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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 This time of year always feels like the perfect moment to study plants with young children. As the weather warms and gardens begin to wake up, they start noticing the changes happening outside. Buds appear, grass grows greener, and tiny plants begin pushing their way up through the soil. Those changes make plant life cycles a wonderful topic to explore in the classroom.  Watching plants grow with children is one of those classroom experiences that never gets old. A tiny seed doesn’t look like much at first. But with a little water, warmth, and patience, it begins to change. Roots appear. A stem pushes upward. Leaves slowly unfold. For young kids, this transformation feels almost magical.  Growing Beans in the ClassroomOne of the easiest and most effective ways to explore plant life cycles is by growing beans. When I was teaching, we tried different ways to watch bean seeds grow. We planted them in pots and placed them near the window. We also put them in plastic bags with wet paper towels and attached them to the window, and once we put them in CD cases with a little soil and placed them in front of the window. The children checked on them every day to see what had changed. It always made me smile to see children checking their seeds and pointing excitedly when the first root appeared or when a tiny stem began to grow. Eventually, we would send the seedlings home so students could plant them in their gardens. Many kids proudly reported back about how tall their plants had grown.  Plant investigations naturally lead to curiosity. Kids start asking questions like: • What do plants need to grow? • How long does it take for seeds to sprout? • What happens if plants don’t get enough water or light? • Why do some plants grow faster than others? These kinds of questions are the beginning of real scientific thinking.  Simple Plant Investigation ActivitiesYoung children can explore plant life cycles through many hands-on activities. They might: • observe seeds before planting them • draw plant growth in science journals • measure how tall their plants grow • label plant parts • compare different types of seeds These simple observations help kids understand how plants grow and change over time. To support these kinds of investigations, I created a Plant Investigations Bundle that includes recording pages and activities to help them observe, compare, and document plant growth.  Free Plant Cycle PosterTo help students visualize the stages of plant growth, I’m also sharing a free plant life cycle poster. This simple visual shows how a seed develops into a young plant. Teachers often find that visuals like this help children connect what they see in their cups or garden plots with the larger idea of the plant life cycle.  More Life Cycle ResourcesIf you are planning a life cycle unit, you may also want to explore the Life Cycles category in my TPT store. It includes activities designed to help children explore how both plants and animals grow and change.  Life cycle studies are some of the most engaging science lessons you can teach in the primary classroom. When kids see seeds sprouting and plants growing in front of them, they begin to understand that science is happening all around them. And sometimes, it all starts with something as small as a single seed.  Related Posts In my last post, we looked at how children notice differences in measurement. Now, the question becomes: how do we help them make sense of it without turning it into a debate about which system is “better”?  The simple truth is that different units exist because different tools and situations call for different measurements. We measure water in millilitres for a science experiment, but when we follow a recipe, we often use cups. We may check outdoor temperatures in Celsius, while ovens sometimes show Fahrenheit. We buy gas in litres, but in the United States, people buy it in gallons. The world didn’t start with one perfect system, and understanding both sets of units helps children feel confident navigating the everyday tools and experiences they encounter.  One thing to point out to your students is that many tools actually show both types of units. A ruler might have centimetres on one side and inches on the other. A measuring cup may show millilitres and cups. Some thermometers even display both Celsius and Fahrenheit. These tools make it easier for children to see the same measurement in two different systems, which can be helpful for comparison and understanding. They can literally look side by side and see how the numbers relate, which makes the idea much more concrete.  With young children, I’ve found that the best approach is to keep the focus on context. One activity you might like to try in the classroom is called “Which Unit Should I Use?” Present simple, familiar situations, measuring water for a plant, measuring flour for a cookie, checking the temperature outside, and ask children to think about which unit makes sense for each scenario. They might pick millilitres for the science experiment, cups for the cookie recipe, and Celsius for the outdoor temperature. Sometimes they even notice that the same type of measurement can have different units depending on where or how it’s used.  As you talk through these examples together, ask questions that are visible and concrete: “Why does this tool use that unit?” “Could we measure the same thing with another unit?” “What makes it easier to use this tool for this situation?” Children don’t need a complicated explanation; they just need the chance to observe, reason, and talk about what they notice. When they do, the differences in measurement start to make sense in a practical way.  