What I Still Get Wrong After All These Years

After 25 years of teaching, you’d think I’d have it all figured out. And in many ways, I do. I’ve built solid routines, survived every curriculum rewrite imaginable, and can sense when a kid is about to puke from across the room. (It’s a gift.)

But here's the thing nobody tells you about being a veteran teacher: you never stop messing things up. The mistakes just get more nuanced, more subtle, and—if you’re lucky—more teachable.

So in the spirit of keeping it real, here are a few things I still don’t always get right… even after all this time.

I Overestimate What We Can Get Done

My lesson plans? Beautiful. Ambitious. Color-coded.
My reality?
We spent 18 minutes discussing why a fictional character named “Chip” is a terrible name for a dog. I get stuck in the loop of trying to do too much in one day and forget that deep learning takes time. Spoiler alert: kids aren’t rushing through their cognitive development just because I have a perfect pacing guide.

I Talk Too Much

There. I said it.

I know students need time to think, to process, to discuss. But sometimes I still find myself filling the silence with more explanation instead of giving space for learning to breathe. It's not about control, it’s about nerves, momentum, and forgetting that a pause is not the enemy. Silence can be a sign of thinking, not failure.

I Assume They Remember What I Taught Yesterday

You’d think I’d have accepted by now that a concept covered Monday is not automatically mastered by Wednesday. But part of me still gets surprised when I say, “Remember what we did yesterday?” and 22 blank stares look back at me like I just asked them to recite ancient Greek.

Note to self: spiraling, revisiting, and reteaching are not signs of failure. They’re literally the job.

I Underestimate the Chaos of Tech

Every year I think, This time I’ve figured out Google Slides, Jamboard, and all the bells and whistles. Every year, something doesn’t load, someone can’t log in, and at least one student claims they “submitted it” when it’s sitting in their Drafts folder. I still haven’t nailed the balance between digital innovation and good old-fashioned paper and pencil.

I Forget They’re Kids

Sometimes I hold my students to an adult standard of responsibility, attention, and emotional regulation—and I forget: they’re eight. Or eleven. Or fourteen. Their brains are still in beta. I’ve learned this lesson a thousand times, and I still need the reminder: they’re learning how to human.

Final Thoughts

The truth is, teaching isn’t something you ever fully master. You get better. You get wiser. But you’ll never be flawless—and you’re not supposed to be.

My biggest growth over the past 25 years hasn’t come from chasing perfection. It’s come from owning my blind spots, laughing at myself, and staying open to change. Mistakes aren’t the opposite of expertise—they’re part of it.

So yeah, I still get it wrong. But I also keep showing up. And if that’s not what teaching is all about, I don’t know what is.