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Thanksgiving may be celebrated at different times and in slightly different ways in Canada and the United States, but there's something we share. It's a time to pause, spend time with family and friends, and focus on the things we are thankful for.  In Canada, Thanksgiving comes in October, while our friends in the United States celebrate in November. The history behind the two celebrations is different, too. But regardless of where we live, I think Thanksgiving gives us a wonderful opportunity to talk with children about gratitude. And I don't think those conversations have to stop with the big things.  When we ask children what they are thankful for, we often hear the expected answers: family, friends, pets, toys, their home. Those are certainly things worth appreciating. But what about the little things? What made you smile today? Who helped you when something was difficult? Did someone invite you to play? Did you learn something you couldn't do before? Was there a moment when someone was kind to you?  Sometimes the little things are importantSometimes the little things can make a difficult day a little better. I think this message is especially important for children. Being thankful doesn't mean that everything is going perfectly. We all have difficult days, and children do, too. They may be having trouble with a friend, struggling with their schoolwork, missing someone, or simply feeling like nothing is going their way. We can't make those difficult things disappear by telling children to be thankful. But we can help them notice that the difficult thing isn't the only thing happening. Maybe a friend made them laugh. Someone helped them. A favorite book was waiting for them. They had a chance to play outside. They accomplished something they didn't think they could do.  From noticing to doingLearning to notice those little things can help children develop an attitude of gratitude and sometimes a little hope, too. I've always liked using Thanksgiving as a springboard for acts of kindness in my classroom. Once children begin noticing the kindness of others, it is a natural step to ask, "What can you do to make someone else's day a little better?" It doesn't have to be anything complicated. Maybe it's inviting someone to join a game at recess, helping someone pick up their things, saying thank you to someone who helped them, leaving a little note for a friend, or sitting beside someone who seems lonely. These are little things, but children quickly learn that little things can make a big difference. This is also where I like to introduce the idea of paying it forward. Someone has done something kind for you. Instead of simply saying thank you, you can pass that kindness along to someone else. That person might then do something kind for someone else. And before you know it, one little act of kindness has become many.  Kindness explosionI have used my Kindness Explosion: Paying It Forward poster to help children visualize this idea. It demonstrates that what starts with one small act can spread much farther than we might expect. You can easily work this into the Thanksgiving activities you already have planned. If children are writing about what they are thankful for, perhaps encourage them to include small things that made them smile. If you are reading a Thanksgiving story, stop and talk about the kindness you see in the story. Who helped someone? How did it make that person feel? You might even have children write a thank-you note or draw a picture for someone who has done something kind for them. The activity itself doesn't have to be elaborate. The important part is helping children connect receiving and giving kindness.  Let the kindness continueI like starting this conversation at Thanksgiving because it doesn't have to end when Thanksgiving is over. As Christmas approaches, the focus is often on what we want to receive. That's part of the fun of Christmas, especially for children! But by starting with gratitude in the fall, we can also begin talking about what we can give to others that doesn't come wrapped in a box. A smile, a kind word, a helping hand, a thank-you, or a little encouragement for someone who is having a difficult day. This is where my RACK: Random Acts of Christmas Kindness resource comes in. I created it to encourage children to look for ways to spread kindness during the Christmas season. And perhaps starting early is part of the fun.  We can look for opportunities to be kind at Thanksgiving; we don't have to wait until December to get started. We can get those little acts of kindness happening early, and by the time Christmas arrives, the kindness explosion may be much bigger! You might notice kindness happening around the classroom, on the playground, or throughout the school. And once children start looking for kindness, they often begin finding more opportunities to be kind themselves. A simple lesson with a lasting messageI don't think we need to replace the Thanksgiving crafts, stories, writing activities, and other traditions we enjoy doing with children. They help make the season special. Instead, we can use those activities as a starting point for a bigger conversation. I have several Fall/Thanksgiving resources available that would be great to include. Thanksgiving gives us a chance to help children notice what is good in their lives, to appreciate the big things and the little things, to recognize the kindness of others, and to think about how they can pass that kindness along. Because gratitude isn't just about saying, "I'm thankful for what I have." It can also lead us to say, "I'm thankful someone was kind to me. Now, what can I do to be kind to someone else?" And perhaps that little act of kindness will lead to another, and another. That's how kindness grows. And that is a lesson worth carrying from Thanksgiving right through Christmas and into the rest of the year.   Related Posts The first few weeks of a new school year can be a little different for teachers depending on how your school district works. In our district, teachers get their classes from last year back for the first few days while class lists are finalized and grade configurations are created. New students are placed in classes that match their grade, and they may stay or move once classes are decided. Children may move from one classroom to another as numbers change, and sometimes even the grade you are teaching can change. I've been through this more than once, and I learned a few things along the way. One of the biggest lessons? Don't rush to get everything set up before you know exactly what your year is going to look like.  