Meeting Students Where They Are: Rethinking Classroom Expectations
September 10, 2026
In an ever-changing world, education remains one of the most powerful solutions to the challenges we face. As teachers, we are responsible for delivering knowledge in ways that inspire curiosity and a lifelong love of learning.
It is a big job. It is a crucial job. It is our job.
The world has changed since we sat in our students’ seats. What was once expected of students simply doesn’t work anymore — and, honestly, it shouldn’t. As our world evolves, the way we teach must evolve with it. Preparing students for today’s world requires us to rethink yesterday’s expectations.
As educators, we have, in many ways, taken a vow to be lifelong learners ourselves. That commitment means remaining open to change, reflecting on our practices, and continually asking how we can best support the students sitting in front of us today — not the students we remember being.
One philosophy that has significantly influenced my teaching comes from “1-2-3 Magic,” which emphasizes avoiding the mistake of placing adult expectations on children. As adults, we carry decades of life experience that shape how we think, regulate our emotions and solve problems. Our students simply haven’t had the same opportunities to build those skills, and no two students come with the same experiences.
Because of this, it is our responsibility as educators to ensure that our expectations are developmentally appropriate for both the age group we teach and the content we are asking students to learn. First and foremost, kids will be kids.
Rather than expecting students to adapt to our preferred way of teaching, we should strive to understand who they are, learn about their backgrounds and adjust our instruction so they can be successful. Our classrooms should be designed around how students learn — not around how adults think they should learn. Expectations that hinder a child’s ability to engage or regulate themselves ultimately become barriers to learning.
Here are a few simple changes that can make a meaningful difference in student learning.
Offer Flexible Seating Options
Flexible seating is about much more than having different types of chairs. It also means allowing students choices in where and how they learn. Some students focus best while sitting on the floor. Others think more clearly while standing or quietly pacing at the back of the room.
Just because a student isn’t sitting traditionally doesn’t mean they aren’t engaged. In many cases, those choices help them tune into the learning environment more effectively.
Normalize Purposeful Movement
Movement, doodling and fidgets — when used appropriately — can be valuable learning tools rather than distractions.
Think about your own behavior during staff meetings, professional development sessions or even long phone calls. Do you doodle in your notebook? Pace while talking? Fidget with a pen? Knit? Tear small pieces of paper?
For many adults, these behaviors actually improve concentration rather than diminish it. If we recognize that movement and fidgets help us stay engaged, it only makes sense to extend the same understanding to our students.
Expect Students to Give Their Best — Not Someone Else’s Best
One of the most important reminders I keep for myself is that 100% looks different every day.
Everyone in a school building is human. Students arrive carrying emotions, experiences and circumstances that we often know nothing about. One day, a student’s best may truly be 100%. Another day, their best may only be 80%.
Maybe they didn’t sleep well. Maybe there was an argument at home. Maybe they’re carrying a worry they haven’t shared with anyone.
Our goal isn’t perfection — it’s progress. When we recognize that effort and capacity fluctuate, we create classrooms where students feel supported rather than defeated.
Remember: ‘Maslow Before Bloom’
At the heart of all of this is one simple reminder: “Maslow before Bloom.”
Before students can analyze, create, solve problems or master academic content, their basic needs must be met. They need to feel physically safe, emotionally secure, respected and connected. Learning doesn’t happen in spite of those needs; it happens because those needs have been addressed.
As educators, we have the incredible privilege of helping shape the next generation. That responsibility isn’t just about teaching reading, math, science, or social studies. It’s about teaching the whole child.
When we meet students where they are, adjust our expectations to match their developmental needs, and create environments where they feel seen and supported, we don’t lower the bar. We remove unnecessary obstacles so every student has the opportunity to reach it.
And that is what great teaching is all about.
Michigan Region 1 Teacher of the Year Sarah Juday is an elementary teacher at Superior Hills Elementary School in Marquette Area Public Schools.
Resources
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Bluteau, J., Aubenas, S., & Dufour, F. (2022). Influence of flexible classroom seating on the wellbeing and mental health of upper elementary school students: A gender analysis. Frontiers in Psychology, 13, Article 821227. https://doi.org/10.3389/fpsyg.2022.821227
Phelan, T. W., & Schonour, S. J. (2016). 1-2-3 magic in the classroom: Effective discipline for pre-K through grade 8 (2nd ed.). Sourcebooks.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346.