There are many skills that are learned in early childhood that are the foundation for skills that will be learned as they grow. Learning the alphabet, for example, often comes before letter recognition, learning how to put on a shoe comes before knowing how to tie the shoe, knowing how to count is typically learned before number recognition, and so on. Once those foundational skills have been learned and practiced, it opens the door for the next level of complexity to be learned.
There are many ways to teach these various skills and strategies. I’ve made a scavenger hunt game that you can play with your child or class as they are learning to recognize numbers. It’s quite simple— you cut out the squares with pictures, hide the pictures, then send a child on a hunt to find them. As they find each square, they can count how many pictures are on the square, then match and glue the picture square next to the corresponding written number.
If you want to reuse this activity, simply laminate the papers to protect them. You could put velcro dots on the back of each picture square and next to each written number. If you wanted multiple children to participate in this, you could assign them each a number, print off the worksheet on different colors of paper and have them find only their color, or encourage them to work with a partner to find each picture square.
This printable is free, but please only use for personal or classroom use. This is not intended for resale.
3….2….1, HAPPY NEW YEAR!!! Whoa, whoa, whoa. Hold on there. It’s August, not January.
You know the routine: a new year comes, and you excitedly set some goals or resolutions for yourself, only to have that excitement and motivation die out by February. I know I can’t be the only one who is guilty of this pattern.
Now, I know that it’s August, and most people aren’t even thinking about their goals for next year quite yet, but hear me out. What if, as teachers, we encouraged our students to set a goal for this new school year? A _______ Grade Resolution, if you will (you fill in the blank with whatever grade you teach). What if we take the time to teach our students how to set a goal, plan an appropriate attack strategy, and execute said plan so that they can see how powerful goal setting can be? What if our students gained more confidence in themselves and reached goals they didn’t think they could? What if?
I don’t know about you, but I don’t see a lot to lose here. Even if the goal isn’t reached, think about all that would be gained by trying! Confidence? Determination? Planning skills? I know I wouldn’t be mad if I made improvements in all of those areas!
Before you go forward with this, let’s remind ourselves about effective goal setting. It isn’t super beneficial to simply say you want to achieve something; you need a plan of action on how you are going to achieve that something. The goal needs to be realistic, progress needs to be measurable, and there need to be some parameters established. Essentially, the intended end result should be planned out in SMART goal style, with the goal being specific, measurable, achievable, relevant, and time-bound. If students can plan a goal with these five areas in mind, their overall success will be much greater.
Most of us teachers know what a SMART goal might look like in relation to our jobs, but what might a SMART goal look like for a fourth grader? Let’s look at an example and see what each step might involve.
SMART Goal: I will improve my reading level by two levels by the end of the school year.
Now, let’s break this goal apart by looking at each of the five areas:
S: Specific. This means that the goal is detailed, the parameters are clear, and there isn’t any confusion about what is to be achieved. In this example, this student wants to improve their reading level by a certain amount by a specific date.
M: Measurable. A solid goal is one that can be tracked or measured. You can create data of some kind to see where you started and where you end up. In this case, the goal is to increase reading level by two levels. This is an easily measured goal, as progress can be monitored, recorded, and charted.
A: Attainable. When setting a goal, you need to be realistic. It would not be beneficial to set a goal that is so far out of reach, there is no possible way it can be achieved within the time frame you set. Using our example, if this student had said that they wanted to be reading on a college level by the end of fourth grade, it might not be super attainable. However, setting a goal to improve by two reading levels is going to be reached much easier.
R: Relevant. A goal needs to be relevant to the person or situation. If setting a goal to exercise more, you wouldn’t want to include anything about increasing your reading level. The goal needs to make sense for the time, place, and person. In our example, it makes sense that fourth grade student would be setting a reading goal to improve their reading skills, because that is something that would be worked on in that area and at that time.
T: Time-bound. Good goals need to have time limits. Obviously, it behooves all people to continually improve, but if a goal is to be measured and tracked, setting time limitations is helpful. In the example above, the student sets a time by which they want to have their goal achieved— the end of the school year. Having a clear end date can help the goal setter to plan accordingly. If they achieve the goal before the end date, great! If they need the full time they have decided upon, great! Setting a schedule can help motivate the person to continue working toward their goal, and to take steps along the way to push them toward their end goal.
