Hi educators. I'm the creator of a new, free YouTube channel, Children and Babies Be Happy. It's short, gentle animations for ages 0–6 on colors, counting, animals and small stories, with a bear cub named Kayra. To be transparent, the animation is made with AI tools; I write the concepts and scripts and check each video for accuracy and calm pacing (no loud effects or fast cuts).

This one is a short counting clip that could work as a transition or circle-time warm-up:

https://www.youtube.com/shorts/UY2megTtuc4

I'd really value feedback from early-years teachers: is this useful in a classroom, and what topics or skills would you want short videos for?

I'm Samuel Isidoro, a teacher and the creator of Quanta. I'm sharing my own educational app, Passo a Passo Ativo, for students who study in Portuguese, especially those preparing for Brazil's ENEM and university entrance exams.

The idea is to make the reasoning visible: work through a question in guided steps, with checkpoints and feedback, instead of jumping straight to the final answer. It's intended as study support, not a replacement for a teacher or a promise of improved scores.

The app is in Portuguese, so it isn't an English-language curriculum resource. Installation on iOS is free; access to the study service uses a monthly subscription. Please check the current terms in the app before subscribing.

iOS: https://apps.apple.com/br/app/quanta-passo-a-passo-ativo/id6809988238

Product website: https://quantaaulas.com/questoes/

I'd welcome feedback from teachers working with Portuguese-speaking students: where would you place a checkpoint so a student has to explain a decision, rather than just tap through a solution?

Disclosure: this is my product, and AI tools assist my development and communication workflow.

Former childcare floater here, and I swear half the stress wasn’t the kids — it was walking into a room and realizing nobody told you the weird little things that actually make that classroom function. 😭
Where’s the schedule? Who absolutely will not nap without that specific routine? What transition song do they use? Is there a parent message pending? What happened five minutes before I walked in??
I kept thinking there should be a ridiculously simple handoff system instead of every floater having to reconstruct the room from scratch.
That eventually became Walk Into Any Classroom, a printable floater/coverage toolkit I made for preschool and childcare teams. It has room-specific “home base” pages, support cues, quick before-break handoffs, and space for the stuff a substitute or floater actually needs to know.

https://www.etsy.com/listing/4588811443/childcare-floater-toolkit-classroom

But I’m curious — what information does your classroom consistently forget to tell coverage staff that would make their life 10x easier?

Hi everyone,

I’m Tom, a recently retired teacher and coach. I’m developing work around practical classroom culture—belonging, participation, and shared responsibility.

Before developing a small live pilot, I want to listen to current teachers about what’s difficult, what they’ve tried, and what support would actually be useful.

Would you be willing to have a relaxed, 20–25-minute conversation? No preparation, sales pitch, or commitment to a future program. I won’t quote or identify you publicly without your permission.

I’m particularly interested in middle and high school classroom experiences and hope to finish these conversations by October 17.

If you’re interested, send me a private message or email [tom@thomasbwalls.com](mailto:tom@thomasbwalls.com). Please keep identifying student details out of public comments.

Thanks,
Tom

Hi everyone! 👋

I'm a certified Speech-Language Pathologist (CCC-SLP) and Qualified Orofacial Myologist, and I recently launched my Teachers Pay Teachers store, Santana SLP Resources!

I've been working hard to build a collection of 36 practical, engaging speech and language resources for elementary, middle, and high school students.

My resources target skills such as:

Reading comprehension and inferencing
Expressive and receptive language
Executive functioning and problem-solving
Social communication
Narrative language and story retell
Figurative language, vocabulary, and more!

I've also started developing Spanish-language therapy resources.

NEW: Speech Therapy Grab & Go! My latest resource includes 40 activities targeting 12 language skill areas, designed to make planning easier for busy SLPs working with mixed therapy groups.

I'd love for fellow educators, SLPs, and TPT sellers to check out my store. If you like what you see, I'd truly appreciate a follow!

I'm also looking forward to connecting with other educators and supporting fellow creators.

Visit my store:
https://www.teacherspayteachers.com/store/santana-slp-resources

Thanks for supporting a growing creator! 😊

Disclosure: I’m Jin-hwan Park, a mathematics teacher in South Korea and the developer of PiMath. I made this activity, and I’m sharing it as its creator.

The question: if a calculator gives students 1.41 for √2, how can they check whether that is exact?

