Category: EDUCATION

by Terry Heick

It’s not the thinking behind an idea that should bother us, but rather the effect of the idea.

#edtech. Content-based academic standards. PLCs. Video streaming. Use of data. Mandates to be research-based in our behavior. Remote teaching. Differentiation. Social media in the classroom.

None of these ideas are good or bad in and of themselves. They’re just ideas. They’re value-neutral–inert in isolation. We only charge them when we internalize them–think of them using our unique schema, imagine them in circumstances familiar to us, or otherwise contextualize them comfortably to avoid cognitive dissonance.

By internalizing them, we smooth their rough edges for easier consumption. Who wants to feel like they have an incomplete understanding of something? At this point, though, the idea has lost its original shape. It’s misshapen–the same difference between a real dog and one a clown twists up in brown and white balloons.

Moving from a concept or idea to something we understand in our own terms is no small shift. And comes with a loss. By internalizing an idea, we also attach emotions to them–hopeful optimism, head-shaking skepticism. Or indifference.

For example, I love the idea of personalized learning, so I attach positive feelings to it that can lead me to cognitive distortions downstream, where I oversimplify its function or catastrophize our continued misunderstanding of its potential in education. I champion it, but the ‘it’ (personalized learning, in this case) is merely an idea. The it + context is different. This is chemistry.

Think of it as pattern: Idea–>Integration–>Effect.

The idea alone is useful only as a matter of vision or artistry. As an academic or intellectual exercise. As a matter of playful dialogue or good old-fashioned bench racing.

The integration is a matter of design and engineering (designer and engineer being two minds of a teacher).

Ideas, integrations, and effects all matter, of course, but it’s all also recursive: One affects the other, the idea impacting the integration, the integration affecting the effect, the effect shining new light on the idea. Maybe then, instead of a linear Idea–->Integration–>Effect, we might think instead of something more like a triangle:

                         Idea

Integration                             Effect

Changing Our Thinking

And instead of “Is this a good idea?”, we might ask other questions:

What is ‘it’? What are its parts? What does it look like whole?

What’s it doing?

How is it working?

What does it ‘cost’? Effect? Change?

How does it support teachers–make teaching a creative and intellectual and human act instead of a matter of policy, procedure, and survival?

What are its effects–and not narrow effects in pursuit of a single goal, but rather macro effects on a thing in its native place?

In education, these might be redressed as:

What has standardizing content into a narrow range of content areas done to learning?

How has a gamified system of education worked for children as they seek to become whole human beings capable of good work, compassion for the people around them, and nuanced digital and physical citizenship?

See also What Should A School Do?

How has education retreated into a tangle of policy and jargon impacted the capacity of families and communities to be served by their own learning?

How do teachers respond when called to be ‘research-based’? Does that encourage them to pour over peer-reviewed journals of emerging pedagogies to only bring in “proven” methodology into their classroom? Or does it send them to Google to search for ‘research-based instructional strategies‘ where they find the same 6-8 examples that are tossed limp and lifeless into their next lesson plan because that’s what they were told to?

Let’s broaden our view. Let’s pretend for a moment that we will eventually be able to design a system of teaching and learning where every single student will be able to master every single academic standard their local government has set out for them. What is the effect of this system? Of this mastery? What are we assuming about the standards and their mastery? That they’ll create a nation of critical thinkers that do amazing things?

And this system–what are we assuming about it and its effects? What does it ‘do’ to children? When they graduate from this hypothetical machine, will they have a strong sense of self-knowledge, wisdom, place, and familial legacy? Of critical thinking, work, and love? If not, is that okay?

Is that even the intended effect we’re looking for? If not, what is? We should know, right?

Ideas As Effects

A flipped classroom is good, yes? 1:1? Maker education? The 3D printer in the library? Yes, as ideas. So what are they doing? What are their effects? The idea is always neutral.

A ‘good idea’ is marketing based on emotion and appearance. How is it been implemented, and more critically, what are its effects? Technology. Workshop-based PD. Snark on twitter. That grouping strategy you were planning on using tomorrow.

And be careful of the metrics or evidence you’re looking for. That new questioning strategy may have 65% more engagement from students but may have stymied the students from wrestling with the question on their own. Same with teacher self-directed PD, 3-minute hallway switches, or labeling a school as ‘good’ or ‘bad.’ Saying something is a ‘good idea’ can only be accepted if we move directly into a conversation about integration, and then on effect.

“What are its effects?” is a complex question that deserves our thinking and most careful genius. But one even more worthy of our collective affection might be, “What is it doing to our children as they seek to become more human–to grow intellectually, creatively, and in wisdom and love?”

We might then crane our necks further downstream than we are accustomed to so that we might see what we–and they–are moving towards together.

by TeachThought Staff

In The Difference Between Between Gamification and Game-Based Learning, we learned the difference between the two.

“Gamification is first and foremost about encouragement mechanics and the system that promotes them, while game-based learning is first and foremost about the game and its cognitive residue (whether from the game’s content, or academic content). One can use the other.”

What do we need to know to teaching through games?

Your First Level: A Guide to Game-Based Learning for K-20 Educators

Video games captivate students in a way few other mediums can.

Their immersive worlds, engaging challenges, and instant feedback loops naturally draw learners in. But for many K-20 educators, the idea of “game-based learning” (GBL) – specifically learning through video games – can feel daunting. Is it just playing games? How do you ensure real learning happens? This guide aims to demystify the process, offering practical steps to integrate video games into your teaching, even if you’re a novice in the gaming world.

1. Define Your Learning Goals First (and Foremost)

The most critical step in game-based learning happens before you even pick a game: clearly defining your learning objectives. GBL is a strategic instructional choice, not just a fun distraction. You must identify the specific curriculum standards, critical thinking skills, or social-emotional learning outcomes you want students to achieve. Ask yourself: What exactly do I want students to know or be able to do after engaging with this game?

• Actionable Tip: Start small. For your first GBL activity, focus on one or two clear learning objectives. Instead of a vague goal like “learn history,” aim for something specific like “analyze cause-and-effect relationships in a historical simulation” or “develop collaborative problem-solving skills.”

2. Choosing the Right Game (Beyond Just “Educational” Labels)

While there are many games marketed as “educational” (like Prodigy), some of the most powerful learning tools are mainstream games. The key isn’t necessarily the “educational” label, but how the game’s mechanics inherently teach the desired skill or content.

• What to Think About:
  • Depth & Alignment: Does the game offer enough complexity and replayability to support sustained learning relevant to your goals? Does its core gameplay loop (e.g., resource management, strategic planning, puzzle solving) align with the thinking skills you want to develop?
  • Accessibility: Consider controls, text, visuals, and general ease of use for all students, including those with diverse learning needs.
• Actionable Tip: Play the game yourself, or watch extensive gameplay videos. Don’t rely solely on reviews. Ask: “What are the core actions or ‘verbs’ of this game? Do those align with my learning objectives’ verbs?” (TeachThought has other resources with specific game recommendations if you need ideas.)

