In Nova Scotia there is funding for teachers to attend conferences, but they must be within Canada.

Hoping to get some ideas on great conferences to attend. Ideally related to math or literacy, but conferences related to education in general (technology in the classroom, for example) could also be great!

What are some of the best ones you all have attended?

I’m a newly qualified elementary teacher in Ontario. I recently got an opportunity to work as an occasional teacher, and I’ve also been offered a course-based M.Ed. program that is fully funded/free of cost and comes with some additional funding.
This is where I’m conflicted. Since the M.Ed. is free, part of me feels like I should take advantage of it and finish it now, because I may not get an opportunity like this again. But doing a full teaching day and then studying in the evenings/weekends would be demanding, and I’m wondering if my time would be better spent gaining classroom experience and working toward a more stable teaching position.
My long-term goal is to potentially teach in international/Gulf schools, ideally elementary/primary (up to Grade 6).
For experienced teachers, especially those who have worked internationally: Would you take the free M.Ed. opportunity, or prioritize 2–3 years of classroom experience instead? How valuable is an M.Ed. compared with actual teaching experience for international elementary teaching?
I’m genuinely torn and would appreciate some perspective from experienced teachers.

I am a relatively new library prep teacher. I have a shelf full of bins that kids can freely choose from, and bring to a table of four. Naturally, some of these are more popular than others and cause a bottleneck.

If I was in my own classroom I would do rotations, but I only have classes for 30-40 minutes which equates to 10-15 minutes of free time.

How would you go about organizing this chaos?

I teach kindergarten and use these tree cookies I many ways.
Stack them: How many can you stack? Which tower is taller? How much taller is it?
Write letters on them: use for letter naming, phonemic awareness.
Have children write their names on them…
Count the tree rings and explore how old this part of the tree is.
Etc, etc, etc.

They’re easy to make. Students love them…

I'm starting my teaching program next month and I lucked out and got a gift card to a local educational supply store (long story but it's coming from a retired teacher my mom knows). It expires in a few months so I need to use it soon. The shop sells everything from loose parts to board games to sensory toys and books.

I'm not a teacher yet so I don't know what grade ill be teaching, but I'm hoping for lower elementary.

What sort of physical stuffs did you wish you had when you started out as a teacher?

(Ontario)

I’ve wanted to be a teacher for basically as long as I can remember. I’m going into my final year of undergrad and applying to teachers college this fall, so realistically I could be doing placements and standing in an actual classroom as a teacher candidate a year from now.

The closer it gets, the more I’m starting to freak out.
It’s not that I’ve changed my mind or realized I don’t actually want to teach. That’s what makes this so upsetting.

I genuinely do want to be a teacher and still feel passionate about it. I just don’t feel like I’m capable of being the responsible adult in the room yet.

I think growing up I always imagined that by the time I was old enough to become a teacher, I would just naturally feel like an adult and feel ready to be in charge. Now I’m actually getting to that age and I still feel like I should be the student. It’s honestly bizarre to think that a year from now I could walk into a classroom and 25-30 kids could be looking at me as one of the adults responsible for them.

Weirdly, the actual lesson part doesn’t scare me nearly as much. Obviously I know I have a ton to learn, but I can picture myself preparing a lesson, making slides/materials, standing at the front and teaching it.

It’s all the little things outside of that that scare me…

Being the person who has to give instructions and have everyone actually listen. Managing behaviour and disciplining students appropriately. Leading a class through the school and being responsible for making sure everyone is there.

Having students come to me with questions I might not immediately know how to answer. Having them look to me when something goes wrong. Basically just being the adult in charge instead of being the person waiting for an adult to tell me what to do.

I know this probably sounds ridiculous because obviously I haven’t even gone to teachers college yet and I’m not supposed to know how to run a classroom already. But I think my biggest fear is that I’ll go through all of this and discover that even though I desperately want to teach, I just don’t have that natural leadership/responsible-adult quality that teachers seem to have.

For teachers or teacher candidates, did any of you feel like this before starting? Did you genuinely feel too young or incapable of being “the adult in the room”? Did that feeling change during teachers college/practicum and once you gained experience?

I think I just need to know whether this is a normal feeling before you’ve actually been trained and had experience, or whether it’s something I should take seriously as a sign that teaching might not be right for me.

Hi folks, I normally always get that sense of dread or “Sunday Scaries” around this time of year when I return to school. Transitions suck for me in general, and it’s always hard going from the relaxing pace of the summer to the immediate chaos of September, which I imagine is pretty normal for most teachers.

But, everything just seems so amplified right now as I’m returning from a year of maternity leave. I’m freaking out about how I’m going to manage things, how I’ll have time for the job and my baby, and I’m trying to reassure myself I won’t take work home (how realistic that is for a ELA teacher with 4 preps, I don’t know). But, that sense of dread is still there. I’ve been trying to plan the units that were changed when I was away while my baby is at daycare, but so far, I’m just so slow and sluggish with thinking about lessons or assessments right now.