I learned this one the hard way!I remember one year when I was excited about getting my classroom ready for my new class. I had my bulletin board all planned out and had created materials specifically for the grade I thought I would be teaching. I was pretty pleased with how it was coming together. I was ready to go. And then came the reshuffling. Suddenly, I was teaching a lower grade, and the lovely bulletin board and resources I had spent time creating weren't really going to work for the children I now had. I had to rethink everything. Lesson learned! When class lists and grade assignments are still being sorted out, it makes much more sense to prepare the things that can easily be changed or adapted and wait on the things that are very specific to a particular grade. After that, I was much more cautious about doing too much grade-specific preparation before I knew exactly what my class would look like. It's tempting to want everything ready before the children arrive. I know that feeling well. But when things are still changing, some things are better left until you know what you're actually working with.  Keep things flexible for a little whileIf your class lists are still changing, I would resist the urge to completely transform your classroom around one particular grade or group of children. There are lots of things you can prepare that will work regardless of whether you end up with the class you expected. Keep your displays fairly neutral for now. Have materials ready that can be adapted for different ages and abilities. Get your basic classroom organization in place, but don't feel as though every bulletin board and learning center has to be finished. You can always add those grade-specific touches later. And honestly, the children aren't going to walk into your room thinking, "I wonder if she has finished every bulletin board." They are much more interested in finding out where they belong. One of the things I liked to have ready was my Welcome Poster and welcome banner. I would feature my Welcome Poster on my bulletin board in the hallway, and I would display my welcome banner on the whiteboard at the front of the class. This helped my students feel welcome in my classroom, and it could welcome whichever children ended up in my class. Later in the year, I would move my poster into the classroom and display it on the bulletin board beside my calendar wall for the rest of the year. The same idea worked for many of my classroom displays.  Get the framework ready. Add the children later.Your calendar wall can be prepared in advance. Your jobs and helpers display can also be ready to go, with names added once you know who's in the class. The same is true for the Stars of the Day list and the Sharing Day schedule. You don't need to start from scratch once the class list is finalized. You simply need to add or change the names as children come into the room. That's much easier than creating an elaborate display that might not work for the class you eventually receive. And it gives you something else that I think is important during those first few weeks: flexibility. If a new child joins the class, you can add their name. If a child moves to another classroom, you can make a change. Nothing is so permanent that a change in the class list becomes a major problem.  Wait on the grade-specific stuffThis is where I would be much more cautious. If you have an idea for a bulletin board that is specifically designed for Grade 3, but you aren't completely sure you're going to have Grade 3, maybe put that project on hold for a little while. The same goes for curriculum-specific displays, materials and activities. It's easy to get caught up in the excitement of preparing a new classroom. I certainly did! But I've learned that there is a difference between being prepared and being finished. Being prepared means having the things you are likely to need ready. Being finished sometimes means spending hours preparing things that you may have to change. In hindsight, I'd rather save that time until I knew exactly what I was working with. What about the children who are already in your room?If you start the year with last year's children, you have a little bit of a head start. You already know some of them. They know you. They know the classroom, and they may even know some of your routines. You already know their personalities, some of their interests, and perhaps some of the things that worked well for them last year. But I wouldn't treat it as a continuation of the previous year where you can simply pick up where you left off. It's still a new school year. Some of their friends may move to different classes. New children may join them. Their responsibilities may be different. And they may need to be reminded that this is a fresh start. I always liked making a few changes to the classroom so that it didn't feel exactly like the room they had left in June. It didn't have to be a complete makeover. Sometimes moving things around, changing a display or adding something new was enough. The message was simple: We're starting a new year.  One thing you can work on right away: routinesWhile I would wait on some of the decorating and grade-specific preparation, there is one area where you don't need to wait for the final class list. Classroom routines. Whether you end up with the grade you expected or something completely different, children need to know how your classroom works. How do we come into the room? Where do we put our belongings? How do we get the materials we need? What do we do when we finish our work? How do we move from one activity to another? How do we get your attention? What should we do if we need help? What can we do if we need a quiet moment? These routines are useful with any primary class. And they don't have to be taught all at once.  Don't try to teach every routine on the first dayOne thing I learned over the years is that you don't have to explain every classroom routine before the children have even had a chance to experience the classroom. Start with the routines they actually need. Show them. Practise them. Try them again. And then add new routines as they become necessary. For example, if you notice that the transition from carpet time to independent work is taking much longer than you expected, that's a good time to stop and practise that routine. If children aren't sure what to do when they finish an activity, that's another routine to introduce. The goal isn't to have a long list of rules posted on the wall. The goal is to help children gradually learn how your classroom works. And sometimes the best classroom management strategy is simply giving children plenty of opportunities to practise what you expect. I think sometimes we put too much pressure on ourselves at the beginning of the year. We want to explain everything, we want the children to know all the rules, and we want the classroom to run smoothly from the first day. But children need time to learn how a classroom works. Remember: Show them a routine, practise it, and try it again. Notice what isn't working and adjust. Then introduce another routine when you need it. If getting ready to go outside is taking forever, that's a routine to practise. If children don't know what to do when they finish their work, that's another routine to teach. If transitions are chaotic, stop and practise the transition. Sometimes the best classroom management happens when we slow down enough to actually teach the behavior and routines we expect.  