Have you ever heard the saying, “You should never assume?” Well, that advice doesn’t just apply to everyday life—it was something I found incredibly valuable in teaching, too.
As a teacher, I lived by several mottos, but one that had a profound impact on my students’ success was this: never assume students know anything.
This approach wasn’t about doubting my students’ abilities. It was about making sure every single one of them had the solid foundation they needed to succeed.
Whether we were working on math, reading, or any other subject, starting with this mindset consistently led to deeper understanding and long-term success.
My Approach: Building Foundations from the Ground Up
This motto was a cornerstone of my teaching, and it helped my students master skills that often shocked their previous teaches.
And the good news is that this wasn’t about being a more skilled teacher, students being with a different group of peers, or maturing over the summer.
It was about taking the time to ensure those foundational pieces were in place before moving forward.
By starting with the basics and making sure those were rock-solid, I created a learning environment where students could thrive.
This approach was especially important in subjects like math, where each concept builds on the last, and in reading, where understanding foundational strategies can make or break a student’s ability to comprehend more complex texts.
Now, I’ll be honest—this approach felt risky at times. I spent entire week(s) reteaching concepts like fractions, knowing full well that other teachers were moving ahead in the pacing guide. The fear of falling behind was real.
However, time after time, this approach proved that slowing down to solidify foundational knowledge paid off. The mastery my students achieved when we did move forward was far greater, not because they were inherently better at math, but because they had the base they needed to truly understand what was being taught.
Specific Examples of My Approach
Math: Fractions:
At the start of my fifth-grade fractions unit, I spent an entire week reteaching third and fourth-grade fraction skills. It was scary to get behind the pacing guide, but I knew that if my students didn’t have a strong foundation, they’d struggle with more complex fraction concepts later.
By taking this time, I ensured that when we did move on, my students were ready, and their mastery of the material was much stronger.
Grab the free fractions assessment I used here.
Math: Decimals:
Decimals are only briefly introduced in 4th grade, so when my students came to fifth grade, I didn’t assume they had a deep understanding.
I started the unit by having students write decimals on a whiteboard, like “fifty-six hundredths” or “nine hundredths,” to see where they were. This quick check let me know whether I could move forward or needed to spend more time reinforcing the basics.
Math: Division:
Division was another area where I relied on patterns and trends I’d seen in previous years. I didn’t always give a formal assessment for division; instead, I assessed their understanding indirectly through their multiplication skills. This confirmed for me that division was an area where I needed to back up and spend time rebuilding their understanding from third and fourth grade.
Reading: Story Elements:
Story elements might seem basic, but they’re crucial for upper-grade students, especially when they need to compare and contrast or analyze texts.
At the beginning of the year, while teaching routines and expectations, I used story element resources to check my students’ understanding. If they knew them, great—we moved on. If not, I made sure to build that knowledge before diving into more complex tasks.
Grab the resources I used for story elements review for free here.
Reading: Strategies:
Strategies like making predictions and connections are taught throughout students’ school careers, but I never assumed they had fully mastered them.
Instead, I dedicated time in the second week of school to review these strategies, ensuring students could not only use them but also explain their thought processes and back them up with text evidence. Assuming nothing allowed me to identify and fill gaps right from the start.
Read more about how I did this here.
How to Make This Happen in Your Classroom
Now, let’s break down how you can apply these strategies, directly tied to the examples I provided:
Use Quick Checks Like Entrance and Exit Slips:
- Decimals Example: Remember when I used a quick check with decimals? I asked students to write down a decimal on a whiteboard to see what they knew. You can do the same with your students by using entrance or exit slips at the beginning or end of a lesson. This gives you a snapshot of their understanding without taking up too much instructional time.
Give a Lengthier Assessment If It Fits the Criteria:
- Fractions Example: Fractions are a huge part of the fifth-grade curriculum, so I took the time to give a more comprehensive assessment at the beginning of the unit. This allowed me to see exactly what students knew and didn’t know, which was crucial for planning my instruction. If you’re teaching a concept as foundational as fractions, don’t hesitate to spend the time on a more in-depth assessment to gather the data you need.
Assess While You Teach Related Skills:
- Division Example: When teaching division, I didn’t give a formal assessment but instead assessed students’ understanding through their multiplication skills. If they struggled with multiplication, I knew they would likely struggle more with division. This approach allowed me to gauge their understanding without taking up extra time for testing.
Use Instructional Time at the Beginning of the Year to Assess and Build the Foundation:
- Story Elements and Reading Strategies Examples: The beginning of the year is the perfect time to assess while you teach. With reading strategies like making predictions or connections, I used the start of the year to instruct and assess simultaneously. Even if students had been taught these skills before, I wanted to ensure they understood them at the depth required for upper grades. Similarly, I used story elements as a way to review and assess their ability to write with detail and evidence. This approach not only helped me gather important data but also allowed me to establish a strong foundation for the year ahead.
Why This Approach Works
My way of teaching, where I never assumed prior knowledge, really worked—and here’s why:
- By not assuming what students know, I made sure everyone had a fair shot. It didn’t matter where they came from or what they learned before—they all got the same opportunity to succeed.
- Mastering the basics is so important, especially in math and reading. If students don’t have those down, they’re going to struggle with harder stuff. By spending time on the fundamentals, I made sure they were ready to take on bigger challenges.
- When students really understood the basics, they felt more confident. And that confidence made them more willing to try harder things. By making sure they had the basics, I helped them believe they could do it.
Looking back, I realize that my natural instinct to never assume and to build strong foundations was key to my students’ success. Even though it sometimes meant spending more time on the basics, it was always worth it. It gave every student the chance to do their best.
If you’re a teacher who likes to take the time to make sure your students are ready, trust that instinct. It’s a powerful way to help all students succeed and feel confident in their learning.
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