teaching. It must include best practices rooted in research — strategies that work for everyone but are critical for different learners (Fitzell, p. 2). In other words, general education instruction should be so effective and inclusive that fewer students require more intensive interventions.

MTSS helps schools provide early, systematic support so students receive the right level of instruction before learning gaps become long-term barriers.

Microlearning: The MTSS Multiplier

Microlearning breaks instruction into short, focused chunks that students can process more easily. Instead of asking learners to absorb too much at once, teachers deliver key content in smaller segments with immediate opportunities to practice, discuss, reflect, and apply what they are learning.

This approach aligns perfectly with Susan Fitzell’s Chunking Lesson Plans®, which recommends dividing instruction into short bursts to support retention and reduce cognitive overload (Fitzell, MTSS Article; Fitzell, p. 122).

In practice, this might mean delivering a mini-lesson, followed by a brief activity, a peer discussion, or a visual processing task. The idea is to teach less at once, but with greater clarity and more opportunities for student interaction.

When we combine MTSS with microlearning:

• Tier 1 instruction becomes more accessible.
  
• Tier 2 interventions feel more natural — embedded right into flexible grouping and small-group instruction.
  
• Tier 3 supports are easier to design because we’ve already gathered consistent progress-monitoring data along the way (Fitzell, MTSS Article).

Microlearning in Action

Picture this: Instead of lecturing on the causes of the Civil War for 45 minutes, the teacher breaks the topic into three mini-lessons. Each one includes a quick mnemonic device, a relevant visual (like a snapshot organizer), and a short paired discussion. Now students are encoding the same content multiple ways — a key principle of brain-based learning (Fitzell, p. 20).

Meanwhile, struggling students aren’t overwhelmed. They’re engaged, active participants — gaining small wins that build confidence.

Final Thoughts

MTSS and microlearning are not quick fixes, but together they create a more responsive way to teach. When instruction is delivered in smaller, brain-friendly chunks within a tiered support system, struggling learners do not have to wait for failure before they receive help. They experience success earlier, build confidence faster, and stay more engaged in the learning process.

FAQ

What is MTSS in education?

MTSS, or Multi-Tiered System of Supports, is a framework schools use to provide academic and behavioral support at increasing levels of intensity. Tier 1 includes high-quality instruction for all students, Tier 2 adds targeted intervention, and Tier 3 provides intensive individualized support.

What is microlearning in the classroom?

Microlearning is an instructional approach that breaks lessons into short, focused chunks. Instead of presenting too much information at once, teachers deliver content in smaller parts with opportunities for practice, reflection, and feedback. This helps students process and retain new learning more effectively.

How do MTSS and microlearning work together?

MTSS and microlearning work well together because both focus on meeting student needs in a structured, responsive way. MTSS provides the framework for support, while microlearning helps teachers deliver instruction in manageable steps that reduce overload and increase understanding.

Why does microlearning help struggling learners?

Microlearning helps struggling learners because it reduces cognitive overload and gives students more chances to interact with content in meaningful ways. Smaller learning segments can improve focus, retention, participation, and confidence, especially for students who are easily overwhelmed by long lectures or large amounts of information.

Can MTSS and microlearning benefit all students?

Yes. Although these strategies are especially helpful for struggling learners, they benefit all students by making instruction clearer, more engaging, and easier to process. In an inclusive classroom, strong Tier 1 instruction supported by microlearning can improve outcomes across the board.

Additional Reading 

MTSS and RTI – Seven Keys to Success
By Susan Fitzell https://susanfitzell.com/mtss-seven-keys-successful-rti/

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 MTSS and Microlearning Improve Student Confidence and Achievement appeared first on Susan Fitzell.

One powerful solution is to combine microlearning with MTSS. In an inclusive classroom, small chunks of instruction, quick checks for understanding, and targeted intervention can help students access content, build confidence, and make steady academic progress.

In today’s inclusive classrooms, ensuring every student, from the advanced to the struggling learner, reaches their potential is the core mission. The Multi-Tiered System of Supports (MTSS) provides the organizational framework for this goal, addressing the needs of all learners through differentiated instruction. By integrating “microlearning” or the intentional use of small chunks of instruction and activities, educators can effectively deliver the tiered interventions essential to MTSS, especially in a secondary environment where finding adequate time for intervention is often a challenge.

The Framework: MTSS and Tiered Instruction

MTSS, or Multi-Tiered System of Supports, is a framework schools use to provide increasing levels of academic and behavioral support based on student need.

MTSS encompasses several approaches, including Response to Intervention (RTI). This system is graphically represented as an umbrella, emphasizing failure prevention. Central to MTSS/RTI is a tiered model of support:

• Tier One (Universal Support): This foundational level requires the use of best practice, research-based teaching methods, including differentiated instruction, for all students (80–90% of the population). Implementing effective strategies in the core classroom significantly reduces the need for subsequent interventions.
• Tier Two (Targeted Support): This tier is for students requiring targeted, high-quality interventions (5–10% of students). These interventions often use research-based practices from Tier One but are modified to provide more intense instruction, increased time for practice, and a higher intensity of implementation for specific students. For secondary students, strategies such as a tutor-led study hall combined with frequent, immediate in-class interventions, made possible by Chunking Lesson Plans™, can be highly effective.
• Tier Three (Intensive Individual Interventions): This tier serves the smallest percentage of students (1–5%) who require the most intensive interventions, often a combination of general classroom instruction and specialized outside-of-class support.

