The Power of a Post-it: Noticing the Decisions That Shape Learning

Noticing and Naming What We Do

I want to share something simple that has had a big impact. It starts with noticing — and then naming — the small, deliberate decisions teachers make every minute.

This Autumn term at Mallorca International School we added a small addition to our learning walks. During these 10–15 minute lesson drop-ins, we left a short Post-it note naming one teacher decision and the impact it had on students.

These tiny handwritten notes captured the subtle moves teachers make — the ones that shape learning over time. Our aim was to make those decisions visible and recognised, not judged. 

By noticing, naming, and sharing these effective teacher decisions, we strengthened our collective practice and encouraged teachers to open their doors and share ideas. Later in the term, all teachers took part in Drop-In Weeks, doing the same for one another. More on that in a moment.

Why Small Moments Matter

Cognitive scientists like Daniel Willingham remind us that learning depends on what students think about. The way a teacher pauses, prompts, models, questions or emphasises something directs that thinking. Teaching is full of decision density — the many small, well-timed choices that accumulate across a lesson.

But here’s the challenge: within all the decisions we make, some have far greater impact than others. Experienced teachers often make these choices automatically, without even realising it. Becoming more metacognitive about our decisions — noticing what we’re doing and the effect it has — helps us act with greater intention and share those insights with others.

As leaders, we were influenced by Peps McCrea’s video on the power of drop-ins, which highlights research showing that frequent, low-stakes visits can improve teaching and behaviour. In the same video, Rachel Ball explains that when feedback begins with something specific and positive, it shifts the tone of professional dialogue — teachers feel recognised rather than judged.

How It Worked

Before our first learning walk, in a staff meeting, we asked teachers to reflect on the things they do in the classroom and the impact those decisions have. I modelled examples; teachers shared their own.

Then during the learning walks, senior leaders left Post-its on teacher desks or laptops, highlighting one action and its impact. For example:

“Greeting students at the door settled the room quickly.”

“Repeating key vocabulary in unison meant every student practised the language.”

Teachers compared notes and talked about what had been noticed. Weeks later, the Post-its were still on desks — a small sign that the recognition had real value. The next step was for teachers to take the lead — noticing, naming and sharing with one another.

Next: Teachers Visiting Each Other

Getting teachers to voluntarily drop into each other’s lessons is notoriously hard. Teachers are very busy and protective of their precious time.

So we introduced Drop-In Weeks — two weeks of short, informal peer visits focused solely on noticing, not evaluating. This supported our goal of building a culture where teachers share practice, talk openly about learning, and don’t feel they need to be perfect.

Prior to the Drop-In Weeks, we asked two questions:

• What is something you feel confident about or are working on?

• What is something you’d like to see in others?

Responses from teachers included modelling extended writing, using sentence starters and being super organised with whiteboards and markers during retrieval practice. We shared these with all teachers to help guide them on who to see. 

Teachers then visited at least one classroom and left a simple note, something like: “I noticed that… and this led to…” For example: “I noticed you insisted on hands down and wait time after asking a question … It helped everyone contribute.”

These weren’t judgements but moments of noticing. Low-stakes, frequent drop-ins help teachers learn from each other in real time and build a kind of collective understanding across the school.

Shout-Outs and Tips

After Drop-In Weeks, we asked for two optional pieces of feedback:

1. A Shout-Out (“Using a real fact from students’ lives helped contextualise your erosion example.”)

2. A Tip for Teachers  (“Wait for all eyes on you when giving instructions — a few were still on iPads while you continued speaking.”)

Simple, practical, and grounded in real classrooms.

A Culture That Grows Through a Shared Understanding

It’s not perfect. Timetabling means some teachers are seen more than others. Some drop-ins land better than others. But we’re learning and adjusting. The aim isn’t perfection — it’s the habit of noticing, together. Throughout the year, we also have built in other systems for more direct feedback and coaching as part of professional learning. 

When we take time to notice, name and celebrate teacher decisions, we amplify what works. And when we amplify what works and its impact, we build a shared understanding that is repeated and refined.

If your school is exploring ways to strengthen professional culture, you might be surprised by where a single Post-it can lead.