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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 Recently, I wrote about how measurement can be confusing for children and why that might be. I've been thinking about this a lot lately and I decided that I needed to explore this further and provide some ways to help it all make sense. I hope these tips help.  Sometimes I stop and think about how mixed-up measurement can feel, even for us as adults. We check the outdoor temperature in Celsius here in Canada, but in the United States, the temperature is usually shown in Fahrenheit. In Canada, we buy gas in litres, but in the U.S., people buy it in gallons. We measure water in millilitres for a science experiment, and then we use cups when we bake. We talk about kilometres or miles when we drive, and we measure our height in feet and inches. Even as adults, it can be a lot to keep straight, and it’s no wonder our students sometimes tilt their heads and ask, “Why do we use both?”  That’s such a good question, and it’s one I’ve thought a lot about over the years. Sometimes we tell children, “Science uses metric,” and that’s true in many cases. Most scientific experiments are done usining the metric system. Metric units are used because they are built on tens and can be used universally. This makes converting measurements simpler and easier to share around the world. But even that isn’t the whole story. Some tools and situations still use the traditional units we’re used to. Cups, ounces, feet, inches, Fahrenheit, these all exist because people have used them for a long time, and the world didn’t start with only one system. Children notice this, and their curiosity is the perfect starting point for learning.  One thing I always like to point out 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. They can look side by side and compare numbers, which makes the idea of mixed measurements much more concrete and less confusing.  A simple way to explore this in the classroom is by letting children become “measurement detectives.” Give them common tools such as a thermometer, a ruler, a measuring cup, or a scale, and ask them to look closely at the units on each. Together, notice patterns: some tools use metric, some use traditional units, and some might even be tools they’ve seen at home rather than at school. Children begin to see that the same concept, length, volume, or temperature, can be measured in more than one way. Even young children can notice this difference, and just noticing is the first step toward understanding.  As children share their observations, ask gentle, concrete questions: “Which units do you see most often?” “Which tools are used at school, and which have you seen at home?” “Do the same measurements sometimes use different units?” These questions help them make sense of the mixed measurement world we live in. They don’t need to decide which system is better; they just need to see that different tools and situations use different units, and that’s okay.  As I watch children explore the tools and units around them, I’m always reminded that noticing is the first step toward understanding. Simply giving them space to see how centimetres and inches, millilitres and cups, Celsius and Fahrenheit relate to each other can make a huge difference. The light bulb comes on as they start to see the connections, and they begin to develop the tools to handle the different real-life situations.  In my next post, I’ll share a few simple activities you can try with your students to help them connect these observations to real situations, so they begin to understand why different units exist and how they’re used in daily life. Check out my recent blog post to get free resource using non-standard measuring units as a start to exploring the world of measurement. Related Posts Have you ever been halfway through a measurement lesson and thought, Why is this so confusing for the kids? I have. The more I thought about it, the more I realized that measurement is actually quite complex. Before we even get into units, let me mention something small, but important. If you notice I’m spelling words a bit differently, like millimetre (millimeter) or metre (meter), that’s because spelling depends on where you live. In Canada, we use the “-re” ending. In the United States, it’s usually “-er.”Same word. Different spelling. And honestly, that sums up measurement pretty well. It looks simple… until you look a little closer. We Live in a Mixed-Unit WorldI live in Canada, where we officially use the metric system. But even here, we constantly move between systems. Height is often given in feet and inches, but at the doctor’s office, it’s centimetres (centimeters) and kilograms. The weather is in degrees Celsius, but many ovens still use Fahrenheit. Gas is sold by the litre (liter) here and by the gallon in the U.S.  And while the United States primarily uses customary units, metric is still everywhere there too, in science classes, food labels (grams), soda bottles (2 litres/liters), and races like a 5K. They may measure classroom objects in inches but read grams on a snack label. They may hear miles on a road sign but kilometres (kilometers) during the Olympics. So whether you teach in Canada or the U.S., your students are exposed to both systems. Measurement isn’t neatly divided in real life. And then we expect it to feel neat in the classroom.  Measurement Isn’t Just MathIt’s language. It’s context. It’s daily life. Our students are trying to understand:
