The end of the school year is so bittersweet: everyone is ready for summer break, but it’s also the end of something good. Students leave your classroom with so much more than they started with. The growth and change that occurs over the course of a school year is incredible, and is something that should be celebrated. Oftentimes, it’s harder for students to see that growth within themselves, so as teachers, it’s important that we help them realize just how far they’ve come.
An effective way I’ve found to help students notice how much they’ve learned and changed is by doing an end of year reflection. This gives them a chance to think about what they’ve accomplished over the course of the year, and causes them to reflect back on all the things that have happened since the beginning of school.
I’ve put together an end of year reflection page you can use with your students as you close out the school year. It’s appropriate for all ages, and is open to written or drawn responses. This worksheet is for personal or classroom use only. It is not to be shared, resold, reposted, or claimed as your own.
Each year, we have the opportunity to award some deserving high school seniors with a $10,000 scholarship. We also select one of our winners to be our top winner; this individual receives an additional $5,000 to continue their project. Each applicant has completed a community improvement project, based on a need they saw in their community. We choose winners based on a few different criteria, with long-term potential for the project to continue benefitting the community being one of the main criteria. Every year, we are so inspired and moved by the many projects that are submitted– there is so much good in the world! This year was no exception, and we are thrilled to announce the winners of the 2026 HGU Build A Better Future Scholarship.
TOP WINNER:
Parker Bohr- Pioneer Pantry
When the food pantry Parker was volunteering at closed down, those facing food insecurity in his community were left wondering what to do. Parker’s concern for these families pushed him to find a solution. Working with school staff, he was able to secure an unused room at the school. Soon, the Pioneer Pantry was born. He held food drives, created a website, and provided food for many families. The Pioneer Pantry will continue to bless the lives of people in the community because of the work and dedication Parker put into it. In addition to helping families in need, the life skills/transition class, which is right next door to the pantry, has been able to help out stocking shelves, preparing food to be given, and so on. This has allowed these students to be given some real-life experience, and has helped them gain important skills as they transition out of high school and into the adult world.
Great job, Parker!
OTHER WINNERS:
Mason Below- Bilingual Buddies Program
Mason noticed a disconnect at school: many of the newly immigrated students weren’t attending extracurricular activities. After doing some investigating, he realized it was because there was a big problem with language barriers getting in the way. These new students were struggling to learn English, and therefore, not engaging in activities because they simply did not understand. Mason sought out to find a way to help this problem. Together with a counselor and teacher at his school, they created a list of newly immigrated students and what language they spoke. Next, they generated a list of established students who also spoke foreign languages. Finally, using those lists, they pair a newly immigrated student with an established student who spoke their language. These “Bilingual Buddies” help new students navigate academic and extracurricular things at school, thus helping the new students to feel more comfortable and more aware of what is going on around them. What a great idea, Mason! Every high school should implement a system like this!
Aditi Muduganti- Roots & Rise: A Youth Pocket Forest
Aditi noticed that students were learning about environmental issues, but didn’t really have access to nature to observe these issues in real time. Rather than sit back and let it continue, she got to work. Aditi authored a children’s book about sustainability and responsible environmental practices. She visited schools and read her book to the students there. She also noticed that there was a large patch of land that wasn’t being used at one of the elementary schools. She began formulating a plan: using this space, she would plant a pocket forest, using the Miyawaki method. Essentially, she would create a real forest that is compact and sustainable. This forest could then be used to educate students about nature. With the help of her community, she planned a planting day and planted the pocket forest. Students can now come and observe and learn from the forest in this new outdoor classroom.
Great work, Aditi!
Samarah Agrawal- Recycle & Repurpose Initiative
When she was only 14 years old, Samarah came across a story about a garbage truck catching on fire because of one improperly disposed of battery. She began to observe a gap between the dependence on batteries and accessible and proper disposal of those batteries. Samarah discovered that there were battery recycling options, but that those opportunities were few and far between. Realizing that there had to be a better way, Samarah began the Recycle & Repurpose Initiative. She created battery recycling boxes and began placing them around town. Soon, she began to see those boxes being used. So, she continued to press on, making more boxes, creating a website, and teaching the community about proper battery disposal. In the few years she has been working on this project, she has successfully obtained and properly disposed of over 40,000 batteries! She continues to leave boxes around her town, and people continue to use them.
