Edition #35: The Unpredictable Classroom
Want students to embrace ambiguity and the messiness of learning? Consider throwing out your lesson plan every now and then.
Anyone who has spent time in the classroom knows that things don’t always go according to plan. Many times I have walked into the classroom fully confident in my lesson only to discover that the HVAC isn’t working, or that AppleTV added a new filter blocking my ability to project videos, or that my students had a big math test and decided to skip the reading assigned in my class in order to study for their exam. It happens. And all good teachers know that there will be times when we need to pivot.
But there is another category of unanticipated event that poses a slightly different dilemma: student curiosity. While I can anticipate a fair number of the confusions and wonderings that a given reading or topic my elicit, I definitely cannot predict them all. And it’s when those unanticipated wonderings bubble up to the surface that I find I have to make a choice. Do I carry on with my lesson plans for the day, or do I pivot and lean into that moment of interest?
How we answer that question has implications for the type of learning we want our students to embrace. I’ve heard many educators share how they want their students to embrace ambiguity, uncertainty, and lean into the messiness of the unknown, yet hesitate to lean into this aspect o teaching. Making space for that spontaneous question (and the unknown terrain that comes with answering) is a great way to model a healthy relationship to ambiguity for our students.
Of course, it’s a balancing act. Sometimes there is material that needs reviewing and skills that need assessing, but I have also seen student curiosity stifled in the name of efficiency or content-coverage. As Andrew Davinack notes in his essay below, “not all meaningful learning can be specified in advance.” This doesn’t mean we need to throw everything out the window every time a student asks a question, but it does mean that, every now and then, we should be prepared to.
This Week’s Focus: The Unpredictable Classroom
You need to create an account to access this piece but it’s SO worth it. While assessments serve a useful purpose, privileging them can also stifle the inherent unpredictably and responsiveness characteristic of deep learning: Andrew Davinack, “Assessment Is Ruining Teaching,” The Chronicle of Higher Education (February 13, 2026).
A useful look into the factors that filter and shape our students’ relation to authentic interactions — and how to help them embrace the messiness of said spaces: Liza Garonick, “The Other AI: Discussion Skills and Authentic Interaction,” Independent School (Winter 2026).
A beautiful example of how leaning into the complexity of difficult conversation leads to learning: Ava Betnar, “A Student Perspective on Leaning into Discussions in a Divided World,” Independent School (Winter 2026).
Concrete ways to shift classroom culture around mistake making. I particularly love the idea of mistake gallery walks or asking students to draft multiple choice questions: Emma Chiappetta, “Turning Mistakes into Learning Opportunities,” ACSD (February 1, 2026).
Other Things in the Ether…
Moira Kelly continues to be one of my favorite thinkers in education right now. This piece about mission not only breaks different types of missions statements into a typology (foundation vs. framework vs. facade) but also clearly articulates how the mission should be embedded in decision-making: Moira Kelly, “What Is The Job of A Mission Statement?” Explo Elevate (February 19, 2026).
Struggling to hold your students’ attention? Check out this piece for concrete strategies to adjust your approach to lesson planning: Maureen Magnan, “Designing Instruction That Accounts for Student Attention,” Edutopia (February 20, 2026).
Lots of great, specific strategies, but I really like the “what would your friend do?” technique: Paige Tutt, “6 Routines to Get Students Unstuck,” Edutopia (February 20, 2026).
We know students learn more effectively when they encounter / encode ideas in multiple formats. Here are some great strategies for visual thinking: Andrea Tamayo, “6 Cool Visual Thinking Activities That Strengthen Student Writing,” Edutopia (February 20, 2026).
Conflict is normal, so we need systematized ways to address it! I really love the meeting agenda framework that reduces conflict by design: Sarr Sackstein, “How to Work With Team Members Who Don’t Get Along,” Kappan (February 18, 2026).
Upcoming PD in the DMV(ish)…
May 1 — May, 2 2026: DC History Conference (MLK Memorial Library)
Summer 2026: Thinking about summer PD? Check out this list of conferences!
July 13 — July 16, 2026: Science of Teaching & Leadership Academy at CTTL (St. Andrew’s Episcopal School, Potomac, MD)
August 3 — August 7, 2026: WISIT 2026 (Washington International School)