Author: Sharon Ethier

In our house we’ve recently started watching the show “Abbott Elementary”.  If you’ve never viewed it before, it’s a great modern take on what it’s like to teach in a school.  This satirical comedy is set in Philadelphia and follows the staff members as they approach challenging situations with joy and determination to do their best for the children.  

One of the characters, Geoffrey, is always known for being stoic and reserved.  He takes teaching and learning very seriously; also expecting the children to do the same.  In one episode, a guest musician is hosting a presentation in the school gym.  As the viewer can see, all the other students are laughing and singing and dancing.  However, Geoffrey’s class is following his lead by standing still with arms folded – very serious!  As the teacher looks around and notices the difference between his class and the others, something clicks.  He starts to dance with some fun moves.  And as he starts to dance, so do the kids.  Soon enough, the whole class is looking like it’s having fun at the assembly. 

Educators are often so propelled by competing priorities – paperwork, planning, marking, the newest seating plan, finding resources, etc. These are all important and vital to ensuring that this hard work of educating young minds is centred.  Teaching is the crux of our work, after all.  

At times in my career, I felt a little like Geoffrey.  Focused on making sure the lesson was perfect and that I was well prepared, worksheets photocopied, tests with the right questions. I was focused hard on building my own teaching knowledge, theories about what education should be like, and creating routines that I felt best supported student learning. 

But something felt missing without humanizing myself, staff, families, and students.  My fondest recollections of school are the ones where I felt the most joy.  The moments of learning, yes, but also moments of shared laughter and memories being built together. I remembered what it was like to sing silly songs in music class, to have those shared jokes together, to get to know one another and build a community. Finding joy every day that we spend together is important, too. 

What does that space look like, sound like, and feel like?  It looks like everyone is able to work to their greatest potential at that moment; it looks like smiling faces and silly dance moves.  It sounds like students reading confidently and engaging in discussion; it also sounds like laughter and shared stories about our weekends.  It feels like achievement and success; however, it also feels joyful and fun and accepting – and a little something like home.

I’ve spent almost my whole life in school – as a student and then as an educator. Something I’ve learned about myself is that I learn best when I get the chance to sit in the moment.  As a notoriously slow processor, I need plenty of opportunities to think, slow down, and talk things out before I feel comfortable.  As a student, I loved opportunities to work in small groups, to listen to others, share and gain new ideas.  Classes where collaboration and discussion were encouraged – language, arts, and even science – bring memories of working on projects, debating, discussing, and creating. 

I try very hard to work on creating those same experiences during math classes. Focusing on the process has given me a better understanding of the children’s learning that I would not get from looking only at final solutions, tests, and other products.  I’ve spent a lot of time thinking about meaningful math classes, although my process started off slow it got easier with practice.  

Typically, I try to plan the experience as much as possible.  We are planning all the time as educators, but sometimes those moments come up suddenly and we follow that teachable moment.  When possible, panning is an exercise for myself as a teacher.  It has helped me to understand what I’m hoping to learn about the students’ thinking and it has even helped me to grow as a mathematician. 

Though there are lots of things to consider and every educator has their own planning process, these prompts help to frame my thinking.  They might help you, if you’re looking for a place to start. 

How are the students experiencing this particular expectation? Is it the first time we’re looking at a concept?  Are students applying familiar knowledge to a new situation? Or am I hoping they demonstrate what they have learned about a concept?

Thinking about these questions helps me to think about the student experience and the information I hope to gather about their understanding.  If we’ve worked with this concept for a while, perhaps I’m hoping to see certain strategies developing in their work.  If we’ve not yet learned this particular concept, maybe I’m hoping to see what past knowledge they might be bringing as a starting point to my next lesson.

What do I anticipate students will say or do when presented with this experience? What am I hoping to see or hear? 

Anticipation has been a necessary exercise for me.  When I anticipate what the students might say or do, it helps me to focus on what I am looking for; which tools they are comfortable with, where might they start their solution.  This helps me to map out what my conversations might be with students while they are working and which direction I hope they might go.

How will I present this to the students? Do they need printed ‘rules’?  Do I want to give a personal story to the problem?

I find that presenting math to students helps to frame the experience.  Whether that’s introducing the rules to a math game or sharing context for a problem that needs to be explored – sometimes we don’t get to a firm solution! Scripting what I want to say helps me to frame my own thinking more clearly.  

What are some of the materials we will need?  How will they record their work?  How will I document what I see and hear?  

