Hello everyone, welcome back to the podcast! It’s the end of May, and for many of you, the finish line is in sight. Some of you are wrapping up this week or next week, so I just want to say—well done! I hope you’ve had a great year.
And for those of us who still have a few weeks to go, hang in there, we’re going to make it!
In our last episode, we talked about creating space for student reflection in the last few weeks of school. How important it is to give students time to look back on their growth and recognize how far they’ve come over the course of the year.

But today, I want to shift that idea just a little bit. Because while it’s important for our students to reflect, it’s just as important for us to take time to reflect on our year.

This time of year, it’s really easy to move straight into wrapping things up and getting out the door to enjoy our summer. And I encourage you that once the year is over, put your job aside. Rest and reconnect with the life you often leave behind during the school year.

But before we close the door on this school year. Let’s take a little time to pause and reflect on what actually worked this year.
Because if we move straight from one year to the next without that pause, we miss an opportunity. Not just to improve next year, but to really understand the impact of what we did this year.
So today, I want to talk about what that reflection can look like for us as teachers.
Not in a complicated way, and not something that necessarily has to be written down. This can be something you’re thinking about in your car, on a walk, or just in those quiet moments after the day ends.
It’s really about taking a few minutes to think through what worked this year, what didn’t work and needs to be let go, and what we want to carry forward into next year.
Just like we talked about in the last episode, it’s important for students to recognize their growth and the progress they’ve made. As teachers, we need to do the same. We need to take time to recognize the wins and think about what we did this year that made a difference.
And it’s important to do that without getting stuck on the negative, because just like our students, growth doesn’t happen if we don’t take the time to notice it.
So what should we actually reflect on?

I think it helps to keep this really focused, because if we try to think about everything, it becomes overwhelming very quickly. Start with what actually worked with your students. Not what you planned, not what looked good on paper, but what actually worked in your class.
For example, you might think about your independent reading time.
At the beginning of the year, it might have felt a little scattered. Students took a while to get settled, some were flipping through books without really reading, and it took time to build that routine.
But somewhere along the way, it started to shift.
Students knew what to do when they came in. They were getting into their books quicker. You had fewer interruptions, and more students were staying with a text instead of giving up after a few minutes.
And if you really think about it, reflect on your practice, that change didn’t just happen on its own.
Maybe it was because you gave them more choice in what they were reading. Maybe you modeled what reading time should look like. Maybe you built in accountability with quick reflections or check-ins.
That’s the kind of moment worth paying attention to. It’s not just that independent reading “worked”—it’s understanding what made it work.
And that’s what you’re really looking for as you reflect.
Not just the big, perfectly planned lessons, but those smaller moments where something shifted. Where students were more engaged, where a routine started to click, or where your instruction made something clearer for them.
Because those are the moments that tell you what’s actually working.
Instead of trying to summarize the whole year, think about a few of those moments. A day where students were really thinking. A conversation that felt natural. A time when students started making connections on their own. When you go back to those, it becomes easier to see what was working and why.

It’s also helpful to think about where you saw growth, especially in ways that might not show up on paper. Because we know our students are more than numbers, and growth doesn’t always show up in a test score or a grade.

That might be in reading or writing but it could also be in student confidence, participation, or perseverance. And it’s especially worth thinking about your struggling students. Where did you see even a small shift? When did something start to click for them, even just a little?

Those moments are worth taking note of, because they tell you where your impact is showing up. If we don’t take the time to notice those moments, it’s very easy to walk away from the year focusing only on what didn’t work.

When you stop and recognize where students grew, where something clicked, or where your instruction made a difference, you see a much clearer picture of your teaching. It gives you something to build from, and it helps you move into next year with a better understanding of what is actually working.

From there, you can look at what didn’t work—but this is where we want to be careful. It’s easy to get stuck here and start overanalyzing everything. That’s not the goal. This is just about noticing what didn’t connect with students without turning it into something bigger than it needs to be.

What didn’t connect the way you expected?…What felt like you were trying to make something work that just wasn’t?…What would you not do the same way again?

You don’t need to have all the answers. In a lot of cases, the reason is simple. It wasn’t the right fit for your group of students. The timing was off. Or it just didn’t land the way you expected.

