203: Why Knowing What To Do Isn’t Changing Your Math Classroom
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203: Why Knowing What To Do Isn’t Changing Your Math Classroom
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Have you ever walked out of professional development thinking, “That makes so much sense”… only to return to your classroom and teach the exact same way? You’re not alone—and this episode dives into the real reason why knowing better doesn’t always lead to doing better in your math classroom.
Here’s the reality: teachers don’t struggle because they lack knowledge—they struggle because change requires action before confidence. In math education, that gap between knowing and doing is where classrooms stay stuck, even when teachers deeply believe in student-centered learning.
🔗 Links Mentioned in Episode:
📘 The Let Them Theory by Mel Robbins
🎧 Ready to Take the First Step?
If this episode resonated with you, it’s time to turn reflection into action.
- 🎧 Listen to the full episode of Math Chat
- ⭐ Subscribe so you never miss a new conversation on math instruction and mindset
- 💬 Leave a review to help more teachers find this message
📥 Free Resource: Start small with my 5 favorite math questions to spark student thinking:
👉 MonaMath.com/5questions
Because real change doesn’t start with doing everything differently.
It starts with one decision:
Let them… and let me.