Why This Teacher Left Public School (But Still Believes in It)

In this S5E17 Schoolutions Teaching Strategies conversation, Sarah Tesar shares why being a public school kindergarten teacher for 12 years made her an excellent teacher for other people's children, but prevented her from being fully present with her own family, and how she's now created a hybrid homeschool model that honors both her expertise as an educator and her needs as a whole human being.

What You'll Learn:
✅ The emotional cost of teaching and recognizing when your cup is empty
✅ How to create mixed-age classrooms where kindergartners and fifth graders thrive together
✅ Theme-based curriculum built around science and social studies standards that naturally integrates literacy, math, student engagement, and active learning
✅ Scaffolding strategies across multiple skill levels for effective teaching and classroom behavior management
✅ Creating 3-hour learning sessions so engaging kids beg to attend
✅ Why social-emotional intervention deserves the same priority as academic intervention for student success and classroom belonging
✅ Practical strategies for integrated, joyful learning in any setting—public school, homeschool, or hybrid through innovative teaching and instructional strategies

Whether you teach in a traditional school or are exploring alternative models, Sarah shares research-backed strategies (including Vygotsky's zone of proximal development and attention in class techniques) you can use tomorrow to create more purposeful, engaging learning while honoring your own wellbeing and inspiring students through student participation.

Some resources mentioned:
➡️UFLI Phonics
➡️Elizabeth Sulzby's Emergent Storybook Reading Process 
➡️Tara West's Writing Curriculum 

CHAPTERS
0:00 - Introduction: The Cost of Being a Good Teacher
3:00 - Meet Sarah Tesar: From Public School to Homeschool
5:00 - Research Foundation: Vygotsky & Zone of Proximal Development
6:00 - The Breaking Point: When Teaching Depletes Your Cup
9:00 - The Empath's Dilemma: Giving Everything Away
11:00 - What Shifted: Finding Balance in Hybrid Homeschool
14:00 - Meeting Children's Needs: Systems & Social-Emotional Support
17:00 - A Day in the Life: Morning Homeschool Routine
20:00 - Scaffolding Phonics Across Ages
21:00 - The Apple Stand: Relevant, Purposeful Learning
23:00 - Hybrid Classroom: K-5 Students Learning Together
25:00 - Curriculum Design: Science & Social Studies as Foundation
27:00 - Scaffolding Writing: From Words to Paragraphs
29:00 - Integration: Shattering Educational Silos
31:00 - Parent Expectations in Hybrid Homeschool
33:00 - Lightning Round: Homeschool Myths & Best Practices
35:00 - Closing: The Gift of Having Something Left to Give
36:00 - Takeaways: What You Can Try Tomorrow

Join our community of educators committed to cultivating student success, inspired teaching, and creating inclusive classrooms with a pro-kid mindset focused on the whole child. 

📧 Connect: schoolutionspodcast@gmail.com
🎵 Music: Benjamin Wahl

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When coaches, teachers, administrators, and families work hand in hand, it fosters a school atmosphere where everyone is inspired and every student is fully engaged in their learning journey.

Transcript

Olivia: [00:00:00] Hey there. Welcome back to the podcast. I'm Olivia Wahl, and today we are diving into a conversation that might make some of you uncomfortable and others feel deeply seen. Here's the thing, we don't talk enough about the cost of being a good teacher. Not the financial cost, though, that's real too. But the emotional cost, the cost of caring so deeply that you can't turn it off.

The cost of meeting overwhelming needs day after day, then coming home and realizing you are running on empty. My guest today, Sarah Tesar, spent 12 years as a public school kindergarten teacher, and she was good at it, really good. She knew the research, she created engaging, integrated lessons. I spent time in her classroom.

