Building Bookworms

What I Keep the Same All Year in the Library (Even When Everything Else Changes)

Monday, February 23, 2026

By late February, it’s easy to feel like everything needs adjusting.

Energy is low. Winter feels long. Students are still learning how to manage focus, motivation, and routines. It can be tempting to add something new — a new system, a new strategy, a new idea.

Over time, I’ve learned that what students need most during this part of the year isn’t more.

It’s consistency.

Why Consistency Matters More Than Perfection

Students don’t experience school in neat units.

They experience:

Schedule changes
Snow days
Interruptions
Emotional ups and downs

When too many things change at once, students spend more energy managing uncertainty than learning.

That’s why I’m intentional about what stays the same in the library — even when the year feels unsettled.

I Keep the Opening Routine the Same

No matter the season, students know how the library class begins.

That predictable start:

Lowers anxiety
Supports focus
Helps students transition

When students don’t have to wonder what’s happening first, they’re more ready to learn.

I Keep My Language Consistent

The phrases I use don’t change just because the calendar does.

Language like:

“This is a library moment.”
“Let’s reset our bodies.”
“Show me what listening looks like.”

becomes shared vocabulary over time. Students know what it means — and that familiarity supports self-regulation and executive functioning.

I Keep Expectations Clear (But Calm)

Expectations don’t disappear midyear — they just need reminders.

Instead of restating every rule, I revisit:

How we move
How we use our voices
How we care for materials

Consistency here creates safety, not strictness.

I Keep Reading Low-Pressure

Even when reading motivation dips, one thing stays the same:
Reading is allowed to be flexible.

Students can:

Abandon books
Revisit favorites
Browse without choosing
Read in short bursts

This helps protect reading identity — especially during long winter months.

I Keep Lessons Manageable

I don’t stretch lessons just because the schedule allows it.

Short, purposeful lessons:

respect attention limits
support focus stamina
prevent burnout

This consistency helps students know what’s expected and helps me manage energy too.

I Keep the Library a Calm Place

Above all, I work to keep the library a place where students can:

Slow down
Feel safe
Practice focus
Build independence

That doesn’t happen by accident — it happens through intentional choices made again and again.

A February Reflection

If this time of year feels heavy, that’s normal.

You don’t need to reinvent your library in February.
You don’t need a brand-new system.

Often, the most powerful move is to hold steady.

Closing the February Series

This post wraps up my February series focused on sustaining focus, motivation, and calm learning routines through the winter months.

This month we explored:

Resetting expectations without starting over
Helping students fall back in love with reading
Supporting executive functioning in the library

As we move toward spring, these same steady routines continue to matter.

Oh Dear!: A Playful, Interactive Read-Aloud for Sequencing, Rhyme, and Story Comparison

Friday, February 20, 2026

Some books are especially powerful because they slow students down and invite them to think about what comes next. Oh Dear!, Look What I Got from the creators of the beloved We’re Going on a Bear Hunt, is one of those deceptively simple books that works beautifully as a teaching tool — particularly for sequencing, rhyme, and prediction.

At first glance, this is a lighthearted, interactive story perfect for young readers. But when used intentionally, it becomes an excellent way to help students practice following events in order, noticing rhyming patterns, and anticipating what might happen next.

In the story, readers move through a series of familiar settings, each one building on the last. With every page turn, students are encouraged to pause, listen closely, and join in — making the reading experience active rather than passive.

The Good

This book shines as a sequencing and rhyme-based read-aloud. Its predictable structure makes it easy for students to recognize patterns and understand that stories follow a clear order.

Teachers and librarians can naturally pause to ask:

What just happened?
What do you think comes next?
What words sound the same?

These moments support both phonological awareness and early narrative skills.

In addition, Oh Dear! supports:

Rhyming and sound recognition
Oral language development
Listening comprehension
Prediction and recall
Understanding beginning, middle, and end

Students who already love We’re Going on a Bear Hunt will feel immediately comfortable with the familiar style and rhythm.

The Not-So-Good (From a School Librarian Lens)

This book is intentionally simple and doesn’t offer a deep or complex plot. It’s not meant for extended written responses or long discussions.

However, that simplicity is what makes it such an effective early literacy tool, especially for students who are just learning to recognize rhyme, repetition, and story structure.

