“The greatest barrier to learning is not what students know, but what teachers believe!”
– Dr. Wade W. Nobles

The soul of education lies not in curricula or testing but in the heart of a teacher. At its core, teaching is not just the transfer of knowledge but the transformative act of reaching students on a deeper, more human level. This belief is at the center of a practice I call tREACHING—reaching students before teaching them.

Dr. Wade W. Nobles reminds us that our beliefs as educators shape the learning journeys of our students. If we see them as capable, resilient, and worthy, they will rise to meet those expectations. But if we view them as “limited” or “at risk,” our implicit beliefs may become barriers to their potential. tREACHING challenges us to reexamine our assumptions and approach teaching with empathy, curiosity, and purpose.

What is tREACHING?

tREACHING is about more than delivering content—it’s about understanding who your students are, their stories, their struggles, and their strengths. It’s about making a deliberate effort to:

• Build trust and relationships. Every student wants to feel seen and valued. A simple “How are you today?” or a genuine smile can lay the foundation for connection.
  
• Affirm their identities. For newcomers, multilingual learners, and students with diverse backgrounds, honoring their cultures and languages is a powerful way to show them they belong.
  
• Engage their humanity. Students are not just learners; they are thinkers, creators, and dreamers. Recognize and celebrate the whole person in front of you.
  

Empower them to succeed. When students believe you are invested in their growth, they will go the extra mile. Set high expectations, but scaffold their journey with patience and support.

Why tREACHING Matters

Every student enters the classroom with untapped potential. But unlocking that potential requires breaking down barriers—both external and internal. A teacher who practices tREACHING listens to the quiet stories behind a student’s silence, celebrates small victories, and approaches challenges as opportunities for growth.

When we reach before we teach, we create a safe space for students to take risks and thrive. We send a clear message: You matter. I believe in you. Let’s grow together.

This philosophy transforms classrooms into communities, where learning is a shared journey of discovery, not a one-way street of instruction.

Practical Ways to Implement tREACHING

So how do we move from theory to practice? Here are some tangible strategies:

1. Morning Connections

• Greet every student at the door with a smile or handshake.
• Ask one personal, non-academic question (“What was the best part of your weekend?”).
• Use these moments to signal: I see you, I care about you.
  

2. Student Story Mapping

• Have students create identity maps or “All About Me” posters in their preferred language.
• Reference these during lessons (e.g., connecting math problems to their favorite sports or foods). 
• This validates their backgrounds while making learning meaningful.
• Explore the Lexile Career Database and Quantile Career Database alongside each student to uncover their future hopes and ambitions.
  

3. Cultural & Linguistic Anchors

• Invite students to teach the class a word, phrase, or tradition from their culture.
• Display multilingual word walls or family photos in the classroom.
• Normalize linguistic diversity as an asset, not a challenge.
  

4. Pronounce Their Names Correctly

• A student’s name is not just a label; it’s a reflection of their history, culture, and identity.
• Take the time to ask students (and their families) how to correctly pronounce their names, and practice until you get it right.
• Saying a student’s name the way it was meant to be said communicates: I honor who you are.
• This simple act builds a bridge of trust and respect, connecting students to us, and us to them.
• Celebrate the importance of names through read aloud
  • My Name is Yoon, by Helen Recorvits (480L)
  • Alma and How She Got Her Name, by Juana Martinez-Neal (AD490L)
  • Your Name is a Song, by Jamilah Thompkins-Bigelow (AD480L)
  • My Name is Sangoel, by Khadra Mohammed, Karen Lynn Williams (AD550L)
  • The Boy Who Tried to Shrink His Name, by Sandyha Parappukkaran (580L)
    

5. Weekly Reflection Circles

• Dedicate time each week for students to share successes and struggles.
• Use sentence starters like, “This week, I’m proud that I…” or “Something I need help with is…”
• Show students that their voices guide your teaching.
  

6. Strength-Based Feedback

• When giving corrections, always pair them with affirmations. (“You explained your idea so clearly. Let’s work on making your grammar match your strong thinking.”)
  
• Frame mistakes as steps in the learning journey.
• Use Lexile and Quantile measures to understand each student’s individual reading and math ability. 
• Sit alongside your student to celebrate individual progress and set new goals 

7. Family Partnerships

• Send short, positive notes home in the family’s preferred language.
• Ask families to share their hopes and dreams for their child.
• Involve them in celebrating milestones, no matter how small.

Share a brief video to teach families how Lexile measures and Quantile measures connect to their child’s academic strengths and needs. (Spanish parent video)

The Heart of a Teacher

tREACHING begins with belief—the belief that every student, no matter their background or starting point, is capable of greatness. It’s a call to action for educators to lead with their hearts and connect on a human level before diving into academics.

Because when we reach first, teaching becomes not just an act, but a gift. And in giving, we discover the true heart of a teacher.

Sincerely,

Efraín Tovar
English Language Development Middle School Teacher
Selma, CA

Learn more about Efraín https://www.edutopia.org/video/english-learners-practice-home-languages-classroom