Having students create and plan their own SMART goals is a great way to start the new school year. It will give the students something to work toward and look forward to. Goals give a sense of purpose and direction. You might consider creating an outline of some kind for students to follow as they create their goals. Have them do regular check-ins regarding the progress they are making. Track that progress so that they can see that their work is paying off and really is moving them toward their desired end result.
When they reach the end of their set time frame, have them evaluate themselves— did they achieve their goal? What kind of, if any, set backs did they encounter? If they didn’t make it to their goal, why? What kind of progress did they make? What did they learn along the way?
Celebrate their efforts, and encourage them to continue setting and working toward goals. Perhaps you might even consider setting a class-wide SMART goal that you can all work toward together, fostering class unity and purpose. However you do it, consider incorporating SMART goal setting in your curriculum! Goal setting is a great life skill to have, and knowing how to properly set and achieve a goal will give students an advantage as they get older.
One of our incredible recipients of our 2025 Build A Better Future Scholarship was Fowwaz Moeen, a graduating senior in Texas. His project, Food for Friends, aimed to provide fresh nutritious foods to individuals who are experiencing food insecurity in his area.
First, a little about Fowwaz: This fall, he will be attending UT Austin where he will begin his studies to double major in Computer Science and Physics. In addition to this incredible feat, he is also working toward logging enough flight hours to get his private pilot’s license! He says that dried mangoes are his favorite treat because “they’re sweet enough for late‑night coding sprints, light enough for the cockpit.”
Fowwaz first became aware of the problem of food insecurity in 2022 when Pakistan was hit with monsoon floods, which ultimately led to 1/3 of children facing malnutrition. His research during that time led him to realize that people in his own area were also facing the same problem. He writes, “That overlap of global catastrophe and local need inspired me to found Food for Friends: a student‑run greenhouse and garden that grows nutritious food and donates it to partner food banks serving Houston’s hardest‑hit neighborhoods.”
He began by conducting a needs assessment and figuring out the who, when, where, and what of the project. His high school already had a greenhouse they could use– it needed some major repairs, but they had something to start with. He led a grant application that brought in over $6,500 that was used to cover the greenhouse rebuild and their first 20 raised garden beds.
During this process, Fowwaz had to overcome hurdles and learn how to manage those set backs. The greenhouse repair was nearly finished when Hurricane Beryl ripped through their area, tearing off panels and twisting the structure. Discouraged, but not defeated, they were forced to start over. Thankfully, they had support from their school, which allowed them to purchase a new greenhouse so their work could continue.
Fowwaz teamed up with local gardening experts to learn gardening techniques and plan a proper garden to ensure the most successful harvest. Wanting to make sure that this initiative continued long after he had graduated, he established a leadership team of underclassmen to oversee the weekly operations. The school has also integrated Food for Friends into the middle and high school curriculum– each semester, new classes of students get the chance to take care of the garden beds and harvest the crops. This ongoing project will ensure that many people will benefit from the healthy food that is grown, harvested, and distributed.
Fowwaz also plans to advise remotely and return during college breaks to check in and monitor the project. He also hopes to create a sister garden project at UT Austin and partner with local food banks there.
He has great plans for his project, and for his future! He summed it up best when he wrote, “Whether flying above the clouds or planting seedlings, my aim is the same: to use science and tech to make our shared universe, starting with Earth, more understandable and equitable for everyone.”
Incredible work, Fowwaz! I’m certain this project has been an incredible asset and blessing to the lives of everyone who has been involved in any way, especially to those who have benefited from the harvests. Thank you for sharing your talents and ideas with your community. We are proud to include you on our list of scholarship recipients for our 2025 Build A Better Future Scholarship!
One of the jobs of a teacher is to make their classroom a safe place for all students— a place where kids can come and feel like they belong, matter, and are heard. Most teachers I know of do a pretty good job at that, or at least trying their best to do so. Unfortunately, there are some kids who are pretty good at taking a safe place and making it feel not so safe by being a bully. And, equally as unfortunate, these kids are usually sneaky in their ways, often getting away with their behaviors until a situation becomes more serious.
Bullying isn’t a new problem— it’s an issue that has been present in schools as long as schools have been around, and I don’t see it going anywhere anytime soon. As teachers, we have the responsibility to keep our eyes and ears open and to intervene any time we become aware of a bullying situation. We cannot turn a blind eye to this problem.