These logistics are important.  Sometimes I give students a few minutes to think of their own solutions to the question and then they come together in a small group to share and build upon their ideas.  Sometimes they are using manipulatives that I give them to use because I am hoping to observe something specific.  As I am documenting their work, I might write what I see them using or doing or I might have a checklist of expectations I am hoping to observe.  For each opportunity to engage with the students during their math experience, it’s important to have these details planned ahead of time. 

When I first started building my math for teaching knowledge, it took me some time to plan out meaningful experiences and activities for students beyond the initial question.  There are many wonderful research based resources that you can go to for ideas on problems to solve or experiences to offer students, but taking the time to work through the planning is beneficial for all of us.

As part of the Equity and Inclusive Education department, one of the primary questions we get is often around text selection.  Educators are always looking for a great read aloud to share with their students – something engaging, something beautiful and inspiring, and often something that invites students to look into mirrors, peek through windows, or walk through sliding glass doors. 

After reading hundreds of books over the years, I’ve learned a lot about text selection, but I also feel like it’s something I explore more and more about each year. There are so many different factors to consider when choosing a story to share.  Let’s start with the students: 

• Who are the children you share your spaces with?  
• What do you know about their identities?
• How are they prepared to learn about others’ identities?
• What genres do they enjoy?  Or types of characters? Or authors they already read?

When I think about students first, it helps me to remember who I am centering.  Each book, text, or read aloud is an experience that we will share and hopefully learn alongside each other.  It’s important to think about the student experience first. 

The next thing I consider is the text itself.  We can often shortlist a few books together, but when I am previewing a new story I have a list of considerations that I use for myself. A few of those include: 

• Who is this story about and who is it for? 
• Is the author writing from their own lived experience?  From an adjacent experience?  Or from another perspective entirely? 
• What am I hoping that the students will learn from this story?
• How can I ensure our conversations lend themselves to that outcome? 

Educators are always running short on time, but I do recommend that you preview or pre-read a text before sharing with your class.  This will enable you to think about the book in a way that creates a safe and inclusive learning environment.  Some of the things you might consider are: 

• What work would we have to do before reading this story? For example, we might have to build our background knowledge
• Are there any difficult parts in the story?  Some particular characters or events that might need a gentler approach or which might revisit some traumatic experiences for students? 
• How will I navigate questions and conversations with students about certain topics while not upholding stereotypes or biases? 
• Is this the right story for this time of year?  For the current classroom climate?  

While there are many places to find your next great read aloud, my very favourite place to go is the library.  Librarians have such a wealth of knowledge of the authors, award winning titles, and popular texts with students.  Whether you ask the school librarian or pay a visit to your local public library, I guarantee you will find a number of options to help guide your decisions. 

As I think about my list of considerations when choosing or reviewing a new book, I’m wondering what you might add to these lists?  What are some questions that go through your own minds?

 

One of my most memorable parent teacher interviews happened when I was teaching grade four.  This beautiful family, who had immigrated from Korea, had a lovely and hilarious son that they entrusted to me daily.  The parents were two of the friendliest people I had ever met and their deep care for their child was evident. 

During the meeting, I spoke highly of their child. I shared stories about his days in class and showed them samples of his work.  They were so pleased with his progress and the friends he was making at school.  At the end of the interview, I asked them how they thought he was feeling about the school year and if there was anything I could do to help support him better.  To my surprise, mom said, “Can you please encourage him to speak and read Korean at home?”  

My first response was, “Of course!”  Silently, I wondered whether he had said something to his family about the reason he didn’t want to speak Korean.  Was someone picking on him in class?  Was he feeling self-conscious?  Mom followed up with, “He doesn’t think it will be useful here.”

I realized something important at that moment.  Somehow, in my rush to teach curriculum expectations, I forgot to reflect on what the children were learning from me.  Yes, expectations were important, but who they are at this moment is important too;  they shouldn’t have to change to feel successful in school. I wondered what messages I was giving to students about what was ‘useful’ to learn, to know, to be.   

What is the right answer to this realization?  I could think of nothing that had prepared me in my years of teaching and learning. I was keenly aware of centering out one of the racialized students by starting a discussion in class about first languages and second languages out of the blue. Without knowing where to start, I just began sharing more about myself with my class. I talked about what made me proud of myself during our opening and closing to the day together.  I started to share a little about my own heritage and culture; I shared different words and foods and little expressions that made me Pinay. 

