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When I look back at my teaching and early blog posts, I can see how strongly my core values shaped everything I did, even when I wasn’t always aware of it. I believed that every child could learn, and I believed that attitude mattered. Those two ideas quietly influenced how I planned, how I responded to challenges, and how I supported students who were struggling.  Over the years, I noticed that children who believed in themselves were more willing to take risks. They tried even when learning felt hard. They bounced back more easily when things didn’t go as planned. Helping students develop a positive attitude wasn’t about pretending everything was easy or perfect. It was about helping them see that effort mattered and that mistakes were part of learning.  I often used a simple analogy with my students: Tigger and Eeyore. Tigger approaches every situation with energy, curiosity, and a “let’s try it” attitude, while Eeyore tends to focus on what might go wrong. Neither approach is permanent; we all have moments of both, but helping students notice their mindset and encouraging a Tigger-like outlook often made a big difference. When children saw challenges as opportunities rather than obstacles, they became more engaged and more willing to take responsibility for their learning.  I also often reminded students with a few short phrases: “Attitude is everything” and “Attitudes are contagious, is yours worth catching?” These simple reminders helped children reflect on their mindset and the influence it had on themselves and the classroom around them.  I learned that self-esteem doesn’t grow solely from praise. It grows when children experience success, feel respected, and know that the adults around them truly believe in them. Small, everyday interactions, the way we speak to students, the expectations we set, and the patience we show, all play a role in shaping how children see themselves as learners. Now, with some distance from the classroom and time spent volunteering, these ideas feel even more important. Programs change, language changes, and expectations shift, but the impact of belief, attitude, and optimism remains constant. When children feel valued, capable, and encouraged to approach challenges positively, learning has a much better chance of taking hold.  Without adding extra “lessons,” teachers can reinforce a Tigger-like mindset through small, simple practices: noticing effort instead of just results, celebrating mistakes as learning opportunities, asking reflective questions like “What’s one thing you tried today that you’re proud of?”, or modeling calm problem-solving when challenges arise. These little moments quietly help children build confidence and resilience over time.  These ideas naturally lead to another question: How does social emotional learning show up in everyday classroom experiences, and how can it give children skills they carry for life? That’s what I want to explore in the next post.  If you’re looking for classroom activities to reinforce positive self-esteem and mindset, my SEL resources provide you with some simple, ready-to-use ideas. Check them out here.   As I reflect on the many blog posts I’ve written over the years, one thing becomes very clear: there are certain ideas I keep coming back to. I sometimes joke that I sound like a broken record, but the truth is, these ideas mattered to me then, and they still do now because I’ve seen how well they work.  Over time, I’ve realized that much of my writing returns to core beliefs about teaching, meeting children where they are, building confidence, and recognizing that learning doesn’t occur in isolation. These beliefs quietly shaped my teaching, even when I didn’t always stop to name them.  When I was teaching full-time, I probably wouldn’t have sat down and listed my core values. But looking back, I can see how strongly they influenced my choices. I believed every child could learn, and I knew that attitude played a big role in how children approached challenges. Those beliefs showed up in how I planned, how I responded when things didn’t go smoothly, and how I supported students who needed extra encouragement. In recent years, as I’ve spent time volunteering in classrooms since retiring, those beliefs have only been reinforced. Programs change, and new ideas come and go, but the things that really matter tend to stay the same. Respect, optimism, and belief in children still sit at the heart of good teaching.  This series is my way of stepping back and pulling together some of those recurring ideas from past blog posts. Rather than revisiting each one individually, I want to highlight the key themes that continue to feel important and look at how they’ve held up over time. In some ways, this feels like a roundup. In other ways, it’s a chance to reflect on the final years of my teaching career and what I’ve learned since.  As I work through these reflections, drawing on the ideas and experiences of the last several years, I’m sure there will be moments of affirmation and moments of rethinking. I hope that what I share offers a broader view of how our core values, our understanding of children, and the curriculum we’re asked to teach can work together in meaningful ways.  I’ll focus on one area at a time so things don’t get too overwhelming, although there will naturally be some overlap. Teaching rarely fits into neat categories, and my thinking doesn’t either.  