3. Navigating Logistics & Technology Setup

Smooth game-based learning implementation hinges on careful pre-planning of your tech infrastructure.

• What to Think About:
  • Device Access: Do you have a 1:1 device setup, shared carts, or only lab access? This dictates which games are feasible and how you’ll structure the activity.
  • Installation & Accounts: How will the game be installed on devices? Will students need individual accounts, and how will you manage these, especially concerning privacy and progress tracking? Determine if a constant internet connection is required for installation or just gameplay.
  • Connectivity: If the game requires internet access, is your school’s WiFi robust enough for multiple simultaneous users? Consider using wired connections if possible for greater stability and reduced lag.
• Actionable Tip: Test everything before students arrive. Install the game, create dummy accounts if needed, and verify connectivity. Always have a backup plan (e.g., an alternative analog activity) if technology issues arise.

4. Structuring the Game-Based Lesson (Pre, During, Post)

The true learning in GBL solidifies around the game, not just during play. A structured approach ensures engagement translates to educational outcomes.

• What to Think About:
  • Pre-Game: How will you introduce the game’s purpose and connect it to the learning goals? What prior knowledge needs to be activated? Crucially, what are your behavioral and academic expectations for gameplay?
  • During Game: Your role shifts from lecturer to facilitator. Circulate, observe student strategies, and ask guiding questions to prompt deeper thinking. Provide differentiated support as needed.
  • Post-Game (Crucial!): This is where reflection happens. How will students debrief their experience? How will they connect the game’s mechanics or narrative to the curriculum objectives?
• Actionable Tip: Dedicate as much, if not more, time to pre-game preparation and post-game reflection/discussion as to actual gameplay. This solidifies learning.

5. Managing the Classroom Environment

Game-based learning requires a deliberate approach to classroom management, acknowledging the unique dynamics games introduce.

• What to Think About:
  • Clear Expectations: What are the explicit rules for respectful play, screen time boundaries, and maintaining academic focus?
  • Transitions: How will you manage the start and end of gameplay efficiently to maintain flow?
  • Engagement vs. Distraction: How will you guide students to focus on the learning goals inherent in the game, rather than just in-game achievements?
• Actionable Tip: Co-create rules for game-based learning with your students. Clearly define what “success” looks like beyond simply “winning” in the game, tying it back to your learning objectives.

6. Assessing What Matters (Beyond High Scores)

Assessment in GBL moves beyond traditional tests to capture the breadth of learning that occurs.

• What to Think About:
  • Observation: What specific in-game behaviors or interactions indicate students are applying learned concepts or developing skills (e.g., problem-solving strategies, collaboration, resource management)?
  • Reflection: Utilize tools like reflection journals, exit tickets, concept maps, or guided debriefing discussions.
  • Application: Ask students to apply game-learned concepts to a real-world problem, a written assignment, or a project.
• Actionable Tip: Design your assessment methods before you choose the game, ensuring they directly align with your defined learning goals and can genuinely measure the skills developed through gameplay. Research by scholars like Kebritchi and Hirumi (2008) suggests that well-designed game-based learning can significantly impact student motivation and engagement, which are key precursors to academic achievement. Furthermore, studies indicate that video games can enhance various cognitive skills, including problem-solving, decision-making, and critical thinking (Green & Bavelier, 2015).

By intentionally integrating these practical considerations into your teaching, you can harness the power of video games to create dynamic, engaging, and genuinely effective learning experiences. Start small, learn from each experience, and enjoy the journey of leveling up your classroom!

Works Cited:

Green, C. S., & Bavelier, D. (2015). The Impacts of Video Games on Cognition (and How the Government Can Guide the Industry). Policy Insights from the Behavioral and Brain Sciences,¹ 2(1), 101-109.

Kebritchi, M., & Hirumi, A. (2008). Examining the effects of a computer game-based learning environment on middle school students’ academic achievement and motivation in mathematics. Instructional Science, 36(2), 53-78.

Teach Students To Think Irrationally

by Terry Heick

Formal learning is a humbling thing.

As planners, designers, executors, and general caretakers of public and private education systems, we are tasked with the insurmountable: overcome a child’s natural tendency to play, rebel, and self-direct in hopes of providing them with a ‘good education.’ Reading, writing, arithmetic, etc.

And this isn’t wrong. This is good by almost any measure. Our intent is noble, our effort extraordinary, and certainly the learning of many children, especially those from disadvantaged circumstances, is better than anything they might have had otherwise.

But there’s also an unfortunate, darker side to formal learning processes–especially when you crowd 800 in a school and 32 in a classroom and ‘hold teachers accountable.’

This is a side that can be more concerned with that accountability than anything else–and that means students accountable to teachers, teachers accountable to principals,  principals accountable to superintendents, superintendents accountable to state government agencies, and everyone accountable to many measures of ‘motivation’ and/or punitive action.

See also Student Engagement Strategies

The net result can be a learning climate where spontaneity, curiosity, and learner self-direction are secondary to just the right ‘research-based’ literacy strategy to ‘move kids to proficiency’–and a crucial loss of ‘childlishness’ of learning.

It’s within this context that I watched the following video by Adora Svitak, who eloquently (please tell me this child was coached, or else I am going to wish she was also more ‘childish’ herself) discusses the role of ‘immaturity’ in great accomplishments. Regarding ‘childish’ behavior and ‘immaturity,’ she explains:

“Then again, who’s to say that certain types of irrational thinking aren’t exactly what the world needs? Maybe you’ve had grand plans before but stopped yourself, thinking, “That’s impossible,” or, “That costs too much,” or, ‘That won’t benefit me.’

“For better or worse, we kids aren’t hampered as much when it comes to thinking about reasons why not to do things. Kids can be full of inspiring aspirations and hopeful thinking. Like my wish that no one went hungry or that everything were a free kind of utopia. How many of you still dream like that and believe in the possibilities? Sometimes a knowledge of history and the past failures of utopian ideals can be a burden because you know that if everything were free, then the food stocks would become depleted and scarce and lead to chaos. On the other hand, we kids still dream about perfection.

“And that’s a good thing because in order to make anything a reality, you have to dream about it first.”

It’s easy to take that argument a step further and wonder what education would be like if it were able to really lose itself in the learning, and be fully immersed in content and community. Standards? Fine. Assessment? Fine–but standardize the assessment without standardizing the learning.

What if the learning was like the child: irrational, in motion, and in love with discovery?

You can view the video here.

What Is The Library Of Congress?

by TeachThought Staff

The recent dismissal of Dr. Carla Hayden, the 14th Librarian of Congress, has brought renewed attention to the Library of Congress—but what exactly is the Library of Congress, and why does it matter?

The Librarian of Congress leads the institution and is appointed to a 10-year term. Hayden, who held the role until May 2025, was a notable figure in LoC history. She was the first woman and the first African American to lead the institution, and her tenure focused on:

• Expanding digital access to collections.
• Increasing public outreach and education.
• Promoting equity and inclusion in library services.