Another key is reassurance. Children quickly pick up on tension if they feel one system is “better” than the other. Make a point of saying, “Some tools use one system, some use another, and that’s okay. We just need to know how to read and use both.” That simple acknowledgement goes a long way in helping them feel secure while learning. By connecting measurement to context, children start to see patterns. They notice that science experiments often use metric because the tools are marked that way, but daily life might use whatever units are convenient or familiar. They see that Celsius and Fahrenheit both describe temperature, just in slightly different ways, and that litres and gallons measure the same volume with different labels. These observations are exactly what we want primary learners to make without the pressure of abstract conversions or history lessons.  I have created some why/because measurement task cards that help with discussion. They deal with both metric and customary measurement units and when we use them. If you would like a sampler of these cards, click the button below.  If you would like some conversion charts and posters for metric and customary units, check out this resource.  Ultimately, helping children understand measurement isn’t about teaching them every conversion or convincing them that one system is superior. It’s about giving them the tools to notice, compare, and understand the world around them. When they see that measurement depends on context, the confusion softens. They feel capable. They feel curious. And that, for me, is where real learning begins.  Related Post It’s hard to believe we’re already well into February! By now, many classrooms have celebrated Hundred Days, tried some Valentine’s Day activities, and maybe even explored a few winter-themed lessons. It’s a busy month, but it’s also full of opportunities to take stock of student learning. Even if report cards or conferences aren’t coming up just yet, the work you do now sets the stage for spring reporting.  The great news? Many of the activities students have just completed can double as informal assessments. That Hundred Day counting challenge, a Valentine writing prompt, or a snowflake math game can all give you insight into literacy, numeracy, and problem-solving skills. Observing how students tackle these activities, follow directions, and work with others can be just as informative as a formal test, and a lot more fun!  Here are a few ways to make mid-February activities work for you: Document Recent Work: Keep samples from Valentine writing, Hundred Day projects, or winter math tasks; they’re practical evidence of what students can do. Take Quick Observation Notes: Jot down how students approach tasks, collaborate, or solve problems. These small notes add up when it’s time for reporting. Ask Students to Reflect: Simple questions like, “What was your favorite part of this activity?” or “What did you find tricky?” can reveal a lot about understanding. Focus on Key Skills: Make sure you’re looking at the learning goals that will matter for spring reporting, whether it’s reading, writing, math, or social skills.  Literacy Focus: Look at recent writing or reading tasks. Can students form complete sentences? Use new vocabulary? Express ideas clearly? What conventions do they know? Can they make predictions and find evidence to support their opinions? How much do they comprehend when reading?  Math Connections: Hundred Day activities, counting games, or problem-solving tasks with winter or Valentine themes can show understanding of number sense, place value, and strategies for solving problems. Collecting data on events in the Winter Olympics can demonstrate how well they can document information, classify it, compare it, and draw conclusions based on the information given.  Social Skills: Don’t forget to notice independence, persistence, and teamwork; these are just as important to track for spring reports.  We're halfway through the month, and February still has more to offer! The Lunar New Year is just beginning, and the Winter Olympics are in full swing. Both offer engaging ways to extend learning while gathering assessment data. Students can explore writing, research, and math activities inspired by the Winter Olympics; think about measuring distances in ski jumps, graphing medals by country, or writing about their favorite winter sport. These celebrations and events give you more opportunities to observe skills in action and make learning relevant and exciting. They can look at the lunar calendar and the different signs of the zodiac. They can determine their sign. They can read about the different animals and about ways different places celebrate the Lunar New Year. It is most commonly associated with the Chinese New Year, but many other cultures and places celebrate it too.  Even with all the activity and excitement, there’s time to gather meaningful information about your students. By turning recent and upcoming activities into informal assessments, you get a clear picture of growth while keeping the classroom fun and engaging. After all, who says you can’t celebrate, play, and assess all in the same month?  Related Posts Are you excited about the 2026 Winter Olympics? The opening ceremonies are over, and the excitement of the first events is already building. For the next few weeks, we can focus on watching our athletes on the world stage and celebrating their achievements.  Big events like the Winter Olympics naturally spark curiosity and conversation in the classroom. The nice thing is that you don’t have to be watching events live to make the most of that excitement. Whether you’re following highlights during the Games or revisiting them afterward, the Olympics provide plenty of opportunities for meaningful learning across the curriculum. Here are some easy-to-implement activities that work well during the Olympics and long after the closing ceremonies. 1. Medal Tracking and Data CollectionMedal counts are a simple way to bring real-world data into your math lessons. Students can:
 2. Writing From an Athlete’s Point of ViewThe stories behind the athletes are often what students connect with most. Writing ideas include:
 3. Learning About Winter Sports (Then and Now)Many winter sports have changed over time, which opens the door to great discussions. Students can:
 4. Olympic-Themed Math ChallengesSports-themed problems often feel more approachable than traditional worksheets. Try:
 5. Country Studies and Mapping ActivitiesThe Olympics are a natural entry point into geography. Students can:
 6. Class Discussions and ReflectionSome of the best learning happens through conversation. Discussion topics might include:
 7. Creative Art and Design ActivitiesFor a lighter, creative connection:
 The beauty of using the Olympics as a theme is that you can choose one or two ideas that fit your schedule and your students. You don’t need to do everything, and you don’t need to follow the events day by day. If having ready-made activities helps during busy weeks, I’ve gathered many of these ideas into a Winter Sports Activities Bundle that supports both math and literacy learning through a winter sports theme:  Whether you’re using the excitement of the Games in real time or revisiting them afterward, Olympic-themed activities can help keep learning connected, engaging, and meaningful. These ideas can also be used in other years when winter sports events happen. You can grab onto the excitement of the season and let the learning soar. Enjoy the moments. Related Posts Welcome to February, one of the busiest months of the school year. It’s a short month, but it somehow manages to squeeze in a lot. Between all the special days and celebrations, it can feel hard to fit everything in and still keep up with the everyday demands of the classroom. Lessons still need to happen, routines still matter, and for many of us, assessments and report cards are quietly sitting in the background. This is where having a few ready-made ideas and resources really helps. When your plate is full, it’s nice to have grab-and-go items and ideas that still feel meaningful without requiring extra prep.  February is packed with special days. Just off the top of my head, there’s Groundhog Day, the 100th Day of School, Winter Olympics, Valentine’s Day, and Lunar New Year, and depending on your school or community, there may be even more. Instead of trying to do everything, I’ve always found it helpful to choose a few simple twists that connect naturally to what we’re already teaching.  For the 100th Day of School, it can be fun to add a social studies angle. Along with counting and number activities, students can look at how their town or city has changed over the past 100 years. Old photos, conversations about buildings or transportation, or even just noticing what’s different now can spark great discussions. Writing fits nicely here, too. Students might write about someone they know who is approaching 100 years old, maybe a grandparent, a great-grandparent, or even someone in a care home. These pieces often turn into thoughtful, sometimes funny, and sometimes very touching work.  The Winter Olympics comes every four years and is an opportunity to add in winter sports activities and themes. This can be fun to do and doesn't require much planning. Here are some resources that may help with literacy and math. A social studies component could also be added if studying about the different countries participating.  With Valentine’s Day, I’ve always liked shifting the focus toward kindness. One idea is to spend the first couple of weeks in February collecting examples of kind acts you notice in the classroom. Each one can be written on a heart and added to a bulletin board. By Valentine’s Day, you have a visual reminder that kindness isn’t just something we talk about, it’s something we practice every day.  Lunar New Year is another celebration that offers lots of flexibility. You might focus on the Chinese New Year, or you could explore how the Lunar New Year is celebrated in other countries. One year, I focused on Korea because my daughter-in-law is Korean, and we also had a Korean exchange student staying with us. That personal connection made the learning especially meaningful and led to some wonderful conversations.  This is also the time of year when I really appreciate having a few ready-made resources on hand. February moves quickly, and not every activity needs to be built from scratch. Having something prepared means you can focus on your students instead of staying up late trying to reinvent the wheel. Whether it’s a simple writing prompt, a math activity tied to the 100th Day, a kindness-themed project for Valentine’s Day, a data or writing activity for the Winter Olympics, or a Lunar New Year activity, ready-made resources can help keep things running smoothly during a very full month. I like knowing I have options I can pull out when time or energy is in short supply.  These are just a few examples of ways to approach February celebrations without making the month feel overwhelming. The goal isn’t to do it all, it’s to choose ideas that fit your class, your community, and your energy level.
