Again, I'm working very hard to maintain my professionalism. I've been at this for a long time. The past few years have been challenging to say the least, not because of the job requirements--I'm eager to accept those challenges--but because of the increasing trend of teacher-bashing from the public and from other teachers. I'm weary of feeling the need to defend myself to "colleagues" who don't know me or what I bring to the table. 1. Sorry to shock you! In no way do I think it is okay for teachers to not be doing their job. However, it is not.my.business what others are doing or not; that is the job of my administrators. I don't have time to worry about checking up on everyone to be sure that they are meeting my standards of how much work they should be doing. 2. Never said I was making things up on the go. Never have and never will. I'm sorry that you don't feel I'm being effective, although it's hard to judge my effectiveness as a teacher when I'm a stranger on an internet forum. I spend a lot of time planning--once I know what I need to plan for. At this point, I know that when we return in September, it will either be: all remote or a hybrid model--there are about 4 of those up for consideration, or a full return "with safety protocols"--which may include smaller class sizes and modified school days. At first, our Education Minister was pushing for a hybrid start for the first month, now, he is pushing a full return with reduced class sizes, but there is no funding for the additional teachers or spaces that this will entail. We have been told that final decisions will be made the first week of August, although that may be delayed. If we are physically in the classroom, we don't know what protocols will be regarding technology, handing in work, sharing materials, group work, class and school library, phys ed? Once I know what I'm prepping for, I'm good to go. We may have new math standards in September, but we may not. The change is significant, so before I plan, I need to know what I'm planning for. 3. I had ongoing feedback from my students and their parents during our 3 months of remote learning, and incorporated it as much as possible-- doing my job which includes differentiating to meet the needs of my students. When/if we need to return to remote teaching at any point during the year, I'll look back on that feedback to be sure that it's fresh in my mind. Constantly reflecting on what's working and what isn't is part of what I do daily. You do you and I'll do me. As long as my students, their parents and my administrators are happy with the work that I do, I'm good.