After reading the same passage a fifth time, she sat up with wide smiling eyes as she realized the magic of reading. Kristen, a sophomore, began to visualize and feel the images that the words were meant to evoke. Over the next few weeks her fluency and comprehension steadily increased. Significantly, she also increased her commitment to work on reading skills.

How did I know to ask her to read the same passage again, and again, and again, and again? Nowhere in the protocols is there instruction to read a passage five times. Something told me that Kristen needed to experience the magic for herself, so I tried something I had not done before. Somehow, I had a feeling that for Kristen on that particular day, we might have a breakthrough.

Where did that wisdom come from? How can I tap into that wisdom in my work with other students? Savannah, a junior, was a perfectionist who had diligently followed instructions to “sound out” words that were difficult to pronounce. One day, I told her to not worry about pronunciation if she is understanding the passage. She replied with surprise, “You mean, I don’t have to fix my mistakes?” Within eight months of putting this new practice in place, she was well down the road to doubling her reading pace with no loss in comprehension. More importantly, she stopped avoiding reading assignments, and the volume of her productivity increased in all of her classes. I still do not know what inspired me to try a different approach and to trust Savannah to decide when to focus on pronunciation.

Research-Based practices and the Science of Reading are essential. They provide us with direction and lanes of travel in the adventures of teaching. They do not, however, address all of the issues that our students bring to us. Knowing how hard to press on the brake or when accelerate into the curve are judgments that we learn from experience and trial and error. Sometimes we choose to take a detour from the main roadway in order to address the specific needs of a challenged student.

What resources exist to guide us in making judgments that divert from the regimentation of research-based practices? When the science is not working, whom or what do we consult? How do we develop confidence in activities that science has not yet proven? Science will always be limited. Research on human activity is never 100%, which begs questions of how to reach those who are being missed.

We do, however, have a resource that is always with us. We have weeks, months and years of experience to access if we can learn to be available to ourselves. We study, we practice, we try, we fail then we try again. With an attitude of a forever learner, we can be open to learning from our mistakes and the shared wisdom of our colleagues.

We know of the protocols from researchers, and fortunately there also exists protocols for accessing the wisdom within ourselves. Research has demonstrated the value and effectiveness of pausing and practicing mindfulness. We can incorporate these practices into our routines to build resilience and instruction strategies for reaching challenging students. We can tap into the inherent wisdom that come from experience and teamwork.

So, when science does not cover the need, learn to trust yourself. Build confidence in your judgment, your professional judgment. This is risky, for we are expected to rely on the assurance of research. We will make mistakes, so we monitor and adjust. We consult our colleagues, and there is always access to that one resource within us, our minds.

We are already dependent upon our wisdom, for our minds never cease acting on situations before us. With explicit awareness of our self-consultations and teamwork we can incorporate our inner wisdom with scientific understandings more effectively. The gaps in science become clearer, and thus resources appear as we explore the questions that arise. As with any protocol, it takes practice to access this internal wisdom, but it is always there. Just pause, breathe and touch. Touch the wisdom of your experience.