Teaching from the back of the room isn’t about doing less. It’s about doing differently. It’s about planting seeds of learning in such a way that long after your students leave, they still carry the roots with them.

Teaching from the back of the room isn’t about doing less. It’s about doing differently. It’s about planting seeds of learning in such a way that long after your students leave, they still carry the roots with them.

As teachers, we often feel pressure to keep talking, to keep explaining, to make sure every detail is delivered. But sometimes, the most powerful teaching moment is when we step back and let students move and speak.

Research in neuroscience tells us that the human brain isn’t built to sit still, listen passively, and absorb information like a sponge. Brains crave movement, interaction, novelty, and chances to make meaning. In short: if learners aren’t engaged, they aren’t retaining.

When we pair shorter learning chunks with varied delivery, we create classrooms that are more dynamic, engaging, and brain-friendly. Students don’t just listen—they interact, process, and connect. And that’s when real learning happens.

When we lean on images and writing, we move from simply delivering information to shaping experiences that stay with learners long after the lesson ends. Words alone may fade, but a vivid picture lingers. Silent reading may pass quickly, but the act of writing roots ideas deeply in memory.

Routines aren’t about being strict or robotic. They’re about being intentional. It don’t just make life easier — they help kids feel anchored, confident, and capable. When routines are created with kids (not for them), they feel empowered and engaged.

Lunchboxes everywhere. Crumpled homework at the bottom of a backpack. Forgotten water bottles. It’s easy to slip into the “I’ll just do it myself” mode. After all, it’s faster, neater, and less stressful… in the short term.

It’s a time of big transitions. And during transitions, children often seek one thing more than anything else: A sense of belonging and significance.

Shared Agreements are collaboratively created guidelines that reflect everyone’s voice and values. When kids help create the agreements, they feel a sense of ownership. And ownership increases cooperation.

When we invite kids to be part of the process—when we shift from controlling to collaborating, we give them a sense of belonging and significance. These are the two core needs Positive Discipline reminds us to meet if we want to see lasting behavior change.

So, Why SEL? Why Now? Because no matter how brilliant your curriculum is, no matter how many classroom strategies you have in your back pocket—none of it lands without connection.

When a child is dysregulated—angry, anxious, overwhelmed—they’re not choosing to ignore you. Their brain is choosing survival. And in that state, learning is biologically impossible.

SEL isn’t one more thing on your plate. It is the plate. It’s not a new task. It’s how you do everything else more intentionally.

Every time we handle frustration, solve a conflict, admit a mistake, or show kindness—we’re teaching. Whether we realize it or not. And while it would be amazing if kids could just absorb emotional regulation by osmosis, they’re actually looking to you to show them how it’s done.

Social and Emotional Learning is simply this:

Teaching kids how to understand and manage their emotions, build positive relationships, handle challenges, and make responsible choices.