Q&A for Families: Understanding Our Self-Directed Classroom

Throughout the year, many thoughtful questions have come up from families who have shown an interest in engaging with their child's learning in connection with our self-directed classroom. These questions reflect something I deeply appreciate: caregivers wanting to understand not just what their children are doing at school, but why we are structuring learning the way we are and how it supports their long-term growth.

Because our classroom may look different from more traditional models, it’s important to make the daily experience visible. Families often want to know what a typical day feels like for students, how much direct teaching occurs, how independence is supported, what happens if a child struggles with a skill, how quieter students receive support, and how tools like technology are being used during the school day. These are all important and reasonable questions, especially when the goal we share is helping every child grow academically, socially, and personally.

This short Q&A is meant to provide a transparent “window” into some of the rhythms and intentions behind this classroom approach. The purpose is to show how we are intentionally building a learning environment where students develop strong academic foundations while also learning how to take ownership of their growth, support their peers, and understand why learning matters beyond simply completing assignments.

My hope is that these responses help families feel more connected to what their children are experiencing during the school day and offer language you can use to continue those conversations at home, whether around the dinner table, during times your students are working on a concept, skill, or project,, or in moments when your child is openly reflecting on what they are proud of or still working to improve.

Below are five questions I’ve received this year from parents, along with detailed responses to help clarify how our self-directed classroom operates and how we can continue partnering together to support each child’s success.

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(Click a question to expand it and read the response.)

Question #1. What does a typical day look like in the self-directed classroom, and how are learning responsibilities balanced between teacher instruction, independent work, and collaboration so families can better understand and talk with their children about their daily learning experiences?

We start the day at the carpet for morning announcements. This typically involves a brief rundown of the day and any changes to the schedule. There’s typically a topic for discussion that I open up to students who inevitably have thoughts they share with the class. 

My final announcement is a transition into “Class Time” typically marked by me introducing/reminding students of a grade-level or school-wide task that must be completed and/or asking students to share what they are going to focus on learning in class which involves picking not just a subject (i.e. “math”, “reading”, “writing”) but a specific standard or skill on which they want to improve. In this way, I am still a guide for students in remembering why we’re here and what we have going on at school. 

Occasionally, I host whole or small group lessons for students when I notice a pattern of avoidance towards learning in the classroom. The goal is to help spark confidence in their ability to learn and coach them on how to work with their own strengths as well as with others. 

“Class TIme” is student-led time where students go off to begin working on what they believe is important for them to work on during this time. Sometimes it is a project they’ve been working on and other times it is a specific skill they want to keep practicing either independently or with other students. They decide. When students do not seem to be settling into something relevant to self-improvement (academically or otherwise), I may observe for a time to see what they end up doing or have a brief chat about what they’re thinking about. 

I also teach whole class lessons on a standard that I noticed students are largely avoiding. For example, a few weeks ago I taught as a whole class lesson 3.NF.1 (“understanding fractions”) since it was the time of year fractions are traditionally taught in 3rd grade. This led to many students understanding and choosing to practice and produce evidence for that understanding, leading them toward asking for and passing my test for that standard. Now, many of those students are choosing to work on 3.NF.2 (“numbers on fraction lines”) and 3.NF.3 (“comparing equivalent fractions”) while others are working with those students, using the fraction tiles available in the resource area of our room to play with and discuss how fractions work. Still, others are working on getting faster with their multiplication and division facts, but the resources for learning fractions are increasing with each student who chooses to learn from me, other students, and/or the resources in the room.

In general, our “Class Time” includes large blocks built around a semi-predictable rhythm: short whole-group lessons, longer blocks where students practice skills independently, collaborate with peers, or work in small groups. I am actively teaching throughout the day, sometimes to the whole class, sometimes to small groups or individuals, while also coaching students to reflect on what it means to take ownership of their learning.

Question #2. How can caregivers support the goals of the self-directed classroom at home so that encouragement focuses on growth, effort, and understanding rather than simply checking for task completion?