Take advantage of those warm days!There is another thing I wouldn't wait too long to do. Get outside! If you're fortunate enough to still have warm weather during those first weeks of school, take advantage of it. You don't need to spend every minute inside getting through your plans. There are so many ways to use the outdoors while you're getting to know your new class. Go on a walk around the school grounds. Do a simple scavenger hunt. Take learning outside. Have children work with a partner to observe, measure, count or describe what they see. Give them opportunities to talk and move while you get to know their personalities and how they interact with others. And sometimes, quite honestly, it's just nice to get outside together. Those warm September days don't last forever. There will be plenty of time later in the year for indoor learning when the weather turns colder.  Have a few flexible activities readyThis is also why I like having some back-to-school activities ready that aren't tied too closely to one particular grade level. When things are still changing, you don't necessarily want to have three weeks of curriculum-specific lessons prepared. Instead, have some activities that allow you to get to know your children, practise classroom routines, build relationships, and get everyone comfortable in the classroom. These can be adjusted depending on the ages and abilities of the children who end up in your room. You might spend some time on getting-to-know-you activities, classroom expectations, simple writing activities, math games, partner activities, or activities that let you see what children already know. You are gathering information while you are getting the year started. There's plenty of time for the curriculum once you know exactly who you are teaching. These activities give you time to settle in while you're figuring out exactly who will be in your class. And once the class lists are finally settled, you can begin making those more specific plans. Need some help with those first weeks?This is where some of my back-to-school resources can make life a little easier. My Back To School category has many different resources that can help from day one. It includes materials that focus on the routines and everyday organization that help a primary classroom run more smoothly. There are routine materials, calming posters, schedule cards in English and French, and other activities that can help children understand what is expected of them. My Primary Teachers Ready-to-Go Sampler Kit, has activities you can pull out during those first days and weeks as you get to know your class and establish your routines. My Classroom Management Activities, Games and Worksheets Bundle has resources to help with creating and maintaining a positive classroom environment. These are the kinds of resources I always appreciated having ready to go. They gave me something useful to turn to without having to spend hours preparing every activity from scratch.  Give yourself a little timeThe beginning of the school year can make us feel as though we need to have everything figured out immediately. But sometimes we don't. If your class list is still changing, give yourself permission to wait. Prepare the things that can be flexible. Set up the framework for your classroom. Get your routines started. Have some adaptable activities ready. Welcome the children who arrive. Get outside while the weather is still inviting. And then wait. Wait until you know your class. Wait until you know your grade. You don't need to have the perfect bulletin board finished. You don't need weeks of lessons planned. You don't need to know exactly what the entire year will look like. Start with the children who are in front of you. Get to know them. Establish a few important routines. Give everyone time to settle in. And when the class lists finally stop changing and you know exactly where you are headed, then you can finish setting up your classroom and make those plans that are specific to your new group. I've learned that sometimes waiting a little bit can save you a lot of work later. And that bulletin board and lesson preparation I made all those years ago? Let's just say I never made that particular mistake again! Related posts Do you ever look back and realize that many things that happen are connected without us even realizing it? A while back, I wrote about the importance of understanding your core values as a teacher and how those values influence the way we teach, build relationships, and support students. Looking back now, I can see that my own values were not only shaped in the classroom but also through experience. One of the most influential experiences in my teaching journey began with a connection to South Korea. Over time, it became a thread that ran through my teaching, my relationships, and even my understanding of what it means to help students learn.  Curiosity: The Beginning of EverythingMy first visit to South Korea was driven by family connection and curiosity. I was visiting my son and his soon to be wife, both teachers, and I naturally found myself observing everything around me with a teacher’s perspective. I visited classrooms, explored schools, and noticed differences in how learning was organized. I spent time in bookstores and shops filled with educational materials, always noticing ideas I might be able to bring back to my own classroom. At that time, I wasn’t thinking about core values or teaching philosophy. I was simply curious. But curiosity has always been one of the foundations of my teaching.  Connection: When Learning Became SharedOn a later visit, my focus began to shift from curiosity to connection. I started noticing similarities between the place where my son lived in Korea and communities on the west coast of Canada. I began thinking about how I could help my students make meaningful connections between their own lives and the world beyond their community. That shift influenced how I approached cultural learning in my classroom, including how I talked about celebrations such as Lunar New Year. Over time, I became more intentional about language and representation, recognizing how small changes could support deeper understanding. Around this time, my teaching became more focused on helping students see themselves in the learning.  Belief in Action: When Students Become Part of the StoryOne of my strongest core beliefs has always been that every child can learn and be successful when they are supported and encouraged. That belief was reinforced in many ways throughout my career, but especially through experiences connected to Korea. When exchange students visited our community, I saw firsthand how powerful it was for children to step into new environments and be welcomed. One young student, the youngest in the group, was placed in my Grade 2/3 classroom. Being far from home was not easy for him, and he needed time, support, and understanding as he adjusted. At the same time, I had another student who was struggling with her heritage, and this reminded me how important belonging is in a classroom. Those moments influenced the way I thought about learning environments and student success. They also helped me to develop projects and resources that allowed them to share their culture with others. This was the birth of my Heritage project.