She showed up for her students in all the ways they needed. And then she made a decision that surprised everyone, [00:01:00] including herself. She walked away. But here's what makes Sarah's story so compelling. She didn't leave because she stopped believing in public education. She didn't leave because she burned out on teaching itself. She left because she finally understood something crucial - that the setting that made her an excellent teacher for other people's children was the same setting that prevented her from being fully present with her own family. 

So in today's conversation, Sarah walks us through her journey from that heartbreaking realization to creating a hybrid homeschool model that's honestly pretty brilliant. We're talking mixed-age classrooms where kindergartners and fifth graders learn together, theme-based curriculum built around science and social studies that naturally weaves in literacy and math. And learning experience is compressed into three hour sessions that are so engaging, kids are begging to be there. 

Whether you teach in a [00:02:00] traditional school, you're considering alternative models, or you're just trying to figure out how to create more joyful, purposeful learning in any setting, Sarah's sharing strategies that you can use tomorrow. We talk about scaffolding across skill levels, about building curriculum around big ideas instead of isolated standards. About the research that guides her work. 

And most importantly, about what it looks like to honor both your expertise as an educator and your needs as a whole human being. So grab your coffee, settle in, and let's have an honest conversation about what it means to teach in a way that sustains us, not just survives us. Here's my conversation with Sarah Tesar.

This is Schoolutions Teaching Strategies, the podcast that extends education beyond the classroom. A show that isn't just theory, but practical try-it-tomorrow [00:03:00] approaches for educators and caregivers to ensure every student finds their spark and receives the support they need to thrive. 

I am Olivia Wahl, and I am so happy to welcome Sarah Tesar to the podcast today. Let me tell you a little bit about Sarah. Sarah Tesar is a former public school kindergarten teacher of 12 years. This year she decided to take a leap out of the traditional classroom to homeschool her two daughters, while also educating other homeschooled children through a hybrid classroom experience.

This change has flipped her life as a mom and teacher upside down in the absolute best way. Sarah, it is so good to see you again. Thank you for being a guest today. 

Sarah: Thank you, Olivia. Thank you for having me. This is an incredible experience.

Olivia: Well, I, we have to let people in on, uh, the fact that I met you. I think you were actually a [00:04:00] first or second year teacher when our paths crossed.

Sarah: Yeah. 

Olivia: Isn't that crazy? 

Sarah: Long ago? Yes. 

Olivia: Long ago, right? 

Sarah: Yes. 

Olivia: And we've kept in touch and um, just connecting over all things kindergarten through the years, and I saw a post and it was you being super brave and vulnerable to put yourself out there as a mom and a teacher to say look, I am choosing to homeschool my girls, and I thought, holy cow, I have to catch up with Sarah.

And then we've been in discussion and I asked you to come on the podcast, not to convince every public school teacher to leave the classroom. That's not what we're doing today, but it's really, I want to have a conversation around what you're holding tightly to as a public school teacher, because we both believe public schools matter. They are critical for our democracy and society and how you chose and you're choosing right [00:05:00] now a different path for your family and for you as an educator. So, um, start us off. What is some research you're leaning on, um, as you're creating this experience for your own family? 

Sarah: Vygotsky caught my attention in grad school and I, and he just stays in my head a little bit. And has kind of come forward in this new journey um, because he, he believes in, he believed in the social process and how collaboration can, can help kids thrive in the classroom. And I am, you know, really trying to use that in my hybrid classroom experience. And yeah, I'm seeing the benefit so. 

Olivia: Well, and let's, let's let listeners in on Vygotsky’s idea of zone of proximal development.And so it's that zone. I, we, we've joked before. It's that zone of sticky teaching of where it's just a little bit of stretch above what a learner can actually do all by themselves. [00:06:00] And that's where we see they're, they're ready. They're just there with maybe some scaffolding. Um, and then, uh, we've also joked before the zone of future development, Vygotsky refers to as frustrational.