I noticed a few of the students began to share about themselves as well; their favourite foods and the names of their grandparents – some of which were not in English. We talked together a little bit each day.  My sharing became an invitation for them to share, too. I learned a lot about them as people and I hoped they learned the classroom was a place where all parts of them were important and every one of us was worth learning a little more about.  

To this day, I’m not sure if there is a guidebook for creating those conditions in the classroom.  Perhaps a step by step instruction manual is something that is out there and tested and one of you can share the name of it.  What I can say is that there was no replacement for time spent together. The time it took for me to build those relationships, I hope, built something bigger for those children.  And it was time that I spent understanding something pretty important, too: there’s a message we give students each day they enter our schools. I hope that it’s a positive one. 

In late 2025, I ran into that same family in the community. Their son has now grown taller than me, has developed a wonderful singing voice, and is still hilarious and kind. I didn’t ask whether he is reading any Korean books at home, but I heard him speaking Korean that day to his mother.  I hope he always will.

Have you ever been walking along the sidewalk and then come to the place where you’ve got to cross the road?  You may have noticed that the curb is cut, usually meaning a mostly flat ramp has been created to enable an easier crossing. You might have been pushing a stroller, pulling a wagon or suitcase, using a wheelchair or even a bicycle and this small adaptation made your life so much easier. This is called the Curb Cut effect – where the accessibility features designed for people with disabilities ends up benefitting many others as well. 

Like me, I’m sure you can think of a number of other accessibility designs that benefit many people, for example, doors that open automatically in a store and closed captioning.  All of these accessibility features were not designed with me in mind, but they have improved my ability to navigate the world.  I’m thankful they exist when I need them, such as ramps and elevators, but I also acknowledge that they don’t exist everywhere yet. 

Universal Design for Learning, often referred to as UDL, is a framework that meets the needs of learners from different backgrounds, with different abilities, and learning styles. In classrooms, we see how this framework promotes better accessibility for everyone.  For example, a posted visual schedule is helpful for those students who need predictability and routine, but it’s also good for all students to know how their day will go.  Using a timer can help to chunk work for some students; however, everyone (including myself!) can benefit from this strategy in class.  

The UDL framework encourages educators to think about three main principles in their planning: 

Multiple means of representation:  Providing learners with multiple ways to access information and content. This includes presenting information in different formats such as text, audio, and video, and offering different modes of interaction such as visuals, audio, and text.

Multiple means of action and expression: Allowing learners to demonstrate what they know in different ways. This includes providing options for students to express themselves through writing, speech, or other forms of communication.

Multiple means of engagement: Providing learners with multiple ways to engage with content, activities, and assessments. This includes offering choices in how they approach and interact with learning materials, as well as creating opportunities for motivation and self-reflection.

(from: Universal Design for Learning (UDL)- Digital Accessibility Toolkit)

How do we design lessons with these principles at the forefront of our planning?  Admittedly, it takes time, experience, and intentionality. When I first started teaching,  this was a big part of my learning; thinking about how I learn and learning how others might learn differently.  I started observing students, talking with them and their families about what helped them learn best, reading about different accommodations and learning about strategies that were new to me and ever changing with advancing technology.  I asked colleagues for suggestions and feedback; I referred to a lot of documents and research to get ideas and examples. 

Much like The Curb Cut Effect has benefitted so many people by making the world more accessible, Universal Design for Learning has a similar effect on the classroom.  Educators have the power to build “learning curb cuts” into a lesson or unit in a variety of ways, from ensuring slide decks are visually accessible to offering assessment options, such as writing an essay or recording a podcast. These ‘Curb Cuts’ may help students with disabilities, as well as make life easier for the student who is anxious about public speaking, the student learning English, and the student who needs additional processing time.  That seems like a classroom cultivated so that everyone can learn.

Please note: You may also read more about UDL in the Ontario Ministry of Education document entitled, Learning for All.

My little group of retired teacher friends and I get together a few times a year.  We love to play a card game called Dutch Blitz.  You might have heard of it.  It’s a super fast paced, card counting game that uses a unique deck of cards.  It’s a lot of movement and reflexes. When we’re playing we are super competitive and the laughs abound!

There are, however, many nights when I feel at a disadvantage in this game. It takes me awhile to get into the swing of things.  I come straight from work most nights and have to get up early the next day to head back to work.  My kids are still young-ish and definitely still reliant on me for some things.  My contributions to the appetizer potluck are usually store bought; I’m sometimes the last to arrive or sliding in late and barely shifted out of work mode. I always need a reminder of the rules of the game I’ve been playing for over a decade. By the time I get to our card nights I’m tired!