Learning Becomes PersonalOver the years, I also had the opportunity to tutor students who had recently moved from Korea. As we worked together, we created several bilingual books based on their experiences and memories. Because I had visited many of the places they described, our conversations felt meaningful and connected. See the booklets we wrote together about South Korea. Many of the photographs were from my trips there. Learning was no longer abstract. It was personal. And it reflected what I had always believed about teaching, that students learn best when they can connect new ideas to something real.
Looking Back: Values Are Not Separate From ExperienceWhen I reflect on these experiences now, I see clearly that my core values were never separate from my teaching. They were shaped by:
 Core values are often described as something we define. But I have come to believe they are also something we develop over time. For me, teaching was always shaped by what I noticed, what I experienced, and what I believed about the children in front of me. And sometimes, those beliefs were deepened far beyond the classroom, in places I never expected to find teaching inspiration at all.  Related Posts Summer often brings thoughts of vacations, camps, and long days outdoors. While some families have exciting trips planned, many children will spend much of their summer closer to home. No matter what summer looks like, it can provide wonderful learning opportunities. One area that often gets overlooked is money management. Summer gives children a chance to earn, save, spend, and plan in ways that feel meaningful because the experiences are real.  Learning About EarningChildren are naturally curious about money. They often ask where money comes from, how much things cost, and why adults make certain spending decisions. One summer, my grandchildren had an opportunity to earn money while helping the family. When their great-grandmother moved into a care home, there was no longer a need for the gardener who had been caring for her yard. Instead, I hired my grandchildren to help with the work and paid them from the money that had previously gone toward the gardening service. The older two took responsibility for mowing the lawn and trimming around the edges. The younger two had the important job of watering the flowers and shrubs. Admittedly, they often ended up watering themselves almost as much as the plants, but they took their responsibilities seriously and had a great time doing it. Each child was paid according to the type of work they were doing and their age. They were always excited to come over, complete their jobs, and receive their earnings. More importantly, they began to understand that money is earned through effort and responsibility. They were proud of their work and enjoyed seeing the results of their efforts in the yard. Experiences like this help children see that earning money is about more than receiving cash. It teaches responsibility, builds confidence, and helps them understand the value of the work behind every dollar they earn.  Saving For A GoalOne of the most valuable lessons children can learn is that saving takes patience. How many times have you driven through your neighborhood and seen children running a lemonade stand on a warm summer day? Or stopped at a garage sale and noticed a table set up with children's toys, books, or games for sale? These simple ventures have been part of childhood for generations. For many children, the goal isn't simply earning money. They may be saving for a special toy, a new bike, a video game, summer camp spending money, or another item they have been hoping to purchase. Having a goal gives children a reason to keep working, saving, and making thoughtful decisions about how they spend their money. Whether children are helping with yard work, running a lemonade stand, or selling outgrown toys at a garage sale, earning their own money often makes saving for a goal much more meaningful. When children can see themselves getting closer to something they really want, they begin to understand that saving requires patience and planning. They also experience the satisfaction of reaching a goal through their own efforts.  Becoming Young EntrepreneursMany children love creating things, and summer can provide opportunities to turn those interests into small business experiences. Over the years, I watched this happen in my own Grade 3 classroom. One year, my students wanted to raise money for a special field trip. Together, we brainstormed ideas and created a variety of items to sell. The children quickly discovered that there was much more involved than simply collecting money. They needed to decide what to make, estimate costs, determine prices, advertise their products, and keep track of the money that came in. They learned how to count change, calculate profits, and make decisions as a group. The fundraiser became much more than a way to earn money for our trip. It became a real-world learning experience. The students were highly motivated because they had a meaningful goal. Every item they created and every sale they made brought them one step closer to the field trip they were hoping to take. Summer offers similar opportunities for children. They might create friendship bracelets, painted rocks, bookmarks, greeting cards, baked goods with adult help, or products from a family garden. Even a small project can introduce important concepts such as budgeting, pricing, advertising, customer service, and problem-solving. Children quickly discover that running a business involves much more than simply earning money. They learn planning, responsibility, teamwork, and perseverance along the way.  Everyday Money LessonsNot every money lesson needs to involve earning money. Family activities can provide valuable opportunities to practice money skills:
 Bringing Money Lessons Into The ClassroomThe money skills children practice during the summer connect directly to many classroom learning goals. Whether they are earning money through chores, saving for a special purchase, or operating a small business venture, they are developing financial literacy skills that will serve them throughout their lives. The fundraiser my Grade 3 students organized remains one of my favorite examples of meaningful learning. If you'd like to read more about that experience, be sure to visit my blog post about our spring fundraiser. It shares more details about the planning, teamwork, and learning that took place throughout the project. That experience was one of the reasons I enjoyed teaching money concepts through hands-on activities. When children have a purpose for using money skills, the learning becomes much more meaningful. If you're looking for ways to help students build money skills in the classroom, my Money Lessons unit provides hands-on opportunities for students to practice counting money, making change, solving real-world money problems, and developing financial literacy concepts. These activities help children connect classroom learning with the kinds of real-life experiences they may encounter during the summer.  Learning Beyond The DollarsThe biggest lessons children learn through money activities often have very little to do with money itself.
 Whether children are helping in the garden, running a lemonade stand, selling handmade creations, or saving toward a special goal, summer offers countless opportunities to learn valuable money skills. The lessons they learn about responsibility, planning, perseverance, and financial literacy can last long after summer is over. The amount of money earned may be small, but the life lessons can be priceless. Related Posts Have you ever wondered where the name Diamond Mom's Treasury came from? Many people assume it has something to do with being a mom or grandmother, but the truth is that my online name came from my geocaching days. Years ago, geocaching was one of my favorite hobbies. I loved heading outdoors with a GPS, following coordinates, and searching for hidden treasures tucked away in parks, forests, and unexpected places. Every find felt like a little adventure. After an injury, however, I wasn't able to do the same climbing, scrambling, and searching that I once enjoyed. For a while, I thought my geocaching days were mostly behind me.  Then my grandchildren came along. Now, when we go geocaching together, they do much of the searching while I help guide them. I may not be the one peeking under logs or reaching into hiding spots anymore, but I still enjoy the excitement of the hunt. In many ways, geocaching has become even more rewarding because it gives us a chance to explore, learn, and make memories together.  One of my favorite geocaching memories happened when we were searching near a river while camping. Everyone had a different theory about where the cache might be hidden. The children searched tree roots, rocks, and nearby trails while the adults studied the clues. When someone finally spotted the cache, the excitement spread through the whole group. It wasn't just about finding the container. It was the teamwork, problem-solving, and shared celebration that made the experience memorable.  A Great Activity For EveryoneAs summer approaches, many families look for activities that are fun, affordable, and engaging for children. Geocaching checks all of those boxes. Whether children are spending time with parents, grandparents, or other caregivers, it can be a wonderful way to spend a summer afternoon. Geocaching is one of those rare activities that works well for all ages.
Why Kids Love GeocachingFor children, geocaching feels like a treasure hunt. Instead of simply going for a walk, they have a mission. They search for clues, solve problems, and experience the excitement of discovering something hidden. The adventure keeps them moving, exploring, and paying attention to the world around them. Best of all, adults and children can work together as a team. One of the things children love about geocaching is the element of surprise. Sometimes you're looking for a tiny container hidden in plain sight. Other times you stumble across something completely unexpected, like this oversized cache we discovered during one of our adventures.
