I spend a solid three months, yes months, weaning students away from independent technology use in the classroom. After this time, I see their social confidence take flight…At first, this feels and looks like more of a task than learning to read. A lot of this free play is foreign to them. Most of them do not know how to play without a device or a technology game guiding them. But by the end of October though, they burst through the doors each morning, eager to rebuild an army wall, make a card for a friend, or construct a tower bigger than the day before.

When students talk, they process, refine, and reconstruct their thinking. They listen, reflect, and engage with ideas in real-time. They experiment with language, argumentation, and reasoning in ways that simply can’t happen in isolation. And perhaps most importantly—when students talk, they find their voices.

As educators, we strive to create classrooms where all students can thrive, regardless of their linguistic backgrounds. I teach a first grade class where over half of my brilliant students speak multiple languages and I love every second of it. This post explores key strategies for scaffolding, differentiation, and creating an inclusive environment to ensure learning is accessible, engaging, and meaningful for all of them.