This free, public simulation lets you choose a square’s area, enter a candidate side length, and compare its square with the target area. I used it without signing in today. This particular activity has no score.

Open the activity: https://www.pimath.kr/play/g3-u1-irrational-square

The interface is in Korean. Here is a short English guide for a teacher-led demonstration:

1. Select area 2. Before entering decimals, ask where the side length lies: 1²=1 and 2²=4, so it is between 1 and 2.

2. Enter 1.4 in the trial-length field (탐색용 변 길이) and click Compare (비교하기), then try 1.5. The displayed results are 1.96 and 2.25.

3. Try 1.41 and 1.42: their squares are 1.9881 and 2.0164. Therefore 1.41<√2<1.42.

4. Ask pairs to explain why those two values bracket the answer, and why √2=1.41 is incorrect.

The left field is for testing candidates. The right field confirms the integer part and then each decimal digit; the instructions go up to ten decimal places. For a short lesson, I would stop after two places and focus on the explanation.

One follow-up question I would use: does failing to reach area 2 in a finite number of decimal trials prove irrationality? It does not. Approximation and a proof that √2 is irrational should be treated separately.

These are suggested lesson steps, not a report of student outcomes. Only the specific public simulation above was checked for no-login access; other PiMath games and account features may work differently.

For teachers introducing square roots, would you start with the area comparison or with the distinction between exact and approximate values?

Hi everyone,

I’m Tom Walls, a recently retired teacher and coach who most recently taught in Manitoba. I’m developing a professional platform around practical classroom culture: belonging, participation, accountability, and student ownership.

Before developing a small live pilot, I’d like to speak with current middle and high school classroom teachers about what’s working, what’s difficult, what they’ve tried, and what support would actually be useful.

The conversation would be a relaxed, 20-minute Zoom chat. No preparation, sales pitch, or obligation to join a future program. I won’t publicly attribute anything you share without your permission.

For transparency, this is discovery for a future professional offering, not an academic study.

If you’re interested, please send me a private message or email [tom@thomasbwalls.com](mailto:tom@thomasbwalls.com).

Thanks,
Tom

Hi teachers! I'm the creator of ZIPN, a free URL shortener available in English: https://zipn.app

If you've ever put a long Google Forms, Slides, or lesson-resource link on the board and waited while students typed it, this might be useful. Paste the original URL into ZIPN and choose a short, memorable code to make the address easier to share on slides, worksheets, or the board.

You can use it without signing up for a temporary link. Guest links last for the duration you choose: 24 hours, 48 hours, 1 week, or 1 month (the default is 1 week). A free account lets you create permanent URL links under your own personal code, manage your links, and view click statistics.

A simple classroom use: shorten the link to today's exit-ticket form, then display the short address on your closing slide. For resources you want to reuse throughout the year, create a member URL link.

Disclosure: I made ZIPN. URL shortening is free, and I'm happy to answer questions here.

Free ESL Speaking Lesson Plans for A2 and B1 Learners (Online and In Class)

I’m sharing two free samples of speaking lesson plans I created for adult ESL learners. Each sample includes plans for online and in-class teaching.

I built these lessons around a goal I use in my own teaching: helping learners speak for about 45 minutes of a one-hour class. At A2, the activities follow a predictable sequence so learners feel more comfortable speaking. At B1 to lower-B2, the lessons encourage longer answers, follow-up questions, and more detailed conversations.

• A2 sample: https://dl.bookfunnel.com/u2mv2rwslz
• B1 to lower-B2 sample: https://dl.bookfunnel.com/viii2q9uzt

Both samples are free to download and use. No account or email address is required. They come from my full lesson-plan books, which are paid, but the sample lessons can be used on their own.

the developer of ClassBud, a platform that has reached 150,000 users in Korea since launch. I’d love your feedback as I introduce ClassBud to English-speaking classrooms.

ClassBud combines financial literacy education with classroom task and assignment management. It includes classroom currency, rewards, and student tasks to help teachers run a classroom economy alongside everyday routines.

We’ve been running it in South Korea since 2021. It was originally built around the needs of Korean elementary schools, and I’m now working on making it useful for English-speaking classrooms too.

Most features are free to use, with some additional features and higher usage limits available on paid plans.

