As the end of the school year approaches, a certain level of chaos tends to set in—let’s just say things can get a little hectic. The idea of routine gets completely thrown out the (usually open) windows… assuming you’re lucky enough to have windows in your classroom. Meanwhile, the AC hasn’t been turned on yet (or doesn’t exist), and the rising temperatures have both students and teachers feeling a little more unpredictable than usual.

What’s happening in American schools instead of routines? End-of-course exams, AP tests, IB tests, spring band concerts, Seal of Biliteracy testing, senior activities, state testing, allergy season, early dismissal days, an uptick in hallway scuffles (because yes, warmer weather does that), senior skip day, spring play rehearsals, arts showcases, teachers calling in for mental health (or sunshine) days, SAT testing, and more.

And if you think it’s overwhelming for you—the teacher trying to maintain some semblance of structure—it’s just as challenging for students. They’re juggling deadlines, expectations, and stressors from every direction. Showing up—physically, emotionally, and mentally—for your class might not even crack their top five priorities. And who could blame them?

Given all that, it might sound counterintuitive when I say: This might be the perfect time to try something new.

We usually save our new ideas for the beginning of the school year. Maybe you come back from a summer workshop full with fresh strategies. Or you’ve finally read that book that’s been collecting dust on your shelf. Maybe you stumbled upon a new tech tool, classroom routine, or unit design that you’re excited to implement. So you think: “This is the year I try ___.”

But the beginning of the year is often not the best time to experiment. In August and September, both you and your students are still learning the ropes—new schedules, new policies, new dynamics. You’re working to establish routines, set expectations, and build community. The stakes feel high. And trying something unfamiliar can feel risky in a time when you’re trying to build trust and establish routines with your students.

Now contrast that with May.

Yes, it’s chaotic. But the expectations for routine are already off the rails. Students are coming and going for all kinds of reasons, and you know the days of uninterrupted learning are basically behind you. So why not use this time to try something new —intentionally?

Here are a few reasons why May might just be the best time of year to innovate in your classroom:

If the new idea doesn’t work out perfectly, so what? It’s May. Your students will survive, and so will you. And now you kow, what NOT to try next year. There’s less pressure to get it “right,” which frees you up to test, tweak, and reflect without fear of failure.

They feel the shift in the air. They’re likely craving something different, too. A fresh activity, project, or learning structure can help re-engage students who are mentally halfway to summer.

Trying out a new strategy now gives you valuable data. Was it engaging? Did it flow smoothly? Where did students get stuck? You’ll head into the summer not with vague ideas, but with real classroom insight. That puts you miles ahead when it’s time to plan.

Taking a risk now reminds you that innovation doesn’t have to wait. It’s a good reminder that you can change things up, even in less-than-ideal circumstances. That mindset can carry into the next school year—and beyond.

So, what might this look like in practice?

And if starting something new in May is just too much mayhem for you, how about trying one of the PEARLL summer institutes (in July.) Just know that the institutes are facilitated by real teachers who are going through the same May as you are.

This post was developed using an iterative process with different AI apps. The cover visual was created using Google Gemini.