Her abrupt removal by the Trump administration raised concerns among educators, librarians, and civic advocates about the independence of institutions like the Library of Congress.

You can read their full statement here.

What Does The United States Library Of Congress Do?

While headlines have focused on the political implications of her firing–which are worth their own scrutiny for news and journalism media–this moment offers an opportunity to better understand one of the most important public institutions in the United States, one that plays a quiet but important role in education.

See also What Is A KWL Chart?

The Library of Congress serves as the research arm of the U.S. Congress and preserves the nation’s cultural and intellectual heritage through its vast collections of books, manuscripts, maps, music, films, and digital resources. It also provides public access to historical documents, supports copyright registration, and offers educational tools for teachers, students, and researchers.

It is the largest library in the world, home to more than 170 million items, including books, manuscripts, photographs, maps, sound recordings, and films. It serves multiple roles:

• Research arm of the U.S. Congress: Its primary mission is to provide research and analysis to members of Congress and their staff.
• Preserver of national memory: It houses historically significant documents, including the rough draft of the Declaration of Independence and the Gutenberg Bible.
• Public educational resource: Much of its collection is available online, offering free access to rare materials, primary sources, and lesson plans for teachers and students.
• Cultural institution: It runs public exhibitions, concerts, and events, and supports copyright registration and protection.

Examples of what the Library of Congress offers

• Chronicling America: A searchable database of historic American newspapers, useful for student research and media literacy lessons.
• National Jukebox: A collection of early 20th-century sound recordings available for public listening.
• The Veterans History Project: First-person accounts from U.S. war veterans, curated for public and educational use.
• Primary Source Sets for Teachers: Curated documents tied to curriculum topics, including Civil Rights, immigration, and westward expansion.

Library of Congress Teaching Resources

• loc.gov: The official website, with searchable access to digital collections.
• Library of Congress for Teachers: Classroom resources, primary source sets, and professional development tools.
• Copyright.gov: Managed by the Copyright Office, which is part of the LoC.
• Analyzing Primary Sources Graphic Organizers – Downloadable tools that guide students through observation, reflection, and questioning of primary sources by format (photos, maps, recordings, etc.).
• The Rosa Parks Papers – A digitized archive of Rosa Parks’ personal writings, letters, and notes, offering an authentic view into her life and activism.
• Experiencing War – Veterans History Project – First-person narratives from U.S. veterans organized by theme, useful for teaching military history and civic engagement.
• Voices from the Dust Bowl – Audio recordings and photographs documenting life in California migrant work camps during the early 1940s.
• Civil War Maps Collection – Historical maps of troop movements, battlefields, and terrain, useful for visualizing Civil War geography and strategy.
• Chronicling America – A searchable collection of historic U.S. newspapers from 1789–1963, ideal for primary source analysis and student-led inquiry projects.
• Would you like these in a downloadable format or styled for easy copying into your blog?

by TeachThought Staff

So you’re considering taking a teaching job? Or at least interviewing?

What should you be asking to make sure it’s a good fit for both you and the school?

Understanding The Point Of The A Teacher Job Interview

First, understand that you are interviewing the school and district as much as they are interviewing you, and this isn’t a power play of some kind. The goal of a teacher placement should be a pairing between school (and administrators from that school and district) and teacher that is sustainable and serves students.

We can talk more about tips for teacher job interviews in a separate post (including researching the school and seeing yourself as ‘a fit’ or ‘not a fit’ rather than ‘qualified’ or ‘not qualified’/‘good teacher’ or ‘bad teacher’). The goal of that post would be to help you ‘get the job’ for a position you’re already sure you want.

Obviously, you can’t simply take a list like this and start reading them off to a principal or–well, you’re probably not going to get the job (assuming they even let you finish the interview). The point here is to think carefully about what you’re getting yourself into–to explore the school and climate and context from several angles beyond ‘job opening.’ To think past the interview to the school year ahead so that you can find the job that allows you to grow as a teacher, which is obviously what best serves students too.

Even if you aren’t concerned with the idea of ‘fit’ and will take any job offered your way, questions like this can help demonstrate your thoughtfulness as a professional educator to those you interview with–and help improve your interviewing skills for future openings throughout your career.

I’ve separated them into two categories–practical and pedagogical. The ‘practical’ questions are more about the job itself–salary, insurance, placement, etc. I’ve probably missed some obvious ones because these kinds of questions vary wildly from one position to the next. Something absolutely crucial in one country or state or district may be far less so in another.

The second category focuses more on the nature of pedagogy itself, and while still relative, should be a bit more universal. For now, 30 questions to ask at your next teacher job interview with a school or district.

Practical Interview Questions For Teachers

1. How can I help? That is, beyond ‘teaching the class,’ what opportunities are there for me to support my colleagues and the students in this school?

2. In terms of deliverables—visible outcomes—what is expected of every teacher every day? What are the school and district ‘non-negotiables’? That is, what are the things—behaviors and general expectations—that are in place for every teacher, every day universally and across the board without negotiation or flexibility? (This sounds like a weird question, but in general, it boils down to how the school/district ‘does things’, and can have a big effect on the fit between the teacher and the job being interviewed for.)

3. What are the lesson plan/curriculum requirements—in terms of formatting, approval, collaboration, standards, publishing, etc.? This is similar to #1 but is focused exclusively on unit, lesson, and assessment design and the school’s procedures therein. For example, are the lessons scripted? If so, is there any flexibility? If not, what are the ‘expectations’ for collaboration between teachers? Is there a pacing guide? How is it used? How can and should data impact pacing guides and curriculum maps and so on?

4. What is the school behavior model and plan? How do teachers and staff work together to support both students and teachers to create a physical and intellectually safe and loving and forward-thinking environment for learning?

5. What is the attendance/sick day/snow day policy for teachers?

6. What is the school and district policy regarding COVID and related protocols, how have they changed over time, and how do you expect them to change in the near future? How are teachers protected and supported as they navigate the challenges of teaching during the COVID epidemic?

7. How much will I earn? What is the pay scale and how does it change annually? What insurance and related benefits are there for teachers? How often are teachers paid? Is direct deposit available? What about a cafeteria plan?

8. What are the extra-curricular opportunities and requirements for teachers?

9. What committees are there in this school, and how effective have they been in achieving their purpose? How can I contribute to their continued growth over time?

10. How is this school/district different than it was ten years ago? What data is there to support that? (Careful asking the second part, but know for sure that a school or district wouldn’t think twice before asking a teacher something similar.)

11. What compelling opportunities are there for me to improve my craft in this school or district?

12. How strong is the school/district IT department? Are they well-staffed and sufficiently funded? What about the district internet filter—is that designed to support student learning?

13. What role does this librarian/media specialist play in the average classroom on a daily basis? (This can be telling in a number of ways.)