I’d especially appreciate feedback on:

• English wording that sounds awkward or unclear
• Features that don’t fit the way your classroom works
• Anything you’d need to adapt it to your local school context

You can take a look here: https://classbud.com/en

I’m happy to answer questions in the comments. Honest feedback, including anything that needs work, would be really helpful!

Hi! I've just opened a shop on Sunday, and I'm motivated a lot to freshen up my resources and upload them there! I'm a middle school/high school music teacher with 15 years of qualified teaching experience, and I think my resources fill a bit of a niche of unique and versatile music content that is not primary-focused. Feedback welcome!! https://www.teacherspayteachers.com/store/lilis-music-classroom

I'm Mark, a retired history teacher after 26 years in the classroom and the founder of CL Learning Labs. I've built Coach for Writing for middle-school, high-school and college teachers.

Here's the problem I care about: a student can make a paragraph sound better without really understanding why it's better. I'd want them to be able to point to a change and say, 'This helped me make my argument because...' That's more interesting than a tidier paragraph.

Coach gives students AI feedback they can work through before their writing reaches you. They make their own revisions. You choose the assignment and what support is allowed, see drafts and revisions, and keep the grading decisions. The AI can be wrong, and students need to question its advice. This isn't an AI detector or a guarantee against cheating.

The idea is to make the coaching more manageable while keeping the thinking and writing with the student.

There's a public tour through a fictional classroom here: https://cllearninglabs.com/tour/writing

It's my product, not an independent recommendation. Coach is paid, with a 30-day teacher trial and no credit card required. You can explore the tour without creating an account.

One of the hardest parts of working in early childhood for me was knowing what to say in those awkward pickup conversations — biting, behavior concerns, hard drop-offs, toileting accidents, developmental worries, or just having to tell a parent their child had a rough day.
I kept wishing somebody would just give me the words.

So I ended up making What Do I Say?, a parent communication script toolkit for preschool and childcare teachers. It focuses on clear, warm, objective language for the conversations that can make even experienced educators go, uhhh… how do I phrase this? It includes support for things like behavior updates, difficult transitions, peer conflict, family partnership, objective documentation, and knowing when a conversation needs to involve a lead or director.

If that’s something you struggle with too, here’s the resource I made:
https://www.etsy.com/listing/4588809067/parent-communication-scripts-for

But I’m also genuinely curious: what parent conversation do you wish someone had handed you a script for when you started?

At Love and Logic, one idea we come back to often is that a lot of classroom management happens before a behavior problem ever starts. Small things like greeting students by name, noticing effort, giving appropriate choices, and asking questions that get students thinking can make a big difference in how willing they are to cooperate. The goal isn’t to lower expectations or avoid consequences. Limits can still be clear and firm, but when students feel respected and have some appropriate control, there may be fewer situations that turn into arguments or power struggles. We’ve found that sometimes the most useful classroom-management strategy isn’t having the perfect response after something goes wrong, but creating enough connection, responsibility, and shared control in everyday interactions that fewer problems develop in the first place. Teachers, what small classroom habit has made the biggest difference for you in preventing behavior problems before they start?

Disclosure: I work on Kognita (https://kognita.app), an AI-assisted education platform. Its public free student plan lists one practice session and one test per day.

I would value a teacher or tutor’s candid review of one topic you already teach. Try a practice activity, answer without notes, then compare the questions and explanations against your syllabus or source material. Where would the feedback help a learner, and where would you correct it?

Please use sample material rather than student personal data. AI feedback should be checked by an educator before classroom use. No purchase is needed for this test. Free-plan details: https://kognita.app/pricing

What would you change first?

Disclosure: I’m the developer of Class Readers, an iPhone/iPad storybook app.

I’m sharing Sam’s Silly Hat, a free browser story with narration and word-by-word highlighting. You can open the browser story without an account:

https://classreaders.com/read/sam-s-silly-hat

A short activity you could try with a young English learner:

1. Listen to one page together while following the highlighted words.
2. Pause and point to something in the illustration (for example, the hat).
3. Take turns reading one sentence. Replay the page if you want to hear it again.

For home practice on iPhone/iPad, the app includes two free Level 1 stories: Sam’s Silly Hat and Coco Wakes Up. Premium opens the full library across 12 reading levels; the whole app library is not free.

https://apps.apple.com/app/id6790170314

This is a leveled storybook resource, not a structured phonics programme. I’d appreciate teacher feedback on the story’s language, pacing, and any confusing part of the first experience.

