As this school year comes to an end...
🍀Tell us about one student who left a mark on your heart this year. 🍀No names needed.
🍀Just a sentence or two about why you'll remember them.
The students we remember often remind us why we chose this profession in the first place.
For some of us, it's soon time to close the doors. Is this you too?
But, before we do, some school days remain.
For those who are drained of energy, please help!
What are your favourite ways to keep learning happening yet keeping it fun in those last weeks of school? Inspire us ✨ with some fresh ideas!
One of my favourite end-of-year strategies is to hand more ownership to the students.
We do "student challenge days" where they work in teams to solve a real problem, create a game, design a lesson for younger students, or prepare a mini exhibition of what they have learned during the year.
It keeps learning meaningful while reducing the amount of teacher-led instruction when energy levels are low. Students are usually more engaged because they have choice, creativity, and a clear purpose.
I also like ending lessons with short reflection activities:
What are you most proud of this year?
What challenged you?
What advice would you give next year's students?
These conversations often become some of the most memorable moments of the year.
Looking forward to discovering everyone else's ideas! 🍀
Hi everyone,
I hope you had a lovely weekend.
One of the teachers in our InTA community is currently looking for a simple and effective template for parent-teacher conference summaries to help make communication and reporting more manageable this semester.
We’d love to hear from you:
• What format do you use?
• Do you prefer short summaries or more detailed notes?
Thank you for your comment Thimar. I really like your approach.
Clear follow-up goals are so important, not only for the teacher, but also for the child and the family. When parents clearly understand the next steps, it creates a stronger sense that we are all working together to support the student rather than working separately.
I also appreciate the use of bullet points instead of long paragraphs. It makes the information much easier to read, helps parents quickly identify priorities and next steps, and can be especially supportive for families who speak a different language or may feel overwhelmed by lengthy reports.
Simple, clear, and structured communication often has the biggest impact.
Hello everyone,
Today, I would love to hear your teacher perspective on how to use ChatGPT to create groups for stations, collaborative work, or differentiated activities.
We all know that creating groups can quickly become a real challenge. We are often trying to juggle so many things at once:
• student levels
• language needs
Hi Dunja, I haven't had the need to fully develop one personally, but rather came across the idea in searches. It stuck with me and I thought of it when reading your initial post.
If someone is interested in the idea, then I suggest exploring with ai of their choice (mine for this is Gemini, free version). Plug in details that are relevant to them. This could be great for end of school year wrap-up activities.
Gemini says:
If you want a board built instantly, just fill in these blanks:
"Create a tic tac toe choice board for [Grade Level]. The main goals are [Objective]. Please include 9 activities that are [High-tech / Low-tech / Outdoors].
You can get more specific or have your choice board refined after initial draft. In the least, it will spur ideas.
It’s May 1st. We’re in the home stretch, but we don't stop yet!
If you had to name the one strategy, tool, or classroom vibe you’re currently leaning into or experimenting with, what would it be?
Let’s swap one late-season win to keep the energy up!
I'm currently experimenting with taking a moment, at transition times, to find awe with students on school grounds. It's amazing how just a moment outdoors, can bring a group together, unify focus and create good feelings that are carried back into the classroom.
Hi, I'm Laura McGahey, happy to be part of this group of seekers- seekers of solutions and sharing for enhanced learning.
Hi Laura, thank you for sharing this beautiful practice. I love the idea of intentionally creating moments of awe during transitions. It’s such a powerful reminder that regulation, connection, and focus don’t always come from doing more, but sometimes from simply pausing to notice together.
One strategy I’ve been experimenting with lately is slowing down the pace at the end of lessons instead of rushing to “cover” one more thing. I’ve started building in a two-minute pause for students to share one idea that surprised them, one question they’re still wondering about, or one connection they made. It’s been a simple shift, but it has noticeably increased participation and helped students leave class feeling that their thinking matters.
Your post is such a good reminder that community and curiosity are often built in the quiet moments, not just the big activities. Thanks for sharing this late-season win!
In many classroom situations, the first instinct is to react to what a student is doing. We correct, we remind the rule, we insist, sometimes we increase the pressure just to keep the lesson going.
Sometimes this works in the moment. But it can also lead to a lesson where more and more energy goes into managing behaviour instead of teaching.
Research in classroom management often points to the same idea: behaviour difficulties are not only about the student, they are also about the conditions in which the lesson is taking place.
When expectations are not clear at the right moment,
when transitions are loose,
when the activity does not keep everyone engaged,
Understanding changes the way we look.
Observing changes the way we act.
After “It’s not a matter of willpower,”
comes an essential step:
BEFORE INTERVENING, ANALYZE.