14. Is there an instructional coach or curriculum expert that can help me grow? Or are they used punitively to ‘catch me doing it wrong’? (Don’t ask the second part.)

15. How do I know that I’m safe here—physically, professionally, emotionally, and otherwise?

Pedagogical Interview Questions For Teachers

16. How is student achievement defined and measured?

17. What learning models are used in this school/district? Which have been found the most effective? How could I contribute to that moving forward?

18. How is technology used to support students and their families? How is it used to personalize learning?

19. Would this position encourage me to focus on student strengths or weaknesses?

20. What is the school mission, and how do the curriculum, students, and staff fit together to help realize it?

21. How is data used to support teachers and students? How accurate are the measurements tools used to extract that data?

22. Do students like going to school here?

23. Do teachers like teaching here? What kinds of collaboration between teachers are ‘required’? Encouraged? Supported?

24. Do parents feel welcome here?

25. What have this school’s greatest successes been recently? Historically?

26. Does the school have a ‘growth mindset‘? The district? Or is it pressure, pressure, say nice and well-intentioned things, pressure, pressure?

27. How do different assessment forms and data sources work together to improve outcomes for students? How is this data made accessible to teachers? How has that accessibility and data quality improved over the last five years?

28. How do superintendents, assistant superintendents, and other similar roles support students and teachers and how can I support their work in my position?

29. Are the arts valued here? Humanities in general?

30. How do curriculum, curriculum maps, pacing guides, units, lessons, and any district/state level assessments work together? Is each flexible enough to do so?

31. How do innovation and tradition work together to serve students?

32. Where do teachers have autonomy? How is the capacity of teachers nurtured and grown throughout the year?

33. How likely is it that a student might ‘graduate’ from this school (having performed well academically) and still have very little hope for their own future? Put another way, how does the learning here actually improve the lives and arcs of students’ lives? How do we know?

34. Is it ‘safe’ to teach here? That is, is it safe for me professionally, psychologically, and physically?

35. Is there a teacher’s union? Is it mandatory? What is the history of the relationship between any teacher’s union and the school/district?

Bonus: In this position, would I teach content or teach thought?

12 Articles About Critical Thinking In The Classroom

by TeachThought Staff

Critical thinking remains one of the most discussed—and least clearly defined—ideas in education.

It’s often treated as a skill, a habit, or a process, depending on the context, but at its core, it’s about how we make sense of information, perspectives, and problems.

This small collection of essays explores critical thinking as both a concept and a practice, examining its role in learning, its relationship, and the challenges of teaching it meaningfully in schools and classrooms today.

20 Questions To Help Students Think Critically About The News

Is this headline entirely ‘true’/accurate or based instead on partially true information/data? Misleading information is often based on partial truths and then reframed to fit a particular purpose: to cause an emotion such as anger or fear that leads to an outcome of some kind: a ‘like,’ donation, purchase, signup, vote, etc.

48 Critical Thinking Questions For Any Content Area

This article presents a curated list of 48 questions designed to foster critical thinking across various subjects and educational levels.

The questions are intended to encourage students to analyze, evaluate, and reflect on information, promoting deeper understanding and engagement.

Examples include prompts like “Why is this important?”, “What are the causes and effects of this?”, and “How do we know if this is true?”

Educators can adapt these questions to suit different content areas and learning objectives, using them to stimulate discussion, guide inquiry-based learning, or assess comprehension.

This article presents a collection of ten team-building activities designed to enhance critical thinking and collaboration among students. Each game focuses on different skills such as communication, problem-solving, and creative thinking.

For instance, “If You Build It…” involves teams constructing structures with limited materials, emphasizing planning and cooperation. “Save the Egg” challenges students to devise methods to prevent an egg from breaking when dropped, fostering innovation and teamwork.

Other activities like “Zoom” and “Minefield” require participants to engage in storytelling and navigation tasks that build trust and strategic thinking. These exercises can be used practical tools for educators aiming to create an interactive learning environment that promotes essential cognitive and social skills.

10 Team-Building Games That Promote Critical Thinking

50 Examples Of Analogies For Critical Thinking

This post provides a list of analogies grouped by type, including synonym, antonym, part/whole, cause/effect, and others. Each example is intended to help students recognize relationships between ideas or objects, which can support analytical reasoning in classroom settings. The post is structured as a reference for educators designing critical thinking activities.

Correcting The Deficit In Critical Thinking

This article discusses what the author identifies as a widespread lack of critical thinking in education, attributing it to structural and cultural issues within schools. It explores the idea that instructional design and school culture often prioritize efficiency and compliance over cognitive development. Several suggestions are offered for integrating critical thinking more intentionally into teaching and learning.

40 Of The Best Quotes About Critical Thinking

This post features a curated list of quotes from historical and contemporary figures that reference the value and function of critical thinking. The quotes are not categorized or analyzed in depth but are presented as standalone prompts for classroom use, discussion, or reflection. It serves primarily as a source of content to supplement lessons or provoke thought.

20 Types Of Questions For Teaching Critical Thinking

This article outlines 20 distinct types of questions educators can use to support critical thinking in the classroom. It categorizes questions into groups like clarifying, probing, and evaluative, with brief explanations of how each can guide students toward deeper analysis and reflection.

Rather than offering a fixed method, the piece provides a practical overview of how varied questioning strategies can influence classroom dialogue and cognitive engagement.

4 Levels Of Integration For Critical Thinking

This article introduces a framework outlining four levels at which critical thinking can be integrated into educational settings: assignment, unit, instructional design, and learning model.

Each level includes specific strategies—for example, the assignment level suggests using analogies and debates, while the learning model level discusses approaches like project-based learning and inquiry learning. The framework aims to assist educators in embedding critical thinking practices throughout various aspects of curriculum planning and instruction.

20 Types Of Learning Journals That Help Students Think

This article from TeachThought outlines 20 distinct types of learning journals designed to promote various aspects of student thinking. Each journal type serves a specific purpose:

• Question Journal: Encourages students to formulate and refine their own questions, fostering inquiry-based learning
• Metacognitive Journal: Focuses on students reflecting about their own thinking processes and cognitive development.
• Change Journal: Allows students to document shifts in their understanding or perspectives over time.
• Connecting Journal: Helps students make connections between new information and prior knowledge or different subject areas.
• Transfer Journal: Aims to assist students in applying learned concepts to new and varied contexts.

The article suggests that these journals can be adapted to suit individual student needs and combined to support personalized learning strategies.

Using The 3-2-1 Learning Strategy For Critical Thinking

This article introduces the 3-2-1 strategy as a flexible framework to facilitate critical thinking across various educational contexts. The strategy involves prompting students to identify three pieces of information they have learned, two aspects they found interesting or confusing, and one question they still have.

The article provides examples of how this format can be adapted for different purposes, such as reading comprehension, classroom discussions, and reflective writing. It also suggests variations tailored to analytical, metacognitive, and inquiry-based activities.

