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We have officially arrived at the beautiful part of the year where the sun is shining, students can feel the approach of summer, and you get to celebrate the culmination of a year’s worth of growth. While managing report cards, final tasks, and shifting routines takes a lot of energy, it is also a powerful time for reflection. If you are feeling this collective momentum of educators right now, you are in great company. These final weeks are a great chance to shift from wrapping things up into a period that is rich and deeply rewarding for both you and your students.

Because your classroom relationships are firmly established and students feel a sense of classroom community, you can flip your focus toward student-led experiences. I like to introduce passion projects or inquiry-based explorations where students take ownership and showcase their learning in ways that truly matter to them. Or you can also prioritize reflection over review by using digital learning portfolios where students showcase their favourite memories of the year and present them to different classrooms. Additionally, having students write letters to their future teachers or to themselves. This is also the perfect time for community building, outdoor learning, collaborative art, and cross-grade buddy activities to strengthen the bonds that make all your hard work worthwhile.

As you move into report card season, it is an opportunity to reflect on the comprehensive picture of student learning you have gathered over time. Focus on the most recent and relevant evidence, ensuring that your evaluations are grounded in a balanced triangulation of observations, conversations, and student products. Ongoing assessment and evaluation of subtasks throughout the term provides a strong foundation for final evaluation, helping to ensure that summative judgments are well-informed without the need for excessive last-minute tasks. You may find it helpful to streamline your report card writing by organizing your evidence, using clear comment structures, and refining templates that can be personalized to reflect each student’s learning accurately and professionally.

As the call of summer grows stronger, both you and your students are naturally feeling a shift in energy, which you can channel beautifully by protecting your personal non-negotiables like restorative sleep, joyful movement, and refreshing time outside. Make sure to intentionally celebrate the small wins, whether it’s a breakthrough moment for a student who has worked hard all year or a collaborative classroom moment that happens seamlessly, because these joyful highlights are some of the best parts of teaching.

This time of the year is also a meaningful time of transformation, especially for students preparing for a new grade, a new school, or exciting life changes. You can create a sense of closure and security by implementing a few thoughtful practices, such as sharing positive insights with next year’s teachers and introducing uplifting closure rituals like class celebration awards, memory books, or reflective talking circles. For students with IEPs, exceptionalities or our Multilingual language learners, consider connecting with the next year’s teacher or  hosting transition meetings ahead of the final week to ensure everyone feels confident, supported, and excited for the year ahead.

Teaching is an impactful profession, and our dedication to navigating class dynamics, workload, and student readiness is incredibly admirable. As you move through these final weeks, embrace self-compassion, celebrate your massive victories, and let go of the rest, knowing that the incredible work you’ve done this year, both seen and unseen, has made a lasting, positive difference!

Last month, I was chatting with a colleague of mine.  We work down the hall from each other and, as in the nature of education, we rarely get a chance to talk during our busy days.  But this time we learned a little about each other. 

As it turns out, Marc is a pretty cool guy.  He is an expert in audio/visual everything and plays three different instruments. I also learned that he recently started playing with a band.  Though he hasn’t played with others in awhile, Marc and his bandmates were in the beginning stages of getting together.  There’s been jam sessions, practicing, playing at his friend’s parties and the like. He shared that he was quite enjoying this return to music in his free time, but he especially loves it now that he feels he and his bandmates are getting better at playing together. 

Marc shared that the first few months were rough.  The bandmates were still figuring each other out. It was tough to learn to play together and support each other while learning new music and getting used to the new routine of weekly practice. There was a lot of frustration mixed in with the excitement of coming together, but now it feels fun and light and enjoyable.

I think it’s a similar story for every collective.  In the beginning of the year, school staff might have a shift; perhaps new grades or divisions for some, new teaching partners for others.  For some of us, we’re in completely different schools with an established staff and for others a completely new staff is coming together for the first time. Everyone in the school is working hard teaching and supporting the students in different capacities while simultaneously getting used to new routines, new curriculum, welcoming new students and families.   

The early days are filled with excitement and focus on students and curriculum. For me, I’m often so busy that I forget to make time to get to know my colleagues.  The days are long in the school year as I try to keep up with the pace and get to know students.  But it always seems to go better when I take the time to get to know my colleagues, as well.  We are each finding our own places on staff – who tells the funniest stories in the staff room, who is passionate about teaching math or drama or history.  As we find ways to support each other professionally, we also need to remember to support each other personally, too.  Getting to know each other and building community with our colleagues are all ways that help the entire school to feel fun and light and joyful.  