The Strategy: Small Chunks, Big Gains

The key to implementing effective interventions within a busy class schedule, particularly at the secondary level, lies in breaking down content and instruction into manageable segments. This concept is explicitly leveraged in “Chunking Lesson Plans®” to maximize instructional time and target student needs precisely.

How Microlearning Prevents Cognitive Overload

The goal of this microlearning approach is to prevent cognitive overload—since the brain typically holds only three to four chunks of novel information in short-term memory at a time—and enhance memory and retention.

What a Chunked Lesson Looks Like in a 40-Minute Class

A core component of this microlearning strategy is to shorten the duration of whole-class direct teaching. For example, in a 40-minute class period, the plan might involve:

1. Core Teach (10 minutes): Deliver essential instruction (e.g., teaching a concept like genre or the FOIL method) as effectively as if teaching a small group of capable students, and then stop.
2. Practice in Mixed Ability Groups (10 minutes): Immediately follow the core instruction by having students practice the new information in mixed-ability groups, allowing for application and reinforcement.
3. Whole Class Check-in (5 minutes): Bring the class back together for a quick question-and-answer session to clarify concepts and gauge understanding based on observations during group work.
4. Exit Card/Assessment (5 minutes): Use a quick assessment, such as an exit card with two or three questions, to immediately determine who needs re-teaching, practice, or enrichment.

Microlearning Strategies That Support Inclusive Instruction

The data collected from quick, frequent assessments like exit cards inform targeted, micro-interventions for the next class period. This allows the teacher to address learning differences right away, using the time saved from excessive direct instruction.

This can take the form of same-ability groups (e.g., grouping struggling students for a re-teach session) or peer-assisted learning models. Peer tutoring is especially effective, as it reinforces the tutor’s knowledge and skills while developing responsibility and self-confidence, making learning materials accessible and meaningful.

Enhancing Learning Through Small Adjustments

Microlearning principles extend beyond time management into the design of instructional materials and learning activities that respect how students learn. This includes utilizing multimodal strategies and cognitive supports:

• Visual Cues and Organization: Provide information in small chunks (5 to 7 pieces of information) and use graphic organizers, flowcharts, or mind maps to visually categorize material and demonstrate complex processes, freeing up working memory for higher-level thinking.
• Aiding Memory: Employ mnemonics, acronyms (like NASA), rhymes, and visualization techniques to aid recall, as the brain typically remembers color and unique visual content better than plain text. Even handwriting instructions clearly or adapting existing materials with adequate white space and larger font size provides essential scaffolding.
• Kinesthetic Engagement: Incorporate movement, like standing stations or acting out vocabulary words, to increase oxygen flow to the brain and engage multiple areas in the learning process, supporting kinesthetic learners and enhancing retention.
• Fostering Self-Regulation: By implementing chunked assignments with parts due at specific dates, students (especially perceptive types) can manage their workload effectively and are actively taught organizational strategies and self-monitoring skills, key components of success in a personalized learning environment.

By systematically implementing small, targeted instructional practices within the overarching MTSS framework, educators can create an inclusive environment where the focus shifts from struggling with content presentation to achieving mastery through individualized and carefully paced learning opportunities. This intentional focus on small chunks yields big gains for all students.

If you’d like more practical strategies to help your team move from awareness to action, I offer PD sessions and coaching built around the strategies outlined in Special Needs in the General Classroom. Let’s build forward—not backward.

FAQ: Microlearning, MTSS, and Inclusive Classrooms

What is microlearning in the classroom?
Microlearning in the classroom is the practice of delivering instruction in short, focused segments instead of long blocks of direct teaching. Teachers use small chunks of content, quick practice opportunities, and brief assessments to help students process information more effectively and avoid cognitive overload.

How does microlearning support MTSS?
Microlearning supports MTSS by making tiered instruction more manageable and responsive. In Tier One, it improves core instruction for all students. In Tier Two, it allows for targeted reteaching and focused practice. In Tier Three, it helps educators deliver more intensive, individualized intervention based on student data.

Why is chunking instruction effective for struggling learners?
Chunking instruction is effective because it reduces the amount of new information students must process at one time. When content is broken into smaller parts, students are more likely to understand, retain, and apply what they are learning. This is especially helpful for students with working memory challenges, attention differences, or gaps in prior knowledge.

Can microlearning help advanced students too?
Yes. Microlearning benefits advanced learners as well as struggling learners. Because instruction is clearer and more intentional, advanced students can move more quickly into application, peer support, discussion, and enrichment tasks. In an inclusive classroom, small chunks create flexibility for all learners.

What are simple microlearning strategies teachers can use right away?
Teachers can start with short direct instruction, mixed-ability practice groups, exit cards, graphic organizers, movement-based review, mnemonic supports, and chunked assignments with clear deadlines. These strategies fit well within an MTSS model because they provide immediate data and support differentiated instruction.

Additional Reading 

MTSS and RTI – Seven Keys to Success
By Susan Fitzell https://susanfitzell.com/mtss-seven-keys-successful-rti/

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

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