The 3-2-1 approach is presented as a simple tool to encourage structured reflection and deeper engagement with learning material.

What Does Understanding Look Like?

This article examines the complexities of assessing student understanding beyond traditional testing methods. It highlights the limitations of standardized assessments in capturing the depth of student learning and advocates for alternative approaches that reflect real-world applications.

It describes a 21st-century learning environment where students engage in project-based activities, utilizing various digital tools to explore and address real-life issues. Ideally, these environments encourage self-directed learning, collaboration, and the creative application of knowledge, offering a more comprehensive picture of student understanding than conventional assessments.

8 Science-Based Strategies For Critical Thinking

This article outlines eight strategies rooted in scientific thinking intended to support the development of critical thinking skills in educational settings.

The strategies include challenging assumptions, suspending judgment, revising conclusions based on new evidence, prioritizing data over belief, continuously testing ideas, viewing mistakes as informative, entertaining possibilities without immediate acceptance, and seeking overlooked variables.

Each approach is briefly explained as a means to promote analytical reasoning and a mindset aligned with scientific inquiry.

25 Of The Best Resources For Teaching Critical Thinking

The article suggests that these journals can be adapted to suit individual student needs and combined to support personalized learning strategies.

This article compiles a diverse set of 25 resources aimed at supporting the instruction of critical thinking in educational settings. The collection includes taxonomies, such as the TeachThought Taxonomy for Understanding; strategies like the “60 Critical Thinking Strategies for Learning”; and various tools including Bloom’s Taxonomy posters, Socratic seminar guidelines, and rubrics for assessment.

Additionally, it references digital platforms and communities that facilitate debate and inquiry-based learning. Each resource is briefly described to assist educators in selecting appropriate materials for their instructional needs.

12 Articles About Critical Thinking In The Classroom

Founder & Director of TeachThought

by TeachThought Staff

According to a study published in the Thinking Skills and Creativity journal, students who regularly engage in creative tasks show statistically significant gains in problem-solving and reflective judgment (Beghetto & Kaufman, 2014).

In other words, fostering creativity is not just about making school more fun—it cultivates the very thinking habits that support students as they grow.

How Creativity Works

Creativity arises from the dynamic interplay of multiple brain networks.

The default mode network (DMN), active during introspective activities like daydreaming, facilitates spontaneous idea generation. The executive control network (ECN) governs focused attention and critical evaluation of ideas, while the salience network acts as a switch, toggling between the DMN and ECN to balance free-flowing thought with goal-directed focus.

Regions such as the prefrontal cortex, responsible for planning and decision-making, and the hippocampus, are necessary for memory retrieval, play significant roles in creative thinking. The coordinated activity among these areas enables the generation of novel and valuable ideas.

It’s Not Simply A ‘Decision’

Creativity isn’t a light switch. It’s not something you either have or don’t, nor is it a magical state that descends when the conditions are just right. Creativity is movement. Curiosity, made visible. A pattern of seeing, connecting, and remaking. It’s something you practice more than possess.

So if we’re going to talk about how to be more creative, let’s first admit that creativity isn’t one thing–and if it is, it’s not creativity.

Ways To Be More Creative

1. Start by noticing more.

You can’t be creative with what you don’t notice. Creativity depends on awareness—the kind that sees not just what’s there but what isn’t. Noticing is more than observation; it’s tuned attention. Patterns. Anomalies. Gaps. Possibility. Most of us are too distracted to notice much of anything.

Practice noticing. Not for the sake of trivia or novelty, but for the raw materials of creative thought. Take mental (or literal) notes: That metaphor in the podcast. The way the morning light cut through the trees. The way a student solved a problem in a completely sideways way that somehow worked.

2. Ask better questions.

Most of what we call creativity begins with a question. Not “What should I do?” but “What if I didn’t?” Not “What’s the right answer?” but “Why is this the question?” Questions reframe. They loosen the boundaries of a problem so something new can happen.

Try this: Instead of brainstorming answers, brainstorm questions. In meetings, with students, with yourself. Make the questions more abstract or more grounded—whatever the moment needs. If creativity is a kind of cognitive movement, then questions are the friction that gets it going.

3. Change your inputs.

You can’t keep feeding yourself the same things–the same ideas, forms, and perspectives–and expect to come up with something new. If you read the same blogs, scroll the same feeds, talk to the same people, and follow the same workflows, you’re going to keep making the same kinds of things.

Seek new inputs. Travel is good, but so is listening to someone you usually ignore. Read something that disagrees with you. Try a new tool, even if it slows you down. Especially if it slows you down. Your creative output is downstream of your inputs, so make them strange and wide and sometimes uncomfortable.

4. Trust the mess.

Creativity rarely shows up in clean lines and bullet points. It’s a bit feral. The early stages of creative work often look like chaos—and that’s because they are. But chaos is data. It tells you what could happen, and that’s far more valuable than what should.

The problem is that we’ve been taught to mistake messiness for failure. We edit before we explore. We seek clarity before we have content. But creative work is recursive. You move forward by looping back. You clarify by making. You refine by ruining. So trust the mess, and keep going.

5. Make space for boredom.

Boredom is the compost of creativity. It clears out the noise so your mind can start making something of its own. But in a hyperconnected world, boredom’s an endangered species. We fill every blank moment with scrolling and checking and refreshing, which means we rarely sit long enough with a thought for it to become anything useful.

Be bored on purpose. Take a walk without your phone. Let yourself be unentertained. Not because it’s virtuous, but because boredom creates cognitive slack—mental room for ideas to collide, grow, mutate, and spark.

See also The Benefits Of Creativity In The Classroom

6. Create before you consume.

This one’s simple but brutal. Before you check email, write. Before you scroll, sketch. Before you go looking for ideas, try to come up with one. Even if it’s bad. Especially if it’s bad. Creativity depends on momentum, and consumption stalls that momentum before it starts.

Making something—even something tiny—first thing each day sends a signal to your brain: This is who I am. This is what I do. Over time, that signal gets stronger. Eventually, you stop waiting for permission to create and start seeing every moment as a place it could happen.

7. Remember: Creativity is a posture, not a product.

You’re not creative because of what you make. You’re creative because of how you think. Because you’re willing to be wrong. Because you chase things that might not work. Because you see the world not just as it is, but as it could be.

See also The Best Quotes About Creativity

Being more creative, then, isn’t just a matter of strategy. It’s a way of being in the world—a willingness to disrupt your own thinking, to remix old truths, to stay uncomfortable long enough for something original to emerge.

8. Collaborate with people who think differently.

Creativity doesn’t thrive in echo chambers. It feeds on friction—on competing ideas, odd pairings, and conversations that don’t resolve too easily. When you work only with people who see the world the way you do, you end up reinforcing what you already believe. That might feel good, but it rarely leads anywhere new.

