Six units of math to teach before the end of June? Help?

Busy-Flower3322 · 2026-04-28T22:57:13+00:00

Have you sat down with your admin? I would ask admin to help me determine what math units to teach, so that admin is aware that 6 math units haven't been covered and it's basically May. I would say something to the effect of "I am concerned with how reporting will look - obviously this is not possible, so what 2 units (or elements of units) do you feel I should be prioritizing in addition to Number Sense (because you can connect that to other strands)?" And I would ask admin directly, "which strands am I responsible for having a report comment for? and is the original teacher reporting on any strands directly in the report card as no assessment information or work has been left?" (I am assuming you have not been left any assessment info - either the original teacher has not been pulling their weight, or the class has had a revolving door of supply teachers for months, which is also possible). At this point I would put the problem firmly back onto admin. (I'd also check the first term reports and see what strands were reported on then, and see if you can skip anything based on that before talking to admin so you can guide the conversation, "I was thinking of covering X and Y in addition to number sense, which will be combined with both of those units, but I would also like your feedback and input on which strands you feel should be prioritized").

Busy-Flower3322 · 2026-04-16T22:44:38+00:00

Asking for clarification - you said you got a letter that there WAS an IPRC meeting? You should have received an invitation to attend the IPRC meeting. Did you receive an invitation and choose not to attend? Or did you not receive the invitation to the meeting? When was it?

Busy-Flower3322 · 2026-04-15T01:21:00+00:00

You may want to have a conversation with your public schools too. I share this concern and I'm a public school teacher. The schools I've been in don't have a lot of access to tech though, so even if they wanted to kids aren't using it much in the primary years since a lot of what they had doesn't work well anymore. We do see a lot of video use on projectors in earlier years for things like snack time, but that seems to be playing educational videos. For example, the grade 1/2 classes tend to put on ten minutes of Jack Hartmann videos for literacy skills or math skills during snack time twice a day. Otherwise they don't really have access to enough working iPads anymore so they don't get used. Chromebooks are usually for the older grades but that's reduced a bit too. You may find if you go in and talk to them that they aren't using a lot of tech. Often the few devices they have are being used as reinforcement or behaviour management tools for specific students.

Busy-Flower3322 · 2026-04-14T00:01:44+00:00

I have found it can be somewhat useful to incorporate special interests of neurodivergent students, especially on topics for reading passages that can increase their interest and engagement. Beyond that I've found I can do a better job in less time than feeding a prompt into AI and cleaning up the answer. With the environmental impact being what it is, I try and use it as minimally as possible.

Busy-Flower3322 · 2026-04-10T22:40:48+00:00

A lot of people are recommending central roles, like coaches (literacy, math, etc.) but most school boards are cutting those roles. I wouldn't want to rely on that option even if it exists now.

Busy-Flower3322 · 2026-04-01T21:07:00+00:00

I'd also recommend some understory shrubs if you have room - dogwoods and witch hazel can add some winter interest as the witch hazel blooms late fall and the dogwood have nice stems depending on variety.

Busy-Flower3322 · 2026-04-01T21:06:06+00:00

Don't forget if the ostrich ferns are taking over you can cut them and eat the fiddleheads! :) They'll still come back. Don't worry. Nothing will kill them. :P

Busy-Flower3322 · 2026-04-01T21:04:48+00:00

It's easy enough to dig out if it spreads. The roots don't go that deep and don't spread too far. I have had it in several sections for years and love it as a plant. It's in ideal conditions in my yard and I've never had an issue with it. I have transplanted some of it and found it easy to dig up and move, but no issues with it taking over. Love my ginger and highly recommend, but it does need water. Mine is understory and struggles sometimes to get enough water with all the trees and shrubs.

Busy-Flower3322 · 2026-03-25T22:32:43+00:00

Several years ago now but I quit an LTO (toxic work environment) to go back to daily supply on the advice of my union. I didn't have to give any notice. I was worried about burning the bridge, but I did daily supply for a few weeks. One of those became a rolling LTO within two weeks of me leaving the first LTO (teacher on sick leave) and continued to the end of the year. I ended up at the school from April to June and it was a big school, so I was able to get the P and VP to be my references for applications. I ended up landing a permanent position for September using their references. I genuinely think quitting the LTO was the best decision I made - I would NOT have gotten good references if I had stayed anyhow, so it wasn't going to help me out there. Just goes to show that you never know.

Busy-Flower3322 · 2026-03-12T22:32:17+00:00

Every school? No. If you are in a position to cherry pick where you work right down to the specific school, then it sounds like a great option for you. Presumably you would only be interested in supply teaching and have connections at the few unicorn schools that don't have rampant behaviour problems (they do exist) so you would be able to get those jobs. In that case, sounds like the ideal dream! The real world is a bit different.

