K-12 math teachers, welcome to…
The First 30 Days of School:
Building a Classroom of Mathematical Thinkers
Most teachers spend the first month teaching students how to behave.
The strongest math teachers spend the first month teaching students how to think.
It is summer.
And instead of resting, you are replaying last year.
You left wondering why your effort wasn't producing the results your students deserved.
Maybe you heard yourself saying...
"No matter what I do, I always run out of time."
"I thought they understood until I looked at the assessment."
"Why do they still need me for every problem?"
The reality is you are not burned out because you worked too hard.
You are burned out because the results didn’t match your effort.
The problem is that many of us were taught to spend the first month establishing classroom procedures without intentionally establishing mathematical thinking habits.
By October, students know where to sit, when to talk, and how to turn in assignments. But they still don't know how to persevere through a challenging problem, explain their reasoning, question a strategy, or make sense of unfamiliar mathematics.
Those habits don't develop by accident. They must be taught.
That's what this webinar is about.
What if the first 30 days of school determined the next 150?
Imagine that by October you've built a classroom culture where students...
✓ Try to make sense of mathematics before asking for help or giving up.
✓ Justify their thinking instead of simply describing the steps they took.
✓ Listen to understand, question ideas, and refine their thinking.
✓ Productively struggle through challenging mathematics.
✓ Participate because they have something meaningful to contribute, not because it's for a grade.
When your classroom culture changes, the mathematics changes.
Students are willing to persevere longer, reason more deeply, and take greater ownership of their learning. And when assessment data arrives later in the year, you'll know exactly why your students are growing.
In Just 60 minutes, You'll Discover Three Ideas That Could Change Your Entire Year
1️⃣Teaching procedures isn't enough.
You'll learn why the strongest teachers intentionally implement classroom procedures that develop mathematical independence.
2️⃣A busy classroom is not the same as a thinking classroom.
You'll learn how to recognize the difference between participation and genuine mathematical communication.
3️⃣Confidence is built through reasoning, not by getting more answers right.
You'll discover simple instructional shifts that help students value reasoning, persistence, and sense-making over speed and answer getting.
Save Your Spot Now. It’s Free!
REGISTER NOW — Spots fill fast!
Dates: July and August Sessions Available
Location: Online (Link sent after registration)
Replay included with registration.
Please use a non-school email address to ensure delivery.
This Webinar Is for You If...
You want students to think more independently instead of relying on you for every step.
You want your students to engage in meaningful mathematical discussions instead of giving one-word answers.
You want your classroom culture to support rigorous, grade-level mathematics from the day 1.
You want your students to develop reasoning habits that last from one unit to the next.
You want to begin the year with purpose instead of hoping things improve as the year goes on.
Meet Your Host: Nakasha Kirkland
For more than 20 years, I've partnered with math teachers and school leaders to strengthen mathematics instruction. Along the way, I noticed something surprising. Many classrooms had excellent procedures. Many teachers had strong content knowledge. Yet students still depended on the teacher whenever mathematics became challenging. The missing piece wasn't another strategy. It was intentionally teaching students how to think mathematically from the very beginning of the year. Everything I share in this webinar comes from helping teachers create classrooms where reasoning, perseverance, and mathematical identity become part of the daily culture, not just occasional instructional goals.
