Spring News 2026
- Kate Novak
- 7 days ago
- 5 min read
Learning Again:
Why Encouragement Matters
by Katharine Law Novak
When was the last time you started something new and truly felt vulnerable—
like a beginner again? Did you have someone beside you guiding you?
Most of the time when adults learn something new, it is because we choose to. It grows out of a personal interest or a professional goal. We arrive motivated and invested.
Yet every day we ask students to show up ready to learn and succeed—even when the subject may not interest them or when learning itself feels hard.
This past summer, I decided to take horseback riding lessons. Horses were one of my favorite parts of childhood. From a very early age, I spent my days outside playing on my grandparents’ ranch. As an only child, my playmate was my mother’s childhood horse, Clover.
I would wander into his paddock, push him toward the fence, hop on his back, and kick. He would walk me slowly through the pepper trees, patiently tolerating me on his swayback.
There is something about being around horses that feels like coming home. They require presence and focus, respond to calm energy, and do not judge mistakes—you simply get to try again.
At 54, I wasn’t even sure I could get on a horse again. I was out of shape and a little anxious about the safety of it. Falling off is part of the deal. It comes with the territory.
Still, I felt drawn back to horses.
Since October, I have had the opportunity to lease and train with a champion American Saddlebred named Leo at Cascade Stables. What a gift that they are teaching me not only to ride him, but also to drive him in a cart—something I had never experienced before.
American Saddlebreds are quite different from the horses I rode as a child. They are more animated and bred for elegance in the show ring. Leo himself is a big, muscular liver chestnut, and I found him intimidating at first. Riding one requires a different balance and seat, which meant I truly had to begin again.
Starting something new can bring a surprising amount of fear. I felt the physical fear of riding a large horse again, but also quieter fears—of not being good enough or failing in front of others. Many of my students experience similar fears when learning something that does not come easily, especially when they have struggled with reading or writing. What I am learning is that courage often begins with being kinder to ourselves. When we allow ourselves to be imperfect and still try, fear begins to loosen its grip.
Recently I drove Leo in my first horse show—a childhood dream.
Before entering the ring I felt anxious. Even though I had practiced many times with Leo, sitting in the cart among drivers with far more experience still made me feel like a beginner.
Then another thought followed: It’s okay to be a beginner.
I reminded myself that the goal was simply to have fun. And I did—especially with my family and trainers there supporting me.
After the horse show, I began thinking about how many of my students must feel when they face something that does not come easily—uncertain, exposed, embarrassed, and hoping someone nearby believes they can do it.
Many of the students I work with arrive already believing that school is not a place where they succeed. Many also have learning differences, such as dyslexia. For them, tasks that appear simple to others—reading aloud, spelling a word, or writing a sentence—can require tremendous effort and courage.
My trainers quickly understood my skill level and matched me with the right horse. Their patience, encouragement, and thoughtful instruction have made all the difference. Early on, they said something that stayed with me: “We are going to keep you safe.” Hearing those words immediately lowered my anxiety. When people feel safe, they relax—and learning becomes possible.
I often think about that in my work with students. I want them to know they are safe in my office—that no question is foolish, no mistake is embarrassing, and that learning takes time.
As adults we can sometimes recognize when our inner voice is overly harsh. But many children—especially students with learning differences—are not yet aware of their own negative self-talk. They may simply feel frustrated or convinced they are not capable.
Part of our role as educators is helping them replace those thoughts with something more constructive. They often need someone beside them to say, “You’re learning. It’s okay that this is hard. Keep trying.”
When my trainers offer encouragement it feels great. Sometimes it is just a quick “Good!” or “Look at you!” Other times it is “You’ve got it—enjoy the ride!” Those simple words mean more than they probably realize. Encouragement makes me want to try harder and trust that I can improve.
Over the years, I have kept a list called “25 Phrases to Build Resilient Kids.” I have the list taped to my desk as a reminder of how powerful our words can be.
These are some of the phrases I try to use with my students:
• Mistakes help our brain grow
• This is hard, but you can do hard things
• Even when it is tough, I see you trying
• Every time you try, you are getting stronger
• You bounced back—that is resilience
• I admire your persistence
• It is okay to rest, then try again
• Keep going, even when it feels slow
• Look how far you’ve come
• You are not alone. I am here for you
Sometimes the smallest words of encouragement make the biggest difference. When students feel supported, they become willing to try again—even when learning feels hard.
And that willingness to try again is where real growth begins.
As I was leaving the ring after a recent lesson, an eight-year-old rider called out, “You looked good out there.”
In that moment I was reminded how powerful encouragement can be—and how far a few simple words can travel.
Special thanks goes out to Todd, mom, my children, Leo & Cascade Stables: Barbe Smith, Avery Bul Scheurich, Scooter Scheurich, Wylie Bul and the team
Important Dates:
March 20-24 Kate and Todd Away
April 1-12 Spring Break
April 23, 24 & April 30, May 1 Closed for Jazz Fest
May 19 Last day of school year sessions
June 8 Summer sessions begin
Summer booking : https://nolalearningsupport.clientsecure.me/
Would you like us to help your student to find books to read now or over the summer?
Student Reading Interest Inventory
As part of our literacy support, we can conduct a brief Student Reading Interest Inventory to learn more about the types of books, topics, and characters that naturally engage your child. Understanding a student’s interests allows us to recommend reading material that they are more likely to enjoy and stick with.
Based on this information, we create a personalized list of books that match both the student’s interests and their appropriate reading level. Selecting “just-right” books is important because it allows students to practice decoding, fluency, and comprehension skills without becoming overwhelmed.
This approach helps students build reading stamina, confidence, and a more positive relationship with reading over time.
Please email Kate for more information: nolalsp504@gmail.com
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