And that's where kids often, and I'm not even going to say kids, that's where learners shut down because the expectations are actually way outside of their proximal zone of development. So I lean on Vygotsky every day all the time. Sarah, as well. So tell us the moment, you're a mom, you're a teacher. Um, you had this moment where you're like, the traditional system is not working for myself, it's not working for my girls. I need a change. 

Sarah: Yeah. It's, it's, it's really been a progression of moments and I'll, I'll start back and move forward. 

Olivia: Yeah.

Sarah: So I think my wheels really started turning back when my oldest daughter, Nora, who is now in first grade when she was in [00:07:00] preschool, and we've always been a part of the KidVentures school or preschool, and she was preschool age. She had done their, like three’s programs, their younger programs, but it was, she was preschool age. It was time for preschool. We're deciding to stay with this school. Um. Their preschool program or class was full and they had said, would you be interested in having her join the kindergarten class, which was less full, you know? And we, we, I, you know, asked questions and said, yes, let's try it. 

Olivia: Yeah. 

Sarah: Well, here's my little Nora as a 4-year-old in this kindergarten space, and I was blown away by the engagement, the use of art, music, movement to learn all that I was teaching in my kindergarten classroom and in, in the midst of it all, only three hours, it was only three hours. And I was like, my gosh, she's getting all that she needs in this short [00:08:00] time. And I just had that, that thought never left my mind. Why can't, why can't kids learn in a, in a shorter day? You know? Why does it have to be so long? And we all know why, because we live in a working society, but I just. I, I loved that for her. And that thought stayed in my mind. And so then the fall, the following year, she went to kindergarten and um, I was, I was a mess. Like, here I am here. I was a kindergarten teacher. I'm like, why is this so hard for me? I love kindergarten. 

Olivia: Yeah. 

Sarah: I know. She's gonna love it. She's extroverted, she's grounded. She's a solid, solid kid. Like she's gonna have no problems. Why am I so worried about this. I did some deep diving internally. Um, and, and just tried to, tried to grow as an individual, you know, outside of being an educator. And it was through that growth, um, that I was able to realize and see that [00:09:00] it wasn't necessarily all those little, little things within the system that was bogging me down.

It was my like social emotional cup. It was about me. It wasn't about the system. Right. I was, my cup was so depleted after every day, what could I, how can I not let that happen? So in this more like healed state, I worked hard to keep my cup full and I, I was in therapy, I was doing all the things I could, and it still felt empty.

And I, I just came to the realization that. I, I couldn't give my, I'm, I'm just such a, um, an empath, right? I, I, I, I, and in a, in a kindergarten space, when their needs are so high…

Olivia: They need you 

Sarah: Kids are so, the needs are so high. The district I worked in, the needs were so high and they were getting any less, um, it was impossible to not give [00:10:00] myself to them in the ways that they needed it. Social, emotionally, mostly like the, I felt like the academic stuff I got, like I was. I knew what I was doing there. Um, but it, I, it was just something I could not turn off. And I, I remember telling myself it's not, I was devastated to like, leave the space or make the decision to leave the space because it means so much to me. But I knew for my own social, emotional, personal wellbeing that I couldn't. I was giving less to my family because I could not keep that cup full in that space. 

Olivia: Sarah, I just need, you said something, and I don't even know if you realized, you said it, but you, you couldn't stop yourself from giving everything to the children that needed you so much, and I think you just captured what so many public school educators are grappling with right now. It's, that was just so beautifully [00:11:00] articulated because, um, we go home from the space with other people's children and we want to be our best for our families. And the expectations of what it takes to show up for other people's kids in the way that they need. 

And you did point out it's not just academically. Because you were incredibly well planned. You're responsive, you are doing all the things teachers should be doing and need to do for kids, and yet the needs, the emotional needs, the hungry bellies, um, all of that. It, it's, it's just so much. And I don't think people outside the space of education understand that enough. Um. So, you know, you talked about your cup being depleted. [00:12:00] What has now shifted to, because this is a lot of work, what you are taking on. Right? It's not, it, it's, your plate is still very, very full. And yet, how are you feeling less depleted? 