Classroom & Library Connections

Oh Dear! works especially well when paired with hands-on and interactive activities:

Stop before page turns and ask, “What comes next?”
Have students listen for and repeat rhyming words
Retell the story using sequencing cards
Act out the story using movement and sound effects

Because of its repetitive structure and strong rhythm, this book is also perfect for:

Felt board stories
Magnet board storytelling
Interactive storytime centers

Compare & Contrast: An Author Study Opportunity

This book is an excellent companion to We’re Going on a Bear Hunt, making it a strong choice for a compare-and-contrast lesson or author study.

Students can explore:

How both stories use repetition and rhythm
Similarities in structure and pacing
Differences in setting, characters, and tone
How illustrations support the text in each book

Because We’re Going on a Bear Hunt is also a staple in children’s music and movement, students may already know it as a chant or song. That familiarity helps them quickly recognize patterns and apply those same ideas when reading Oh Dear!.

About the Author (Author Study Appeal)

Michael Rosen, the author of Oh Dear! and We’re Going on a Bear Hunt, is one of the most influential children’s authors in the UK and served as the UK Children’s Laureate. He is especially known for writing books that are meant to be read aloud, chanted, and performed, not just read silently.

This performance-based approach is one reason his books work so well in classrooms, music lessons, and storytime settings — and why they lend themselves so easily to movement, song, and interactive storytelling.

Extension Idea: Create Your Own “Oh Dear!” Story

Because the structure is so clear, this book makes a fantastic mentor text.

As a class, students can:

Brainstorm new settings or animals
Work together to create simple rhyming lines
Illustrate each page
Turn the final product into a class book, felt board story, or magnet story

This activity reinforces sequencing, rhyme, collaboration, and creative confidence.

Overall

Oh Dear! is a simple but highly effective read-aloud that supports multiple early literacy skills at once. Beneath its playful surface, it offers rich opportunities to teach sequencing, rhyme, prediction, and story comparison.

For teachers and librarians looking for a joyful, interactive book that invites participation and creativity — and pairs well with a classic favorite — this is an excellent addition to the collection.

Recommended Grade Levels

PreK–1
(Especially effective for whole-group read-alouds, storytime, and early literacy instruction.)

Why Your Students Will Love It

Students love joining in, hearing the rhymes, predicting what comes next, and recognizing patterns they already know from We’re Going on a Bear Hunt. Many will be eager to act it out, sing it, or create their own version — turning reading into a shared, joyful experience

Executive Functioning Supports That Actually Work in the School Library

Monday, February 16, 2026

By February, many students know what they’re supposed to do — but still struggle to do it.

They forget steps. They rush through tasks. They have trouble starting or finishing work. Focus comes and goes. Transitions feel harder than they should.

This isn’t defiance or laziness.

It’s executive functioning.

And the school library is one of the best places to support it.

Executive Functioning and the “Popcorn Brain” Reality

In an earlier post, I wrote about popcorn brain — the way constant notifications, quick videos, and fast-paced media can make sustained focus feel harder for students.

This shows up clearly in reading.

Many students can read long books. They just struggle to stay focused long enough to do so. When reading stamina hasn’t fully developed, longer texts feel exhausting, frustrating, or overwhelming.

That’s not a reading problem.
It’s an executive functioning challenge.

Understanding this shift is important because it changes how we support students — especially in the library.

What Executive Functioning Looks Like in Real Life

Executive functioning includes skills like:

Task initiation
Sustained attention
Planning and organization
Self-regulation
Cognitive flexibility

When these skills are still developing, students might:

Abandon books quickly
Wander instead of begin
Reread the same page repeatedly
Avoid longer texts altogether

By midwinter, when energy is low and routines feel stretched, these challenges often become more visible.

Why the Library Is a Powerful Place for This Work

The library naturally supports executive functioning because it is:

Structured, but flexible
Calm, but engaging
Shared, but predictable

Students practice executive functioning every time they:

Follow a routine
Choose a book
Transition between activities
Manage materials
Reflect on their learning

None of this requires a special program.

It requires intentional design.

Focus Stamina Comes Before Longer Books

When students struggle with longer texts, the instinct is often to push:

Harder reading goals
More pages
Longer independent reading time

But without focus stamina, this can backfire.

In the library, I focus first on:

Helping students practice sustained attention in short bursts
Normalizing breaks and pauses
Valuing partial progress

Once focus stamina grows, longer reading naturally becomes more possible.

Start With Predictable Structure

Executive functioning thrives on predictability.

In the library, I rely on:

The same opening routine
A consistent lesson flow
Familiar language for transitions

When students don’t have to guess what comes next, they can use their mental energy for focus instead of self-management.