The most powerful way families can support this classroom model is by reinforcing a shared understanding of the purpose of school: we are here to learn, to help others learn, and to enjoy doing that together.

At home, families can help by shifting conversations away from:

• “Did you finish your work?”

And more towards questions like:

• “What skills or standards do you feel confident with right now? What do you think you’ll do next?”

• “What do you think you’ve gotten better at this week? And would you walk me through it?”

These kinds of conversations help children reflect on their effort and recognize their growth. Celebrating persistence, problem-solving, and improvement reinforces the idea that education is not about racing through tasks or “finishing work”, but in experiencing how things we learn about is interesting to those we care about,  and that our families value becoming capable people who can use knowledge and communication to do meaningful and interesting things.

When students hear this same message at school and at home (i.e. that progress, curiosity, and persistence matter) they are more likely to take ownership of learning and begin to see themselves not just as students “doing school” but as educated citizens with interesting ideas that matter to the people around them.

It also helps when caregivers reiterate the culture in our classroom which is centered on a simple idea:

We are at school to learn, to help others learn, and to enjoy doing that.

The most helpful support at home is reinforcing the shared purpose:

• learning matters because we believe self-improvement is important

• helping others learn matters because we believe others help shape the healthy inclusive environment in which everyone (including ourselves) can feel comfortable and welcome

• effort and persistence matter because we believe integrity as a core value comes from experiencing and working through challenges and not from only doing things that are always easy for us right away.

Rather than focusing on whether a task or project is “finished”, it helps to normalize celebration of progress:

• what your child is learning from the task or project

• how their effort is showing progress towards mastery

• how often they keep going even when something is difficult

Practice Makes Progress! Not Perfection! 

When students hear these same messages at school and at home, they are much more likely to take ownership of these messages and apply them to how they learn in school not just because they are told to but because it has become a priority for them. This takes time and practice to develop. 

3.) What support is in place for students who may be “behind” in standards, and is there a risk of a “point of no return” where students won’t be ready for fourth grade?

Grade-level standards are best understood as a roadmap showing how learning builds from year to year, not as a checklist that must be mastered evenly by every child on the same timeline. We are not machines.

The students who entered third grade ready to learn fractions and the students who will not be ready to learn fractions until the end of the school year are both well within an appropriate range of readiness to engage with learning about fractions. Just because a teacher schedules instruction of fractions at a particular point in the school year does not mean all students will be ready to learn from that instruction. 

Our focus in the classroom is making sure students are building an awareness so that when they encounter new skills (this year or next) they have what they need for those concepts to make sense but, more importantly, that they have the capacity to engage in learning how to learn those concepts. 

Learning is not just about academic intake. Learning is a human process that does not function on a fixed calendar where growth starts and stops according to a teacher’s schedule. Students continue developing skills throughout the year and can make equally significant gains in the final months as they can in the beginning months. 

Because students grow in different skills at different rates at different points in their development, it is normal for learners to be stronger in some areas while still developing others. Because of this, my focus is on making sure students leave third grade not just with as strong of a foundation as possible in the most essential skills, but with an awareness of habits that allow them to identify what and how to learn what they need to learn to meet those goals across grade levels, even if that means working on prerequisite skills in a grade level that expects the next stage of that concept or skill. 

The goal here is that students:

• have solid understanding in the core concepts that support future learning

• know how to ask for help when they are unsure

• understand how to practice and improve a skill over time

• enter the next grade with awareness of how they learn best

When students can recognize what they understand, communicate what they are still developing (and how to work on it), they are often better prepared for long-term success than if they simply moved forward without that awareness.

This combination of strong academic foundations and sense of self-determination will help students enter fourth grade ready to keep building academic skills with confidence and agency.

4.) If a student is introverted or less likely to advocate for themselves, do they receive one-on-one support?

Yes. Students have direct access to me for individual support throughout the day, including those who are quieter or still building confidence in asking for help. During learning time, I actively circulate, observe engagement, and check in with students who seem unsure, stuck, or hesitant to begin.