Sarah: Yes. So I think it, I may, I am able to. I'm giving so much to my kids, and that's what I think. That was another part of why my cup was empty, is because, like you were saying, I was coming home and I was being an amazing mom, but I was, I was like, almost like planning, I was acting as a mom as I would as a teacher. Like, okay, I need to like get on the ground and play with them for 30 minutes. Then I need to, you know, it, it wasn't as natural and as organic as I wanted it to be. And, and that is what has shifted. And, and I am, I am, my cup is full because I have the time to, to do that with [00:13:00] them without the emotion, like the emotional cup being drained. And I also am still getting that creative itch as a teacher, which I, I know that's, you know, I knew I did not wanna just homeschool my kids and that be it, I know I need to teach.

Yeah. I know it's a part of who I am, but now I get to do that with other kids and my kids are the, are there the whole time. They're the center of it and they even have their own little piece in the morning and it's, that's awesome. It's just beautiful. It's magical. 

Olivia: And I, I also wanna shine a light because you were working in a district previously where the, the emotional needs of the children were so hefty, as well as just the basic needs were not being met. Um, I, I, I wanna shine a light because caregivers are doing often the very best they can. And so I think what I want [00:14:00] listeners to understand is it's not that we are saying that people need to be doing better, but I think for our children, the services are not there that we need because most teachers that I know and am friends with and love did not go to school to also be social workers and to do this work. And yet we are empaths. We do want to make sure that all children feel loved and tended to in our classrooms. So there's, there's a balance that has to be struck there. But I know I believe in my heart that the caregivers of our children are doing the best they can.

And so I'd also wonder how we could partner better. With caregivers in, in our public school systems. And so that we are meeting the needs of children individually and as a collective whole. And I don't have an answer to that, but I think about [00:15:00] it a lot. 

Sarah: Well, I have, I have an idea that I proposed to my district, um, for a few years in a row where, you know, at the start of the school year, our district would you know, just start so heavily with academic intervention. Right? And academic intervention is such a, a driving force for everything, which is important. But when you have a district and when you have students whose social emotional needs are 

Olivia: Vast, 

Sarah: Greater, and vast, we have to treat that ju in a similar way. So, you know, I would say, can we start the year, you know, storming kindergarten with all of our social emotional resources? And, and, and like, what about this, what about that? Like, can we just really make this a priority and then go like, just whatever, what you, exactly what you're doing with your academic interventionalists.

Can you do that with your social emotional team? And, you know, it [00:16:00] just, it wasn't in the cards or there weren't enough resources or whatever, but I, I really feel like we can do more with our resources. Um, with more collaboration, you know, and, and with those like RTI plans, you know, we call the parents, we send the plan home. We could do that with, you know, on the other side and, and that could help bridge that gap, 

Olivia: Sarah. I love that idea. I love it. I've also, I know another district that's playing around with having the kids, not actually this, this could be very interesting, but the kids are not actually assigned to an individual teacher for the first couple of weeks of school, and they get to experience what it's like in all of the kindergarten classrooms through exactly what you're describing.

That idea of yes, assessment is happening, academic assessment, that beginning of the year, but also that is where that fluidity of social emotional could be tucked [00:17:00] in. And then based on the dynamics of the kids, based on the needs, then they are assigned to a teacher one to two weeks into the school year. And I thought, wow, I knew I was speaking with you today, and I thought, that's so cool. It's a different twist on it. Um, but I love your idea as well. Um, what, so we're gonna circle back to advice you'd offer someone that's feeling like stuck right now or going through those same  emotions. I want to pause though, because I am absolutely fascinated to hear about your day now with your girls and the hybrid model. So can you start us off and just take us through, wake up to bedtime? 

