In this episode, I reflect on a moment early in my teaching career when everything changed unexpectedly, and how that experience shaped my understanding of adaptability. That moment didn’t come with clarity or a plan—it required adjustment, and that lesson has stayed with me.
As I unpack this idea, I focus on the difference between certainty and adaptability in the classroom. While structure and clarity have value, real life doesn’t always follow a clear path. Students need opportunities to experience uncertainty and learn how to respond to it.
This connects directly to what we see in classrooms every day. Students often expect immediate answers or clear directions, but learning how to sit in uncertainty, adjust, and keep moving forward is where real growth happens.
Ultimately, this episode is about preparing students for what they can’t predict. When we focus on adaptability, flexibility, and resilience, we are giving students the tools they need to navigate whatever comes next.
Show Notes
Personal story of unexpected change
Certainty vs. adaptability in teaching
Importance of learning through experience
Building flexibility in students
Teaching students to handle uncertainty
Modeling adaptability as a teacher
Mistakes as part of growth
Preparing students for change
Key Takeaways
Adaptability is more valuable than certainty
Students need experience with change
Not knowing is part of learning
Flexibility helps students move forward
Teachers must model adaptability
Confidence grows through navigating challenges
Transcripts
Funky Teacher, Nicholas Kleve:
This is Mr. Funky Teacher with BeAFunkyTeacher.com. I'm coming to you with another Be a Funky Teacher podcast. Welcome back everyone. Today's episode is called Teaching Adaptability Instead of Certainty.
There was a moment early in my career that I still think about.
The school I was teaching in completely restructured.
It became a preschool and kindergarten building.
And just like that, we were told that most of us would be moving to different buildings.
It was unexpected, it was shocking, and honestly, it was a little scary.
Now, looking back, it all worked out, probably even for the better.
But in that moment, there was no certainty.
Only the need to adapt.
Before we get into it, I want to ground myself in gratitude.
Here are three things that I'm thankful for.
The first thing that I'm thankful for is opportunities to start fresh.
Those moments where you get a reset—even after something unexpected happens.
That means a lot.
The second thing that I'm thankful for is colleagues who step in when needed.
When things shift or get hard and people support each other—that makes a difference.
And the third thing that I'm thankful for is the ability to adjust and grow.
Being able to move forward even when things don’t go as planned.
That’s something I’m really thankful for.
Well, let’s get back into the main topic.
We often try to give students certainty.
Clear steps.
Clear answers.
Clear expectations.
And that has value.
But life doesn’t always work that way.
So the topic once again is teaching adaptability instead of certainty.
Life doesn’t always give us clear directions.
Not everything comes with a plan.
Situations change quickly—sometimes without warning.
That uncertainty is real.
And students will experience that too.
We can’t shield students from that.
But we can prepare them for it.
Adaptability is built through experience.
You don’t learn adaptability just by hearing about it.
You learn it by going through it.
By adjusting.
By figuring things out.
By stepping into something new and unfamiliar.
That process builds confidence.
It’s not comfortable.
But it’s important.
Adaptability grows in moments of change—not control.
Students need to be okay not knowing right away.
Not having the answer immediately is part of learning.
Working through something step by step.
Sitting in that space.
That builds resilience.
Patience.
Real understanding.
Flexibility is a skill we can teach.
Students can learn to adjust.
To shift their thinking.
To try a different approach when something doesn’t work.
That flexibility matters.
Because it helps them move forward instead of staying stuck.
Control is limited.
Response is not.
We don’t control everything.
Situations will change.
Plans will shift.
But we can control how we respond.
That’s the skill.
That’s the focus.
Adaptability is not about controlling the situation.
It’s about responding to it.
Mistakes are part of adapting.
Trying something new and it not working right away—that’s not failure.
That’s learning.
We have to frame it that way for students.
Mistakes are part of growing.
And that’s okay.
Teachers must model adaptability every day.
Students watch how we handle change.
How we respond when things don’t go as planned.
That modeling matters.
It shows what adaptability looks like.
Adaptability builds confidence.
The more students go through change, the more they realize they can handle it.
They can look back and say,
“I got through that.”
That builds belief.
And that belief carries forward.
Not just in the classroom—but beyond it.
Uncertainty can create dependency.
If everything is always clear, students can become reliant on direction.
Waiting to be told what to do.
That limits independence.
And we want the opposite.
Preparing students means preparing them for change.
The future is not fixed.
It will shift.
It will evolve.
Students will face that.
What they need is not certainty.
It’s the ability to adjust.
To think.
To respond.
Preparing students is not about giving all the answers.
It’s about helping them handle the unknown.
And that’s the work.
As I do a reflective close here, I want to say this:
When I think back to that moment early in my career, I didn’t feel ready.
I didn’t feel certain.
But I adapted.
And that’s what stayed with me.
Not the plan.
Not the structure.
But the ability to adjust and move forward.
And that’s what our students need too.
Not a perfectly mapped-out path.
But the ability to handle whatever path they step into.
So give students chances to adapt.
Give them space to figure things out.
Because that ability—to move forward when things shift—that’s what stays with them long after they leave your classroom.
Well, if you found value in this episode, head on over to Apple Podcasts or wherever you listen to your podcast and hit me up with a five-star review and let me know what you think.
It helps more teachers to find this space.
And as you go into your day, I want you to remember to inspire greatness in young people.
