✨ 5 Low-Prep Ways to Pivot Your Lesson

Jun 8

Written By Shelby

Debbie is crying that Simon is looking at her again. Bill is holding a freshly loose tooth asking for a bag to take it home. And there you are… in all your glory, as a passionate and caring 2nd-grade teacher, trying once again to teach how to locate a number on an open number line—because Susie and Fred didn’t get it, and you’ve got learning plans to follow.

Deep breaths. Smile and breathe.

Let’s talk about how to regain control of yourself and your classroom using one of the most under rated classroom management tools out there: The Pivot.

🛋️ Learning to PIVOT

We’ve all been there. Trying to fit something into a space it just wasn’t designed for and watching it fall apart because of rigidity—whether it’s the furniture or the mindset.

Our lesson plans? Same thing.

Even with the most thoughtful, engaging plans, some days are just off. Full moon? Friday the 13th? Surprise fire drill? Who knows. But learning how to pivot doesn’t take a new curriculum or an hour of prep. It takes practice, presence, and a little flexibility.

🕵️ When to Pivot

Monitoring active vs. passive engagement will help you decide when to pivot.

Actively engaged students are asking questions, contributing, and staying connected (Simonsen et al., 2008). Passive students are zoned out, compliant but quiet, or distracted. If 30% or more of your class is passive or confused—it’s time.

Also consider skill mismatches. Students may be trying, but if they’re missing the background knowledge, they’re likely struggling in silence. (Spoiler: That’s also your cue to pivot.)

🔁 How to Pivot: 5 Low-Prep Moves

🎲 Game On!

If your students lack a key skill, simplify the task and turn it into a game. Play sparks imagination and engagement while giving you a quick path to multi-modal learning. Bonus: You’re also hitting the UDL jackpot with this one AND using spiral teaching for deeper complexity. Studies show that game-based learning can significantly enhance student engagement and comprehension (Dicheva et al., 2015).

🧠 Move It, Move It

Break the monotony with a quick brain break that activates the vestibular or proprioceptive system—jumping jacks, animal walks, wiggle songs. Especially helpful right before lunch or in that end-of-day slump.
Short movement breaks have been found to improve cognitive function and attention span in students (Ratey, 2008).

🧼 Clear the Visual Clutter

Sometimes the only pivot needed is better clarity. Add visual aids: timers, to-do lists, step-by-step examples. Make sure students can see what’s expected and what to do next.
Providing clear visual structure enhances student understanding and reduces cognitive overload (Sweller, 2011).

📣 Student-Driven Learning

When students already know the material, let them drive. Give them the learning objective, and let them decide how they’ll reach it. They might create a podcast, build a model, or film a demo. You become the guide while they show what they know—on their terms.

Example: For a 9th grade standard like:

“Translate quantitative or technical information expressed in words in a text into visual form…”
Students could build charts, infographics, or even memes. The only rule? Prove understanding. (And yes, school rules still apply.)
Research suggests student-directed learning fosters autonomy and critical thinking skills (Morris, T. H., Bremner, N., & Sakata, N., 2023).

💬 Get to the Heart of It

Sometimes the real issue isn’t academic. It’s a social conflict, emotional dysregulation, or executive functioning struggle. In those moments, scrap the target—temporarily.

Host a mini counseling circle. Practice growth mindset. Teach kids how to use planners or organize folders.

Because if the barrier to learning isn’t addressed, no lesson will land as it should.
Supporting emotional well-being in the classroom is foundational to long-term academic success (Durlak et al., 2011).

💛 Wrap-Up: Pivots Are a Power Move

Pivoting isn’t a sign that your plan failed. It’s a sign that you’re paying attention.

Being a flexible teacher doesn’t mean abandoning structure. It means knowing when to shift gears in service of connection, clarity, and actual learning.

These pivots don’t require hours of prep—they just require your presence, your creativity, and your courage to say:

“This plan isn’t working. Let’s try something better.”

So next time things get weird (they will), channel your inner Ross. Take a breath. Smile. And PIVOT like the pro you are.

Cue the glitter, always. ✨

📚 References

Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), 75–88.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.
Ratey, J. J. (2008). Spark: The revolutionary new science of exercise and the brain. Little, Brown and Company.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380
Sweller, J. (2011). Cognitive load theory. Springer.
Morris, T. H., Bremner, N., & Sakata, N. (2023). Self-directed learning and student-centred learning: a conceptual comparison. Pedagogy, Culture & Society, 33(3), 847–866. https://doi.org/10.1080/14681366.2023.2282439

Shelby

With over a decade of experience in education, I’ve worn a lot of hats: early interventionist specializing in functional communication, special educator for students with Autism, mentor to teachers on inclusive practices, and behavior interventionist for kids with all kinds of superpowers. My work has always centered around helping every student feel seen, supported, and successful.

Academically, I earned my Bachelor of Science in Human Development and Family Studies from Texas Tech University, a Master’s in Guidance and Counseling from Angelo State University, and a post-master’s certificate in Behavior Analysis from Reykjavik University. I’m certified as a school counselor and a clinical behavior analyst in Iceland (yes, Iceland!).