Sarah: Yes. So the girls wake up about 7:30-8. I wake up, you know, earlier and, and have my time. Um, and then we'll start homeschooling around 8:30. We'll, we'll head to our space. We'll have breakfast and [00:18:00] conversation. We'll, we always state affirmations. Um, and I try to, you know, I, my goal is to change those up like monthly or weekly or as I see the need. And then we'll do calendar work and by then, you know, their breakfast is about done. And we, we swing into learning. So we have this big cloth swing in our basement, so we swing into phonics. 

And I always love starting with phonics because um, they're able to apply it to their reading and writing. My youngest daughter is Leah and she is four. She is in the early kindergarten program at Kid Ventures. Okay. And so she's like preschool age. We're working on preschool-type things. So I'm using UFLI, which is a, a phonics program. You know, it's not a homeschooling program, but I'm familiar with it from my, from my experience. So I'm using it and the, you know, scope and sequence. Um, but I'm, I'm not following it as I would in the classroom. I'm, we're doing a lot, [00:19:00] um, more fun and hands-on things just with the words and the progression. 

Olivia: Yeah. 

Sarah: But, um, so for example, like we would start with phonemic awareness, right? And, and sometimes, you know. I'm flipping back and forth between different lessons or if like Leah's learning about the letter B, you know, I'm gonna ask her to do some phonemic awareness around that. And if Nora's working on digraphs, we're gonna, you know, go back and forth. But sometimes I'll scaffold, and this is my favorite thing to do, I'll scaffold within like one lesson or so if like, Nora's working on digraphs and the word is bass, I'm gonna say Leah, you're gonna start us off. Tell me what's the first sound in bath? 

Olivia: Yeah. 

Sarah: You know, all right, Nora, chop those sounds and count 'em out for me. So I love, I love doing that and um, I, as I get used to it, I find myself doing it more and more. So yeah, it's a lot of scaffolding. I will use the same process within each subject area for the girls with [00:20:00] scaffolding for Leah.

And Leah will take breaks. Like Nora will work for longer periods of time and Leah will take breaks and come back. One of the main things that I am doing for Leah is, um, Elizabeth Sulzby's emergent storybook reading process, and I love that, so we'll read the same emergent storybook all week long. Leah's goal is to be able to retell the story. Nora will help me read the book, the parts that she knows, and, you know, at the end I, I really, uh, use that time to ask Nora some, some good comprehension questions. 

Olivia: Awesome. 

Sarah: So that's how we kind of bring that together. Then, so yeah, that's our reading time. And then Leah will go play after that. And then Nora and I will, we'll read, you know, do our reading session where she'll read either a decodable text or a leveled text. We'll alternate and she'll, we'll talk about reading strategies and all that stuff. And then Leah comes back and we write, and I'm using, um, Tara [00:21:00] West's writing curriculum, and that's a more of a home school. I think it could be used for both, but, um, other, I know other homeschool families use it, um, but she, you know, hits the different genres.

Right now we're in the narrative unit, and so yeah, Nora's working on writing three-page narrative stories and Leah's working on drawing narrative stories, and it's, it's just going so well. But what I love about it is, you know, we, we veered in writing just the other week because on Fridays we always do fun Friday. We do something completely outside of our traditional homeschool routine. So we learn or do something hands-on within our home or within our community. And we did an apple stand and so we made apple muffins. We made apple sauce and we sold apple cider. And leading up to that, we learned how to write how-to books.

And the girls, Nora wrote a book about how to make muffins. Leah wrote a book about how to make [00:22:00] applesauce and I copied them and we handed them out to our customers. And I tell you like they were more proud of those books than they were of the muffins than it was such a full circle moment for me. 

Olivia: Wait, Sarah, let's just pause there because holy relevant, Batman, I mean you, you are capturing what we could absolutely do more of in our public schools. The learning is so critically exciting to them because there is a direct purpose and impact on community. Their audience is crystal clear. And I, I just really, I need to compliment the way that you're thinking through. Okay, here is a task. Here is where this learner is. Yes, it's my daughter, but here is where this learner is. Here is where another learner is because we get in these standardized [00:23:00] slots of age. 