So what can we do? To start, we can teach kindness and acceptance in our homes to our own children as well as to our students in our classrooms. We can encourage students to talk to a trusted adult when they see or hear bullying behaviors or when they are the victim of those behaviors. We can make our selves more aware of what is going on around us. Getting to know our students helps in several ways— it creates a relationship of trust and also can help us notice if something seems “off” or different. We need to be active listeners, doers, and watchers within the walls of our classrooms and our schools.
If we do become aware of a problem, we can involve administration if needed. Beyond discipline, most admins will be willing to come into your classroom and talk about bullying and the problems it can cause— and the consequences that may result.
Last school year, my second grader came home one day and told us that a classmate had been mean to him verbally and physically. We talked through the situation and discussed how he can handle it if it happened again. Unfortunately, it did continue happening. My son said he had told the recess aid whenever it would happen, but nothing changed. At this point, I emailed his teacher and explained what had been happening. I was so impressed with how she handled it; it was immediate and firm. She set up new class guidelines and made sure her students knew that she would not tolerate any kind of mean behavior in her classroom. She let them know that if she heard or saw anything happening, there would be immediate consequences and that the principal would become involved. She instituted a kindness challenge where students were given a grid of kind things to do for others. Once they had completed all the tasks on the grid, they could bring their paper back for a prize. Not only did she address the issue of bullying, she went a step further and encouraged all her students to be kinder and more patient with one another. Thankfully the problems my son was experiencing stopped, and the rest of the school year was just fine.
I know not all bullying situations are resolved as quickly and easily as my son’s was. I know for some students, it goes on for weeks, months, or even years, slowly eating away at the victim’s mental health and self esteem. It takes a toll.
Cyber bullying is becoming more prevalent as technology continues to evolve. Kids (and sadly, even adults) can hide behind a screen and target individuals. Information spreads quickly via the internet, and can be done without the victim ever knowing who the bully is. This kind of bullying is dangerous and scary. It is also cowardly, as the bully doesn’t even have to come face to face with their targets. They can hide in the comfort of their own homes while slowly destroying someone else’s life.
I don’t know that there are any easy or sure fire solutions to this epidemic happening in our schools. But I do know that we as teachers can make a difference by being alert, attentive, and aware of what is happening around us. We can be proactive by teaching and encouraging kindness. We can be assertive when we notice something happening and get those involved the help they need. While we may not be able to rid the world of bullying, we can certainly start a change within our own classrooms.
This past weekend, my husband and our two oldest boys ran a Spartan race— a grueling race that includes running along dirt trails for a specific distance all while conquering obstacles along the way. The kids’ races ranged from 1-3K with 10 or so obstacles, and adult athletes could choose between a Sprint (5K + 20 obstacles), Super (10K + 25 obstacles), or the Beast (21K + 30 obstacles). The race course was at a ski resort, which meant steep hills and mountainous terrain. It was 90 degrees outside, and we were at a base elevation of 6,391 feet. It was indeed a test of mental and physical strength and stamina, and was certainly not for the feint of heart. It was truly inspiring to watch the athletes compete and overcome the challenges with which they were faced.
Some of the obstacles athletes were asked to complete were less intense (like crawling through a tube or crawling under a tunnel), while others were much more intense (such as lifting and carrying a 60 pound ball from one end of the obstacle area to the other and back again, the rope climb, or the inverted wall climb). The obstacles by themselves would be challenging, but not impossible; add in the above mentioned factors of temperature, terrain, elevation, and distance to run, and the obstacles suddenly become much more daunting.
As I’ve reflected on the race over the past couple of days, I couldn’t help but think about how the whole race experience relates to education. At the beginning of each school year, we are given a new set of students, each with their own abilities, talents, likes/dislikes, and interests. They each have their own race to run alongside their classmates, and they all have obstacles to overcome.
For some students, math may be their rope climb, where they find themselves finally making progress just to start slipping back down as a new concept is introduced. For others, science may be their inverted wall, difficult to gain traction on and overcome, while it may be a tunnel crawl for others, fairly easy to get through.
