I could also help them to see why the topic is relevant to the world around them instead of just teaching them the content. I can help them use the language to apply the concept to every day life.

For representation, I make sure new concepts are shared in many ways — through stories, songs, visuals, and hands-on exploration. For example, when introducing shapes, we might read a book about shapes, sing a shape song, go on a “shape hunt” around the room, and build shapes with playdough or blocks. This way, each child can access the idea in a way that makes sense for them.

For action and expression, I give my students choices in how they show what they’ve learned. Some may draw or build, others might act out a story or talk about it. Providing different options helps all learners feel successful, no matter their communication style or developmental level.

Finally, for engagement, I focus on creating activities that connect to their interests and emotions. I incorporate their favorite show characters in visuals or using toys in activities that they love to play with. I offer choices, playful challenges, and opportunities to work with friends to keep them invested.

When I talk with my students, I use language like “Your brain is still growing in that area,” or “You found a way that works for you!” This shifts the focus from what a child can’t do to how they are learning. I also model variability by saying things like, “Some of our brains like to listen, some like to look, and some like to move—we all learn in our own ways.”

With families and colleagues, I use similar language: instead of saying “He has trouble focusing,” I might say, “He stays most engaged when movement is built into learning.” That language opens the door to planning supports rather than labeling limitations.

By talking about learning in terms of growth, flexibility, and connection, I help my students see that their brains are unique and capable. It builds a classroom culture where variability is expected, accepted, and celebrated—just like every child who walks through the door.

We practice self-regulation through calming tools like breathing visuals, soft music, and a cozy corner where students can take a break when they feel overwhelmed. I teach empathy by modeling kind words, reading books about friendship and feelings, and guiding children to notice how others might be feeling. I nurture confidence by celebrating effort, offering choices, and using positive language like, “You’re learning how to keep trying!”

My goal is to create a classroom where emotions are not only accepted but supported—where children learn that feelings are normal and there are safe ways to handle them. When they feel emotionally secure, they are ready to learn, explore, and connect with others.