Life is busy and sometimes there are things that are just out of our control.  We don’t always make the rules of life, but we can accommodate and help each other to feel welcome.  At different phases of my career, I’ve felt the same way in the classroom.  Family obligations, time off for a variety of reasons, and feeling like I’m always playing catch up can be so stressful.  What got me through those times?  Staff and colleagues who were willing to co-plan with me, offer a listening ear, remind me that we’re supporting each other without judgement. A little empathy for others can go a long way. 

This year, take a moment to notice those children who are arriving at school a little late, running for the bus, forgetting their indoor shoes, lunches, and homework. Let’s extend that empathy toward them as well. Understanding that they might be figuring out their own breakfasts or lunches and packing school bags after a night with little sleep or babysitting siblings. Maybe they’ve forgotten their pencil crayons and rulers at home – it’s happened to me more than once!  Offer some empathy over penalty; let them borrow materials, ask them how their day is, tell them you’re glad they made it. We don’t control the rules of the game, but we can all be a listening ear and remind them that we support and care for them at school. 

I can’t remember the last time I won a game of Dutch Blitz – hey, some days I can barely remember the rules. In over ten years I think I’ve won a handful of times and that’s probably all the times we’ve played in partners.  But I do remember the laughs and the camaraderie. The feeling of belonging and that my friends extend understanding to me when I need it most.  And that’s the unspoken rule that keeps me in the game.

I’ve learned so much this year while working with colleagues in the early learning department. They always leave me with some new learning to ponder in relation to my practice. Recently, we’ve had a conversation about Dr Jean Clinton and her work around something called the C:D:C ratio. For many Designated Early Childhood Educators this is the basis of their work; however, for me, this was a different framing of the student and educator relationship. 

The C:D:C ratio is short form for Correct:Direct:Connect.  Dr. Clinton’s work emphasizes the importance of relationship building between educators and students.  Connection, she says, is key.  The relationships educators build with students can positively transform learning and how students see themselves in the classroom environment. Dr. Clinton encourages educators to think about the ratio of time we spend correcting students, directing students, and connecting with students.  

Correcting might sound like verbal cues “Stop speaking out” or “You’ve made a mistake here”.   It might even appear in non-verbal ways, such as eye contact or moving closer to stop certain behaviour. I stopped to reflect on what this looked like in my teaching; how many times do I correct students?  Are there any students that I correct more often than others?  What reasons do I ‘correct’ (e.g., academic errors, classroom rules, or something else).

Directing students involves directing accepted actions or behaviour.  Perhaps this manifests instructionally, for example, telling students “It’s time to do some math now”. It might also indicate acceptable behaviour, such as “Thank you for raising your hand before speaking out.”  I wondered how many times I directed students in the classroom.  How do my own expectations and biases about a ‘good’ classroom affect our relationship in ways I haven’t noticed before? 

Connecting with students is really where the educator intentionally builds meaningful exchanges with students.  How does this happen authentically in the classroom space?  Dr Clinton offers some guidance by modifying suggestions from the Center on the Social and Emotional Foundations for Early Learning.  

A few of those suggestions are as follows: 

• Be at the child’s level for face-to-face interactions 
• Use a pleasant, calm voice and simple language while making eye contact  
• Help children understand your expectations by providing simple but clear explanations (not by directing) 
• Take the time to engage children in the process of resolving problems and conflicts, rather than reiterating classroom rules
• Be genuine in acknowledging children for their accomplishments and effort by clearly saying what it is they have done well 

It feels to me like the connecting part is about building relationships with students.  It’s partly how we interact with them (eye level, eye contact, face to face) and it’s partly how educators are intentional about engaging with students (resolving problems, genuinely acknowledging efforts, trying to understand behaviour).  Directing and correcting seem to be more about student compliance.  We know that students thrive when they feel seen and heard and valued – all of which is expressed through connection.  Dr. Clinton’s research tells educators that if we spend more time on connecting with children, there is less need for correction and directing. 

Dr. Clinton’s work is based in early learning, but her appeal for educators to reflect on their C:D:C ratio speaks to educators at all levels in schools. Of course there are times throughout the day when correcting and directing are necessary; however, it’s valuable to reflect on which interaction is most prominent and why that is. 

There’s so much to learn about in Early Childhood Education.Even if you are not a kindergarten teacher I urge you to read and listen to some of these brilliant researchers.  I promise you’ll learn a lot. 