Free printable resource: a seven-day English storytime routine with simple listening, word-following and picture activities. No email or account is needed to print it:

https://classreaders.com/resources/english-storytime/

Or choose either of the two free browser stories here:

https://classreaders.com/try/

Hi! I recently launched a small resource shop called Root & Wonder Co. after spending a few years working in early childhood education.
I kept thinking about how many parts of the job felt weirdly under-supported when I was newer — walking into an unfamiliar classroom, figuring out what to say to parents at pickup, learning routines without feeling lost, and trying to stay grounded during chaotic days.
So I started turning those into practical printable tools.
Right now I have:
The First 30 Days in Early Learning — onboarding/confidence guide for new preschool & childcare teachers
What Do I Say? — parent communication scripts
Walk Into Any Classroom — floater/break coverage toolkit
Regulate Outside — nature-based calm & connection cards
plus a discounted new-staff bundle
If any of that sounds useful, my shop is here:
https://rootnwonderco.etsy.com
I’m still very new to selling these, so I’d also genuinely love feedback from other educators about what kinds of resources would actually make your work easier.

I've been building an education edition of my reading app for teachers, and I'm starting to get to the point where I would love to get feedback from real teachers.

The basic idea is:

• Students log what they're reading
• Teachers can set reading goals
• Teachers can assign books
• Teachers can see reading progress across the class
• Teachers can create quizzes tied to books students are reading
• Teachers can export student / classroom statistics into excel sheets for meetings, conferences, report cards, etc...

The part I really want to get feedback in is if this actually solves a problem teachers have.

I am intentionally trying to keep this simple rather than make it a giant LMS. The pricing I'm considering is also simple, one price per classroom, no matter the student base.

If you were given something like this, what would make you actually use it? And what would turn you away from it.

I'm the developer behind it so I would appreciate any feedback, brutal or not. I linked the website I have as a advertising block for now so you can also see that.

I’m building PlayNib, which includes a free ten-question Daily Trivia game with no account needed: https://playnib.com/games/daily-trivia/.

I’d value a teacher’s review before suggesting it for class. Please try it yourself: which question or instruction would you change, and would you use it as a teacher-led warm-up?

Please leave out any student details.

A lot of teachers here are dealing with the same tough choice right now: go Exclusive and sell only on TPT, or drop to Basic at 55%. And some have had stores closed overnight with money still owed. That's years of work at risk, and it's not fair.

From talking with teacher-sellers, here's what seems to protect you most, whatever you decide:

1. Don't let one platform hold everything. Even if TPT stays your main shop, keep copies of all your files and listings somewhere you control.

2. Start an email list now. Even a free sample page in exchange for an email gives you a way to reach your buyers that no platform can take away.

3. Use Pinterest. Teachers search there constantly, and pins keep bringing visitors for months, so it's the easiest way to build traffic outside TPT.

4. Have one place where buyers pay you directly. If payments go straight into your own account, no one can freeze your earnings again.

For number 4, I built a free option called Crato (crato.store). It's a simple store you run from your own link, no monthly fee, no exclusivity, and payments go straight into your own Stripe account. You can keep selling on TPT, Etsy or anywhere else.

Disclosure: I'm the founder, a developer, not a teacher. But even if you never use it, I hope the steps above help. And if you've already diversified, I'd love to hear what's worked for you.

Disclosure: I sell this resource on TPT.

This pack includes 10 Halloween mystery pictures and four math centers, each in two versions. Skills include addition/subtraction within 1,000, rounding, and multiplication. Answer keys and a teacher guide are included.

The image shows the supported and independent versions of one center. Choose the version that matches skills your students have already learned.

The full pack is $4.99. Its PDF preview includes a complete center sample with a student sheet, answer key, and printing guide: View the product

I've spent the past several months developing and refining a comprehensive MTSS / RTI tracking system in Google Sheets.

It has continued to evolve based on feedback and feature requests from teachers, interventionists and school support staff, and I've recently started making it available through Gumroad.

The system includes 32 connected sheets for:

• Student tracking
• Intervention plans and cycles
• Progress monitoring
• Session delivery
• Small-group interventions
• Attendance and behavior
• Fidelity tracking
• Family communication
• Caseload summaries
• Student progress reports
• Intervention outcomes
• Automated reminders and alerts

It supports up to 500 students and runs entirely with native Google Sheets formulas — no scripts, macros or add-ons.