Hidden Learning OpportunitiesAs a teacher, I always appreciated activities that made learning feel natural rather than forced. Geocaching is one of those activities. Children practice:
 Bringing Geocaching Into The ClassroomMy interest in geocaching eventually found its way into my teaching. One year, I organized a geocaching adventure for staff members to show how the activity could be used to teach coordinates and mapping skills in an engaging way. I also created a scavenger hunt that required them to follow directional clues before discovering a hidden cache of teacher supplies. They had a blast! Following our study on mapping skills, I introduced my class to activities that involved locating items in the nearby area. I also shared geocaching stories and adventures with them. We even created a simple class geocache in a nearby forested area. The excitement of using real-world mapping skills gave purpose to lessons that might otherwise have felt abstract. When children can apply their learning in meaningful ways, concepts tend to stick. Here is the Mapping Skills bundle I used to introduce reading maps and grids.  If you've never tried geocaching before, getting started is easier than you might think. Begin with beginner-friendly caches in local parks or public spaces. Bring water, comfortable walking shoes, and a sense of adventure. Many geocaches include a logbook where visitors can record their find. You may be surprised at how many hidden treasures are waiting to be discovered right in your own community. More Than Finding A CacheWhen I think about geocaching now, I realize that the hidden container isn't really the treasure. The treasure is spending time together. It's the conversations along the trail, the teamwork involved in solving a problem, and the excitement on a child's face when they spot something everyone else missed. Years ago, geocaching was a hobby I enjoyed on my own. Today, it has become a way to connect generations, encourage learning, and create lasting summer memories. And that's a treasure worth finding.  Years ago, geocaching was a hobby I enjoyed on my own. Today, it has become a way to connect generations, encourage learning, and create lasting summer memories. And that's a treasure worth finding. "Diamondmom" was simply my geocaching name. I never imagined that years later it would become the name of my teaching store and blog. Looking back, it seems fitting. Geocaching has always been about discovering treasures. These days, the treasures I value most aren't hidden in containers. They're the moments spent exploring, learning, and making memories with my family and the kids I work with.  Related Posts The end of the school year always seems to arrive all at once. One minute we're settling into spring routines, and the next we're juggling field trips, assemblies, sports days, classroom clean-up, and kids counting down the days until summer vacation. Somewhere in the middle of all that busyness, I always tried to make room for activities that helped children slow down a little and think about the people who care for them and help them every day.  What I noticed over the years was that kids genuinely love making things for other people. Even children who sometimes rushed through writing activities suddenly became very careful when they were creating something for a mom, dad, grandparent, caregiver, or another important person in their life. They wanted their cards folded neatly, their coloring to look just right, and their messages to feel meaningful. And some of the best classroom conversations came out of those moments. “I didn’t know my aunt used to help in a classroom too.” “My dad always makes my lunch, even when he’s tired.” “My grandma helps me read harder books.” Those little comments always reminded me that these activities were never just “end-of-year crafts.” They were ways for children to recognize the care and support that surrounds them.  Making Mother’s Day Activities PersonalMother’s Day activities were always a time when children had so much they wanted to share. Some wrote heartfelt messages, while others went straight for the humor with coupon books. There were always coupons like:
What I appreciated most was how flexible these activities could be. Not every child was creating something for a mother. Some made gifts for grandmothers, stepmothers, foster parents, older siblings, aunts, or other important caregivers. That flexibility mattered. Even though Mother’s Day has already passed for this year, these are the kinds of low-prep resources that are really helpful to have on hand ahead of time so next year doesn’t feel rushed. Some resources that support these activities include:
Father’s Day Activities That Feel Real to Kids Father’s Day activities often lead to very genuine conversations in the classroom. Kids talk about fishing trips, fixing bikes, playing games, building things, or simply spending time together. Some children write about dads, while others create cards for grandfathers, stepdads, uncles, older siblings, or other important adults. What stands out most is how personal the writing becomes when children reflect on real experiences. This resource fits well for that kind of writing and creativity:
Teaching Kids to Notice the Helpers Around ThemOne of my favorite end-of-year traditions was focusing on gratitude for the people who help our school run every day. Children often don’t notice how many people support them until they stop and think about it. Custodians, office staff, librarians, educational assistants, volunteers, bus drivers, and crossing guards all play such an important role in their daily lives. One year, my class made Thank You placemats for a volunteer tea. The children worked so carefully decorating them and adding drawings and messages. They were so excited knowing the volunteers would actually use them during the event. We also made Thank You For Your Helping Hands cards for the volunteers to take home afterward. The kids loved handing them out and seeing the reactions. It turned into one of those simple activities that felt really meaningful without needing much preparation. These kinds of activities give children a real purpose for their writing and help them see how their words can impact others. Here are the placemats and cards we used:
A Simple Free Resource to TryIf you’re looking for something simple to try with your children, I have a free sample of Thank You Helping Hands. It’s an easy way to introduce a gratitude activity during these busy final weeks of school or to save for another time in the year when you want something low-prep but meaningful.  These kinds of activities don’t take much time, but they often become the moments children remember. Whether it’s a Mother’s Day card, a Father’s Day poster, or a simple thank-you note, kids have a way of putting real thought into something when they know it’s going to someone who matters to them. And for teachers, it helps to have a few of these ready to go, especially knowing how quickly the end of the year fills up.  Here are some templates for coupons and acrostics that can be used for other occasions, as well as for the school year. Hang in there. Summer break is almost here.  Related Posts As the school year starts winding down, keeping kids focused can become a challenge. The weather gets warmer, routines start to feel tired, and summer vacation is suddenly close enough that everyone can almost taste it. Even teachers sometimes need a little extra motivation during those final weeks.  One thing that worked very well in my classroom was giving kids something special to work toward together. It helped keep everyone focused, encouraged teamwork, and gave us something positive to look forward to as we finished the year strong. The key was that these activities were not just random “reward days.” They were experiences we earned together by staying on task, completing assignments, helping one another, and keeping our classroom routines running smoothly right through the end of the school year.  One of our favorite end-of-year activities was our trip to the local water park. We were fortunate that it was within walking distance of our school, so kids could bring their lunches and we could spend the afternoon there together. The excitement leading up to that day was often enough to help them stay motivated for weeks beforehand. It was simple, active, inexpensive, and something they remembered long after the school year ended.  Another favorite event was our beach day at the seashore. This became a special tradition for many of my classes. We would walk to the beach and spend part of the day exploring the shoreline together. We would do a sea life scavenger hunt where kids carried magnifying glasses and small buckets as they searched for interesting tidepool discoveries. They would carefully collect items to show the adults helping with the activity and then return them to where they had found them afterward. If they spotted sea stars or other creatures attached to rocks, they would proudly show us the location without disturbing them. It became a wonderful opportunity to teach respect for marine life while still allowing kids to explore and observe closely. Later, families would join us for a beach wiener roast, which made the day feel even more special. It created a real sense of community at the end of the school year and gave kids, parents, and teachers a chance to relax and celebrate together.  Here are some scavenger hunts that would work well for younger children.  Another activity that kids might really enjoy is a landmark scavenger hunt. This could be easily localized with photos and questions that fit where they live or a nearby area. Leadership students or adults could be asked to come along and monitor groups and take pictures. I created one for a visiting group along our local seawalk. The students were divided into small groups, each with an older leadership student or an adult helper. They worked together to locate landmarks, answer questions, and take photographs along the route. The students loved the combination of teamwork, movement, and exploration. Activities like this kept students engaged while still encouraging problem-solving, observation skills, and cooperation. Looking back, I think these activities worked so well because they gave kids meaningful shared experiences to work toward together. The final weeks of school can sometimes feel long, but having positive goals and memorable activities helped keep our classroom connected and motivated right until the last day.
The activities did not need to be elaborate or expensive to matter. Some of the experiences students talked about for years afterward were the simple ones that allowed them to explore, laugh, work together, and enjoy time outdoors with their classmates.  As teachers, we put a lot of energy into making the school year meaningful from September to June. The final weeks of school do not always need elaborate themes or expensive celebrations. Sometimes the most meaningful motivation comes from simple shared experiences that help kids feel connected and proud of what they accomplished together before the school year ends. Related Posts There are some topics children are very curious about, and money is definitely one of them. They see adults tap cards, use bank machines, shop online, and talk about saving for things, but many children do not really understand how money works. In my previous blog posts, I shared ideas for helping students recognize coins, count money, and solve money word problems. Those skills are important building blocks. This classroom unit became the next step in helping students understand how money works in everyday life.  When I was teaching Grade 3, I realized many of my students thought money simply came from a bank machine whenever they wanted it. They had no clear understanding of where that money came from, how accounts worked, or why people needed to earn money before they could spend it. That realization led to one of the most practical and engaging units I ever taught.  We Built the Unit TogetherInstead of teaching money as only coin recognition and worksheets, we built a classroom money unit together based on the questions students had. I gathered every set of play money and school money I could find, and we got to work. We started with the basics:
The hands-on work quickly gave students confidence. It also made regrouping and base ten concepts feel much more meaningful. When students can trade 10 dimes for a dollar or combine smaller amounts into larger ones, place value starts to make sense in practice.  Moving Beyond Counting CoinsOnce students understood the basics, we moved into the bigger question: How does money actually work in real life? That is where the learning became especially powerful. We talked about:
