I recently finished writing my report cards. While it felt good to be done this big, year-end task, I then went into school the next day and was surprised by what happened.
Why Did Every Child Change?
I like to think that I know my students well, and that their report cards are truly a reflection of them and the growth that they have made this year. Many students have shown tremendous progress in both their academic and learning skills. It actually brought me joy to write their comments and note this growth. Imagine then my surprise when I go into my class on Monday morning and it feels as though every child has changed.
- All my students are coming to tell me about problems with peers.
- There are lots of big emotions and it’s taking longer for students to feel calmer.
- Cleaning up becomes a really big challenge.
- Students that always took care of their belongings are leaving everything behind.
- My name is called even more frequently than usual. I’m not sure that there’s one video recording that I made where you don’t hear the word, “Dunsiger,” on repeat.
What’s happening here? How and why did everyone change?
Resisting the Urge to Rewrite the Report Cards
By mid-week, I was tempted to log back into the report card program and start rewriting comments. How did I get everything so wrong?! It was when I asked myself this question that I decided to take a moment to pause and see things differently. This is not a case of me not knowing my students, but instead, a “case of the June’s.”
What Are “The June’s?”
When June comes around, everything changes. The weather becomes warmer, it starts to feel like summer, and quickly both students and staff recognize that it is almost vacation time. Some people are excited about this, and others are anxious and unsure of what the next few months might hold. Whether you’re feeling happy, excited, sad, nervous, scared, or anything in between, these big feelings seem to also come with big shifts in behaviour. Sometimes, this leads to less patience, more outbursts, and a significant decrease in independence.
What Will I Do Instead?
Instead of lowering marks and switching comments, I’m going to take more deep breaths, share more love, and prioritize Self-Reg. I’m going to try to be more empathetic. I will give kids the time and space to work through big feelings, and not see behaviours through the lens of what children can’t do, but instead, through the lens of how they are feeling and why. I will need to lead with soft eyes for my students. June can be hard, and learning is not forgotten, but stress is higher. How do you support kids through their cases of the June’s: seeing emotions and actions through a different perspective?