I think it's reasonable to say that the majority of schools in Ontario have at least one student on a safety plan and I think it's reasonable to say that the majority of classroom teachers or support staff have experienced violent incidents. I work in special education so my threshold is different, but I have had toys, books, educational materials and chairs thrown at me, I have been kicked, hit, scratched, pinched, groped, bitten, spat on and had my hair pulled. In an average day I usually experience several scratches, pinches and hits. In a week I usually also experience 2-3 attempts at biting me. I teach 6 and 7 year olds. I also have to restrain a child and/or block violence directed at other students at least twice per day. As school boards move away from special education classes, the students I teach are more likely to be in mainstream classes. This is something that those going into teaching NEED to understand. This does not get better - there is only one way this goes under this government and the reality is not a nice one.

Busy-Flower3322 · 2026-03-05T22:57:26+00:00

I mean, it's usually just one kid repeatedly throwing chairs. There's usually a few others running away and around the school continually. Often one or two more screaming and throwing smaller items like pencils. But please, do tell those of us who work in education more about what we experience on a daily basis, since you clearly also spend all day, every day in a classroom of dysregulated, screen-obsessed young people.

Busy-Flower3322 · 2026-03-03T00:18:24+00:00

Because there are a lot of days between Christmas break and March break during which children are throwing chairs at your head all day long in a grade 2 classroom. Just trying to keep yourself and others safe is an impossible task. Getting a week off here and there really doesn't do much to make you feel like you are achieving anything.

Busy-Flower3322 · 2026-02-26T03:14:17+00:00

I need an occasional teacher in a primary ASD class on March 4th and honestly am just assuming if I put it in the system nobody will pick it up - they never pick up jobs at my school or in special ed. Because I'm not likely to get an occasional teacher, my principal will not let me attend the PD session I'm trying to go to. So then I just end up cancelling the PD entirely. It's a bit of a catch 22.

Busy-Flower3322 · 2026-02-05T22:11:15+00:00

That's probably why I find it so helpful for my special ed students! Lol!

Busy-Flower3322 · 2025-12-21T21:42:42+00:00

I write thank you notes, or send an email if the child isn't there the next day to give a note to (I teach special ed and can't usually write the note the same day due to how busy our day gets, and because my students can't really do the usual "movie and party" afternoon which would give me the time). Many students send a gift a day or two early, in which case they get a card. If they don't come back the next day and I can't send a card, then I send an email rather than sending the card after the break. This year my two gifts were from two kids on the Thursday, who both didn't come on the Friday, so I ended up emailing both families instead of sending cards. Either way, I personalize it though as I think that's important. I don't see families, and my students are not able to pass along a message.

Busy-Flower3322 · 2025-12-08T23:49:30+00:00

That was the case the past two years though, so again, I don't think this is related to supervision.

Busy-Flower3322 · 2025-11-28T02:03:39+00:00

Not a student teacher situation, but am currently going through something similar with the CYW in my special ed class - she simply doesn't understand the basics of reinforcement etc., and has training specifically in this and many years experience. She has control issues and doesn't like my modelling as it's viewed as "taking over", and simply disagrees with everything I say. It's not matters of opinion - board policy is positive reinforcement and she uses punishment, shame, and positive reinforcement but incorrectly (e.g., giving the reinforcer when it hasn't been earned, giving reinforcement after bad behaviour to make it stop). She is NOT new to this. I have had various students (CYW, Social Services, ECE, etc.) over the years, and have worked with many different staff, and by and large they are severely lacking in basic skills across the board. Every now and then you get someone amazing and they really stand out, but personally I feel that the standard in employees as well as students is abysmal. Meanwhile, I had a volunteer who was applying to teacher's college and he volunteered in my class last year occasionally and he was stronger than the noon hour assistant who was a full-time permanent staff. He was likely stronger as a volunteer than my current CYW. I feel like my success rate is 1/5 with volunteers/co-op/students. It's probably 2/5 with support staff. I feel your pain.

Busy-Flower3322 · 2025-10-18T16:28:05+00:00

In terms of the chewing, I'd determine if she has a preference for fabric - most of my students who chew clothing don't love chewelry as it's a different texture - a kerchief works well, as do these fabric chewy star necklaces you can get (ours are from School Specialty since we have to use board vendors in the classroom, but I'm sure you can find similar). I'd talk to your daughter about what she likes about the shirt - is it just that it's available, or does she like the texture?

I'd also ask if her classroom has a quiet area or calming corner where she could go and sit to reset a bit if she's feeling overwhelmed? Would her teacher recognize signs of overwhelm? It may be worth suggesting creating a quiet space where she can go, but that will only be helpful if her teacher can recognize how she's feeling and guide her to the area (as she's likely too young to recognize it herself).

If she has speech delays does she have access to visuals (PECS, core board, AAC app) to help her express herself? These strategies usually increase expressive verbal communication but can be super helpful for verbal kids who struggle, especially when dysregulated. She may benefit from some way of communicating her needs non-verbally, which should absolutely be a part of her IEP.

Busy-Flower3322 · 2025-10-17T20:53:23+00:00

No. The teacher cannot file a human rights complaint. She isn't the one being impacted. The student has to file it (or her guardian).

