It starts before the school day begins. You pour your coffee, pick up your bag, and pause at the door. For a few seconds, you picture what’s ahead—the class you’re excited to teach, the conversations you’ll have, the moments you want to get right.
That tiny pause makes a difference. You walk into school with a steadier step, a clearer head, and a sense of direction. You haven’t started yet, but you already know what matters.
That same kind of pause can make a big difference for students, too.
After teaching a lesson, it’s easy to move right into independent work. The lesson wraps up, you say “Go practice,” and suddenly the room is buzzing. But before that moment, try adding a short pause. Invite your students to visualize.
“Take a few seconds. What’s your purpose as you begin this work? What will you focus on?”
Then let them share their thinking—quietly in their heads or aloud with a partner. Just thirty seconds of reflection before they start.
Something shifts. Students settle into their work with more intention. They know what they’re reaching for. They begin their practice not by copying what you said, but by directing their own effort. That single pause helps them connect the learning to their purpose.
When learners know why they are practicing, they approach it differently. They take ownership. They notice their progress.
And maybe that’s true for all of us. When we take a moment to define our purpose, we move through the work ahead with greater focus and calm.
This week, give students that moment. Pause before releasing them to practice. Ask them to determine their purpose for learning and share it. Watch how that small act shapes the rest of their time and energy.
Last week, we talked about writing the teaching point before you teach.
This week, offer students a moment to define their purpose before they practice.
Next week, we’ll look at what you do while they practice.
See you next week,
Gail
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