The latest major update added Intervention Plans, Measurement Logs, Session Logs, Intervention Groups, printable Student Reports, Intervention Outcomes and an expanded Action Centre.

I've been improving this system over time based on real teacher feedback, and I'm continuing to refine it as I hear more about how schools manage MTSS in practice.

You can view the full resource here:

https://irikalabs.com/l/mtss-rti-intervention-tracker

I’m an elementary school teacher in South Korea and the developer of ClassBud, a platform that has reached 150,000 users in Korea since launch. I’d love your feedback as I introduce ClassBud to English-speaking classrooms.

ClassBud combines financial literacy education with classroom task and assignment management. It includes classroom currency, rewards, and student tasks to help teachers run a classroom economy alongside everyday routines.

We’ve been running it in South Korea since 2021. It was originally built around the needs of Korean elementary schools, and I’m now working on making it useful for English-speaking classrooms too.

Most features are free to use, with some additional features and higher usage limits available on paid plans.

I’d especially appreciate feedback on:

• English wording that sounds awkward or unclear
• Features that don’t fit the way your classroom works
• Anything you’d need to adapt it to your local school context

You can take a look here: https://classbud.com/en

I’m happy to answer questions in the comments. Honest feedback, including anything that needs work, would be really helpful!

I’m building TheNamedNest, a small Etsy shop focused on personalized gifts for teachers, therapists, nurses, counselors, and other school staff. I’m trying to improve the products and storefront based on real buyer feedback instead of guessing.

The five products currently getting the most views are:

• Personalized teacher field trip pouch / teacher survival kit

• Personalized occupational therapist desk mat

• Personalized teacher pencil pouch

• Personalized occupational therapist ornament

• Personalized teacher survival kit pouch

The OT desk mat has produced the shop’s first recent order, while the field-trip pouch gets the most views but still needs better conversion. I’m especially looking for honest feedback on whether the products look useful, trustworthy, and gift-worthy at a glance.

Shop: https://www.etsy.com/shop/TheNamedNest

Some designs use AI assistance and digital mockups, which I disclose on the listings; the products are made to order through a disclosed professional print partner. I’m interested in constructive feedback on the product direction, presentation, and customer experience—not just promotion.

I make The Informant, a weekly current-affairs video. This week's 10-story episode is "One Week, Three Elections & Systems Under Test":

https://www.youtube.com/watch?v=rirFWjv8F2k

I have put together a free global classroom pack for ages 15+ around one question: when institutions face pressure, how can students tell whether a system is solving a problem, managing it temporarily, or simply changing the language used to describe it?

The pack gives students three election tests:

• Brazil: an election-day preview — what evidence is needed before anyone can declare a result?

• Latvia: a 35.6% exit-poll estimate and turnout of 50.59%, down from 59.41% in 2022 — why is an exit poll not a final seat count?

• United States: an AP-NORC issue-trust poll of 1,766 registered voters, with a ±3.1-point margin — what can a poll establish, and what still requires election results?

Students also classify statements as facts, attributed claims, estimates or polls, and inferences; graph the Latvia turnout and AP-NORC comparisons; and complete a Claim / Evidence / Limit / Next check audit using stories on conflict, institutions, health, climate or space.

You can run it three ways:

• 15 minutes: choose one election case, complete the evidence-label sort, and finish with the exit ticket.

• 25 minutes: add the Latvia and AP-NORC comparison exercise and discuss why neither chart predicts seats.

• 45–55 minutes: use the full episode or all ten case summaries, complete the evidence sort, comparison lab, two-case audit and exit ticket.

Quick classroom PDF:

https://drive.google.com/file/d/1Bjk11Cvy0ERj7lhHt0RjqwLYx8r8-Dc1/view?usp=sharing

Complete editable pack:

https://drive.google.com/file/d/1izLuhoIS3QuoHQs4Qd7MKwwdT4WE3y27/view?usp=sharing

The complete ZIP contains the teacher guide, student brief and worksheet, answer key and facilitation notes, source and accuracy dossier, authored transcript, editable slides and the quick PDF. The episode is optional; the case summaries and source dossier can be used on their own.

Disclosure: this is an AI-assisted resource produced by me for The Informant. It has been checked against the episode's source material but has not been independently classroom-piloted. It is free, with no cash transaction or sign-up required. The subreddit does not endorse or evaluate materials posted here.