Sarah: Yeah. 

Olivia: So I am teaching kindergarten, I am teaching four or 5-year-old. And what this feels like, it's also cracked open for you is age is not irrelevant, but it's, it's secondary to the needs of my learner. And, um, how long does this whole session last with your two girls and then how do you shift to hybrid?

Sarah: Yeah, about a couple hours. We'll learn for a couple hours and then yeah, they'll, they'll, they'll play a little bit. I'll get my myself together and then we go to our classroom. So I am working with Kid Venture School. As their homeschool teacher. 

Olivia: Got it. 

Sarah: So that preschool that I mentioned before. Yeah. Um, that's who I'm working with. So I have my own classroom space. 

Olivia: Got it. 

Sarah: I have 44 students. I, I have, um, yeah, a fully functional classroom community if you will. Um, so we'll head to that school [00:24:00] around 11. We'll bring a packed lunch and they'll eat lunch while I'm setting up and prepping for that space. Then our students, Leah, will go to the other preschool. So we're the same school, but in different locations. 

Olivia: Okay. 

Sarah: If that makes sense. And so Leah will go to her preschool class, which her EK class, which is the same exact time as Nora and i's, and we meet from 1215 to three 15. I have kindergarten. Through fifth graders.

Olivia: Wow. 

Sarah: Um, coming through all at the same time. Not all students come every day, so it's kind of a hodge podge as to how many days a week they do come. Um, but my, my hope in that is, uh, my, my goal within the program is that it feels different than your traditional co-op, which just meets like one to two days a week and can be, is taught by parents and is more, much more supplemental.

Like we are supplemental, but I. I want to bring my expertise to that [00:25:00] space in, in, in what I know as a teacher and, and have that classroom community space where it's a drop off space where you're learning from a teacher. Um, so different than a, than a traditional co-op and, which is why I call it like a hybrid option, not a co-op.

Olivia: Yeah. So then wait a second, because if you have K through fifth grade students in that space for a few hours, how are you crafting? Are you using standards? Are you, like, how are you designing experiences for them? 

Sarah: Yeah, so I have, I in the summer I looked at all the standards and I pulled, um, I really looked at the science and social studies standards because that's the drive of, um, the driving factor of my curriculum, if you will. So I, I looked at those standards and I, I created a monthly theme or a monthly unit, um, around [00:26:00] a science or social studies topic. And we will unpack that unit throughout the month and use reading, writing, math, art, music to encompass that unit. 

Olivia: Beautiful. 

Sarah: And so, yeah, I'll do a lot of scaffolding, you know, similar to how I shared, like what I shared with, um. The example with Nora and Leah with the phonics. You know, if we're, if I'm, I have them whole group, like oftentimes I am, you know, hitting home with like, something cool within the science of social studies theme. Like right now we're learning about animals today we're gonna start, you know, learning about the grasslands and animals that live there.

And, but like, if I'm like, all right, today we're gonna write about your favorite animal from the grassland habitat. Um, before I send them off, I might remind them of their, what they're working on as a writer, right? So like, and I'll do this whole group, and I, and I, I didn't do this at the start, and I, I'm noticing the benefit [00:27:00] and in doing this, so I'll say like, okay, where are my word writers?

Who's working on just writing words? And I'll have the visual. How do you write a word? Well, first you say the word out loud, then you, count the sounds and you write the words. Okay, where are my sentence writers? Sentence writers? What sentence could you come up with and, all right, how do you write a sentence in them?