Seek out people who ask different questions than you do. Who value different things. Who annoy you a little bit, but in the best way. Not because disagreement is the goal, but because contrast clarifies. It helps you see the edges of your own thinking—and that’s often where the best creative work begins.

Creativity In The Classroom

Creativity is also associated with innovation, which relies upon a balance of reasoning skills and imagination – what many people refer to with the cliché ‘thinking outside of the box.’

This synergy is especially clear in project-based learning, design thinking, or inquiry-based classrooms. For instance, when students design a solution to a community problem, they must brainstorm (creative thinking), analyze constraints and data (critical thinking), and iterate based on feedback (both). Creativity fuels the Lateral, Divergent, And Convergent Thinking that generates options, while critical thinking brings convergence—helping students decide what’s most viable, ethical, or effective.

According to a study published in the Thinking Skills and Creativity journal, students who regularly engage in creative tasks show statistically significant gains in problem-solving and reflective judgment (Beghetto & Kaufman, 2014). In other words, fostering creativity is not just about making school more fun—it cultivates the very thinking habits that prepare students for complex, real-world challenges.

The good news for students is that you don’t have to take a specific course that requires creativity. You can practice developing this skill on your own, beginning right now. Here are two additional strategies you can use to tap into your creative potential.

1. Know When to Work and When to Stop

Jonah Lehrer, author of Imagine: How Creativity Works, shared his perspective for development of creativity as a skill in his article, How To Be Creative. To access our natural creative ability we need to learn to rely upon our intuition, which researchers call our “feelings of knowing.” Two types of problems require creativity: moment-of-insight and nose-to-the-grindstone situations.

If you are working on a project and have a feeling (your intuition) that you are close to getting an answer or solution, that’s the time to keep working through it (nose-to-the-grindstone). However, if you feel stuck and need new insight, that’s the time to take a break (moment-of-insight). When you feel the need for a break, you either need an alternate perspective or additional information. And research shows you will likely get the insight or “aha” moment once you step away from the project or problem.

2. Develop a Mindset for Creativity

This is probably the one barrier that prevents students from learning to develop their creative capacity, a limiting self-belief. “I’m not a creative person” can limit your possibilities. You can train yourself to be creative simply by allowing time to use your imagination. It does not have to be a complicated process either.

The next time you are given a project that requires you to develop a new outcome, solution, or alternative perspective, take a few minutes to allow your mind to wander. Some students refer to this as brainstorming or free-writing. Let the ideas flow first and then process it through logic, reasoning, and feelings. The best answer may not always be the ‘right’ answer, and that’s how you learn to become creative.

In a world full of stimuli, sensory rooms are becoming an essential tool for schools looking to better support students with sensory sensitivities, autism, ADHD and anxiety.

These thoughtfully designed spaces offer a calming refuge, helping students regulate their emotions, focus better in class and engage with learning on their terms. 

For educators and school decision-makers, outfitting a sensory room isn’t as simple as tossing beanbags in a quiet corner. From tactile walls and fidget tools to bubble tubes, swings and calming lighting, every element must be purposeful and inclusive. Here’s where to find high-quality tools and technologies and how to incorporate them.

The Best Providers of Essential Sensory Room Components

Sensory rooms give students a space to get relief from sensory overstimulation with high-quality components to cater to various sensory needs. From tactile stimulation to visual serenity, selecting the right equipment can help foster an inclusive environment where students feel safe and supported. 

Here is a list of the top vendors that offer specialized sensory room tools, including furniture, lighting and interactive products designed for educational purposes. 

1. Enabling Devices 

Enabling Devices is a leader in adaptive tools. It offers a wide range of sensory room products that can be customized to meet individual needs. Whether you’re designing a small calming corner or a full sensory room, it has everything from switch-adapted toys to immersive lighting solutions. Enabling Devices offers inclusive design and educator resources, ensuring their products are functional and educational. 

Key features: 

• Customizable sensory kits for schools 
• Switch-adapted toys and tools that promote interaction
• High-quality tactile and auditory products 
• Safe and durable designs ideal for classroom environments 
• ADA-compliant solutions to cater to students with various needs

See also Best Assistive Technology Apps

2. National Autism Resources 

National Autism Resources is a well-known provider of sensory products that caters to schools and therapy centers. Its wide selection includes calming corner setups, sensory integration tools and sensory-friendly furniture designed to reduce stress and overstimulation. Its tools are cater to budget-conscious schools looking to positively impact sensory processing. 

Key features: 

• Affordable and customizable sensory kits for schools 
• Products designed to help students with autism, ADHD and other sensory needs
• Tactile and auditory tools that promote calming and self-regulation
• Resources for creating effective sensory spaces

3. Southpaw Enterprises 

Southpaw Enterprises specializes in creating sensory tools for physical therapy and sensory integration. Its swings, therapy mats and weighted products are a favorite among therapists working in schools and clinics. Southpaw Enterprises’ products are highly recommended because of their therapist-approved designs, which support physical and emotional development. 

Key features: 

• Therapy-based products like swings, mats and weighted blankets 
• Products designed to improve physical coordination and sensory regulation
• Durable and therapist-approved tools 
• Suitable products for both classroom and therapy room environments 

See also Examples Of Assistive Technology In The Classroom

4. Fun and Function

Fun and Function offers a variety of portable sensory tools, including mobile sensory carts and compact kits that can fit into any classroom. It aims to make sensory tools accessible for all, providing a wide range of products that promote engagement, focus and relaxation. Perfect for schools that need portable solutions, Fun and Function’s products are great for creating a multisensory learning environment. 

Key features: 

• Lightweight, portable sensory carts
• Multi-use tools for sensory engagement 
• Customizable solutions for students with various sensory needs
• Products designed to promote physical and emotional regulation

5. TFH Special Needs Toys 

TFH Special Needs Toys is a well-established name in the sensory product market, offering bubble tubes, fiber optic strands and interactive wall panels that create a calming atmosphere. Its sensory products are particularly popular for students with autism and sensory processing challenges. TFH Special Needs Toys is a great option for schools seeking visually immersive tools to transform any space into a sensory-rich experience. 

Key features: 

• Immersive lighting and visual stimulation tools like bubble tubes 
• Interactive sensory panels for tactile engagement
• Products that promote both relaxation and sensory exploration
• Suitable products for school and home use

6. School Specialty 

School Specialty offers a comprehensive range of sensory products that integrate seamlessly into classroom settings. From specialized seating to sensory integration therapy kits, its tools are designed to support students across a wide range of sensory needs. School Specialty is ideal for schools looking for a one-stop shop to outfit a sensory room and create a holistic learning environment. 

Key features: 

• Full-room outfitting options, including furniture and sensory accessories
• Integration with Individualized Education Programs (IEPs) to support specific educational needs
• Products designed to promote physical and emotional regulation
• Cost-effective solutions for schools of all sizes

7. eSpecial Needs 

eSpecial Needs is known for offering large-scale room setups. The company provides everything from multi-user sensory rooms to individual sensory equipment, ensuring schools build the perfect environment for students who need a more focused learning space. Its turnkey solutions are ideal for schools that want to build sensory spaces with minimal hassle. 

