Finding Our “Tennis Shoes”

I wear tennis shoes almost every day. I used to switch out cute shoes or sandals to match my outfit, but over time, I realized my tennis shoes were just more practical. As I transitioned from a variety of shoes to my simple white sneakers, I found they made more sense for being on my feet all day—they’re comfortable, supportive, and get me through the day without a second thought.

Last month, we had a particularly warm day, and I must have felt a bit sassy. As I got ready to meet my husband and parents for lunch, I decided to wear a cute pair of sandals I’d never tried out before. Feeling good, I headed to the restaurant, thinking it’d be a nice change from my usual sneakers. But things didn’t go quite as planned. When I ran out to the car to grab something for my dad, I must have forgotten I wasn’t wearing my trusty tennis shoes. Stepping off the curb, the sole of my sandal twisted, and down I went. Not just a little stumble, either—a full-on face-plant. My knees hit first, followed by my hands, and then my face.

Painful? Yes. Embarrassing? Absolutely. And as I limped back into the restaurant with a large goose egg on my forehead, cuts, and scrapes, I realized there was a lesson in this misstep.

Just like my tennis shoes have become my daily go-to, in teaching, we have routines and practices that form our foundation. These routines are our classroom “tennis shoes.” They’re comfortable, they support us day in and day out, and they create a steady rhythm that our students come to rely on. Whether it’s how we begin each class, the way we transition between activities, or how we establish expectations, these practices keep us balanced. They’re the familiar things that we don’t always think about but make all the difference.

Of course, sometimes we want to try something new—whether it’s a trending teaching strategy, a new tech tool, or a different way to organize the day. And just like I wanted to spice things up with a pair of sandals, trying new methods is an exciting part of growing as educators. But just like new shoes, these approaches should be tested thoughtfully, one step at a time, to ensure they support us and don’t make us stumble.

This little fall reminded me that while trying new things can be fun, there’s a reason we have those “tennis shoe” routines in place. These habits don’t just keep us steady; they keep our classrooms grounded and our students engaged. So as you head into the week, take a moment to think about your own “tennis shoes” in teaching. Appreciate those routines, and if you’re adding something new, ease into it thoughtfully.

Let’s keep stepping forward, confident in the routines that ground us and open to new ideas that enhance our journey.

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