They have their visual. First you say the sentence, then you count the words in the sentence, and then, where are my paragraph writers? And you know, so it, and it's quick, but I think it's really beneficial for kids on all levels of that progression to hear what other kids are working on. Like, even that paragraph writer, you know, I, I, in the beginning I've heard so much, how do you spell this? How do you spell this? How do you spell this? And that paragraph writer now has a strategy just by hearing from that kindergartner or that first grader, you know, on what to do if they don't remember how to write a word, even though that's, you know, they're pretty good at it.

Olivia: Oh, it's so, this is [00:28:00] so good. And so I, I need listeners, if you're not watching this, you have to see or know what Sarah's doing with her hands. So you're, you're two times now, you've made ladders with your hands, like almost a progression. What I love is you're starting, I don't, you don't know, may not know you're doing this. You're starting at the highest point and then scaffolding backwards, which I appreciate because I've got news - you could have a six, seven, 8-year-old that is thriving as a writer and wants to craft paragraphs. So you are not limiting children based on - there are no limits. Let's just say that like the sky is the limit and they are setting their own destiny. That is autonomy. That is the agency we want, and you're giving them the pathway under that bigger umbrella.

I will also illuminate Sarah. It's brilliant you started with the social studies and science [00:29:00] standards because I am in conversation with many middle and high school teachers that are not happy about the limited amount of exposure, social studies and science is receiving at the elementary level. 

It is not because the teachers don't want to have more time dedicated. It is because every minute in their day is pre-prescribed often to you have to do this. It's all of these silos that we need to just shatter. And what you described would help me as an elementary school teacher to say, wait a second. I've heard about integration. What you just described isn't just integration, it's also the idea of entry points for students and that connectivity. So thank you. That was super helpful. 

Sarah: I would say like, I did this work as a kindergarten teacher and I was lucky enough to work in a district that didn't shame me for it, or didn't make me change it. So yes, I used [00:30:00] curriculum, but I used my head more and, and really created my own thing. And so yeah, those, those teachers listening who are in it my advice is to, is to make, make change right within your classroom. And I guarantee if your kids are having fun and learning along the way, your results are gonna be good and they're not gonna tell you to stop. 

Olivia: Yeah. 

Sarah: You know, I don't, I hope not. 

Olivia: I, I hope not too. 

Sarah: Yeah. 

Olivia: I hope not too. 

Sarah: Engagement. It goes back to student engagement. You have to make it relevant to them, make it about them. Make learning fun. If they're not having fun, you are, you are. If you're not having fun, they're not having fun. If, yeah, my biggest piece of advice is to just find ways to make learning fun and relevant and targeted and scaffolded and, and, and you, you can do that within your space.

Olivia: Something else I'm wondering though, too, is. What is the expectation on [00:31:00] caregivers that are part of this process? Like, because I know with traditional public schooling, caregivers are usually working throughout the day and really crossing their fingers and toes that the school has got it covered. Um, and uh, basic expectation I would say is that families are reading with their kids every day. Um, and hopefully connecting math and all of those good things. But what is the relationship? 

Sarah: Yeah, so it's, it's very different. So parents have to homeschool their children in a similar way that I am in the morning. So parents are responsible for teaching their children through the subject areas and submitting that to the state.

Olivia: Oh, wow. Okay. 

Sarah: And so I am supplemental and some kids - there's a range. Some kids are definitely where they need to be and beyond and some are really struggling. So I'm, I'm trying to bridge that gap and help those parents, you know, who, who [00:32:00] need more resources and need help get their kiddos moving. But I'm not, I'm not taking full responsibility for that.

Olivia: Yeah. Yeah. It's hard. It's hard when you gave everything to every one of your kids to have a caregiver say, nope, this is good enough for now. And to, to let go. Um, alright, are you ready for lightning round? 

Sarah: Oh my goodness. 

Olivia: Here we go. Just trust your gut First responses. Um, what is the biggest misconception about homeschooling?

Sarah: I think that homeschooled children have lagging social skills. It's the opposite. They are grounded, very well socialized, and I was blown away by that. That was a misconception for me. 

