Tier 1 Instruction Mistakes Teachers Make: Breaking the Biggest Classroom Myths with Andre Deshotel

Breaking the Biggest Tier 1 Instruction Myths

There are moments in teaching when things are not working the way we hoped.

Students are not getting it.
Engagement feels low.
You are trying everything and still not seeing the results you want.

And in those moments, it is easy to start looking outward for answers.

On this episode of The Flip Side, I sat down with Andre Deshotel to unpack some of the most common beliefs that quietly hold teachers back from strong Tier 1 instruction. These are the things we tell ourselves without even realizing it.

And the truth is, these beliefs can keep us stuck.

But when we shift them, everything starts to change.

Growth Starts With Reflection

When something is not working, our first instinct is often to blame something outside of our control.

The students.
The curriculum.
The system.

That response is human. It protects us.

But it also keeps us from growing.

Real change starts with reflection.

Not self-criticism. Not guilt. Just honest reflection.

What is within my control?
What could I try differently?

That shift is where progress begins.

“They Should Already Know This”

This is one of the most common thoughts teachers have.

Students come in missing skills or knowledge, and it feels like you are already behind before you begin.

But staying in that mindset leads to frustration.

Instead, focus on where students are right now.

Use quick checks to understand what they know. Adjust instruction based on real time data. Build a plan to move them forward instead of focusing on what is missing.

You are not behind.

You are starting where your students are.

“I Taught It. They Just Didn’t Get It”

There is an important distinction in teaching.

Delivering content is not the same as ensuring learning.

Just because something was taught does not mean it was learned.

Strong instruction includes constant checks for understanding.

That might look like quick responses, exit tickets, or circulating the room and listening to student thinking.

Think of it like a field trip. You would not only count students at the beginning and end. You would check along the way to make sure everyone is still with you.

The same is true in instruction.

“These Kids Are Just Different”

Students today are different in many ways.

But different does not mean less capable.

When we assume students cannot meet expectations, we lower the ceiling before they even begin.

Instead, adjust the way you design instruction.

Build in opportunities for movement.
Create space for collaboration.
Use their energy as a strength instead of a challenge.

When instruction evolves, engagement follows.

“It’s the Curriculum’s Fault”

It is easy to point to curriculum when something is not working.

And while materials matter, they are not the determining factor in student success.

The way instruction is delivered has a greater impact.

Strong routines. Clear expectations. Thoughtful pacing. These elements exist regardless of the program being used.

Curriculum is a tool.

You are what brings it to life.

“I’ve Tried Everything”

This is often said at a point of exhaustion.

When nothing seems to work, it can feel like there are no options left.

But growth rarely comes from trying everything at once.

It comes from focusing on one change and implementing it consistently.

Refine one strategy.
Seek feedback.
Observe others.

Small, intentional shifts lead to real progress.

Quick Wins That Make an Immediate Difference

If you need something you can implement right away, start here.

Focus on pacing, proximity, and presence.

Pacing means keeping lessons moving and avoiding long stretches where students disengage.

Proximity means moving around the room, being close to students, and staying connected to their learning.

Presence means how you show up. Your body language, your energy, your focus.

Where your attention goes, student attention follows.

These small shifts can have a big impact.

Do Not Let These Beliefs Hold You Back

Every teacher has had these thoughts at some point.

They are common. They are understandable.

But they are not helpful if they become permanent.

When you shift from blame to reflection, from inconsistency to intentional practice, and from overwhelm to focus, your classroom begins to change.

Not overnight.

But steadily.

Final Encouragement

You do not have to have all the answers.

You do not have to be perfect.

You just have to be willing to grow.

Focus on what you can control.
Implement strong practices consistently.
Reflect and refine along the way.

That is how great teaching is built.

And that is how students succeed.

Catch you on The Flip Side.