Often, I will pause next to a student and ask a brief coaching question such as:

• “What are you working on right now?”

• “What’s your plan for getting started?”

• “What part feels tricky?”

This allows me to provide support even for students who might not initiate the conversation themselves.

You may hear your child mention a “3-step” approach we often talk about when unsure how to proceed:

1. Ask Mr. Mullen for a lesson on a specific standard

2. Check available resources (directions, examples, tools, etc.)

3. Work with a peer who has mastered that standard

This is not a rule that limits access to me. Students are always allowed to come directly to me, especially if they feel stuck or uncomfortable asking a peer. The purpose is to help students learn how to recognize when they need help and how to use the supports around them, including resources other than the teacher since it is important for students to learn how to seek other resources that can help them when one resource may be unavailable (e.g. the teacher is busy or absent, a book is left at home, materials are missing or in use). 

How I Provide Support for Individual Learners

In addition to circulating and checking in, I also:

• observe patterns of low confidence in social learning

• pull small groups when several students need the same support

• offer individual coaching conversations

• help students identify a clear starting point when they feel overwhelmed

For example, if I notice a student is unsure what to work on or is avoiding a particular skill, I may:

• sit with them briefly to help them choose the next step

• model how to begin

• or invite them into a small group focused on that skill

This happens regularly throughout the learning block so students are not left to struggle on their own.

What This Is Meant to Develop

The goal is for students to gradually build the ability to:

• recognize when they need help

• ask for support with confidence

• try strategies before giving up

• and continue working even when something feels challenging

Independence in this classroom is developed with active support, not in place of it.

For students who are introverted or less likely to advocate for themselves, monitoring student engagement and providing timely support is a constant part of my role during learning time. Pairing students who may benefit from learning together and offering coaching to the class on the importance and benefits of inclusive learning practices is a common topic of conversation. If you ever feel your child may be struggling quietly, please let me know so we can coordinate how to best support them both at school and at home.

5.) How often do students use computers, and how often is it used for learning versus entertainment?

Students have access to laptops during a portion of each day, but technology is used strictly as a learning tool, not for entertainment. Because our grade level shares devices, students typically use them in shorter sessions (about 15–40 minutes) based on their need.

Laptops support academic and collaborative work such as:

• writing and revising in Google Docs

• creating presentations or group projects

• research and skill practice using programs like Khan Academy or Epic Books

Games such as Roblox or Minecraft (among others) are not allowed during class time, and students do not have free access to YouTube. I check in with students who are using laptops. We regularly discuss how technology can either support focus or become a distraction. If misuse occurs, students are aware that their access can be revoked. This ties back into our conversations about our class rules: respect, responsibility, trust, fairness, and integrity.

Beyond learning or working on projects, students are learning how to use technology responsibly, how to choose tools with purpose, collaborate digitally, and step away from screens when needed. The goal is to build healthy habits with technology that will serve them throughout their education.

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Closing Thoughts

Thank you for taking the time to read through these questions and responses. 

The goal of sharing this information is not only to clarify how aspects of our classroom works, but to strengthen the partnership between school and home that makes meaningful learning possible.

A self-directed classroom does not mean students are left on their own. Rather, it is an environment where they are intentionally guided to become active participants in their growth, learning how to think, how to persist, how to collaborate, and how to take pride in improving over time. These are habits that develop gradually, and they are most powerful when reinforced consistently by the adults in students’ lives.

When students hear the same message at school and at home (that learning is valuable, effort matters, helping others matters, and growth takes time) they begin to internalize those beliefs. They start to see education not as something they complete year by year, but as something they carry with them as they grow into thoughtful, capable people.

As always, communication is welcome and encouraged. If questions arise, if something feels unclear, or if you want to share observations from home, please reach out. Working together allows us to support each child more effectively and ensure they feel confident, supported, and excited about learning.

Thank you for being an essential part of this learning community.

Greg Mullen

Feb 15, 2026