Impressive work, Samarah!
Isn’t it amazing what one person can do? These brilliant young minds saw a need and found a way to address it, impacting their communities, and changing lives. We are so proud of these four seniors and their drive, determination, and passion. Stay tuned for more detailed posts about each winner and their project.
Over the last couple of weeks, we’ve been talking about the 7 Cs of education. Each ‘C’ covers a concept or method intended to engage students and encourage new ways of learning, thinking, and problem solving. So far, we’ve covered critical thinking and creativity. Both of these methods are great ways to get students thinking on their own. They can also both be great tools for partner or group learning, especially when combined with today’s ‘C’: Collaboration.
Collaboration, by definition, is the process of sharing knowledge, skills, ideas, and resources to achieve a shared goal or outcome. As each member of the team contributes, problems are solved and knowledge is gained. Teachers are familiar with the concept of collaboration; most schools today have implemented some form of Professional Learning Communities (PLCs), where teachers can work together to share ideas, ask for help, offer advice, encourage one another, and find ways to work toward a common goal. So while this concept may come easily to us as teachers, it may not come as easily to some of our students. Not everyone loves to work with other people. Sometimes, we get students who don’t keep an open mind and come with a “my way or the highway” kind of attitude, which can make accepting others’ ideas tricky. However, helping students learn to work together to come up with solutions is worth the time it takes– collaboration is a great skill to have as an adult, and is one that is used often in the workplace as well as in other settings.
Inviting students to collaborate with one another gives them an opportunity to express their opinions, share their knowledge, contribute, be part of a team, and learn from each other. Collaborating can encourage critical thinking and creativity in really neat ways. One idea thought up by one student can spark an idea in another, which can then inspire another student to come up with a solution, and so on. It’s like a ripple in water– one small thing can continue on and get bigger as it goes. Since each person has their own individual way of addressing problems and thinking through things, each perspective is useful. Oftentimes, one student in a group will present an idea that no one else had thought of previously. This can sometimes also help struggling or confused students understand the problem better– sometimes all it takes for someone to understand is to have another person explain it in a new way.
It is inevitable that we will have students who refuse to collaborate because, as mentioned previously, they don’t want to see any other opinions besides their own. On the other hand, we will have students that are hesitant to participate in group collaboration because they are shy, or perhaps they don’t feel like their ideas are valuable or worth sharing. It could also be that they are afraid of sounding silly or stupid to their peers. And, boy, do I get that! I was that quiet, shy student who didn’t like to voice her opinion. But as teachers, we must encourage our students to share their ideas and learn from each other. If a student is not comfortable verbalizing their thoughts, you might consider having everyone in the group write their ideas down (without attaching their name to it), then the group has the chance to hear from everyone.
One of the most powerful tools we can use in the classroom is collaboration. Students can learn so much from each other. We just need to remind them to do it!
A couple of weeks ago, I introduced the concept of using the 7 Cs of Education in your classroom. Last week, I talked about critical thinking, which is such a crucial skill not only within a classroom setting, but also in many other settings throughout life.
The second of the 7 Cs is creativity. Creativity can be daunting to some, and may feel very risky to a lot of kids. Even so, creative thinking is so important, and it’s absolutely worth pushing your students to try it. When presented with a problem or situation that needs solving, analyzing, or exploring, looking at it through a creative lens can generate some really unique, innovative ideas. Some kids come hardwired to think creatively, but many do not, and that’s okay! Keeping this in mind then, how do we teach and encourage this kind of thinking?
Truthfully, there are so many ways to promote creativity for every kind of learning style and every content area. Anytime we can get students to let go of black and white thinking is a big win and a step in the right direction toward creative thinking. Below you will find some ideas you can implement in your teaching. Remember, there is no right or wrong way to encourage creative thinking; every student is different, but all can think outside the box!
Encourage movement- physical activity can clear the brain of extra “noise”, which then leaves room for deeper, more creative approaches to solving problems. If possible, let kids move around outside. Movement + fresh air = amazing results!