Olivia: Ah, interesting. Okay. Um, something that traditional schools do really well that you are holding onto tightly as you shift into this model?

Sarah: Definitely following best practices and research, you know, within that public school space, we [00:33:00] are given constant opportunities for learning and growth and professional development. I've always learned so much through all of that, and I don't wanna lose sight. 

Olivia: What's the best benefit that you've found of mixed-age educational experiences?

Sarah: I see the social benefit. I see, yes, you know, the older and the younger, helping each other. Um, I, I, it's beautiful and the academic benefit, the, the, like I described before, the scaffold and, and how how I see that influence their individual work time. 

Olivia: Yeah. 

Sarah: I see them using strategies that, you know, maybe I didn't teach intentionally, but they heard me say to someone else. I think that's, that's been really cool. 

Olivia: It's also, you know, it just occurred to me it's so safe because often when we have grade-specific classrooms, kids feel like they have to be or live in a certain way, so there's this opportunity [00:34:00] for them to be nosy and sneaky listeners in a good way. And just to quietly take in all that you're offering as an educator. And I, I love that about this too. Last question., what is one tool or curricula option or something that every homeschooler needs?

Sarah: I think there's a lot of curriculum out there, like a lot of ELA curriculums out there that don't have a targeted phonics piece. So really for those younger learners, and I would, if you are aspiring to be a homeschooler, find a curriculam that has a good phonics progression within the curriculum um, 'cause I see a lot lacking that.

Olivia: Ah. Sarah, thank you so much. In your busy day, uh, you, you took the time to have this conversation, so I just, I'm grateful for your bravery, for your vulnerability and our, our children in general have [00:35:00] been extraordinarily lucky to have you. I met you, as we said earlier, so many years ago when you were just starting as a public school teacher, and my favorite thing about you was your eagerness to learn. You learn right alongside your kids and your passion for just being curious, it's palpable and your kids are really, really lucky to have you, whether it's your own children or other people's children. So thank you for all you do. Thank you, 

Sarah: Thank you, Olivia. 

Olivia: Yeah, it, I am. I'm excited to get this out there in the world. Um, and to hear how this evolves for you. It's so exciting. So. Take good care, Sarah. 

Sarah: Thanks Livi. You too. 

Olivia: Schoolutions Teaching Strategies is created, produced, and edited by me, Olivia Wahl, thank you to my oldest son Benjamin, who created the music playing in the background. You can follow and listen to Schoolutions wherever you get your podcasts or [00:36:00] subscribe to never miss an episode and watch on YouTube. Thank you to my guest, Sarah Tesar, for sharing about her homeschooling experience. Whether you're teaching in a public school, exploring, homeschooling, or somewhere in between, here's what I hope you take from the conversation: First, integrated theme-based learning isn't just for homeschoolers. You can start small, pick a science or social studies topic and build one week of lessons around it. Watch what happens to engagement. 

Second, mixed-age learning isn't something to fear. There's incredible power in scaffolding across skills. Those word-writers and paragraph-writers learning side by side. That's magic you can create. And third, and maybe most importantly, taking care of yourself isn't selfish. It's strategic. The best gift you can give your students, your own children, or any children in your life is a version of yourself that [00:37:00] still has something left to give.

Share this episode with a teacher friend who needs to hear that it's okay to redesign their path. And send me an email at schoolutionspodcast@gmail.com. Tell me what resonated. What are you experimenting with? Maybe thematic units, trying mixed stage groupings, thinking about alternative models. What are you excited to try next?

Until next time, remember John Hattie says, student engagement is fundamental, but I'd add this: Teacher engagement is just as fundamental. You cannot pour from an empty cup, friends. Tune in every Monday for the best research-backed coaching and teaching strategies that you can apply right away to better the lives of the children in your care. And stay tuned for my bonus episodes every Friday where I'll reflect and share connections to what I learned from the guest at week. Take [00:38:00] care.