 Start With Non-Standard MeasurementIn the primary grades, the goal isn’t to convert quickly. It’s to understand. Before I introduce centimetres (centimeters) or inches, I have the children measure using paper clips, cubes, popsicle sticks, or even their own footsteps. We measure desks, books, and tables. Then we compare answers. When they notice that they got different numbers because they used different-sized units, they begin to understand why standard units matter. If you’re looking for something simple to support this stage, here is a free non-standard measurement activity that walks kids through measuring, recording, and comparing without overwhelming them.  Build Strong BenchmarksWhen we move into standard measurement, I like to build anchor charts with students. We list the units. We talk about when each one makes sense. We include real-life benchmarks:
Here are some ready-to-use measurement anchor charts that can support those conversations and stay up in the room all year. They contain both Canadian and American spellings so you can choose the ones that fit your situation.  Keep It RealA few simple activities go a long way:
Measurement Is Messy… and That’s OkayThe longer I teach and now volunteer, the more I realize something. Measurement feels complicated because it is complicated in real life. We switch systems. We switch units. We switch spellings. And somehow we expect children to master it neatly in a short unit. Maybe the goal isn’t perfection. Maybe it’s confidence. If students leave understanding that:
 We aren’t just teaching them how to use a ruler. We’re helping them make sense of the world they live in. And in a world that mixes kilometres (kilometers) and miles, litres (liters) and gallons, Celsius and Fahrenheit…that matters. Related Posts 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. The first few weeks of school can feel like a whirlwind. New faces, new names, new routines and the to-do list that never seems to end. If you’re already feeling the weight of it all, know this: you are not alone. And it’s completely okay to take a step back, breathe, and approach the start of the year gently. Here are some ideas to help you avoid overwhelm while still building the classroom you dream of.  Try A Three Bucket StrategyThink of your day in three buckets:
 Give Yourself Permission to SimplifyYour classroom doesn’t need to be flashy or packed with activities all at once. Build in some breathing room. Read-alouds are magic. Outdoor learning is grounding. Open-ended activities give kids space to be themselves. It’s okay to ease in. Your students will still thrive with your attention and care.  If you are looking for some low prep, ready to go activities, worksheets and teacher forms, check out this back to school ready to go kit. It can save you time and give you some space to plan out your lessons and units while keeping the kids active and reviewing skills and concepts.  Connection Comes Before ContentBefore jumping into academics, spend time learning about your students:
 Pace YourselfSome days will be packed and productive. Others will be slow and messy, and that’s okay. Try to plan your week with flexibility in mind. Celebrate small wins, like one smooth transition or one child who tries a new activity.  Check In With Yourself, TooTeaching is a marathon, not a sprint. Make space for rest, connection with friends or family, and moments of joy outside the classroom. When you’re feeling overwhelmed, remind yourself why you do this work and give yourself grace.  The start of the school year isn’t a race to the finish line. It’s a gentle unfolding: building routines, relationships, and confidence step by step. You don’t have to do it all today or even this week. Your students will benefit most from your calm presence, steady encouragement, and patience. You are enough. Your pace is perfect. Here’s to a kind, hopeful, and joyful beginning. Related Posts There’s a lot of talk about classroom routines, and for good reason. But here’s the thing: routines aren’t just about order. They’re about creating a sense of safety and belonging for your students. In the early weeks of school, your kids are learning far more than letters and numbers. They’re learning how your classroom works, how to interact with you and each other, and how to move through their day with confidence. It doesn’t have to be perfect. But choosing a few routines to teach really well can make your classroom feel calmer, more predictable, and more joyful for everyone, including you. Here are some routines worth focusing on right from the start:  Morning EntryThe way students arrive can set the tone for the entire day. A few guiding questions:
Keep it simple. Once they know the pattern, it becomes automatic and gives you a smoother start, too.  Transitions and Moving Around the RoomTeaching kids how to move from the carpet to their desks (and back again), line up quietly, or clean up centers is pure gold. Whether you use a bell, a chime, or a simple hand signal, teach kids what to do when it’s time to shift from one activity to another. It’s tempting to think “they’ll figure it out,” but clear, consistent routines save hours of redirecting later. Try this:
 Asking for HelpThis one gets overlooked, but it’s a game-changer. Do students know:
Kids want to do well, they just need to know the steps.  Tidying Up and Organizing SuppliesIf you don’t show them where the glue sticks go… they’ll guess. 😅 Take time to show:
 What To Do When You're DoneThis might be the most important one of all. Without a plan for early finishers, you’ll end up with a dozen hands waving in the air while you’re trying to work with a small group. Avoid that chorus of "I'm done!" by giving kids clear choices for early finisher activities. Here are a few examples: A “When I’m Done” board or visual A bin of drawing paper, puzzles, math games, or writing prompts A choice board or fast finisher folder Teach it early. Practice it together. Then you’ll be free to actually focus when working one-on-one or in small groups.  It’s okay to take your time with routines. In fact, it’s better that way. The more clearly you teach them now, the more smoothly your days will run later. There will be fewer interruptions, less frustration, and more time for real learning (and laughter!). And if it feels like you're repeating the same thing for the tenth day in a row? You probably are. That’s not a sign you’re behind, it’s a sign you’re laying a strong foundation.  Are you looking for routine or schedule cards for you daily work? Check out these cards. They are great for both English and French classrooms. Remember: Your routines are more than rules, they’re the heartbeat of your classroom. You’ve got this! Related Posts Let’s be honest, there are very few jobs where people assume you'll spend your evenings and weekends catching up… except teaching. And at the start of the school year, it’s easy to fall into that rhythm. The to-do list is endless, the supplies are everywhere, and you feel the pressure to make everything just right. If you’ve ever found yourself still at school long after dismissal, wondering where the time went... you're not alone. Early in my teaching career, I thought staying late meant I was being more prepared. But all it did was leave me drained. You deserve to go home at a reasonable time. You deserve to have a life outside the classroom, even during back-to-school season. So let’s talk about some small shifts and time-saving tips that can help you manage your day without living at school.  Start With One or Two Core RoutinesWe all want our classrooms to run smoothly. But trying to introduce every routine all at once will leave you and your students exhausted. Instead, choose 1–2 key routines to focus on for the first few days. Here are some suggestions:
 Batch What You CanYou know how hard it is to get anything done when you're being interrupted every five minutes? That’s why batching is your new best friend. Pick one afternoon a week to prep your materials for centers or group work. Print, copy, and organize everything at once. Try grouping your tasks like this:
 Let Your Students HelpYou don’t have to do everything yourself. Even little ones can pass out papers, stack chairs, or tidy supplies. These aren’t just time-savers. They build responsibility and help create a sense of ownership in your classroom community.  Use Systems That Reduce Decision FatigueIf you’ve ever stood in front of a stack of books wondering which to read aloud next, or tried to decide which early finisher activity to pull from your files, this one’s for you. Try having “go-to” systems like:
 Here are some classroom labels that will help with organizing things so they are ready to when needed. Get a free set of supplies labels.  Create a Clear "End of Day" CutoffThis one’s not a trick, it’s a boundary. For some people this is difficult, believe me I know because I was one who could keep going on for ever if I didn't set a time limit. Pick a time each day when you’ll stop working. Not just leave the building, but truly stop. Even if you take work home, give yourself a limit: 30 minutes of marking, then done. One evening a week for prep, not five. Whatever works for you, but make it clear, and stick to it as best you can. You are not more prepared just because you stayed later. You are not a better teacher because you didn’t rest.  The first few weeks of school can feel like a whirlwind, but they don’t have to be all-consuming. A few thoughtful routines, small systems, and gentle boundaries can give you back some time and energy for the things that matter most, both in and outside of the classroom. You’re allowed to work hard and rest. You’re allowed to care deeply without doing it all. And you’re doing a great job, whether you left early or not. Related Posts It’s that time again. The calendar flips closer to the end of summer, and a mix of emotions starts to bubble up. Maybe it’s excitement for a fresh start, nerves about a new class, or even a little grief that summer is slipping away. All of that is completely normal. The first week of school is a big one. It sets the tone for the whole year. But here’s something I’ve learned (sometimes the hard way): you don’t need to have everything perfect on Day 1. Really. Whether you’re someone who loves the look of a clean, organized classroom or you’re clinging to the last slow mornings of summer, it’s okay to ease in. You don’t have to go from vacation mode to super teacher overnight. In fact, you’re not supposed to. Here are a few gentle reminders and practical tips to help you feel more prepared and less overwhelmed as you head into those first few days with your new students.  Pick Your Non-Negotiables There are a million things you could do to prep for the first week. But what actually needs to get done? With the constant change in class sizes, enrollment, and grade reorganization at the beginning of the year, it's better to pick 3–5 essentials that will make your first weeks run smoother. Here are some possibilities that might work for you.