Read! When kids read or are read to, they begin to see beyond their own space. Seeing characters in books facing similar situations as they do can encourage students to approach problems in new, creative ways.
Use mistakes and failures as ways to reframe thinking. Learn from the mistakes, take note of what did and did not work, and proceed with a fresh set of ideas. Mistakes aren’t an ending, but rather a chance to try again.
Use open ended questions to force students to push their thinking beyond yes/no answers. Asking “why” promotes deeper, more creative thinking.
Ask questions that allow students to use their imaginations. “What if” questions are really great for imaginative and creative thinking. Silly questions can also be great tools.
Let kids play on their own. Give them free time. When we step back and let their minds work on their own, you see amazing things start to happen. Sometimes the pressure of a hovering adult can suppress creative thinking. Removing that pressure can help kids feel more relaxed and free to be silly, imaginative, and creative.
Let students know that any idea is valuable, especially when in the beginning stages of solving a problem. If they feel like they can contribute their ideas no matter how “out there” they may seem, they are more likely to feel comfortable sharing with others.
Make your classroom a safe space for expression, where everyone feels valued and included. Creating a judgement-free zone is super important when creating a safe space.
Be flexible. Just because you’re the adult doesn’t mean that your idea or your way is the only idea or way. Be open to new ideas, and encourage your students to do the same.
Keep things fun! It’s hard to think creatively when there is pressure and criticism. Many kids will shut down when faced with strict, uptight rules and thinking.
Allow for students to work together. Combining brain power can lead to really great outcomes.
Some of the greatest solutions and ideas have come from creative thinking. As we encourage our students to think in creative ways, their minds begin to open up to all sorts of possibilities. A box goes from a cube of cardboard to a car, spaceship, shopping cart, lawn mower, doll house, or any other number of things. A blank piece of paper and a writing prompt can turn into a magnificent adventure or a mystery full of twists and turns. The options are endless when it comes to creative thinking!
I’m sure you’ve heard the phrase, “Two things are certain in life: death and taxes.” And while that’s true, I would add a third certainty: stress. Everyone will, at one point or another, experience stress in their lives. The level of severity might differ, but the existence of stressors is a given.
I wish I could say that stress only happens once you’re an adult, but that’s just not the case. Kids and teens are experiencing stress early on. As adults, we have had more time to figure out how to handle the various kinds of stresses that come into our lives. But for teens and kids, managing stress can be overwhelming when they don’t have knowledge of or access to proper stress management techniques. Teachers have a unique opportunity to be able to incorporate those kinds of skills and techniques into their curriculum, thus providing the rising generation with the tools they will need to manage the stress they encounter.
You may have a few techniques that you know work, but there are always more to learn and try. Below are some stress management techniques you might consider teaching your students.
Teach students to organize and prioritize their time. Show them how to use a planner or digital task tracker. When you feel more organized, tasks feel easier to take on.
Help students to learn and practice various breathing techniques for high stress moments.
Practice mindfulness as a class, then teach them to practice it individually.
Belly breathing– this helps to redirect their focus and calm their nervous systems.
Physical activity– movement does amazing things for the brain, and is a great way to release emotional energy.
Journaling- doing a brain dump is a great way for kids to get everything out that is stressing them so they feel like they can move forward.
Art- creating art is a great stress reliever! It’s a really good creative outlet that can help students refocus.
Encourage students to get a good night’s sleep. Solid sleep has amazing benefits in so many areas.
Teach students to use the 5-4-3-2-1 method: identify 5 things they can see, 4 things they can touch, 3 things they can hear, 2 things they can smell, and 1 thing they can taste. You can practice this together as a class and have students write their answers down, then as they get comfortable with the process, they can do it on their own.
Teach your class how to do progressive muscle relaxation as a way to calm down in stressful situations.
Do regular brain breaks during class time as a way to break up the time, get students moving, and to give their minds a break from the rigors of learning.
Kids of all ages can benefit from these stress management techniques. Providing kids with proper tools can help them tremendously, and can help them turn to healthy ways to manage stress rather than unhealthy ways.