A simple structure like:

Warm-up
Mini-lesson
Practice or exploration
Share or close

quietly supports executive functioning every class period.

Use Visual Supports to Reduce Cognitive Load

Visual schedules are one of the simplest — and most effective — executive functioning supports.

A visual schedule:

Lowers anxiety
Supports task initiation
Helps students manage transitions

It doesn’t need to be fancy. A short list on the board or chart stand works well.

When students can see what’s coming next, they’re more likely to stay regulated and engaged.

Break Tasks Into Smaller Pieces

Large tasks are overwhelming — especially when focus stamina is still developing.

Instead of saying:

“Read this entire chapter,”

I might say:

“Read for five focused minutes.”
“Stop at the next natural break.”
“Place a sticky note where you pause.”

These small steps help students practice focus without burning out.

Build in Pauses and Transitions

Focus improves when students are allowed to reset.

I intentionally built in:

Brief pauses between activities
Movement tied to learning
Clear signals for transitions

Movement isn’t a break from learning — it’s a way to help students return to it with more control.

Use Language That Supports Self-Regulation

The words we use matter.

Instead of correcting behavior, I cue regulation:

“Let’s reset our bodies.”
“This is a library moment.”
“Show me what listening looks like.”

This language helps students notice and adjust their own focus.

Normalize Struggle Without Lowering Expectations

One of the most important messages we can give students is this:

Struggle does not mean you can’t read — it means your focus skills are still growing.

I often remind students:

“This is a skill we’re practicing.”
“Long books require stamina.”
“You’re building that stamina right now.”

High expectations and compassion can exist together.

Executive Functioning Is Built Over Time

There’s no quick fix for executive functioning — and that’s okay.

What matters is consistency:

Predictable routines
Clear expectations
Supportive language
Repeated opportunities to practice focus

The library doesn’t need to solve executive functioning.
It just needs to support it, one visit at a time.

_________________________________________________________________________________

Executive Functioning Supports That Actually Work in the School Library

When focus, stamina, or motivation feels shaky, students don’t need more pressure — they need better support.

That’s why I create and use tools designed specifically for library and classroom spaces, where students are practicing:

Sustained attention
Self-regulation
Task persistence
Reading stamina

If you’re looking for ready-to-use supports, these are the three I rely on most:

📘 Reading Focus Toolkit
A full toolkit that helps students build stamina, self-monitoring, and confidence with longer texts — perfect for independent reading and small groups.

🧠 Mini Focus Toolkit (Free)
A lighter, quick-use version designed for warm-ups, transitions, and short focus resets in the library.

🚀 Reading Power-Up Challenge (K-2) & Grades 3-6
A low-pressure, student-friendly challenge that helps kids practice sticking with tasks and celebrating small wins in reading.

All three were created with real library spaces in mind — where flexibility, curiosity, and focus have to work together.

A February Reminder

If students seem unfocused, disorganized, or resistant to longer books right now, it doesn’t mean they can’t read.

It means they’re still building the executive functioning skills that make sustained reading possible.

And the library is exactly where that work belongs.

We Walked Slow: A Mindful Picture Book About Noticing, Focus, and Balance

Friday, February 13, 2026

Some picture books gently remind us that slowing down isn’t a weakness — it’s a skill. We Walked Slow (2025) is one of those quiet, meaningful stories that invites readers to pause, breathe, and notice the world around them.

The story follows a grandfather and grandson who take a slow walk together. Instead of rushing, they move intentionally. As they walk, the child begins to notice things he hadn’t before — small details in nature, sounds, movements, and moments that only reveal themselves when we slow down.

Rather than telling readers how to be mindful, the book shows it. The simple act of walking slowly becomes a powerful model for presence, attention, and connection.

The Good

This book is an excellent SEL and executive functioning read-aloud, especially for teaching mindfulness, attention, and self-regulation.

Many students are used to fast transitions, constant stimulation, and screen-based entertainment. This story offers a counterbalance — showing how focus and awareness increase when we slow down and engage with our surroundings.

From a classroom perspective, We Walked Slow supports:

Mindfulness and self-awareness
Attention and focus
Emotional regulation
Observation and curiosity
Building connections with others

The illustrations encourage readers to linger, reinforcing the idea that noticing takes time.

The Not-So-Good (From a School Librarian Lens)

This is a quiet, reflective book, which means it may not immediately hook students who prefer fast-paced stories.

That said, when shared intentionally — especially during SEL time, morning meetings, or calm-down routines — it becomes a powerful teaching tool.