We even used pretend debit cards and classroom bank accounts. Students actually had to deposit their earnings and subtract purchases or withdrawals. Suddenly, a bank machine was no longer a “free money machine.” They began to understand that money has to come from somewhere first.  The Four Piggy Bank SystemOne of my favorite parts of the unit was using four piggy banks. Whenever students earned classroom dollars, they divided each dollar into categories:
This opened wonderful conversations about priorities, planning, generosity, and delayed gratification. Even at eight or nine years old, children can begin learning that money decisions matter.  Ways Children Can Earn MoneyWe also brainstormed realistic ways children ages 8–12 could earn money responsibly. Students came up with ideas such as:
Then we created scenarios and sample bank accounts where students earned money, spent money, saved money, and adjusted balances. They loved it because it felt real.  By the end of the unit, students were far more aware of money than when we started. They understood:
That kind of learning lasts.  A Reminder for TeachersSometimes we teach money only as a math strand: count coins, make change, solve a worksheet. Those skills matter, but children also need financial understanding. Even simple classroom routines can help:
 Ready-to-Use Resources That classroom experience inspired me to create resources teachers can use in their own classrooms. Money Unit: Counting Money Activities, Worksheets, Word Problems & More A full unit with hands-on practice, counting money, and money concepts. Money Word Problems Activities, Task Cards & Counting Money Practice Kid-friendly real-life money problems that connect math to everyday situations.  If you teach late primary or early intermediate students, money lessons can become so much more than coin counting. They can become life lessons. And those are often the lessons students remember most. Related Posts In my last post, I shared some thoughts about the penny being phased out and how that change doesn’t need to feel overwhelming in the classroom. But the penny is really just one piece of a larger challenge. Many children today don’t handle money as often as they used to. They may see adults tap a card, insert it into a machine, or pay online, but they don’t always see what’s happening behind the scenes. To them, it can feel like money simply appears when it’s needed. Because of that, some important connections aren’t always clear:
 Making Money Visible in the ClassroomOne of the most helpful things we can do is make money visible again. This means giving kids regular opportunities to:
Even small exercises help them build understanding. For example:
These questions help them see how money works in real life.  Why Counting and Making Change Still MatterEven though many transactions are digital, the math behind them hasn’t changed. Kids still need to:
These skills build number sense, connect directly to addition and subtraction, and help them make sense of everyday situations, even if cash isn’t involved.  Building Confidence with MoneySome kids may feel unsure simply because they haven’t had as much exposure to handling money. Providing a variety of opportunities to practice can help:
As they become more comfortable, their confidence grows and so does their understanding.  Where These Activities Fit InStructured activities can really help kids build a solid foundation. Provide opportunities to:
Give them the repetition and variety they need to understand money. Using a mix of full units and smaller task-based activities ensures they can apply what they’ve learned in meaningful ways. Here are some hands on resources that may help.
Once kids understand coins, bills, and counting, they’re ready for the next step: understanding how money works in a broader sense.  In my next post, I’ll explore ideas for helping kids make sense of money in everyday life, including earning, saving, and using money in real-world situations. Related Posts You may have heard that the United States will no longer be producing pennies. They’re being phased out. If you’re a teacher, this might raise a few questions: Do we still teach pennies? Do we change how we teach money? What does this look like in the classroom? The good news is you don’t need to panic. Canada went through this in 2012 when our pennies were phased out, and the transition was smoother than many of us expected. Over time, both everyday transactions and classroom instruction continued just fine.  What Actually Changed (and What Didn’t)Even without pennies in circulation, cents haven’t disappeared. Prices are still written to the exact cent, and debit and credit transactions are still exact. The main change is in cash transactions, which are now rounded to the nearest five cents. That means kids still need to understand how money works. They just apply that understanding differently in cash situations.  Do We Still Need to Teach Pennies?Yes. Even if pennies aren’t used in cash transactions, they are still important for learning. Kids benefit from understanding that:
These ideas support place value, addition, subtraction and regrouping. Pennies are also helpful when introducing rounding. Seeing pennies in front of them allows them to decide: “Is this closer to the previous nickel or the next one?” This visual makes rounding meaningful.  What Might Change in Your TeachingInstead of removing pennies completely, consider how they are used. Kids can:
This approach helps kids connect both concepts without confusion. Counting exact totals and then rounding for cash transactions gives them a clearer picture of real-world money use.  Supporting This in the ClassroomTo make this transition smooth, provide opportunities for kids to practice:
Activities like these help them see how money is actually used, and make the transition feel natural. For example, you might use resources I created for rounding up or down and working with money without pennies to give them hands-on practice.
The change with the penny is just one part of a bigger picture. Money is starting to look different in students’ lives, and many children don’t regularly handle cash.  In my next post, we’ll explore how to teach money when kids aren’t getting as much hands-on experience outside of school. We’ll focus on helping them recognize coins and bills, count money, and make change while building the skills they need before moving into real-world earning and saving.  Related Posts |
About Me Charlene Sequeira
I am a wife, mother of 4, grandmother of 9, and a retired primary and music teacher. I love working with kids and continue to volunteer at school and teach ukulele. 
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