When Teachers Say, 'I Don't Know': The First Step to Growth
"I don't know."
Three simple words that many find incredibly difficult to say. Yet, these words – especially when it comes to teaching reading – often mark the beginning of our most significant professional growth.
As we return from winter break, our classrooms filled with the energy of a new year, many of us are thinking about resolutions. While some are pledging to grade papers faster or organize their classroom library, I'd like to propose a different kind of resolution: embracing "I don't know" as a catalyst for growth.
As teachers, we often feel the pressure to have all the answers. Parents look to us for guidance. Administrators expect expertise. Students trust us to lead them. This pressure can make admitting uncertainty feel like admitting failure. But what if we reframed "I don't know" as a strength rather than a weakness?
When we say "I don't know" about aspects of teaching reading, we:
Open ourselves to new learning
Model growth mindset for our students
Create authentic opportunities for collaboration
Build stronger professional learning communities
Make space for evidence-based practices to replace familiar but less effective methods
Teaching reading is complex. The recent attention directed towards the science of reading has many teachers rethinking previous instructional strategies in their classroom. Perhaps you are ready to dig in or are ready to make changes to your current practice. Acknowledging this isn't a professional failure – it's professional courage.
Every shift in your teaching practice demonstrates your commitment to student growth in reading. When you explore the science of reading, you're not dismissing your years of experience – you're building upon them. This journey isn't about what you've been doing wrong; it's about discovering what else is possible.
Many accomplished teachers are discovering that trying makes sense of the Science of Reading doesn't mean starting from scratch. Instead, it means continuing to build their teacher toolkit with evidence-based practices that work. Your willingness to examine and adjust your approach isn't just admirable – it's exactly what makes you a true education professional.
From "I Don't Know" to "Let's Find Out"
Here's what growth through vulnerability looks like in practice:
Asking questions in team meetings or professional development.
Seeking out current research
Participating in professional development
Trying new approaches and measuring results
Sharing both successes and struggles with colleagues
The path to better reading instruction begins with honest reflection. When we say "I don't know," we're not showing weakness – we're showing wisdom. We're acknowledging that teaching is a journey of continuous learning, and that our students deserve educators who are committed to growth.
The next time you feel uncertain about an aspect of teaching reading, remember: "I don't know" isn't the end of the conversation – it's the beginning of discovery. Let's embrace these moments of vulnerability as opportunities for growth, knowing that every step forward in our understanding is a step forward for our students.
A Different Kind of New Year's Resolution
The start of a new calendar year offers a unique opportunity in our teaching journey. While our students are midway through their academic progress, we have a chance to:
Reset our approach to professional growth
Challenge our assumptions about reading instruction
Open ourselves to new evidence-based practices
Making "I Don't Know" Your 2025 Resolution
Instead of putting pressure on yourself to know everything about the science of reading immediately, try these manageable steps:
Start small: Identify one area of reading instruction where you feel uncertain
Share this uncertainty with a trusted colleague
Seek out one professional development opportunity
Join a community of educators on the same journey
Celebrate each moment of growth, no matter how small
As you settle back into your classroom routine this January, remember that every expert was once a beginner. Every reading specialist started with questions. Every successful teacher had moments of uncertainty. Make 2025 the year you embrace "I don't know" not as a weakness, but as your first step toward becoming the teacher your students need.