Related Posts Are you looking for ways to help your kids share their knowledge and understanding in meaningful ways? With the wide range of abilities and needs in classrooms today, written assignments and presentations are not always the best ways for kids to shine. I discovered years ago that providing different choices and ways to share through projects was a better way for children to successfully share what they knew. When I was still teaching, I made sure to do one or two projects with my class each year. Most of them were social studies projects, but I included some science ones.  Our Solar System Project was one of my favourite projects. Every time I did this project, the results were incredible. The kids were fascinated with the planets and eager to learn about them.  I would start with finding out what they already knew about the solar system. This was a real eye opener. I would get them to draw, write, or make diagrams on large sheets of paper. It was amazing to see the range of understanding in the group. Some children had a vast knowledge and understanding of the solar system and how it works. Others had very little background knowledge and they were unaware of what the solar system is. This gave me insight as to how much teaching would be necessary in order to gain a good understanding of the subject.  Once I had an idea of what was needed, I gathered materials, divided the class into small groups and assigned them different planets to research. I told them they would be the experts and teach the rest of the class what they had learned. They took this responsibility seriously and did a good job. To find out more about some of the activities and research done by children in grades 2 and 3, check out Our Space Adventures.  Once the class had a basic understanding of the solar system, I introduced the projects and explained how they worked. They had a few choices for how to share their knowledge. They could create models, make postcards, invitations, or brochures, do an interview, or write an essay or a written report. I believe that engaging them in their learning with hands on activities and projects that they chose made a difference.  I feel that the home/school link is so important. With this project, the family had the opportunity to work together and share the learning. They could help with suggestions and materials, but the child was responsible for doing most of the work. The children presented the projects to the class and visitors during a celebration display. They explained their projects and answered questions. They were given a criteria sheet and a marking sheet at the beginning of the project so that they knew what was expected of them. Most of the children far exceeded the expectations, and they were so proud to share their projects with parents and the rest of the school. The parents were amazed at the variety of projects and the information that the students shared.  After studying the solar system and doing their projects, I gave them another large piece of paper and had them share what they knew about the solar system. Many children needed to use both sides of the paper to share their knowledge. Now that I am retired, I volunteer at my old school. I have noticed that teaching has definitely become more complicated as classes require more differentiated teaching due to the many different needs in the classroom. It is becoming more and more obvious that not all children are able to demonstrate their knowledge effectively through written reports and essays. They find tests difficult and often are unable to answer questions correctly. They write minimally, and therefore, it is not a clear indicator or evaluation of their understanding.  When I was still teaching, I often did projects with my students. I found that by providing at least one project per year, many of my students were able to share their knowledge through other means. They were thrilled to present to parents and students during our celebration days, and they surprised older students and teachers in the intermediate grades with how much they knew. They were proud of their projects, and they found that having a variety of choices for presenting allowed them to choose something they could be successful with. Project Based InstructionSharing learning with projects works well for most children. Providing multiple ways to present information and knowledge through projects allows all students to share in a way that works best for them. Some kids require more hands on methods of sharing ideas and expertise, as written or oral assignments don't work well for them.  I created a few different projects for my classes. Students had a choice of ways to present their information. Sometimes there were several options, and other times there were only a couple of options, but the specifics were flexible to allow for creativity in the presentations. The hands on and collaborative nature of these projects worked well for the students, and they were very engaged in their learning. See some of the different presentations in the pictures below. The students were very excited to share what they had learned with others, and they presented with confidence.  The key to making these projects work is the home/school connection. Some of these projects involve family research. The heritage project and the flat family project require the child to know something about their family's history or background. You can find out more about my heritage projects here. The bulk of the research and teaching is done at school, but the specifics for the project presentations is done at home. (Note: I have had times where some of my students were unable to get home support. In these cases, I had my educational assistant or the librarian help them out. If I had some spare time while others were engaged in an activity, I would also provide extra support.)  