Lesson Plan ♥

February 11th, 2026

Trying new things is difficult. There are times when I really understand the kids I teach, even with simple things like how frustrated they get when their routine is changed or struggling with flexibility. I am almost twenty years older than my students, yet sometimes we feel the same things. Age and experience can’t always change how we feel about buried things. I’ve never officially taught before—sure, in community college I took a couple early childhood courses and I have a sixteen year age gap with my brother, but never before have I been a professional in a classroom environment. Just like how this is their first time being a student, this is my first time being a teacher, too; we are in different chapters of our lives but going through similar cycles.

When I’m with my threes, I feel the connection of excitement, eagerness and inability to let go of being stubborn. They are so playful and silly, and when introducing a new topic to them, it’s fun to see what subject they are drawn to. Together we are learning who they are, building independence and shaping themselves. Working on math, some kids love to count (one of my students would do it all day if allowed), while others struggle in that area and instead love shapes. Writing names is more than just understanding letters and sounds and pencil grip. It’s also understanding who we are and what we are tied to and represent. A name is something to take pride in—I know my students will do good things one day.

My fours are expanding, they are getting the concept of limitless potential. To me, this age has a lot to do with what you know and testing curiosity—breaking boundaries with your creativity and unlocking a hidden talent or skill all while projecting yourself into the world. I would say passion is slowly recognized, and they are learning about feelings beyond happy, mad, frustrated, or upset. This is when my students are growing into their skin. This process can be complicated, especially when not all circumstances or situations allow for creative control. Wanting to be heard with limited vocabulary is stressful, and I can see my students understanding something but not knowing the words to phrase it. They are noticing the struggle of silencing yourself, a conflicting battle occurring in their little minds.

I believe clarity comes at five, when the previous worries slowly fade away as you make your way into the world again. It’s learning to cope with these newly labeled feelings. Five is when confidence and pride become authentic—I can see my kids loving who they are and what they create. It’s a balance between being comfortable while also exposed to differences. Growth is happening rapidly as they transform into kindergarteners, and they look forward to change, to the new class, the new subjects. It’s hard to erase the insecurity and anxiety, but I can see my students working through regulating themselves. Learning how to help yourself will save you in the long run.

I just turned twenty three a couple days ago, and these stages my kids are experiencing are so familiar. I often worry about failure and struggle to overcome my own insecurities. Seeing my students gives me a feeling of hope—that even the smallest person understands we can try again the next day. As I teach them about their colors and which foot your shoes go on, they are also teaching me. I’ve been learning a lot, a lesson I didn’t realize I forgot. Slowly, I feel more human; I am living instead of sleep walking. My children are a breath of fresh air that I didn’t know I needed. Despite being the teacher, I have so much more to learn from my little ones. There should be a balance between perspectives— while I can lift them to the sky, they show me the path to walk on.