Here are a few resources that may help ease the pressure of creating things for these special days while still planning lessons that cover the curriculum. February is busy, no doubt about it. But with a handful of flexible ideas and a willingness to keep things simple, it can still be a month full of connection, curiosity, and moments that remind us why we love teaching in the first place. Related Posts It’s hard to believe that another four years have passed and the Winter Olympics are just a couple of weeks away. All around the world, people will soon be watching highlights and updates from a wide variety of sports, cheering on athletes who have trained for years for this moment. I still remember when the Olympics were held in Vancouver, just a ferry ride away from where we live. My class was so excited. Because the Games were happening right here in our province, the Olympics felt especially personal. We followed events closely, tracked Canadian athletes, and the sense of national pride was radiating throughout the school. Since many of the events were happening in real time, we were able to share special moments each day. Those spontaneous conversations about a surprising win, a close finish, or a new sport the children had never seen before were just as valuable as the planned lessons.  Using the Olympics as a Classroom ThemeNaturally, the Winter Olympics became a theme in our classroom. I created lessons and activities that connected to what the children were already curious about, which made learning feel relevant and exciting. We learned about different winter sports and how some of them have changed over the years. The children were fascinated to see how equipment, rules, and even events themselves had evolved. These discussions led naturally into questions, comparisons, and great conversations.  Math Connections: Real Data That MattersThe Olympics provide endless opportunities to work with meaningful data. We collected information using medal trackers, compared totals between countries, and talked about patterns we noticed. Students practiced graphing, tallying, comparing numbers, and solving problems using real-world information that mattered to them. Because the data came from an event they were following closely, engagement was high, and the math felt purposeful rather than abstract.  Making Connections: Math And Literacy ThemesWriting activities tied in beautifully with the Olympic theme. Students wrote stories inspired by athletes, imagined what it would be like to compete in a winter sport, and responded to events they had watched or learned about. We read nonfiction texts about the Olympics, athletes, and winter sports, building background knowledge while practicing comprehension skills. Oral discussions were just as important. Discussing events, sharing opinions, and asking questions helped students develop their language skills and confidence. Using sports themed math task cards helped kids focus more as they attempted the different strategies.  Why Themes Like This Work So WellWhat I loved most was how easy it was to weave the Winter Olympics into so many areas of the curriculum. The Games provided a shared experience, one that motivated even reluctant learners and encouraged meaningful engagement. Themes like this remind us that learning doesn’t have to feel disconnected from the world around us. When students are already curious and excited, we can build on that interest and make learning feel natural.  If you’re looking for ready-to-use activities, you can take a look at some of the resources we used in this Winter Sports Activities Bundle, which supports both literacy and math through a winter sports theme:  If you would like a free template to create your own task cards, here is a winter sports themed one I created.  In just a couple of weeks, we’ll once again be watching for updates and highlights, this time from the Winter Games in Italy. The time difference will make things a little different, and many classrooms will be checking results and highlights rather than watching live events. Still, the excitement will be there. We’ll be sharing our pride as athletes compete, celebrating achievements, and using the Games as a way to connect classroom learning to the wider world.  The Winter Olympics offer a wonderful opportunity to build lessons that are timely, engaging, and meaningful for both students and teachers. Check in next time for some activities that can be used during and after the games end. Related Posts Last week, I shared how core values, a positive attitude, and self-worth can shape learning. Today, I want to take a closer look at how social emotional learning (SEL) shows up in everyday classroom experiences, and how it helps students develop skills they carry far beyond school.  One thing I’ve always believed is that SEL doesn’t need to be complicated or formal to be effective. Some of the most important learning happens during ordinary moments, routines, conversations, and the ways a classroom community functions day to day. Over the years, I have noticed that children who feel safe and respected are better able to manage their emotions, work through conflicts, and focus on learning. Classroom management wasn’t just about rules or schedules; it was about relationships. When children felt connected and understood, cooperation and engagement came more naturally.  The beginning of the school year was always an important time for this. Taking time to build community, learn about one another, and establish positive expectations helped set the tone for everything that followed. Activities as simple as sharing “something I’m proud of” or creating a classroom agreement together helped children feel they belonged. These small experiences told them, "You matter, and your voice is valued."  SEL also helps children develop skills they carry for life: problem-solving, self-reflection, empathy, and resilience. Even simple routines, like waiting your turn, helping a classmate, or talking through frustration, teach them to understand and manage their emotions while respecting others. Over time, these daily interactions build habits of thought and behavior that extend far beyond the classroom walls.  I’ve also seen how reflection and discussion can support mental health. Asking students to notice how they feel, what strategies help them calm down, or what they can do differently next time gives them tools to cope with challenges both in school and in life. SEL isn’t something extra; it’s part of every conversation, activity, and interaction that values children as people first and learners second.  Here are some gentle ways to embed SEL in everyday moments:
 Looking back over these posts, it’s clear to me that teaching is as much about people as it is about curriculum. Core values, the belief that every child can learn, the importance of attitude, and the focus on self-worth, quietly shape how we teach and how children see themselves. Social emotional learning builds on those values, showing up in everyday classroom moments, routines, and relationships, and giving children skills that last a lifetime.  While programs, schedules, and expectations change, the heart of teaching remains the same: creating environments where children feel valued, capable, and connected. I hope these reflections offer encouragement, ideas, and perhaps a reminder that even small, intentional actions, a kind word, a reflective question, or a simple activity can have a lasting impact. Teaching is a journey, and revisiting these ideas has reminded me just how powerful the everyday moments can be.  If you would like some resources for teaching self esteem and SEL, check out my Self Esteem and SEL category in my TPT store. Related Posts 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 |
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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