Learn more about Dr. Jean Clinton’s work by exploring: 

https://etfopley.ca/jean-clinton-well-bring-relationships/

https://drjeanclinton.com/

The Power of Positive Adult-Child Relationships: Connection is the Key

 

 

At a professional learning workshop in the fall, we went around in our circle and offered tips to each other for report card writing.  I thought it was a great way to have an opening and also a great way to share ideas and strategies during this time of year.  Many of you may already be thinking about report card writing or even be in the middle of writing by the time this is published, but I’d like to share some of my own tips and ones that were shared with me.

First, know what conditions you need to focus on your writing.  For me, I need silence but I know many other educators who have a ‘report card playlist’ or who are able to maintain focus with some ambient sounds in the background.  I definitely require a well lit space (it helps if there is a view) and I put my phone in another room… I can be easily distracted!

My next tip is to take breaks when you need them.  When I sit and write, I know it takes me a while to get started, but I have also learned to recognize signs that I need a break.  My mind starts wandering or slowing down and I lose focus – two key indicators that I need a movement break.  I will get up and walk my dog for a quick outdoor break and it’s amazing how 15 minutes outside recharges my brain instantly.  Whatever your clues are, think about the strategies you need to refocus and bring yourself back to task.  

Just like some of my students students, I like to use a timer.  I’ve tried a few different techniques in the past, such as finishing all of one subject before a break or writing for three students and then a break, but I’ve found that a timer helps me the most.  I’ll set my timer and then keep track of how many comments I can write during that time. It helps to keep me accountable, but can also help me to anticipate when I will likely need a quick break as well. 

Last tip: plan your snacks!  I’m all about the snacks to fuel my motivation and I like to have some things in the house on hand….Whether popcorn is your snack of choice or fresh fruit, having those things ahead of time is handy. One educator I met told me that their staff members each bring a snack pack or fruit or such to give to every staff member;  each educator then goes home in report card writing season with a variety of snacks.  

This time of year when report card due dates are looming on the horizon can be daunting. While I love the opportunity to reflect on student learning, I also acknowledge the immense amount of time and energy that writing takes. Some of you may already have these strategies, but you might find some new ideas and maybe even some reminders of tried and true methods that have worked well for you in the past. If you’ve got more tips, share them with your colleagues – and me!

At the beginning of the school year, I ease my working mom anxiety by watching a lot of videos about quick after school dinner recipes.  While there are hundreds of things to worry about related to teaching every day, somehow this makes me feel better and more prepared to tackle these sometimes exhausting fall beginnings every year.  

I start out looking at the main ingredients required, the measurements so I will know how much to purchase and whether it’s simple enough for me to figure out on my own.  As I watch the video and see the cooking techniques and instructions, it starts to make sense to me.  I can imagine the textures, the tastes – even see how many pots and pans I’ll have to clean after dinner.  These videos are entertaining and also help me to gain confidence in trying new flavours or learn how to tweak my tried and true recipes. 

My favourite phrase is when the creator gives permission to “measure with your heart”.  This small four word sentence honours that everyone’s tastes may differ; your family may like a little less salt and a little more garlic, or might prefer maple syrup over honey for a sweetener.  The small tweaks personalize that recipe and help me to make it my own.  When I measure with my heart, I think about who I am cooking for; family, friends, or even just myself and that recipe becomes customized with them in mind. 

When I get the opportunity to meet students in these early fall days, I’m still following some of those tried and true ‘recipes’ at the beginning of the school year – lots of smiles, spending time getting to know each other, building a community together.  I work my way through the measurements – assessments that help me to learn more about their academic experiences and how I can best meet their needs as their teacher.  

But somehow, without my noticing, I start to measure with my heart.  I see all the unique qualities and personality traits of the students and they start to learn a little more about me, too.  Some may need a little more gentle encouragement and others like to laugh and joke around with me. I learn who has siblings and who has a hamster and who takes swimming lessons on the weekend. I ask about these experiences that are important to them – personalizing the way that we show care for one another.  Maybe it’s suggesting books that centre their identities in language class; maybe it’s using real life examples that help them feel seen in math class.  Just like cooking, when I measure with my heart I think about who I am teaching – not just as students, but as children who are brilliantly unique and gently adjust the flavour of our classroom with them in mind. 

As we move into the unending deadlines that always seem to be present in education, I’m going to remind myself to measure from the heart every day.  To think not just about what students need to learn, but the ways our classroom can best reflect how they need to learn.  Perhaps it’s a  little more scaffolding at times or a more hands-on experience in other subjects.  Maybe Monday needs to be a little sweeter than the other days while Friday needs to be more spicy and bolder.  There’s no recipe that can guarantee what we will need most each week;  I’m just going to measure with my heart.

