What’s even more special is watching their bond extend beyond our lunch group—they get so excited to see each other, and it’s clear they’ve formed a meaningful connection. It’s been a really rewarding experience for all of us.

I’m also deeply impressed by their dedication to collecting items for the school hamper. It’s a big job, but they’ve taken it on with so much enthusiasm and responsibility. Their commitment and teamwork have truly stood out.

One of the things I appreciate most is how accessible it is for all learners. Even a student who is still emerging in language arts is able to participate and engage meaningfully. I’ve seen significant growth across the class, and it’s become a valuable part of my overall language arts curriculum.

I would definitely encourage intermediate teachers to consider using Heggerty—it’s a small time investment with a big impact on student learning.

Another student, who initially struggled to function in the classroom, has also made significant strides. With SEA support, she’s learning to make safe choices, manage disappointment better, and accept feedback—even some constructive criticism. She’s now completing some classroom work, something she was previously unable to do.

We’ve built in structured support like break times and use a “first-then” approach to help her regulate and remain flexible. She’s even able to wait calmly when she can’t be with a preferred person, which is a huge step forward.

We've also been helping him build a relationship with his potential grade 4 teacher. We worked together to consistently point out the good we see in him. That connection has made a big difference, especially given how much he’s struggled in the past. His goal for the third term is to take on a leadership role for the class community—not for recognition but because he genuinely wants to contribute.

At the second term meeting, his mom was moved to tears because there was nothing negative to share, and she was surprised and overwhelmed with happiness. Now, he’s excited to write, and that shift has been incredible to witness.

It was a great opportunity for them to use their imagination, turning something old into something new while reflecting on their work and sharing it with the school community. The project helped open their minds to new possibilities and supported skills like reviewing, evaluating, and thinking critically. It also encouraged family engagement, as students worked closely with their families at home. We get to know about students' families a bit more too through this project.

It started small, with 3 choirs & will hopefully become an annual event with increasing numbers of schools participating each year.

It also creates opportunities for connection, as other students coming out of the sensory room often show interest and want to try the bike too, encouraging sharing and positive peer interactions.

I’ve found myself intrigued by the “tough stuff”—the deeper conversations and challenges that come up during this time. It’s been a meaningful opportunity to build trust, offer guidance, and watch the student grow through the process.

Students planned and built their own buildings; then we connected them to create one big town. They also explained why their job was important—either by typing or, telling me or sharing their work with the class and families.

It was especially helpful for my ELL students, who got lots of chances to speak and express their ideas. Our big buddies visited, and the kids proudly explained how their part of the town worked. It was such a fun and meaningful learning experience!

We use loose parts and open-ended materials to help them create their stories. The kids love using their imagination. Then I glued their pictures to the blocks and asked my kids to use themselves as the main character in their story!

Many students made connections to their real lives, as many of their classmates are neighbours or friends, and they incorporated that into the stories. They orally share their stories, which helps develop their speaking skills and confidence. They often draw their stories, too, which supports vocabulary development and narrative structure.

It’s a powerful, creative way to support language and literacy growth for all learners.

Burrito is also a source of comfort and connection. Students often ask for a hug or high-five from him, and he frequently appears in birthday photos and special events, such as PJ and Stuffy Day. Our VIP of the week brings something special for Burrito, which adds to the excitement.

He also supports literacy development. Students are more enthusiastic about writing when they can include Burrito in their stories, and he often inspires our storytelling sessions. Burrito has helped build a joyful, inclusive classroom environment. Burrito brings smiles to all of us, including me.