The goal here isn’t to fix everything or walk away with a long list of changes. It’s just to recognize what you’re seeing, so that when you’re planning next year you have a clearer sense of what you want to keep and what you need to adjust.
One thing I do want to point out as you’re doing this is that reflection doesn’t always come easily.
In fact, a lot of the time, our minds go straight to what didn’t work. The lessons that didn’t land, the things we wish we had done differently, the moments that didn’t go the way we planned.
That’s normal. But if that’s where we stay, we end up with a really incomplete picture of our year.
So as you’re reflecting, pay attention to where your thinking is going. If you notice that you’re only focusing on what didn’t work, pause and go back to those moments where students were engaged, where you saw growth.
Because those moments are what help you make better decisions moving forward.
As you reflect on what worked and what didn’t, the goal is to come away with a clearer sense of what’s working in your class.
Keep in mind that this doesn’t need to be a long list. In fact, it’s better if it’s not. You’re not trying to rethink everything—you’re focusing on a few things that you know will make a difference. Ask yourself what’s worth continuing.
And be specific here. Instead of just thinking, “That worked,” take a moment to name what it was and why it worked. What was it about that approach that helped students respond the way they did?
When you can name that, it becomes something you can intentionally do again, instead of something you just hope you remember next year.
At the same time, think about what you might want to adjust.
Not everything—just one or two things you’d approach a little differently. Something you’d simplify, give more time to, or even let go of completely. And if something isn’t working, think about why. Does it need adjusting, or is it something you’re ready to move on from?
Keeping it focused makes it manageable. You’re not trying to redesign your entire practice—you’re just building on what you already know.
This is where reflection really starts to make a difference. Because what you notice shapes how you walk into your next year.
When you’ve taken the time to think about what worked, you’re not starting from scratch in August. You’re walking in with a clearer sense of what your students responded to, what helped them stay engaged, and what actually supported their learning.
And that changes how you plan.
Instead of sitting down in August trying to build everything from the ground up, you’re making more intentional decisions from the start.
You might think, “Last year, discussions worked better when I gave students time to think before sharing,” so you build that in right away.
Maybe you noticed that when students were just asked to jump in, only a few voices carried the conversation. But when you built in think time, or had them turn and talk first, more students were willing to participate and the conversation had more depth.
Or, “Independent reading went better when I gave students more choice and more structure,” so you start the year with that already in place.
That’s what reflection gives you—it gives you a starting point.
And at the same time, you’re not just doing the same thing year after year—you’re making a few intentional adjustments that improve how students access and engage with your class.
Maybe something felt rushed, so next year you give it more time. Or a routine didn’t quite stick, so you simplify it instead of trying to force it.
Reflection isn’t about keeping everything—it’s about making better, more intentional decisions. So when you walk into a new school year, you’re not reacting. You’re not guessing. You’re building from what you already know works.
As we wrap up today, I want to go back to that idea we started with.
Recognizing growth doesn’t always come naturally, especially in the day-to-day of teaching.
That’s why taking a little time to reflect is important. It’s worth making space for it before you head into the summer, because it gives you a chance to step back and see the impact you’ve had—and to move forward with a clearer sense of what you want to keep building on.
And if you’re thinking about where to start, it can be very simple. Take a few minutes and ask yourself three questions.
What worked with my students this year?…What didn’t work the way I expected?…And what is one thing I want to continue doing next year?
That’s it, that’s enough.
You don’t need a long list. You don’t need to write everything down. You’re just trying to capture a few clear ideas while they’re still fresh.
Even that small amount of reflection can make a difference in how you walk into your classroom in the fall.
As you head into summer, I hope you’ll take a little time to reflect on your year and think about what you want to bring with you into the next one.
Thank you for being here. I appreciate you taking the time to listen, and I truly appreciate the feedback so many of you have been sharing. If this or any episode has been helpful, please consider sharing the podcast with a colleague—it’s a simple way to help other teachers find the support they need.
A reminder that our May training inside the Building Strong and Confident Readers community is happening this Thursday. We’ll be focusing on student reflection and what that can look like with your students as you finish out the year. I’d love for you to join us.
If you’re not part of the free community yet, you can find the link in the show notes. It’s a free, private space for middle school ELA teachers where you can ask questions and get the support you need. When you join, you’ll also have access to our weekly check-ins and all of our previous trainings.
As you head into summer, take some time to rest and recharge so you can come back ready for the next school year. I’ll be sharing a few summer opportunities to help you prepare for fall, so keep an eye out for those. I’ll share more about that in our June episodes.
Thank you again for being here today. I’ll see you next time.