Behind the Curriculum Curtain

In The Good Teacher, Dr. Chris Perrin introduces the ancient Latin maxim festina lente—”make haste slowly.” At first glance, it seems contradictory. But for educators, especially those of us who shape curriculum and instructional direction, this phrase carries profound wisdom. In an age of standardized testing, pacing guides, and pressure to “cover the curriculum,” the idea of slowing down to truly speed up learning is both countercultural and liberating.

The tension between coverage and mastery is one every educator faces. It’s tempting to rush through content to say we’ve “finished the textbook,” but what have students actually learned? What have they retained, applied, or transferred to new situations? Too often, in our haste, we sacrifice depth for breadth. We end up covering too much, too fast—and retaining too little.

This is where festina lente offers an alternative vision. It invites us to pause and ask: What is essential for students to master? What are the non-negotiables—the foundational skills, habits of mind, and dispositions that will serve them far beyond the current unit or grade level?

For me, one of those non-negotiables is communication. Whether written or spoken, communication in mathematics is more than just a skill—it’s a window into student’s mathematical thinking. When students can explain their reasoning, justify their steps, or make sense of another’s argument, they are doing far more than regurgitating facts. They are engaging in the heart of mathematical practice.

And yet, meaningful communication comes from teachers taking time in their lesson. It takes time to model mathematical arguments. Time for teachers to co-construct anchor charts of sentence starters to help students learn to speak math . Time to let students wrestle with how best to articulate a solution or critique a peer’s work. Time to revise and refine their mathematical writing. Nevertheles this is time well spent. It builds not just accuracy but confidence—confidence that their thinking matters, that they have the ability to share their ideas clearly and effectively.

In the end, festina lente isn’t about abandoning urgency—it’s about rethinking what we’re urgent about. Rather than racing to finish every math. unit, let’s be urgent about cultivating mathematical thinkers. Let’s be urgent about giving students opportunities to delight in mathematics–to communicate, reflect, and grow.

Sometimes, the slow path is the surest way to lasting understanding. And that, in the deepest sense, is making haste wisely.

Perrin, C., & Eben, C. (2025). The Good Teacher: Ten key pedagogical principles that will transform your teaching. Classical Academic Press.