If you are interested in trying out some social studies projects, check out these ones. They include criteria and simple marking sheets to make it clear what is required. I highly recommend giving them a try.  It’s hard to believe we’re already approaching the end of another year. The Christmas season has arrived once again, and with it comes a chance to pause and reflect on everything the past months have brought our way. Some seasons seemed to fly by, while others stretched on with challenges of their own, but here we are, having made it through all of them.  This time of year always reminds me to slow down and appreciate the people, moments, and opportunities that fill my life with joy. I often write about teaching and classroom ideas, but if you visit my home page, you’ll see another part of me too, the part that treasures my family above everything else. I haven’t written about them for a while, so today I wanted to open that door again and share a few special memories.  For many years, our family has taken a camping trip each summer. It’s one of the rare times we can gather almost everyone, except for one daughter who lives in another province, and simply enjoy being together. As the grandchildren grow older and schedules get busier, I realize these trips won’t always be easy to coordinate, so I hold these memories close while we still have them. This summer held another unforgettable moment: my husband and I were surprised with an Alaskan cruise to celebrate our birthdays and our almost 49 years together. It was truly a dream come true, an experience I wasn’t sure we’d ever have. The breathtaking scenery, the quiet moments, and the laughter we shared will stay with me for years.  We’ve also made a shift in how we approach Christmas. Over the last couple of years, we’ve tried to focus more on meaningful experiences and less on traditional gift-giving. This year, because of scheduling, we started a little early. We treated our son and his family to an evening on the Christmas Express, and watching our grandchildren take in the lights and climb aboard a decorated steam train was pure magic. To help keep the memory alive, we gave them a small train set to go around their Christmas tree. Now they’ll remember that night every time the train circles the branches.  New Year’s Eve has its traditions, too. For us, it’s usually a family affair filled with games, snacks, and laughter. Occasionally a few friends join in, but at its heart, it’s about being together. During the height of Covid, we celebrated over Zoom with our kids and their families. It wasn’t the same as being in the same room, but it gave us a chance to connect and welcome the new year despite the distance. Now that we’re spread across different cities, we often celebrate in smaller groups and then share a big message or phone call at midnight. It looks a little different now, but it still fills the night with warmth and connection.  Because we have many teachers in our family, conversations often drift toward the return to school after the break. January can be a wonderful time for sharing stories, but it can also be tough for students who didn’t have a restful or joyful holiday. A gentle, thoughtful start can make a big difference. If you’re preparing for that transition back to school, here are a few posts that might help: How To Have A Successful Start To The New Year After The Holiday Break How To Excite And Engage Kids By Using Special Occasions In The New Year How Special Day Themes Help Jumpstart Kids In The New Year  Once January arrives and students step back into the classroom, everything feels just a little different. Some children return full of excitement, while others come back carrying worries or uncertainty. The first few days are a perfect opportunity to rebuild routines, help everyone feel grounded, and bring a bit of joy into the winter months. Activities that help students feel comfortable, along with a few that spark curiosity, can make easing back into academics much smoother.  As we get ready to welcome a brand-new year, I’m reminded once again of how quickly time moves and how important it is to hold on to the moments that matter, both at home and in the classroom. Whether you’re returning to a room full of eager little faces or easing back into a familiar routine yourself, I hope the weeks ahead bring calm, connection, and a renewed sense of purpose. ]Thank you for being here, for reading, and for sharing a bit of my reflections with me. Here’s to a gentle start, meaningful memories, and a bright year ahead. Have you ever noticed that events or situations in your class have motivated you to create different learning opportunities or activities? I certainly have. As I look back, I see that many lessons or projects I created were based on teachable moments or specific student needs. I'm not totally surprised, but I didn't realize how much of my teaching was directed by these moments. Sometimes these moments sparked some creativity in my thinking. I felt the need to try a different approach or angle.  When I first moved from teaching music full-time to teaching in a primary classroom part-time, I quickly realized that teaching many lessons as a whole didn't work well for some children. I saw the need for differentiating so that I could meet the kids where they were. I knew that I had to cover the content and curriculum, but it could be taught in different ways so that everyone could be successful.  