I wish I hadn’t taken so long to connect with Marc and learn a little more about him. While it’s hard to make time to build connections with my colleagues because of the busy, long days it is something that I need to make more effort to do. He reminded me that relationships with colleagues are important. A quick conversation or a shared laugh can shift the tone of an entire day. These connections don’t erase the long hours, but they do remind us that we are all human.

So as I face yet more changes in the coming year with another school move, I’m committing to noticing the people around me and to learn the stories behind the names on the classroom doors. When we build community together, our school becomes a place where laughter rings like music and joy has space to grow.

This was my first year in a long time that I taught a combined (Grade 3/ 4) class. Sometimes combined grades are also referred to as split grade classrooms. I had some ideas about planning and organization before the school year began, and since then I’ve refined them as I go in order to better meet the students in front of me and protect my own wellbeing. See below some tips and reflections I’ve made learned this year!

1. Considerations for the physical environment

I set up common bins for shared resources like manipulatives, art supplies, and reference books. When creating seating plans or groups, I try to mix the grades up using equitable strategies to support collaboration and learning skills.

2. Set expectations early and follow through! 

Co-create class rules, routines, expectations and transitions. It took time and reinforcement but it eventually led to independence so that I can do more complex tasks with each group, especially when we needed to separate between grades. I also focused a lot of community building and reinforced it regularly throughout the year, to ensure all students were treated equitably and respectfully.

3. Find Overall Expectations that Overlap!

During backwards design planning, I personally found that planning 60% of lessons together on big ideas led to more engagement because we were together. Fortunately the language and mathematics curriculum is framed like a continuum, so it is easier to find overlaps. When you backwards design for other subjects such as Science/Social Studies/Health, there are often overlaps, and then you can branch when there are specific expectations that differ by grade. Summative assessments with similar outcomes, but grade specific expectations, also made planning more manageable. 

4. Be intentional with differentiation

Differentiation became essential in a combined class. I used open-ended and choice tasks so students could work at different levels on the same big idea. This allowed me to meet grade-specific expectations while keeping the class together as much as possible. I also leaned on small groups and conferencing to target specific needs, whether it was extra support, extension, or practicing a particular skill.

These were some of the key takeaways this year. Do you have any tips to add?

Check out this resource from ETFO shop, if you’d like to learn more!

Sometimes a single sentence from a child can give you hope for humanity. I am profoundly grateful for these moments, especially when it sometimes seems like the world is wielding a firehose of divisiveness and intolerance, aimed directly at our faces and set to endless jet-blast.

So now, in the month of June, a month to honour and listen to many communities, I’d like to share one such moment with you.

I was working with a multilingual language learner. It was always a joy to observe this student during lessons. He moved through the day on a seemingly endless wave of energy and positivity. Everything was an adventure, everyone was a friend, and he was always the first to help others who looked like they might be having a tough time.

In this particular month, his teacher was reading a series of picture books to the class, representing many different types of families. Every time I visited, this student was thoroughly enjoying the read alouds. Since he spoke Albanian, I tried to find some of the titles in his home language, as well as other languages of the school community. I did manage to find some family-themed books … but I wish I could have found what appeared to be some of his favourites: the ones we were working on today. Once he found out I’d be working with him on those, he strolled over contentedly to see what would happen.

It was a sorting activity. Students were asked to compare the families in each book by sorting similarities and differences on a Venn Diagram.

Venns are great. Love it when these are a part of student learning. Today, as I sat next to my bright new student, I watched his eyes light up as we looked at the books again together, and then settled in for the task.  I read his teacher’s cut-out English sentences aloud (sometimes translating if necessary) and watched as he expertly took the square of paper and placed in on his sheet.

‘Family lives in a house.’ Where does this go? He slid the sentence with his finger over to the Family A circle.

‘Family lives in an apartment.’ Where does this go? This one went to the Family B circle.

‘Family has a cat.’ They both did, and he plunked the sentence squarely in the middle where the circles overlapped.

It went on this way, and my stack of sentences got smaller with each question I read.

‘Family has a mom and dad.’ Where does this go?  He slid it to the correct circle instantly.

‘Family has two moms.’ Where does this one go? Done.

‘Family is full of love.’ Where does this one go?

He snapped his head up and looked directly at me.

“What are you talking about?” he asked. The change in expression and tone was so abrupt, it took me aback. He had been nothing but upbeat and engaged through the entire unit.