Key features: 

• Comprehensive sensory room design services 
• Available large-scale setups
• A variety of products designed to help students with different sensory needs
• Customer service focused on making sensory room creation easier

8. Rompa 

Rompa is a pioneer in sensory room equipment, known for its innovative Snoezelen rooms and calming products. They offer a range of therapeutic sensory items designed to soothe and engage students with sensory processing disorders. Rompa’s extensive experience and international reach make it a top choice for schools creating sensory rooms all around the world. 

Key features: 

• Expertise in sensory room design for various age groups
• Snoezelen rooms and products for relaxation and stimulation
• A focus on sensory innovation
• International shipping to schools worldwide

9. Abilitations  

Abilitations offers a variety of classroom sensory tools, including movement-based equipment like balance balls, swings and tactile items. Its products are designed to enhance physical and sensory skills, which is ideal for children who benefit from sensory breaks throughout the school day. Abilitations is the perfect vendor for schools looking for practical, budget-friendly solutions that don’t compromise quality. 

Key features: 

• A wide selection of sensory equipment for tactile, vestibular and proprioceptive input
• Cost-effective sensory tools that support diverse needs
• Durable and easy-to-use products suitable for classrooms
• Therapy-based tools for physical engagement 

10. FlagHouse

FlagHouse provides a range of physical education and sensory integration tools that cater to various needs. Its PE and sensory tools work well in therapy and classroom settings, helping students focus, engage and regulate sensory input. FlagHouse products are designed to integrate sensory support into the larger educational environment, making them a versatile option for schools with diverse needs. 

Key features: 

• Sensory tools that integrate with PE programs 
• Products designed for physical therapy and sensory development 
• Easy-to-use tools suitable for both large and small spaces 
• Ideal for inclusive classrooms and therapy centers

Frequently Asked Questions  About Sensory Rooms

1. Where Can I Find the Essential Components to Include in a Sensory Room?

Enabling Devices offers a wide range of essential sensory room components. Several other companies — such as National Autism Resources, Southpaw Enterprises, and Fun and Function —  also cater to educators looking to add to or build a sensory room in their schools. 

2. What Are the Sensory Needs of My Students? 

Before purchasing any equipment, it’s important to understand the specific sensory needs of the students using the room. You must determine whether they seek calming, soothing experiences or more stimulating activities.

You will also need to decide if the room will serve students with sensory processing disorders, autism, ADHD or anxiety and if your students have any sensory preferences or sensitivities to be aware of. 

3. How Much Space Do I Have for Equipment? 

The size of your sensory room will determine how much equipment you can fit and how it should be arranged. Measure the square footage of your room and then decide how many people will use it at any given time. Once you have done this, try to find out if you have enough space for mobility equipment or larger interactive sensory panels. 

4. What Is My Budget? 

Sensory room equipment can vary in price depending on the type and complexity of the products. You need to determine your total budget for outfitting the room, find out if you have any funding opportunities available and whether or not you’re open to purchasing high-end products.

5. How Will I Ensure the Equipment is Safe and Durable? 

Safety and durability are crucial in a school environment. Ask about the materials and design of the equipment you’re considering. Find out if it’s made from non-toxic, durable materials, if it has safety features and if it can handle daily use in a busy educational setting. 

6. Will the Equipment Support All the Senses? 

A well-rounded sensory room should engage multiple senses. Find out if the equipment provides multisensory experiences like visual stimulation or tactile interactions. You can also find out if there are auditory experiences like sound machines or speakers for music. 

7. How Easy Is It to Use and Adjust the Equipment? 

The sensory room should be easy for students to navigate and interact with independently or with minimal support. You need to know if the equipment is user-friendly, if it can be adjusted and customized, and if the controls are simple enough for staff and students to operate. 

8. How Will I Maintain the Equipment Over Time? 

To ensure the longevity of your sensory room components, it’s important to think about maintenance and care. You should find out how easy the equipment is to clean, whether or not the materials are resistant to wear and tear, and what kind of ongoing support or warranties the manufacturer offers.  

9. Will the Equipment Promote Engagement and Interaction?

Sensory room equipment should encourage engagement, whether for relaxation or sensory exploration. Find out if the equipment will enable students to participate actively, if the products promote physical movement, and whether the equipment can be integrated with activities like therapy sessions, relaxation exercises or mindfulness practices. 

10. Does the Equipment Provide a Calming or Stimulating Experience? 

It’s important to understand whether your sensory room will focus on calming or stimulating sensory experiences — or a balance of both. Determine whether you need equipment that helps students self-regulate and calm down or stimulating tools to engage students who need heightened sensory input. 

11. How Can I Ensure the Equipment is Accessible for All Students? 

Ensuring your sensory room is inclusive is vital for serving all students effectively. Find out if the equipment is adaptable to different sensory and physical capabilities and if students with limited mobility can access the room. It’s also a good idea to find out whether or not there are options for students with visual or hearing impairments. 

Building a Sensory Room That Works 

Creating a sensory room is more than choosing colorful lights and soft seating. To make the space supportive and inclusive, you’ll need a clear strategy, evidence-based thinking and a deep understanding of your students’ needs. Here’s how to build a sensory room that works: 

Start With a Clear Purpose

Before you shop for any equipment, define what the room is for. Is it a calming space for students with emotional regulation needs? A place for movement breaks and proprioceptive input? Maybe a hybrid model that includes zones for both? 

Use student IEPs, behavior intervention plans or occupational therapy reports to identify common sensory challenges among your learners. This helps prioritize which tools and stations are essential from the start. 

Design With Zones in Mind 

A well-designed sensory room often includes distinct zones for different sensory goals. Think of it like a flow, from calming to alerting to grounding. You could have a calming zone, a movement zone, a tactile zone and a visual focus zone. Use soft dividers, rugs or furniture placement to subtly define each area without restricting space. 

Choose Tools That Support Regulation, Not Just Stimulation

It’s easy to be dazzled by flashy tech and novelty gadgets. However, sensory rooms are not about overstimulation. They’re about helping students find regulation. A great sensory tool does more than entertain — it calms the nervous system, builds self-awareness and offers a safe physical outlet. 

Chaos to Calm

By asking key questions, using trusted suppliers and carefully planning your sensory room, you will create a powerful tool for promoting emotional well-being, sensory regulation and learning. With the right equipment, you can make an inclusive, supportive space to foster student growth and comfort. 

Teaching Strategies For Maslow’s Hierarchy Of Needs

by TeachThought Staff

Maslow’s Hierarchy of Needs, developed by psychologist Abraham Maslow in 1943, is a foundational theory in psychology that describes the stages of human needs as a pyramid, with the most basic needs at the bottom and more advanced needs at the top.