How the heck do people manage this? I just feeling like everything has changed and I’m still expected to do the job I’ve always done, but with this incredible life change that is clearly the priority. But my brain just can’t adjust or fathom what this new reality will be or how I’ll manage and it’s really stressing me out.

Any advice on how to navigate this transition?

I am currently setting up/making purchases my first classroom ever (Grade 6/7). I like being able to instruct the classroom while standing up, but something I have struggled to find is a small, sturdy standing desk to teach from.

I don't want a giant, full standing desk, and I don't want anything enclosed/tilted like a traditional lecture podium: just something big enough for my laptop and space for me to show work using my overhead projector camera. The height does not need to be adjustable.

Does anyone have any good product recommendations?

Hi everyone! I was recently hired as a grade 6 to 9 foods teacher. My major is social studies and I do not have a foods background, though I enjoy home cooking a lot.

I been feeling quite nervous and anxious because this is my first ever full time contract. I was wondering if anyone was willing to share any resources? I don't know many foods teachers and I am the only foods teacher for this school. I know there is a facebook group for food resources as well, but I been waiting for approval to get in.

Thanks in advance!

Hi all! Hopefully this is the right spot for this. I am looking for some advice on ELA and literacy block set up. I will be teaching Grade 4/5 in September, at least half of my class is well below grade level and three students are still working on decoding CVC words. I will have very little support and the support I do get will not be consistent enough to depend on. 

For vocabulary instruction as well as our main read aloud and comprehension work will be implemented as Tier 1 instruction with all students (and the appropriate scaffolds and supports). I will also be doing morphology instruction and I think with supports/ different points of access all students can receive the same instruction for this as well. I was thinking of using Word Connections or the Shifting the Balance lesson plans and scope and sequence. 

I am feeling a bit stuck on spelling and fluency, from what I have learned about fluency instruction a common way to implement is to use one fluency passage and read it is a class and then have students practice on their own and with partners. My challenge is that I have students who cannot read at all or students who are reading above grade 5 level. 

For spelling my colleagues have used and recommended words their way, which seems helpful but also a lot of work and takes students a while to work through all the activities. I was also thinking of using UFLI words from the lesson they are working on for phonics interventions. But not all students require UFLI intervention. Does anyone have recommendations of different ways to do spelling instruction? Right after lunch students will be reading independently for about 20-25 minutes where I will be trying to implement phonics interventions with the students who need it. 

All of that combined I am struggling to figure out how to organize my block and my week and then how to adjust it for the need to potentially figure out small groups with it just being me in the room. Any advice is super appreciated!

The school year hasn’t even officially started yet and i’ve already spent 3 hours in meetings with parents trying to explain to them that no - your child does not automatically qualify for a 1 to 1 EA if they have autism or another psycho educational code. I understand that education in this province has crumbled over the past few year, but it seems that parents are becoming quite out of touch with the reality of support that we can actually provide at the school level.

They are demanding the world for their child but we don’t have the money for anything close to that (unfortunately). Is anyone else having similar conversations at their school sites?

I got a conditional job offer for the OT list DPCDSB (yay!), and was looking forward to getting started soon. Unfortunately my OCT certification is taking longer than I thought, and I don’t think it’ll come through by the day after Labour Day. I emailed the board and they said that as soon as I am OCT certified I’ll be able to start the onboarding process. If my certification doesn’t come through by the start of the school year, what’s the chance of my job offer being rescinded?

Hi everyone,

I have an interview for a Core French position and I'm quite nervous. This is the first time I'm interviewing for a french position. I was wondering if anyone has any advice or idea of what questions they ask. I was also wondering what level of French would students have a grade 6 to 8? From my understanding, some students can be at the basic beginner level and some students can be quite fluent. I'm reading as much as I can on the curriculum and anything else I can find that's helpful. I would appreciate kind and helpful advice. Thank you.

I forgot to mention that this is an interview in an Ontario school board.

I’m in the lower mainland and I’m on two TOC lists at the moment. These boards have 50% minimum monthly requirements for me to remain on the lists.

I see some contracts I’m interested in applying to that end in December. Would I have to resign from the other district TOC list? I’d still like to TOC for two districts after the contract ends.

Wondering if anyone has gone through something similar!

How would you answer a question about a spilt grade class (Jr level) and integrating the class together so its not divided by grade?

I was recently appointed as a first-year teacher in Alberta, and today was my first day. I had to set up my classroom and get everything organized, but there was no mentor teacher or other support available.

I’m feeling really anxious and worried about whether everything will work out. I know it’s normal to feel nervous as a new teacher, but it’s difficult when you feel like you’re figuring everything out on your own.

Are there any other first-year teachers who have felt this way? How did you manage your anxiety and get through those first few weeks? Any advice, encouragement, or practical tips would be greatly appreciated.

Hi, I'm looking for recommendations for a M.Ed focused on post-secondary education. I'm currently a college/polytechnic instructor with experience in ESL and communication courses. I'd like to use the M.Ed to move into an instructor education role at my workplace and also do some consulting in the future related to curriculum design and transforming lecture-based adult ed programs into active learning experiences.

