Meet Milo – Part 2
Sep 20, 2025
From Breeayn, Milo’s teacher.
“He loves to learn. That was clear from the start. We’d read together all the time, taking turns, asking questions. ‘Tell me more about what you see here,’ I’d say, and Milo’s mind would light up. There was a natural curiosity in him. He’d ask friends to read with him, or to work with him. He wanted to be part of it, part of the learning.
Writing became a big goal. At first, it was just getting him to draw or color. Building those fine motor skills. Then we introduced metal insets, tracing shapes with precision, training his hands for writing. Eventually he began writing letters, and you could see the pride in his face. One of the things he really loved was sewing. He made several pillows from start to finish. It seems small, but that kind of project builds executive function. The ability to start something, stick with it, and finish. That’s the same skill you need for reading and writing.
He’s really into cars because his dad works on them. So, I built lessons around that. I made three-part cards with car emblems and names. He’d trace the emblem on a whiteboard, then write the name of the car. He was practicing his pincer grip, but more importantly, he was deeply engaged in something that interested him.
But academics were only part of the picture. Before we could really dig into learning, we had to help him learn how to be in a classroom. That’s important for kindergarten. How to be with other children. How to manage impulse control. He came in knowing the words for feelings and emotions, but it took time to connect those words to actions. Just because you’re mad, you don’t get to scream at people. You can ask, ‘Can you read with me?’ or ‘Can I work with you?’
The partnership with his parents was invaluable. We were a team. And sometimes that meant giving him space when he needed it. Growth isn’t linear. But during his last few months, he matured so much. It’s like something clicked. He knows he’s moving onto kindergarten, and he’s proud.”