Small group instruction and learning through projects emerged from this realization. A couple of my colleagues agreed that this would be a better model for some subjects. We began to collaborate with reading groups, social studies research, and science activities. For one of our first social studies projects, we studied the provinces and territories of Canada. We started breaking down the research into small groups, then brought the groups together to share as experts in their areas. Each group created a booklet with the research information and pictures, diagrams, and maps and then had them available for the rest of the students. Not only did this help them to dig deeper into their research, it also created a sense of teamwork between the 3 different classes as several people worked on the same province or territory and were able to collaborate when they made the booklets.  In language arts, using anthologies and set lesson guides only worked for some kids, so we worked together to create literacy groups based on where kids were at. We developed different centers and activities for them and a format for working with groups of different abilities. Sharing the resources, ideas, and knowledge of what we needed to help kids learn to read and write effectively was invaluable. We fine-tuned things as time went on, and we moved to different schools or assignments, but the basic building blocks remained, and we found kids thriving.  From there, I moved into projects for science and social studies, and this became a common component of my teaching each year. It started as a focus for a specific need, and grew from there. I will share more about this in future posts.  Related Posts It’s hard to believe that Christmas is only a few weeks away. The year has gone by quickly, at least for some. The weather is getting cooler and it won’t be long until we are shoveling snow and seeing decorations appear around the neighborhoods.  It’s still fall, but as December approaches, we start to feel like winter has arrived. This is a great time to start adding some winter-themed activities into your lessons. There are so many ways to add a bit of sparkle to your days with reading, writing, math, science, social studies and art. Winter is also a wonderful time to explore connections between subjects. Snowflakes can become math patterns, winter poems can inspire art projects, and stories about seasonal traditions can open discussions about community and culture. By weaving these ideas into different subjects, we can help students see how learning is connected. Here are a few ideas to try in the coming months.  Writing and Language ArtsWriting about the season is a great way for students to express their creativity and build descriptive vocabulary.
 Math and Data ActivitiesWinter themes are perfect for hands-on math and data lessons.
 Winter SportsWinter brings many opportunities to connect learning across subjects.
 Making The Most Of The Season
 Whether you’re exploring snowflakes in math, writing about winter scents, or learning about snowy sports, these lessons add warmth and creativity to your days, no matter how chilly it gets outside!  Related Posts Have you ever watched a child add on their fingers, lose track of where they were, and then start all over again? It can be a little frustrating for both of you, but it’s also such an important reminder that some children are still counting because they don’t yet see how numbers work together. It’s a lot like when kids first learn to recite the alphabet. They might be able to sing the ABC song perfectly, but not yet recognize the letters or understand the sounds they make. The same thing happens in math. Kids can count or recite number sequences without really understanding the relationships between numbers.  That’s where the basic facts come in. Knowing that 8 + 2 = 10 or 6 + 3 = 9 isn’t just about remembering an answer; it’s about understanding how numbers connect and build on each other. When children develop this understanding, they gain confidence, speed, and flexibility. They start to think, reason, and solve problems instead of just counting one by one. Once children have built strong number sense, recognizing quantities, seeing patterns, and understanding the idea of “how many,” they’re ready to explore how numbers work together. And that’s the perfect time to begin working on basic facts.  What Are Basic Facts, and Why Do They Matter?When we talk about “basic facts,” we usually mean addition and subtraction facts within 20. These are the small number combinations that form the building blocks for everything else in math. But fluency with basic facts doesn’t mean memorizing a list of equations. True fluency means being accurate, flexible, and confident. It’s knowing that if 6 + 6 = 12, then 6 + 7 must be 13 without having to count. Strong fact fluency gives children the mental space to think about what they’re doing rather than how to do it. Once the basic facts are automatic, kids can focus on problem solving, multi-digit operations, or real-world applications like working with money.  Making Math Hands-On and MeaningfulHands-on learning is essential for building this understanding. Tools like ten frames, dice, counters, and fingers let children see and feel numbers. Fingers, in particular, are a natural resource; we carry a set of ten everywhere! They help kids visualize how two numbers combine to make ten and what’s left when we subtract from ten. Over time, they move from relying on fingers to imagining these patterns mentally. When children are actively involved in exploring numbers, they develop a deeper understanding of how numbers work together. Here are a few hands-on ways to help them build their basic fact knowledge and confidence. 1. Using Ten Frames Ten frames are a powerful visual tool for developing number sense. When students place counters on a ten frame, they can clearly see how numbers relate to ten.
