Teaching in the Moments We Don’t Plan For

Today reminded me that teaching isn’t always about the lesson plan, it’s about the students sitting in front of us.

One of my seniors was showing all the signs teachers notice right away: twice asking to use the bathroom, fidgeting, head on the desk, even after a couple of re-directions. At first glance, it could look like disrespect or disinterest. But I caught myself. I literally caught myself and remembered that students' behaviors are sometimes not defiance but a response. Something in their brain - limbic system, brain stem, or frontal cortex; something in their bodies, or even a kombucha-fueled stomach, can be triggering discomfort. By the way . . . I love kombucha!

So instead of pushing harder, I shifted. I asked her to help me with a simple task, making a copy of an article which required a 2-minute trip to the library. Could I have waited until the end of the day? Of course. But in that moment, I knew she needed a break that didn’t look like a punishment. It was a way to move, reset, and breathe.

something is off. Our response can make the difference between escalating a situation or creating space for students to regulate. Today, I was reminded that the best teaching sometimes comes not from the plan, but from recognizing, pausing, and responding with empathy.

Here’s what I I think we can all remember when these moments show up:

1. Recognize the signals and not just the behavior . . .

Instead of labeling the student as “checked out” or “defiant,” I reminded myself: head down, restlessness, multiple bathroom trips are often signs of regulation needs. The frontal cortex isn’t always firing on schedule for teenagers, and something as simple as food, stress, or lack of sleep can tip the balance.

2. Redirect with purpose and not punishment . . .

Rather than correcting again, I asked the student to help me with a task, making a copy. It gave her movement and a break, but also dignity. She was still participating, just in a different way.

3. Build in breaks that includes everyone . . .

Once she returned, I gave the whole class a choice for us to continue with the lesson or shift to a game of Quizlet (Quizlet.com). This provided everyone with a break and opportunity to review for our quiz on Tuesday. They chose review. This turned into a natural stretch and reset for the entire room without losing instructional value.

4. Offer choices in their learning . . . 

By letting students vote, I gave them ownership of learning. That small act built buy-in and showed them I trusted their judgment. And when students feel ownership, engagement follows. As I sit here typing away before I head off to my weekend with my family, I feel grateful knowing that I didn't let one moment derail my student’s Friday. My takeaway?

• Pause before reacting. The behavior you see may not be about you.

• Offer alternatives. Movement, tasks, or brain breaks can help students reset.

• Give choices. Even small choices build ownership and engagement.

Sometimes the best teaching happens not from our lesson plans, but from our ability to recognize the need behind the behavior and respond with empathy.