Media Balance & Executive Functioning Connections

We Walked Slow pairs naturally with conversations about digital balance and focus.

The book opens the door to questions like:

What do we notice when we step away from screens?
How does our brain feel when things are quiet?
Why is it sometimes hard to slow down?

Teachers can use the story to explain that taking breaks — especially outdoors — helps our brains reset, making it easier to focus, listen, and learn.

Mindful Moment: Slow Walk & Noticing

Use this short mindful moment after reading.

Invite students to sit comfortably or stand quietly.
Ask them to take one slow breath in and one slow breath out.
Guide them through a brief walk (real or imagined):
- “Notice one sound you can hear.”
- “Notice one color you see.”
- “Notice how your body feels when you slow down.”
End by asking students to gently open their eyes and share one thing they noticed.

This mindful moment helps students practice attention control, self-regulation, and present-moment awareness.

Quick Discussion Questions

What did the grandson notice when he walked slowly?
Why do you think slowing down helped him notice more?
How did the walk make the characters feel?

Media Balance

What do we usually notice when we’re on a screen?
What do we notice when we take a break outside?
How can taking breaks help our brains focus better?

Reflection

What is one small thing you noticed today that you might have missed before?

Classroom & Library Extensions

Take a short slow walk outside and notice sounds, colors, and movement
Encourage nature journaling through drawing or writing
Create a “Things We Notice When We Slow Down” class chart
Use this book as part of a digital balance or executive functioning lesson

Overall

We Walked Slow is a gentle, thoughtful picture book that supports mindfulness, focus, and balance in a world that often feels rushed.

For educators looking to help students strengthen attention skills, reduce overstimulation, and reconnect with their environment, this book is a meaningful and timely choice.

Recommended Grade Levels

PreK–2
(Also effective for older elementary students during SEL or mindfulness lessons.)

Why Your Students Will Love It

Students will enjoy noticing small details alongside the characters and may begin to see their own world differently. The calm pacing and warm relationship make this a comforting story students will want to revisit during quieter moments of the day.

Helping Students Fall Back in Love With Reading (February Edition)

Monday, February 9, 2026

February is often associated with love — but in schools, it’s also the month when reading motivation quietly starts to fade.

The excitement of a new semester has worn off. Winter feels long. Students may abandon books more quickly, wander the shelves, or say things like, “I can’t find anything I want to read.”

This doesn’t mean students don’t like reading anymore.
More often, it means they’re tired — and they need permission to choose differently.

The library is a powerful place to offer that permission.

Why Reading Feels Harder in the Winter

During the winter months, students often:

Have less energy
Experience disrupted routines and snow days
Feel pressure to “stick with” books
Compare themselves to stronger readers

When reading starts to feel like another demand, motivation drops. What students often need most isn’t encouragement to try harder — it’s reassurance that their reading choices still count.

Falling Back in Love With Reading Starts With Choice

Choice is one of the strongest motivators for reading — but only when it feels safe.

Encouraging choice doesn’t mean:

Overwhelming students with options
Constantly pushing new genres
Insisting every book be “just right”

It means helping students listen to themselves as readers and honoring where they are right now.

Sometimes, falling back in love with reading starts by letting go of expectations.

Normalize Book Abandonment

One of the most freeing messages we can give students is this:

“It’s okay to stop reading a book that isn’t working for you.”

When students know they aren’t stuck, they’re more willing to try.

In the library, I often say:

“Not every book is for every reader.”
“Abandoning a book is part of being a reader.”

Removing guilt around unfinished books lowers pressure — and pressure is often what blocks motivation.

Offer Familiar and High-Interest Choices

February is a great time to lean into familiar authors, trusted series, and high-interest formats.

Some students aren’t ready for something new — and that’s okay.

Alongside favorite fiction, I intentionally highlight high-interest nonfiction, especially:

Guinness World Records
extreme facts and sports records
animal “weird but true” books
short, visually engaging nonfiction

These books invite browsing, spark curiosity, and allow students to read in short bursts without the pressure of finishing a full chapter.

Comfort reading still counts as reading.

Make Displays Invitation-Based

When motivation is low, I aim for displays that invite curiosity rather than assign expectations.

Some simple display ideas include:

“If You Liked This, Try This”
“Short Reads for Long Winter Days”
“Fan Favorites”
“Books Students Keep Coming Back To”

These displays communicate a quiet but important message:

You’re allowed to enjoy reading again.

Keep Book Talks Short and Casual

In February, I keep book talks brief and conversational.