I’m going to age myself for a minute.  Many years ago when I was a child, we had vinyl records and cassette tapes that we used to listen to music.  There were two sides, the A-side and the B-side. The A-side of a single song usually featured a recording that was the  focus; something you would hear on the radio. The B-side (or “flip-side”) was a secondary recording, something that was not as popular or that didn’t receive as much airplay.  Oddly enough though, some B-sides have been as successful as, or more so than, their A-sides.

In education, I feel like I spend a lot of time on the A-side.  The one that is most visible; lesson planning, assessment, teaching in the classroom.  This side of teaching gets a lot of focus, at least in my working life.  It’s the side that demands most of my attention, can be very challenging, but also can be very rewarding. There are a lot of things to love about the A-side; it’s popular for a reason!

But this year, I’m thinking a little more about the B-side to being a teacher.  It’s been hard not to feel overwhelmed this fall.  There is always so much to do and teachers in their first five years often ask me when it gets easier.  Even at 25 years in education, I still feel this stress when I focus only on the A-side.  The side with all the to-do lists and never ending deadlines.   

But what is the A-side without the B-side?  I’m working this year on thinking about the other side, the part that isn’t always talked about, the side that helps me to be my best self when I’m with the students.  And so, I’m sharing with you, my B-side tracks.  It’s short, it’s non-exhaustive, but it’s also focused on something a little different than all of the practical parts of teaching.  

First track: Balance. I often feel off-balance in education.  I feel myself spending a long time working, planning lessons, units, while also assessing students and attending meetings.  These days, in truth, I’m coming home quite late and I start to wonder if I’ve bit off more than I can chew outside of my working day. In response, I’m trying to look at balance a little differently. 

Perhaps balance isn’t equal time spent on different tasks, but rather how I measure my effort and stress for each.  If I am going to be doing a very stressful task that requires a lot of thinking and learning at school, perhaps I’m going to balance that with something that is very fun and rewarding after school.  For example, spending a day in new professional development might mean for the evening I’m going to plan a movie and snack night with my kids or a walk along the beach with a friend.  If I know I have a long week ahead at work, I’ll spend my Sunday resting and reading a good book.  If I measure work/life balance only with time on task, it will always be off-balance.  I’m learning to recognize that the amount of time isn’t always in my control, but the quality of that time might be.

Second track: Beauty. This is my reminder to slow down; to take a few moments to notice the beauty around me.  That could be making time to watch the sunset and notice how lovely the sky looks. It’s stopping on my way into the school or the ETFO office to appreciate the changing leaves and flowers that might still be blooming.  It’s also just taking a moment to stop and appreciate artwork or music or those delicious snacks someone shared in the staff room. Focussing on these moments always seems to diminish the noise of the A-side tracks and reminds me that there’s always something to appreciate. It brings joy in a different way and it reminds me to take a different perspective when looking around the world.

Third track: Boundaries.  This word is sometimes misunderstood and can be guilt-inflicting!  I used to think that boundaries meant I’m just saying no to people and that they would be hurt, annoyed, or frustrated with me.  As I’ve grown, I’ve realized that boundaries are actually about knowing myself. It’s knowing what I need in order to stay well and to feel happy and be present for my students.  Boundaries aren’t selfish; boundaries are actually part of my self-care. 

For example, on the weekends, I’ve got a 1:00pm boundary.  Whatever I am working on at home, I insist that my 1:00pm boundary is in effect – I sit and read a book or watch tv or take a nap.  At school, I make sure I take an uninterrupted lunch break and, here’s the hard part, I try not to talk about work!  It’s not easy, but I try very hard to have work conversations limited to ten minutes if it’s necessary and try to talk about something social during the rest of lunch. This helps me to step away from work for a moment and it also builds community amongst staff  to share a little bit about ourselves with each other. And it’s a wonderful feeling to work with a strong and connected staff that feels like they can lean on each other.  I’ve noticed that it just makes our A-side tracks (co-planning, co-teaching, professional development) go so much smoother when we know one another outside of the parameters of work talk. 

And so, the B-side tracks.  Often not at the forefront of the day compared to the A-side of teaching, but no less important to educators. While it sometimes gets less airplay, it’s sometimes just as catchy and fun as other versions. The B-side helps me to enjoy the A-side, to give it the airplay it deserves and even have the energy to dance around a little.