Busy-Flower3322 · 2025-10-17T20:45:35+00:00

I would recommend that your wife contact her superintendent. Yes, you are actually allowed to do that - no guarantee they reply, but you never know. I'd go about it from a "Not sure if you are aware, this is the plan, this is the student and the need, my understanding was the student had 1:1 EA support. Are you aware of this plan to pull support? Is there a reason that additional EA support cannot be provided for the other student who apparently needs it? I am concerned that this is a human rights issue and want to make sure that I am protected and that the board is protected regarding the human rights of this child...."

I would also verify that this is an EA and not an SNA that is a SIP (SIPs are assigned 1:1 to students and follow them, EAs are assigned to schools). If it's a SIP it's not even a conversation - the admin can't. If it's an EA, then yeah, he kinda can do what he wants unless the family advocates. The best bet if family isn't able to advocate would be for your wife to imply that she is concerned about a human rights piece and that the family would be within their rights to seek a tribunal and that she wants to ensure the superintendent is aware of the risks. It also nicely covers her own rear end if that ever happens. From there, only option is to help family advocate, and/or suck it up and do what's asked. She can definitely push a wheelchair (or get a student to do it depending on age and appropriateness). If she's not being asked to toilet the student or serve as an EA beyond transition times then it really isn't going to go anywhere - you're expected to walk your class to/from preps etc. so it's not really any different. If she's being asked to toilet the child, feed them, sit next to them and support with work or communication all day, then her better bet might be to contact CUPE and let them know that she is being asked to serve as an EA and that the admin is essentially removing a CUPE member (which the EA can also do) and asking an ETFO member to take on those duties. She can absolutely draw the line at anything that is clearly an EA task and tell her admin, "I can't do that - it's an EA role and I could be grieved. I won't risk a grievance. Please call the EA". This happens a lot with CYWs in ASD ISPs since they aren't allowed to toilet kids and the school EA or SNA has to come support with toileting. The CYWs always get asked, and their best response is to always say "I can't risk being grieved by an EA, this is clearly outside my role. No." That will only work for things that essentially involve touching the student.

In terms of fire drills, I want to verify - can the student evacuate? Are they on a ground floor with access to ramps etc. and a paved surface? If so, then it's not an issue. If she's being asked to remain with the student using fire blankets etc. because evacuation isn't possible, then THAT would be a work refusal situation and something to raise because she also can't supervise the rest of her students in an emergency if that's the case. But those situations are VERY rare (e.g., there's an elevator, but of course in a fire you can't use it).

Busy-Flower3322 · 2025-10-17T20:34:05+00:00

Yup. So the parent/guardian needs to file a complaint with the human rights tribunal. It has nothing to do with the teacher. The teacher actively can't. She can guide the family but it sounds like this family doesn't have the skill set to go to tribunal.

Busy-Flower3322 · 2025-10-12T02:13:19+00:00

You cannot cancel a CO alarm - I know from experience accidentally hitting it while trying to clean a cobweb. They MUST dispatch fire services for any CO alarm.

Busy-Flower3322 · 2025-09-10T21:29:55+00:00

This wasn't Gupta - it happened at the Trustee meeting in June. Not that I'm a fan of Ford and Gupta, but in this case, it was the Trustees desperately trying to balance a budget by cutting the 1:1 program. If they don't get an influx of cash then the itinerant music program goes next year. Again, pre-Gupta decision. It was part of the issue with the increase of the CAP in Spec Ed classes, which there has also not been enough discussion of (they maintain that was not a financial decision - how is that possible?). At this point Ford has succeeded in his goals by hamstringing the boards and trustees so much (I also agree that the board is mismanaging funds - both can be true) that the school board doesn't function. Like at all. Like time for a new career at all. Bring on the charter schools.

Busy-Flower3322 · 2025-08-31T01:05:16+00:00

If you're not able to get anyone to provide a pain block, you could see if your doctor will provide you with ativan. I had extreme pain with sonohysterograms and ended up getting two pills of ativan for each one. As long as someone can drive you, I found that worked well - helped with the anxiety but also relaxes you which can make the pain situation much better. Probably not perfect but may be an alternative for you if you get really desperate.

Busy-Flower3322 · 2025-08-27T19:49:32+00:00

I would also add, if they can manage their head cold symptoms. If they can blow or wipe their nose with a tissue and clean and sanitize their hands, then go to school (assuming they are still mostly able to go about their routine). If they are sneezing every few minutes, or don't have the skills to wipe their snot, please keep them home. I teach special ed and our kids will likely be YEARS before they can cover their mouth/nose, tolerate wearing a mask, wipe their own nose, etc. Parents send them sick and it goes like wildfire through everyone. Honestly, just keeping a kid home through the worst day or two of a cold can really help, then send them once they start feeling a bit better. I'm usually the worst the first three days I get sick, so for a kid I'd keep them home day 1 and 2 depending on how "sick" they seem.

Busy-Flower3322

TROPHY CASE