Did he misunderstand the question? Was my translation off? Was he making a joke? Was he talking about something else entirely?

I stopped, uncertain of what he would say. He waited a moment, and then said in exasperation, “ALL families are full of love!”

And with that he shook his head, as if he couldn’t quite believe his teacher would ask such a ridiculous question and placed the sentence perfectly in the middle.

Happy Pride.

Things I Wish I Had Known About Acquiring Learning Resources

In my first five years of teaching I was put in classrooms with empty shelves. Very few or no resources available.

Sound familiar? Here are some things I have learned since then.

1. Make your case with administration. This can be difficult when you are new but it’s critical that some of the school budget is allocated to your students and your classroom. Be clear and concise about your needs. Advocacy is a critical part of teaching. Start early!

2. Look for helpful colleagues and build relationships. There may be a room or cupboard where shared items are kept such as levelled books, math manipulatives, or science equipment. Ask staff how they use the resources. They may have had PD from publishers.

3. ETFO has many free online resources. Log into the ETFO member site and look for classroom resources and diversity resources.

4. Attend ETFO workshops. Your ETFO local may host presentations sponsored by the provincial office. These workshops are excellent places to ask questions and get advice from other teachers, including advice on getting resources for your classroom. Currently there are workshops on being an occasional teacher, classroom management, English Language Learners, Early Years and more.

5. Apply to attend a conference. Many locals have an Education Improvement Program and will help you cover costs. Conferences help us connect with like minded teachers in areas of interest like Outdoor Education, Reading, Math, Science, Physical Education, the Arts, etc. They can be reenergizing and full of resources.

6. Talk to the teacher representative on the School/Community Council. Your SCC may have a history of fundraising and purchasing resources or sponsoring guest educators such as artists or scientists.

7. The government of Canada has lesson plans in several areas. I have used resources from Health Canada, Veteran’s Affairs, Elections Canada and the Canadian Space Agency.

8. Your school board may have a centralized collection of resources. In my area we can order sets of books on various topics as well as puzzles, technology, specialized sensory equipment, science kits and so much more. It’s really worth the time to browse this collection or ask your colleagues for recommendations.

9. Curriculum facilitators are especially helpful and can direct you in all subject areas and Indigenous Education. Reach out to them early on and ask, ask, ask!

10. You are the most valuable resource so set the boundaries you need to stay healthy.

What have I missed? Please add your ideas in the comments!

Brenda

I have been teaching for almost 20 years, and to be quite honest this is the toughest year I think I have experienced as an educator.

We are faced with staggering cuts to our workforce in an already underfunded system. The cost of living is extraordinarily high. Students suffer from mental health and well-being issues that come from being born and raised in a digital environment designed to distract and take your attention from the world around you. Schools are losing staff at an alarming rate, and yet there is seemingly an expectation to engage in more professional learning with very few support teachers or release time.

On top of all of these things, we hear stories of outdoor learning centres closing down, special education services being reduced, and specialist staff for multilingual learners being pared down to little or nothing. Educators hear constantly about a multi-tiered support model, but the only tier most students see is “tier 1” with minimal resources to provide small group or intensive support. As ETFO’s Building Better Schools website reports:

-6.4 Billion Dollars (and counting) have been cut from public education since 2018

-67,000+ students are waiting for autism supports

-77% of ETFO members report personally experiencing violence or witnessing violence against another staff member

-95% of schools need more mental health supports

Despite what school board leaders seem to think, there is no narrated slide deck, asynchronous learning experience, or digital document that will solve these major gaps and issues in public education. What schools need are more educators that are equipped and prepared to do the work of teaching children and supporting communities.

There is some hope in the dark time we are currently living through as educators. In my own kids’ school, I have see new parent council committees created with the express purpose of collectively pushing back against the defunding of our beloved elementary schools. I am receiving emails from professional educator groups like the Council of Outdoor Educators in Ontario to engage in letter writing to our politicians to save outdoor education school sites. Whether you have a stance as an educator, parent, or both, now is the time to support your school, local, or community group in protecting public education.

Schools are the cornerstone of Ontario communities. They are where our kids spend their days, learn the basic literacy and numeracy foundations on which they will build careers and futures, and spaces where families and educators can collaborate. We are witnessing the decay of these valuable spaces in real time. And honestly, it doesn’t have to be this way. This generation of kids deserves more from the adults in charge! Take the time to write a letter to an MP or Minister that can make better decisions for our communities. Show up for your schools as if their existence depends on your action, because it does.