It was interesting to watch athletes help each other overcome obstacles. I watched as one friend easily made it over a set of 6 foot hurdles, only to turn around and go back to help her friend by offering a boost to get her started. I watched complete strangers finish the rope climb, then turn to offer strategies and advice to athletes before they took their turn on the rope. I watched as my husband helped another athlete get his footing during a sand bag pull. I was grateful for the four people, all strangers, who stopped and immediately helped my husband when his calves cramped up and he couldn’t walk. As my husband finished the race, two of those people who helped him were waiting for him at the finish line because they “just wanted to see him finish.” It became clear that the people offering help to others weren’t in the race to be the fastest or the strongest. They were there to prove to themselves that they could do it, and to help others do the same.
As our students learn and grow throughout the year, they are met with many challenges, and some may be in it for themselves, but most are not. Most kids are willing to help their classmates, be a friend, and cheer each other on. It’s remarkable to see the difference it can make when struggling students are boosted by their peers. There is a new light in their eyes when they see that other people believe in them and want them to succeed.
So while they may be running in the same race, not all students will face the challenges with the same ability or confidence. As teachers, we get the unique opportunity to help facilitate the kind of relationships within our classrooms that will encourage, build, uplift, and carry. We also get the chance to do those things ourselves for our students. We get a front row seat to see our students progress, learn, grow, and thrive. We get to be their cheerleaders, give them boosts, and provide them with tips and advice on how to conquer their challenges. And that, my friends, is one of the coolest parts of being a teacher.
Have you ever been faced with a situation where your child loudly points out someone’s differences? The way we respond in situations like that can determine and change how our children perceive differences. If we respond with disgust, that is how our children will see differences. If, however, we respond with love, compassion, and kindness, our children will pick up on that and will learn to show empathy and love to those differently abled than them.
It is so important— even crucial— to teach our children and students to view differences as a beautiful thing rather than something that sets them apart. Teaching inclusion is vital to raising a generation of kids who love and encourage people of all abilities.
Sometimes it can be difficult to explain differences to kids in a way that makes sense to them. Thankfully, there are some incredible children’s books out there that do a beautiful job of teaching this. Here are a few that I found at my local library that were well written and that I feel do a good job of teaching the importance of inclusion.
Benji, the Bad Day, and Me by Sally J. Pla, Illustrated by Ken Min
Sammy is having the worst day ever. He comes home from school, feeling defeated and upset. But instead of being met with sympathy and kindness, his mother shushes him and tells him he needs to be quiet because his brother, Benji, had bad day and needed quiet. Sammy’s day continues to get worse, and he feels like no one notices him. Benji saves the day when he helps Sammy feel safe and comforted by wrapping him in a blanket, which is Benji’s favorite way to calm down and feel safe.
Benji has autism, and is easily overwhelmed with loud noises or other sensory input. When Sammy doesn’t think anyone notices him, he is surprised to see that his brother does see him and is able to help him the best way he knows how.
This story is a tender example of how connected brothers can be, and the differences don’t have to separate them.
You Are Enough: A Book About Inclusion by Margaret O’Hair, Illustrated by Sofia Cardoso
Full of darling illustrations, this book celebrates the differences in each child. It shows that all people are enough, regardless of looks, abilities, race, etc. The story is inspired by Sofia Sanchez, a girl with Down syndrome who has embraced her differences and can be seen on TV, in ads, and on other media outlets.
This books encourages all children to look in the mirror and celebrate what they see, and that they are enough, just as they are!
When Charley Met Emma by Amy Webb, Illustrated by Merrilee Liddiard
Charley’s mom has always taught him that “Different isn’t weird, sad, bad, or strange. Different is different. And different is ok!” Charley and his mom go to the park and while there, they see a girl in a wheelchair with limb differences. For a moment, Charley forgets that different is okay, and loudly asks why the girl looks so weird. Rather than shaming, his mom uses the moment to remind and teach, encouraging Charley to go talk to the girl.
He does, and discovers that her name is Emma, and that she likes to do all the same things Charley likes to do. Together, they play and have fun, and easily become friends.
This book is a great reminder that ability isn’t always determined by what our bodies look like. Kids of all abilities and looks are able to have fun and be kids— because different is ok!
Different: A Great Thing to Be! By Heather Avis, Illustrated by Sarah Mensinga
Macy is a girl who is different than other kids around her. Sometimes she feels hurt by the comments and looks other kids give her. Rather than letting it hold her back, she embraces her differences and celebrates who she is. She finds ways to show other kids that while she is different, she is still a kid who can love, laugh, play, and be a friend.