 2. Rolling Dice to Make Tens Dice games are always a hit in the primary classroom! You can use traditional six-sided dice, for facts up to twelve, or for an extra challenge, try 10 or 20-sided dice for making tens or numbers up to 20. Have children roll the dice and find combinations that make ten. Over time, they’ll start to recognize number pairs that go together automatically, for example, 3 and 7, or 6 and 4. I’ve shared more ideas for using dice and ten frames together in a previous post: Making Tens with Dice and Ten Frames. 3. Counters for Combining and Taking Away Counters are great for modeling addition and subtraction. Let children physically move counters to show what happens when numbers are joined or separated. You can also challenge them to find different ways to make the same number, for example, how many different ways can they make 8? Making Tens And Counting MoneyLearning about tens is especially powerful here. When children can easily make and recognize tens, they are also preparing for understanding money. Even though we no longer use pennies in Canada, we still use the concept of ten pennies equalling one dime. It’s a concrete way for children to understand that ten smaller units combine to make one larger unit, the same base-ten idea used throughout math. Later, when children start learning about money, we can talk about rounding up or down to the nearest nickel to compensate for not having pennies, but for now, the idea of “ten makes one” helps everything click.  Building Number Sense Through Basic Facts StrategiesWorking with strategies, helps provide the tools needed to see patterns and learn the basic facts for addition and subtraction. Here are some anchor charts that can help remind children of the different strategies they can try to solve problems.  Not Everyone Solves Problems The Same WayI often tell my students that solving math problems is like using a road map. We may all start at the same place, but we don’t always take the same route to the answer. Some students might use ten frames, others might visualize numbers, and some might rely on their fingers. What matters is if they can explain their thinking and arrive at the destination. Roadblocks become learning opportunities, detours lead to new strategies, and every path helps deepen understanding. Consider having them share their “road maps” in pairs or small groups. Seeing multiple strategies and explaining reasoning builds understanding and confidence.  Reflect and ObserveHere are some reflection questions to consider:
 With lots of hands on activities and opportunities to practice using basic facts, kids can build a solid foundation that will help them successfully make sense of more complex situations, both with abstract ideas and real-life situations. After working with several students who struggled to understand even simple math problems, I can confidently say that once they had a solid understanding of basic facts, they finally were able to figure out more difficult problems, and some of them even began to enjoy math.  Math doesn't have to be a chore. It can be fun with games and activities that build skills. Keep adding that bit of fun and see how it makes a difference. Related Posts Do you remember when your kids first started learning to count? At that stage, it was all about saying the numbers in order, “one, two, three…” but they didn't really understand what those numbers meant yet. The same thing can happen later when we start working with bigger numbers. Children might be able to read and write them, but that doesn’t mean they truly understand what each digit represents.  That’s where activities that focus on representing numbers in different ways make all the difference. When children learn to represent a number using standard notation, base ten blocks, expanded notation, and number words, they begin to see how all the pieces fit together. These experiences build a strong foundation for number sense, which carries over into every area of math.  Hands On Place Value PracticeBase ten blocks are one of the best tools for helping children visualize what a number is really made of. When they build 243, they can see that it’s 2 hundreds, 4 tens, and 3 ones. That’s when the concept of place value begins to click. The position of each digit really does matter! You can also give them extra practice at home or in independent centers with my Base Ten Blocks Printable And Portable For Place Value Activities And Games, a printable version that’s perfect when real manipulatives aren’t available.  My Place Value Games and Activities for Representing Numbers in Different Ways includes hands-on tasks that kids can use to build, write, and compare numbers using base ten blocks, expanded notation, and number words. It works beautifully for centers or small group instruction. To learn more about this resource, check out this blog post. It includes a video that explains how to use it.  Representing Numbers Through the SeasonsKeeping math centers fresh is easy when you tie in a seasonal theme. A small visual change can make the same skill feel brand new! In the fall, Place Value Turkeys Task Cards: Working With Expanded Notation help children break numbers into hundreds, tens, and ones while having fun with a Thanksgiving theme. When winter rolls around, try Snowflake Place Value Activities for a cool way to review number forms. Kids love seeing numbers represented in snowflake models as they build, write, and expand them. Then, as the holidays approach, the Holiday Lights Place Value Task Cards bring a little sparkle to your math centers while reinforcing standard and expanded notation.  