It’s time for your weekly scholarship application tip! Last week, I encouraged applicants to document all the phases of their project through photos and videos. This week, we will cover what to do once you have all of your photos and videos and you are ready to fill out your application, and the specific requirements that must be met for video and photo submissions.
Since we can’t physically meet with every single applicant to see their project in action, we need you to SHOW us your work in the form of photos and videos. Both video and photos are required to be considered as a scholarship winner. Below, I have included the specific requirements and guidelines for both photo and video submission. The requirements listed below are exactly what you will find on the application.
Video Requirements:
2-5 minutes Must be edited to include:
Examples of your work in action (photos, video clips, etc.)
A few words directly from you regarding your project (can be voice-over)
Include 1-3 brief interviews with people you worked with as you carried out your project
Must address the following questions: – What would you improve with more time? – What new skills or concepts have you acquired? – What have you learned about yourself based on the experience?
***IMPORTANT*** Please make sure your video is viewable. Please check the share settings before submitting it. You can choose to upload a link to a Google Drive folder containing your video OR you can upload or link a YouTube video you made.
Photo Requirements:
We would love to see evidence of your project and work! Photos could include, but are not limited to: pictures of brochures/handouts/advertisements you created to go with your project, pictures of your physical prototype, if applicable, and pictures of you in action– giving a presentation, working with your community, building your project, etc. You are the magic behind your project– take pride in it and document yourself making a difference, then share it with us!
Please share photos of publish-able image quality of your work. A minimum of 5 photos is required, but more is encouraged.
Failure to upload images will result in disqualification. Uploading images directly or providing a link to a Google Drive folder of photos is acceptable. Providing photos in a video slideshow, PDF page, PowerPoint, social media account, or any other non-publishable way will result in disqualification.
Please make sure that you have made your photos and video viewable. We can’t see them if you are the only one with access to them. We’d hate for you to put in so much time and energy to carry out your project and type up your application, only to forget to check the share settings on your files. Such a small misstep could lead to disqualification, so please triple check that your files are viewable.
My kids’ school had their final Parent-Teacher Conferences of the year last night. It’s wild to think that we are getting so close to the end of the school year! Last night’s conferences were different from the others we’ve attended this year. Typically, we sign up for a time slot to sit down and talk with each teacher for 10-15 minutes. Those are great, and I love hearing about the progress my children are making and talking with their teachers.
Last night, however, they did what is called a “Walking Report Card” where the kids were in charge of the night. The teacher provided a set of instructions, then, using a checklist provided by the teacher, the students were expected to take over from there. Each teacher had set up four or five different stations, which we rotated through at our own pace and in the order we chose. Each station focused on a different area of study: science, math, reading, writing, and/or social studies.
Rather than the teacher going over some of our kids’ work, our kids got the chance to show us what they have been learning about. We were able to see their progress in action! It was such a cool opportunity for the kids to take control of the conference. They felt so empowered and important while they took us through the rotations. Additionally, they took so much pride and ownership in their work as they showed us what they could do.
It was a nice break for the teachers, too, since they could casually roam the room and answer any questions parents had for them rather than sit at their desk all night. They still had to prepare for the night by collecting work samples to send home with parents, as well as to set up the stations, but the conferences themselves were much more relaxed.
The stations looked different for each grade, but they all had the same goal: to let the students show what they know. A math station might ask students to complete a couple of equations, draw out an array for a multiplication problem, use a candy bracelet to show their knowledge of fractions, or complete a word problem. Science stations could include activities like demonstrating how magnets work, drawing how a sound wave travels between two objects, labeling the parts of a plant, and so forth. For a reading station, teachers might have students read a passage then summarize what they read, do a timed reading to see how many words they could read in a minute, or reading a short story they had written. For writing, my third grader showed us how he could neatly write a sentence in cursive. My fourth grader read me a passage he had written about the Boston Tea Party. My kindergartener got to show us how he can write the correct word to match a picture.
There were so many different ways for students to demonstrate their learning, and it was so neat to see first hand what my kids are learning about and doing at school. They did take a little longer than traditional conferences, but the outcome was worth the extra time, and the pride each student felt during and after was priceless!