Oona and the Shark by Kelly DiPucchio, Illustrated by Raissa Figueroa
Oona is a mermaid who likes all the things mermaids usually do. She loves to collect things, build inventions, and isn’t afraid of noise. One day she meets a shark who doesn’t seem to like all the things Oona likes. She is determined to make him like her things, inventions, and noise. With every attempt, she finds that the shark pulls further away. In one last attempt to win him over, she decides to throw a party. When shark doesn’t come, she retreats to the ocean floor to sit in quiet for a minute. There, she sees sea glass and has an idea. Using her brilliant mind, she creates a quiet sea glass sorting machine. When she presents it to shark, she is pleased to find that he likes it very much. She realizes that not everyone is the same, and that differences are okay.
The illustrations in this book are so beautiful, and the story is captivating!
We’re All Wonders by R.J. Palacio
Inspired by the novel Wonder, this children’s book follows Auggie, a child who was born with severe facial differences. Auggie takes readers on a journey of how people react to him, how he feels, and how he copes with the pointing fingers and mean words. The book ends with reminding readers that everyone is a wonder in their own way, and to “look with kindness and you will always find wonder.”
Including all people, regardless of ability, appearance, or diagnosis is a vital thing for kids to learn. Many children are naturally inclusive. When adults display kindness, inclusion, and empathy, we encourage those around us to do the same. I encourage you to take a minute and help your children understand the importance of treating everyone with dignity and respect.
I have a kid who really struggles some mornings with wanting to go to school. Once he is there, he’s happy, helpful, and eager to learn. He has friends, gets along with everyone, and loves his teacher. It’s just the getting him there that is hard. I mean, I get it. Staying home and relaxing is pretty inviting— especially on these cold mornings! This particular child has struggled with this since preschool. I love that he wants to be home and wants to be around me, but I also know the importance of school. There is so much he gets from school that he wouldn’t get at home hanging out while mom works and does laundry.
Last week I had to run something over to my preschooler at the school. I mentioned to the preschool teacher that I was frustrated with my second grader for refusing to come to school that day. She knew exactly what I was talking about— he was in her class when he was a preschooler, and she remembered many mornings when he fought going to her class. Without hesitation, she sprung into action. She asked who is current teacher is, and told me she would get in touch with her and make a plan.
Today, I got an email describing a plan they had created that would hopefully help encourage my son to more willingly go to school. For every day that he goes to school without a fight, he gets to check off a box on a chart. Once he has filled in five boxes, he will get to spend 20 minutes in the preschool class helping the teacher and students. It’s brilliant! He is totally pumped about this plan, and is especially excited that he will get to go help in the preschool when his younger brother is there. It’s a win-win all around!
Now, I know this story is about my child, but I also know that I’m not the only parent who has a kid who struggles to want to go to school. I know my son’s teacher isn’t the only teacher who is trying to help their student feel loved and supported at school. I also know that coming up with a solution or a plan can feel overwhelming. Sometimes you don’t know where to start.
So what do you do with a student or child who just doesn’t want to go to school? Below are a few ideas and steps to take if you find yourself in this situation!
First, find out why there is hesitation to go to school— are they being bullied? Are they scared or worried? Do they not understand what they’re being taught? Do they just really like to be at home? Are their favorite pants dirty and they don’t know what to wear? Did they forget to do their homework and are afraid of getting in trouble?
Once you identify the why, determine if the teacher needs to be involved. Obviously if there is bullying or curriculum concerns happening, contacting the teacher is crucial.
Figure out what will motivate your child/student.
Create a sticker chart and work toward a reward.
Give the child a role or purpose at school that they need to be present for.
Allow your child to take a “brave buddy” with them in their backpack— a small stuffy or object that will help them feel brave.
Purchase or create some kind of matching bracelet or necklace— one for them to wear and one for you to wear so they can feel connected to you while they are away.
If you’re comfortable with it, draw a small heart or smiley face on one hand, and one on your child’s hand. Remind them that if they feel sad or miss you while they’re at school, they can look at or touch the little drawing and remember that you love them.
Offer positive reinforcement and feedback! Praise your child for being brave and doing something that is hard for them. Make sure they know you are proud of them, and help them to feel proud of themselves.
Always listen to your intuition. Parents know their children best, and generally can tell if something is amiss.
Having a child who fights going to school can be hard. It can be frustrating. I get it. But it is worth the fight to get them to school. Education is so important, and the earlier kids can understand that importance, the better!