 If you really want a checklist to make sure you have things covered. I have just the resource for you. Here's a teacher's checklist with most things you will want to do as you get started. Feel free to add more if you need to.  Your Classroom Doesn’t Have to Be “Pinterest Ready”If decorating brings you joy, go for it. But if the thought of a fully themed room with color-coded bins makes you want to run for the hills, here’s your permission to keep it simple.
The most important thing in the room is you and the connections you’ll build with your students.  Have a “First Day” Plan You Can Flex WithYou don’t need a full month mapped out. For now, plan the first day or two with flexibility built in. Expect things to take longer than you think. Practice routines together. Leave time for unexpected questions, lost water bottles, and new shoes that need tying. Here are some possible activities you could try.
Remember to leave extra time between everything. You’ll thank yourself.  Focus on Feelings Over ChecklistsThe truth? Your students won’t remember how pretty the schedule cards were. But they’ll remember how they felt. Start by building trust, safety, and comfort. Let them talk. Let them move. Let them feel seen. That first week is less about teaching content and more about setting the stage for a year of belonging. Include activities that help to build the classroom community, trust, and respect. This will go a long ways in making for a positive environment for learning.  Plan Your Evenings, Too (But for Rest)It’s tempting to go home and keep working after the first day, especially if you feel behind. But you need a soft landing, too. Set a boundary: One hour of prep, then unplug. Anyone who has been teaching for any length of time knows that the beginning of the school year can be exhausting. Taking care of yourself and getting rest are as important as planning for your students. Do something unrelated to teaching: walk, eat something cozy, watch a show you’ve already seen three times. Let your brain rest. You’ll be a better teacher for it tomorrow.  You don’t need to be the perfect version of yourself to start the year. You just need to be present, prepared enough, and kind to your students and yourself. Remember, connection comes first. The rest can be built step by step. Wishing you a peaceful, positive start. You’ve got this. Related Posts Summer is a much-needed break from the school routine—but it doesn’t have to be a break from learning. If you’re a teacher, homeschooler, or parent of a primary-aged child, you know how easy it is for kids to forget important skills during those sunny months. The good news? Learning can still happen in simple, natural ways that feel more like play than schoolwork. In fact, summer is the perfect time to connect real-life experiences with essential academic skills across all subject areas.  Over the next few weeks I will be sharing tips and activities that help kids practice skills with real world situations. Check below for a summary of each upcoming blog post. Math in the Real WorldFrom counting coins at the lemonade stand to measuring ingredients in the kitchen, math is everywhere in summer. This post will be packed with fun, hands-on ideas to keep those number sense skills fresh—without pulling out a worksheet. Topics include:
 Simple Summer ScienceWhether you're chasing bugs in the backyard or building a simple water filter, summer is full of curiosity-driven science learning. Help kids explore nature, ask questions, and become scientists in their own environment. Topics include:
 Language Arts That Feels Like FunReading and writing don’t have to stop when school ends! With playful prompts, letters to friends, and backyard storytelling, literacy learning can feel like an adventure. Topics include:
 Everyday Social StudiesSocial Studies comes to life through community exploration, cultural traditions, and conversations about fairness, history, and identity. Summer is full of real-world ways to learn about how people live and work together. Topics include:
 Kids don’t need to sit at a desk all summer to keep their minds growing. With a little creativity and the right mindset, everyday experiences can be full of opportunities to practice important academic skills—and build a love of learning that lasts all year long. Whether you're planning a road trip, a backyard staycation, or something in between, these summer learning ideas will help make every day count.  Related Posts
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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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