Rather than selling a book, I might say:

“This one surprised me.”
“Students keep asking for this series.”
“This is a good one if you don’t want a long read.”

Curiosity is often more powerful than persuasion.

Protect Time for Browsing

When motivation is low, students need time to wander the shelves without pressure.

I intentionally build in:

Quiet browsing time
Permission to look without choosing
Space to revisit old favorites

Browsing is part of the reading process — especially during the winter months.

Reading Motivation Is Emotional, Not Just Academic

Reading motivation is tied to:

Confidence
Identity
Energy
Past experiences

When students feel seen and supported as readers, motivation often returns naturally.

The library doesn’t need to fix reading — it needs to protect it.

A Gentle February Reminder

If students seem less enthusiastic about reading right now, that’s okay.

February isn’t about pushing harder.
It’s about helping students fall back in love with reading — slowly, gently, and on their own terms.

Small choices make a big difference.

Part of the February Series

This post is part of an ongoing February series focused on sustaining focus, motivation, and calm learning routines through the winter months.

Earlier posts explored:

Resetting library expectations without starting over
Warm-up routines that support focus
Rebuilding attention after winter break

More to come as the season continues.

February Picture Books to Sustain Focus, Build Empathy, and Celebrate Libraries

Friday, February 6, 2026

By February, routines are in place — but sustaining focus and motivation still takes work.

This month is less about resetting and more about holding steady. As part of my February series focused on sustaining focus, reading motivation, and executive functioning, I wanted to share a fresh set of picture books that support that work without repeating January titles.

February also brings meaningful opportunities for connection, including National Library Lovers Month, Valentine’s Day, and Black History Month. The picture books below help teachers and librarians honor those moments while continuing to support focus, empathy, and thoughtful learning.

🧠 Why Focus Stamina Still Matters in February

By now, many students understand expectations — but maintaining attention is still challenging.

This is often when we see:

restlessness during read-alouds
difficulty staying with a text
emotional fatigue

This doesn’t mean students can’t learn or read deeply.
It means their focus stamina is still developing.

Picture books remain a powerful tool in February because they:

allow students to practice sustained attention
encourage reflection and listening
support executive functioning in a low-pressure way

📚 National Library Lovers Month

Picture Books That Celebrate Reading & Libraries (Without the Usual Picks)

Instead of beginning-of-year staples, these books celebrate libraries, books, and reading identity in ways that feel right for midyear.

📚 The Book Itch by Vaunda Micheaux Nelson

A joyful story about a child who loves books so much he creates a library for his community.

Why it fits February:
Celebrates access to books, community sharing, and the joy of reading.

SDG Connection:
📘 SDG 4 – Quality Education
🤝 SDG 10 – Reduced Inequalities

📚 That Book Woman by Heather Henson

A historical picture book about the Pack Horse Librarians of Kentucky.

Why it fits February:
Highlights the importance of libraries and access to books in a thoughtful, reflective way.

SDG Connection:
📘 SDG 4 – Quality Education
🏘️ SDG 11 – Sustainable Communities

📚 A Poem for Peter by Andrea Davis Pinkney

The story behind The Snowy Day and its groundbreaking impact.

Why it fits February:
Celebrates books, authorship, and representation — perfect for Black History Month.

SDG Connection:
📘 SDG 4 – Quality Education
⚖️ SDG 10 – Reduced Inequalities

🧠 Picture Books That Sustain Focus Stamina

🧠 The Listening Walk by Paul Showers

A quiet, mindful book that invites students to notice sounds.

Focus connection:
Supports sustained attention and self-regulation through intentional listening.

🧠 Grandfather Twilight by Barbara Berger

Minimal text with a gentle, reflective pace.

Focus connection:
Encourages calm observation and extended attention.

🧠 Waiting by Kevin Henkes

Short vignettes centered on patience and anticipation.

Focus connection:
Models waiting, persistence, and quiet focus — ideal for executive functioning conversations.

🌍 SDG-Aligned Picture Books for February

(Empathy, Community, and Care for Others)

February is a natural time to highlight relationships, fairness, and community responsibility.

🌍 The Day You Begin by Jacqueline Woodson

A powerful story about belonging and finding your voice.

SDG Connection:
🤝 SDG 10 – Reduced Inequalities
🕊️ SDG 16 – Peace & Strong Communities

🌍 Last Stop on Market Street by Matt de la Peña

A reflective story about noticing beauty, community, and gratitude.