Understanding and Applying Maslow’s Hierarchy of Needs in the K-12 Classroom

Maslow’s Hierarchy of Needs, developed by psychologist Abraham Maslow in 1943, provides a powerful framework for understanding the fundamental needs that drive human behavior and motivation.

In short, the framework looks at the idea that Individuals must satisfy lower-level needs before they can adequately focus on higher-level ones.

Let’s take a broad overview of the thinking.

The Five Levels of Maslow’s Hierarchy and Their Relevance to Students

Note: These are purposefully general recommendations. Every school, classroom, grade level, teacher experience, and class size all vary widely. Use the strategies below to guide your thinking for ways it might work in your own school or classroom.

Physiological Needs: These are the most basic needs for survival. For students, this translates to having their needs for hunger, thirst, rest, warmth, and basic health met. Students who are hungry, tired, or unwell will struggle to concentrate and learn effectively.

For Educators: Be attentive to signs of unmet physiological needs. Provide access to water, allow for movement breaks, and be aware of resources within the school to support students facing these challenges.

Safety Needs: Once physiological needs are met, students need to feel safe and secure, both physically and emotionally. This includes a predictable and orderly school environment, free from threats, as well as a classroom where they feel accepted and respected.

For Educators: Establish clear routines and expectations, create a positive and predictable classroom climate, and address any instances of bullying or harassment promptly.

Love and Belonging Needs: This level involves the need for social connection, acceptance, and feeling part of a group. For students, this means having opportunities to build positive relationships with peers and feeling a sense of community within the classroom and school.

For Educators: Foster a sense of community through collaborative activities, encourage positive interactions, and create an inclusive environment where every student feels valued and like they belong.

See also 50 Of The Best Quotes About Teaching

Esteem Needs: Once students feel a sense of belonging, they need to develop self-esteem and confidence. This includes feeling good about themselves, receiving respect from others, and experiencing a sense of achievement and competence.

For Educators: Provide opportunities for students to experience success, offer specific and positive feedback, celebrate effort and progress, and help students recognize their strengths.

Self-Actualization Needs: This is the highest level and involves realizing one’s full potential, pursuing personal growth, and striving to become the best version of oneself. For students, this can manifest as a desire for creativity, problem-solving, and continuous learning.

For Educators: Encourage students to explore their interests, provide opportunities for creative expression and challenging tasks, and foster a love of learning that supports their individual growth.

Recognizing and Addressing Unmet Needs in the Classroom:

Observing student behaviors can provide valuable clues about their unmet needs. For instance, a student who frequently complains of hunger or fatigue may have unmet physiological needs.

A student exhibiting anxiety about changes or seeking constant reassurance might have unmet safety needs. Social isolation or attention-seeking behaviors could indicate a lack of belonging, while low self-confidence or reluctance to try new things might point to unmet esteem needs.

By understanding these potential indicators, teachers can implement practical strategies to create a more need-supportive learning environment. This includes establishing clear routines, fostering positive relationships, providing opportunities for success, and creating an inclusive classroom culture.

The Impact on Learning and Broader School Considerations:

Addressing students’ needs is not just about their well-being; it directly impacts their engagement, motivation, and academic achievement.

When students feel safe, connected, and valued, they are more likely to be receptive to learning and reach their full potential. Collaboration with school counselors and other support staff is crucial for addressing more significant or persistent needs. Furthermore, a school-wide commitment to creating a need-supportive environment can have a profound positive impact on the entire student body.

Research Insights

Taormina & Gao (2013) provide a contemporary examination of Maslow’s theory, highlighting the importance of understanding how different needs relate to motivation and satisfaction, key elements in student learning.

McLeod (2023) offers a clear and accessible overview of Maslow’s Hierarchy specifically for an educational context, providing practical examples of how these needs manifest in schools.

Ryan & Deci (2000)’s Self-Determination Theory offers a related and empirically supported perspective, emphasizing the fundamental psychological needs of autonomy, competence, and relatedness, which align with Maslow’s higher-level needs and provide valuable insights into fostering intrinsic motivation in students.

Works Cited

McLeod, S. A. (2023). Maslow’s hierarchy of needs. Simply Psychology. Retrieved from [Insert the actual URL of the Simply Psychology page on Maslow’s Hierarchy of Needs here]

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, ¹ 55(1), 68–78.  

Taormina, R. J., & Gao, J. H. (2013). Maslow and the motivation hierarchy: Assessing satisfaction of the needs. The American Journal of Psychology, 126(2), 155–177.

Let’s face it. Everyone wants to learn faster. Whether you’re working with a maths tutor in Brisbane or studying on your own, your learning style matters. Many students rely on math tutors or English tutors to speed things up, but sometimes what holds them back isn’t effort — it’s misinformation. Learning myths are everywhere. And the worst part? Most sound like good advice. Let’s clear the air. Here are five common myths that slow you down — and the simple truths that can set you free.

Myth #1: You’re Either Smart or You’re Not

This one’s a confidence killer. The idea that intelligence is fixed? False. Totally outdated.

What actually works:
Brains grow with use, just like muscles. Scientists call this neuroplasticity. When you practice something, the brain creates stronger connections. The more you try — even if you fail — the better your brain gets at doing it. Struggling doesn’t mean you’re not smart. It means you’re building strength.

Myth #2: Re-reading Is the Best Way to Study

Re-reading might feel safe. Familiar. Easy. But it’s not helping as much as you think.

What actually works:
Active recall. It’s the opposite of passively staring at notes. Ask yourself questions. Try to write what you remember without looking. Teach the concept to someone else. This forces your brain to dig deeper, making the memory stronger.

Myth #3: You Need to Study for Hours to Make Progress

Long hours don’t always mean better results. If your brain’s exhausted, you’re just spinning your wheels.

What actually works:
Short, focused sessions. The best learners often use the Pomodoro method — 25 minutes of study, 5-minute break. After four rounds, take a longer break. You’ll stay fresher and absorb more in less time. It’s not about cramming. It’s about consistency.

Myth #4: Multitasking Helps You Get More Done

Answering texts while studying? Watching videos in the background? Sounds like a time-saver, but it’s not.

What actually works:
Single-tasking. Your brain isn’t built to do two things that require focus at once. It switches back and forth, losing time and energy in the process. You’ll finish faster and remember more if you give your full attention to one thing at a time.

Myth #5: Some People Just Aren’t “Math People”

You’ve probably heard this in school. Maybe you’ve said it yourself. But there’s no such thing as a “math person.”

What actually works:
Everyone can get better at math. It’s about how you learn, not if you can learn. Good math tutors break down concepts into steps that make sense. They use real-world examples. They make it click. If something doesn’t make sense right away, that’s okay — it just means you need a different approach.

Final Thought

Don’t let old myths slow you down. Learning isn’t about being perfect. It’s about being persistent. The best students? They keep showing up. They challenge their beliefs. They ask questions. And they figure out what really works — for them. So next time you sit down to study, ditch the myths. Try the methods that actually help. You might just surprise yourself.