Too often, intervention comes too quickly.
Thank you for sharing, I think this is very useful and beneficial for the learners. However, it can only be implemented in a small classroom and by a patient teacher
Your student understands.
He is intelligent.
He wants to do well.
And yet, he gets stuck.
In the classroom, what we see is often the surface:
• He does not get started.
MOST STUDENTS KNOW HOW TO ANSWER.
FEW KNOW HOW TO EXPLAIN.
And that should concern us.
We can have:
✔️ Good grades
✔️ Successful exercises
It’s no longer just about teaching a subject
it’s about managing a constant mental load.
In this context, a lot of energy is invested in activities, materials, and tools.
But learning doesn’t happen there.
What truly makes the difference is the understanding students actually build.
🍀 That’s why I’ve created a downloadable PDF checklist to help you formulate solid, transferable, and genuinely useful fundamental understandings for learning.
“Students don’t need to be college ready in kindergarten. They need to be kid ready — ready to play, explore, imagine, and connect.” — Brad Johnson
This message goes beyond kindergarten. It is a reminder for all stages of learning.
In the early years, play is how children make sense of the world. It builds the foundations for focus, creativity, collaboration, and resilience — skills that no worksheet can replace.
But as students grow older, play shouldn’t disappear. It simply changes form.
In middle and secondary years, play can look like:
Inquiry projects and design challenges
Good morning,
The first days of school do more than kick off the academic year. They set the foundation for relationships. Taking time for activities that help us get to know our students and allow students to get to know each other is so powerful.
These moments of sharing build trust, create a safe and welcoming classroom atmosphere, and remind everyone that learning is not just about content, but about community.
If you already started the school year, what activity did you try to get to know your students better, and to help them get to know each other?
If your first day is still ahead, what’s one activity you’re planning?
Your stories and ideas can inspire us all to start strong!
Hello! I like to use a "Getting to Know You" sheet with my students. The sheet has questions about favorite books and learning preferences. However, the most important question is, "What do you wish Ms. Elmore already knew about you in order to teach you well this year?"
Let’s crowdsource!
Half way through the summer. I hope you are able to rest, take care of yourself and recharge.
Let’s share our favorite PD book, podcast, or video that we are diving into this summer.
I am looking forward to reading your choices.
I have been listening to Rita Pearson.
Every time I watch this, I’m reminded why I chose to be an educator.
Rita Pierson speaks with such truth, compassion, and urgency. “Kids don’t learn from people they don’t like” isn’t just a quote — it’s a call to action.
This talk is a masterclass in human connection. It challenges us to see beyond the lesson plan and remember that relationships are the foundation of learning.
Thank you, Rita, for being a champion — and for reminding us to be one too.
Hi everyone,
I wanted to share a fantastic activity that could bring a burst of energy (and serious language practice) to your classroom—especially for those teaching EAL or world languages.
It’s called Running Dictation, and it’s been a game-changer for Jamie Midyette, a Spanish teacher at Albert Hill Middle School. What makes this activity so powerful is how it transforms vocabulary review into an active, collaborative, and multi-skill experience. Students run, speak, listen, read, and write—all in the target language. And they love it.
Here’s how it works:
Students work in pairs with a handout of sentences from a story—out of order.
Images from the story are scattered across a hallway or outdoor area.
A teacher named Sofia began her first year as a teacher. On the first day, she handed each student a small, empty wooden box.
“This is your Learning Box,” she said. “Every time you face a challenge, solve a problem, or learn something new, you will put a note inside.”
The students were puzzled. “But how will you grade us?” one asked.
Sofia smiled. “This box isn’t for me. It’s for you.”
Weeks passed. At first, many boxes stayed empty. Whenever students struggled, their first reaction was to raise their hands and ask for help, even before trying. Sofia gently encouraged them to read the question again, try one more time, and think differently. Slowly, they started writing their own notes:
“I solved a hard math problem today.”
Let’s play a quick game to inspire each other!
Rules:
You’re only allowed to pick 3 tools (digital physical and or pedagogical) to keep in your ultimate teacher tool - the ones you can’t live without in the classroom.
Drop your top 3 in the comments! Then tag a teacher friend and see what they pick!
Here are mine to start:
1. whiteboard markers (always disappearing)
Hello, Hi hope you had a wonderful week-end. Here in Geneva, the weather was incredible.
What have you planned for your classes today? 💥 Share an activity that went well today.
Connector
Learning Badge
Connector
Connector
Connector
Connector
I was a new teacher. The student was rolling a cigarette. Right in front of me. I waited to see what he would do. Ask he lit the match, he looked at me. I found the words, "No Smoking", and blew out the match.