“If a child can’t learn the way we teach, maybe we should teach the way they learn” (Estrada, n.d.).
To me, this quote represents inclusivity and open-mindedness, two things that I truly value in a classroom environment. It reminds me that teaching is not about making students fit into one specific way of learning. Instead, it is about being flexible and willing to adjust so every child has a real chance to succeed. It is important to meet a child where they are and accommodate where you can, so they begin to believe that they are capable of success.
When I think about my own education, I realize I only had a few educators who truly took the time to understand me. I was a quiet student, and quiet did not always mean I understood. Those educators recognized that and supported me in ways that worked for me. They provided scaffolded strategies and broke assignments into smaller, clearer steps. Looking back now, those are some of the only vivid memories I have of my learning experiences. That shows me how powerful it is when a teacher takes the time to adjust their teaching instead of expecting the student to simply “figure it out.”
Instead of trying to squeeze a child into one teaching strategy, I have learned that using multiple means of expression and giving students some autonomy can make a big difference, especially for students who struggle to get started. Not every student learns best through lectures or written work. Some may learn better through discussion, visuals, hands-on activities, or creative projects. Giving students options allows them to show their understanding in ways that feel comfortable and meaningful to them.
In my classroom, this could look like offering choices in how students complete assignments, such as writing, creating a visual, or presenting orally. It could also mean connecting curriculum content to students’ individual interests and backgrounds, so learning feels relevant to their lives. I also plan to regularly check in with students to make sure they understand, rather than assuming they do. Building strong relationships, being patient, and being willing to adjust my approach are all ways I can live out this quote in my own teaching practice.
Overall, this quote reminds me that teaching is not one-size-fits-all. It is about being responsive, reflective, and committed to helping every student learn in the way that works best for them.
“Children have an absorbent mind. They absorb knowledge from the environment without fatigue” (Montessori, 1946).
“Every time we teach a child something, we keep him from inventing it himself. On the other hand, that which we allow him to discover for himself will remain with him visible for the rest of his life” (Piaget, 1972).
To me, these two quotes go hand in hand because they both highlight how much students absorb from their environment. Children are constantly learning, even when we are not directly teaching them. The classroom environment itself sends messages about curiosity, safety, independence, and expectations. If the environment invites exploration and encourages curiosity, students will naturally absorb meaningful learning without feeling forced. It can feel almost effortless to them because they are learning through experience.
On the other hand, if the environment feels scattered, unorganized, or stressful, students may focus more on feeling unsure or unsafe rather than on their learning. The classroom often reflects the educator. If it reflects calm structure, intention, and care, students are more likely to feel secure enough to take risks and explore. So much of traditional education focuses on sitting quietly, listening, and following strict rules. While structure is important, these quotes remind me that learning is deeper when students are given opportunities to explore, question, and discover things on their own.
Both Maria Montessori and Jean Piaget emphasize that children are capable learners. Montessori speaks to the idea that children absorb knowledge naturally from their surroundings. Piaget reminds us that when children discover something for themselves, it stays with them longer. This shows the importance of creating environments where students can experiment, make mistakes, and try again without fear.
In my own classroom, I plan to be very intentional about the environment I create. I want it to feel welcoming, organized, and calm. I will include materials that encourage hands-on learning and open-ended exploration. Instead of always giving direct answers, I will ask guiding questions and allow students time to figure things out. I also want to normalize mistakes as part of the learning process, so students feel safe taking risks.
An environment that encourages discovery helps foster growth in many areas, including social-emotional skills, independence, creativity, and individuality. When students feel secure and curious, they are more willing to engage deeply. Overall, these quotes remind me that the classroom environment is not just a background for learning, but a powerful teacher on its own.
The Truth and Reconciliation Commission of Canada Call to Action 62 states that age-appropriate curriculum about residential schools, treaties, and Indigenous peoples’ historical and contemporary contributions to Canada should be mandatory from Kindergarten to Grade 12 (Truth and Reconciliation Commission of Canada, 2015). To me, this call to action is extremely important, not just as a future educator, but also as an Indigenous student who went through the school system.
Growing up, I did not learn about residential schools or much about my own ancestors in school. It was not until Grade 11 that I was properly taught about residential schools. Before that, I never fully understood certain parts of myself, my family, or our history. There were gaps in my understanding that made it harder to connect the dots. Learning the truth later on was emotional, but it was also empowering. It helped me understand my family in a deeper way and gave context to experiences that were never openly explained. That is why I believe this learning needs to happen earlier and in a thoughtful way.
In my classroom, I would implement Call to Action 62 by intentionally including Indigenous perspectives throughout the year. For example, in an elementary classroom, this can look like using the book When We Were Alone by David A. Robertson (Robertson, 2016). This story introduces residential schools in a gentle but honest way. After reading, I would guide students in a discussion about identity and respect. We could create an “identity flower” activity where students reflect on what makes them who they are. This connects to the story by helping students understand how harmful it was when children were forced to hide or lose parts of their identity.
I also believe this education supports Indigenous families who may struggle to talk about painful history at home. Schools can help carry that responsibility in a respectful way. At the same time, it provides meaningful education to non-Indigenous students and families who may misjudge Indigenous families or misunderstand the impacts of colonial policies on education. Honest learning builds empathy, reduces stereotypes, and creates more informed communities. Overall, teaching this consistently and thoughtfully is a step toward true reconciliation.
References:
Estrada, I. (n.d.). If a child can’t learn the way we teach, maybe we should teach the way they learn. In Not Just Cute. https://notjustcute.com/2017/04/18/maybe-we-should-teach-the-way-they-learn/
Montessori, M. (1946). The 1946 London lectures. Montessori-Pierson Publishing Company.
Piaget, J. (1972). Play and development. In M. W. Piers (Ed.). Viking Press.
Robertson, D. A. (2016). When we were alone. HighWater Press.
Truth and Reconciliation Commission of Canada. (2015). Calls to action. Government of Canada. https://publications.gc.ca/site/eng/9.828047/publication.html