A reflection on teaching, trust, and meeting students in the present moment

Hello everyone,

Today I’ve been reflecting on a mindset I often return to in my work: “meet me where I am”—or more accurately, meet them where they are. This idea has deeply shaped how I teach, connect, and respond to my students.

What I mean by “meet them where they are”

When I say “meet them where they are,” I’m really talking about a kind of professional intuition built from observation, experience, and relationship. It’s a grounded awareness of who a student is in a given moment and what they need in order to access success.

It often shows up as a quiet clarity—an internal sense of, “Ah, I see you.”

Over time, I’ve learned to trust that calm sense of knowing. When something comes to me in a grounded, steady way, it usually points me in the right direction.

My counselor has often reminded me to “follow my peace,” and that idea has stayed with me in my teaching practice. I don’t always have an immediate explanation for why I make certain decisions in the moment—I’ve learned to trust that response and follow it. More often than not, it leads to meaningful, sometimes unexpected, learning.

Trusting what emerges in the moment

Today’s reflection is less about unpacking the theory behind meeting a child where they are, and more about how it has become the foundation of my personal teaching philosophy.

This has been especially present for me after participating on a panel earlier this week.

On that panel, I was the only person without a disability. One of the other panelists courageously shared a personal disability impact statement that described his lived experience.

As I listened, I was struck by the depth of perspective and honesty in his words. It brought me back to a teaching statement I wrote years ago while preparing for my first presentation on this topic.

While his statement reflected lived experience, mine reflects professional responsibility—but I felt a strong connection between the two in how we both centered perspective and humanity.

My teaching philosophy

“As an educator, I believe it is my responsibility to determine a student’s readiness to learn and to meet them where they are—across all areas of development—during every interaction. I must look beyond their chronological age and see who they are in the present moment, within the context of the activity I’ve planned. It is my responsibility to set aside the plans in my head and truly see the child in front of me. The responsibility lies with me to adjust and meet their needs; it is not their job to meet my expectations. Only then can a lesson be truly successful and meaningful. If at any point a student is not successful, I take full responsibility and commit to figuring out what I can do differently to set them up for success moving forward.”

Why this matters

Meet them where they are.

For educators, I encourage you to reflect on your practice and the role you play in your students’ success—especially on the hardest days and with the most complex challenges.

For parents, families, and caregivers, I encourage open collaboration with the professionals supporting your child. You know your child best, and that knowledge is invaluable. The more you share, the more effectively we can all work together to meet your child where they are.

Closing reflection

With that, I hope this reflection leaves you feeling a little more grounded today.