SDG Connection:
🏙️ SDG 11 – Sustainable Cities & Communities
🤝 SDG 10 – Reduced Inequalities

🌍 Sit-In: How Four Friends Stood Up by Sitting Down by Andrea Davis Pinkney

A powerful Black History Month selection.

SDG Connection:
⚖️ SDG 16 – Peace, Justice & Strong Institutions
📘 SDG 4 – Quality Education

⭐ Books That Do Both: Focus + SDGs

These February titles quietly support focus stamina while deepening empathy and global awareness:

⭐ Waiting – patience, executive functioning, emotional regulation
⭐ The Listening Walk – mindfulness, focus, and self-regulation
⭐ Last Stop on Market Street – sustained observation and community awareness

These work beautifully for:

Mid year read-alouds
SEL discussions
Calm library moments

📚 How I Use These Books in February

I use these picture books to:

Sustain focus without increasing demands
Reinforce empathy and community
Celebrate libraries and access to books
Support executive functioning through reflective listening

They fit naturally into February lessons without adding extra planning — which matters this time of year.

💙 A February Reminder

February isn’t about restarting or introducing something new.

It’s about continuing what works.

The right picture books help students stay engaged, feel connected, and practice focus — even when energy is low.

That’s one of the quiet strengths of the school library.

🔗 Part of the February Series

This post is part of my February series focused on sustaining focus, motivation, and calm learning routines in the school library.

Earlier posts explore:

Resetting expectations without starting over
Helping students fall back in love with reading
Executive functioning and focus stamina

Building with Heart: A Simple STEM Kindness Challenge

Thursday, February 5, 2026

I’m dropping into your feed on a day I don’t usually post because I wanted to share something special with you. This is an activity I tried recently, and it feels especially perfect for the upcoming week.

Recently, I introduced my students to a simple STEM challenge:
Create a heart that can hold 10 kindness messages.

That was it. No example. No step-by-step directions. Just the challenge.

And honestly? That’s where the magic happened.

Giving Kids Space to Explore

As a school media librarian, I see students in a very different way than they do in a traditional classroom. The library is already a space for curiosity, creativity, and exploration, and I try to protect that as much as I can.

With this activity, I intentionally gave very little instruction. I shared the goal, passed out materials, and then stepped back.

We used recycled materials, blocks, and paper—nothing fancy. Cardboard, scraps, tape, and whatever we had on hand. What I saw were students thinking, trying, adjusting, and sometimes starting over. They weren’t looking for the “right” answer—they were building their answer.

When we give kids room to explore on their own, they show us just how capable they are.

Play Is Work

Years ago, when my son was young, I worked in a Montessori school. One of the ideas that stayed with me the most from that experience was this:

Play is work.

When children are “playing,” they are actually doing some of the heaviest learning of all. They are planning, problem-solving, experimenting, negotiating, and making sense of the world around them.

That mindset has stayed with me throughout my career. When I watch students building, tinkering, and creating, I don’t see off-task behavior—I see deep learning happening in real time.

The Importance of a Calm, Focused Space

Before we started, I set one simple expectation:
This was a quiet, focused build.

Not silent. Just calm.

Keeping voices low helped create a space where students could really concentrate. They slowed down. They stayed with their ideas longer. The room felt peaceful in a way that’s hard to describe unless you’ve experienced it.

Sometimes our students don’t need more directions—they need less noise and more time.

Play as a Way to Process Feelings

This challenge looked like play—and it was.

But it was also meaningful emotional work.

As students wrote kindness messages and designed their hearts, they were thinking about themselves, about others, and about how words can make people feel. They expressed those thoughts through building, drawing, and writing.

Play gives kids a way to process their thoughts and feelings without pressure. It allows learning to feel natural instead of performative.

Why Open-Ended Challenges Matter

What I love most about activities like this is that they don’t require fancy materials or long prep.

They require trust.

Trust that kids can think.
Trust that struggle is okay.
Trust that meaningful learning happens when we step back and let them lead.

And every time I try something like this, my students remind me why it’s worth it.

Free Download: Kindness Heart STEM Challenge

I’ve created a free printable PDF for this activity that you’re welcome to use with your students.

It includes:

The challenge prompt
Kindness message templates
A simple reflection page

👉 Click here to download the Kindness Heart STEM Challenge for free.

Or if you would prefer, you can download this activity for free on Teachers Pay Teachers

Whether you use this in your classroom, library, makerspace, or SEL block, I hope it gives your students the same space to explore, create, and connect that mine did.

Sometimes the best thing we can do as educators is offer the challenge—and then quietly step aside and watch them build.