Connecting Number Words, Symbols, and ModelsReading and writing number words can be tricky for young learners. Matching “thirty-five” to 35, or writing it after building it with base ten blocks, helps them make those important connections between what they see, say, and write. You can mix and match your resources to include number words in small group lessons, task card rotations, or quick warm-ups. The more ways children see numbers represented, the stronger their overall understanding becomes. My Numbers and Number Words 1–100 Holidays and Seasons Bundle provides seasonal activities for every time of year, giving kids repeated exposure to number words and symbols in fun, meaningful ways.  Encouraging Number Sense Every DayDeveloping number sense is a gradual process built through daily exploration and meaningful practice. The more opportunities children have to represent numbers in many ways, using manipulatives, task cards, games, and themed activities, the deeper their understanding grows. When they realize that numbers can be written, built, read, and expanded in many ways, they stop memorizing and start understanding. That’s when the real learning happens.  Here's a list of my resources, all in one place, to support your place value lessons: Place Value Games and Activities for Representing Numbers in Different Ways Place Value Turkeys Task Cards: Working With Expanded Notation Snowflake Place Value Activities Holiday Lights Place Value Task Cards Numbers and Number Words 1–100 Holidays and Seasons Bundle Portable Base Ten Blocks Themed Place Value Practice  Related Posts Every year, on November 11, schools pause for a moment of silence. The bells stop ringing, voices go quiet, and even the youngest students sense that this is a moment to think about something important. In Canada, we have the day off so that families can attend ceremonies at the cenotaph or watch them on television. For primary children, Remembrance Day or Veterans Day can be hard to understand. They might not know what “war” really means or why we wear poppies. That’s why it’s so important to take time to talk about why we remember in ways that make sense to them.  Explaining the Meaning of November 11You don’t need to go into the heavy details of history to help children understand. For young kids, it’s enough to say that many years ago, people worked very hard to keep our countries safe and free. November 11 is a day when we take time to thank those who helped give us freedom and peace during times of conflict. You can compare it to saying thank you to firefighters or doctors, people who help others. Soldiers, nurses, and helpers in war did the same, often far away from home. If your students have family members in the military or who came as refugees, it’s also a time to honor their experiences. Talking about peace, kindness, and freedom can include many different stories.  Helping Children Understand FreedomNow, when I see the news about wars happening in other parts of the world, I think about the children and families living through those experiences. It makes me even more aware of how lucky we are to live in a place where we have the freedom to go to school, play, learn, and speak our minds. And it reminds me why we take time to pause and reflect on November 11: to honor those who have worked to protect that freedom, both long ago and today. Some children may already see pictures or hear discussions about conflicts in other parts of the world. This is a good chance to help them recognize what freedom means and why it’s so important to care for and protect it through kindness and respect for others.  Simple and Respectful Classroom ActivitiesHere are some gentle ways to help your students reflect and show appreciation:
 Reflecting on Peace TodayTalking about wars from long ago also gives an opportunity to discuss peace in our own lives. Some families in your class may have come from places where conflict still exists. Focusing on hope, gratitude, and kindness helps all children feel included and safe. Even young kids can learn that remembrance isn’t just about the past, it’s about making choices today that show respect, care, and peace in everyday life.  More Activities To Extend LearningVideos can be a powerful way to bring these concepts to life for young children. A Pittance of Time by Terry Kelly: This short, memorable song shows children why even a brief moment of silence is meaningful. After watching, ask:
After watching the videos, students can create simple reflections, drawings, short writings, or a “Kindness Pledge” to make the ideas concrete and personal.  This is a writing prompt that I used in my classroom each year to allow students to reflect on what peace meant to them. It is a page from my resource Remembrance Day/Veterans Day Activities.  Resources for Your ClassroomIf you’d like more ready-to-use poems, writing templates, and activities, I’ve shared several resources in my Teachers Pay Teachers store. Check out my Remembrance Day/Veterans Day category.  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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