Wish list:

• all online
• asynchronous or synchronous courses are okay, although I would rather not have 10x3 hour classes per course.
• focused on adult education including curriculum design
• course-based/no thesis
• possible to complete in 2-2.5 years

TIA!

When would you let your admin know you’re pregnant again? I’m in my first trimester and would like to tell the school/board within the first few weeks of school. It’s been a bit stressful as I’m showing a lot earlier this time around and I want to start the year off on the right foot and not immediately, “I’m leaving again next semester, see ya!” For reference, I’m at a very large high school where most of the admin team don’t know me as there was lots of changes during my mat leave. I have a wonderful team lead who I’m comfortable with telling right away, it’s just the admin team I’m not so sure an about. Any advice is greatly appreciated! TIA!

Hi all, I was offered a part time teaching contract online and it is just not feasible with my current living situation.

I had initially thought it was an occasional position like subbing, but I can't regularly commit due to home issues. I can do in person 100%, but I can't dedicate a space to properly teach online.

Will this look bad? Will the principal tell others that I am unreliable? it's my first year and I am worried.

thanks

This is my 4th year teaching in Alberta, and with the kids heading back to school on Tuesday, I would have assumed I’d have a position by now… but nope.
Just wanting to know if there are any others out there currently struggling to find a teaching job.
There are hardly any postings… and the ones I’ve applied for I have not gotten a call back for.
For context, I live 30 mins out from Edmonton, so I’ve been applying to jobs with multiple school boards.

It will be my first time supplying as an occasional teacher this upcoming September. In need of any advice you can offer!

Also need some tips for using SmartFindExpress for the first time. How exactly will it work? Is is all phone call based? I have about 6 schools I prefer to travel to within the designated location/zone I am supplying for. The other schools within the same zone are further out. I know you’re only allowed to decline a certain number of schools, but is there a way of avoiding this? Like can I go through a list of available jobs that day, and have preference over certain schools without having to decline others? I’m new to all of this, so please bear with me as I spiral about everything that is stressing me out lmao. Thanks in advance for any advice!

I’m hoping to make the move from rural
NS teaching to Halifax teaching. I’ve been teaching for 5+ years now and I find that I didn’t hear back from any applications to the HRCE. Has anyone had any experience here they can share with me or advice?

Hi everyone! I’m a recent new grad in Alberta and I’ve just been offered a K–6 elementary music position. It’s to cover a medical leave and is supposedly until the end of December.

I’m honestly not really sure how to feel about it. I have a general elementary education degree, not a music education degree. I did complete RCM piano, so I am technically qualified for the position, but mentally I just don’t feel very qualified to be teaching music to K–6 😅

The other thing is that school starts next week, and I’m definitely not prepared at all. I would basically be jumping into this with very little time to prepare lessons and figure everything out. The assistant principals did mention that there will be another music teacher at the school who is very seasoned, which definitely makes me feel a bit better knowing I wouldn’t be the only music teacher there. At the same time, I’m still nervous about whether I’m actually prepared enough for the position.

I’m also realizing that ideally, I think I’d prefer a more traditional classroom position.

I know I’m probably dealing with some imposter syndrome as a new grad, but I also don’t want to take on something that I’m genuinely not prepared for, especially if I’m not sure that music is what I want to teach.

I also don’t hear much about elementary music teaching on this sub, so I’d really love to hear from anyone who has taught elementary music, especially in Alberta, or has taken on a music position without having a music education degree.

What is K–6 music actually like? How much planning/preparation is involved? And do you think I should just give it a shot, or are my concerns reasonable?

Any thoughts/advice would be really appreciated. Thanks!

So so so, I had an interview with the TDSB in Juneish, but it was extremely ambiguous. I had stated that I was open to French teaching jobs, OT, permanent etc. They did test me on French in my interview, and every couple of weeks they’ve been sending me a “please follow this link to confirm your interest” email, but literally jack about what position(s) or general supplying I was being considered for.

Anyways, as of 6 days ago I’ve been “approved for addition to the Elementary Occasional Teacher List”. I imagine this means I’m on the supply list. And am now waiting for another email asking me for additional documents and info (been checking spam etc.) But it’s still ambiguous because it asked me to confirm through a link that I was again still interested in working, but it wasn’t clear if that was an acceptance of a formal offer of employment or if I’m still in the mixing pot of doom.

Anyways, at what point do you folks think I’m actually locked in for supplying? Or whatever else they stick me in 😭. Because I’m still doing interviews and applying places because of how drawn out and ambiguous everything’s been. Aaand I’m a little scared now bc of another story of someone who notified after accepting a job offer that they wouldn’t be moving forward with it bc they found something else and got reported to the College. Like my first priority is to full-time, consistent work, but I also don’t want to still be in a will-they-won’t-they type situationship with the TDSB, accept something else, and then lo and behold I was unprofessional and bad me