YOᒐ

 

picture of a holiday JOY sign taken from behind so letters are shown in reverse
photo by author

No joy, no peace.
Know joy, know peace.
Perhaps this simplistic approach may lead some philosophers, I mean educators, to search for specific pieces of peace as part of putting their own life’s puzzle(s) together. Or maybe not. It’s good to have a choice in matters of this nature. 

As simple as the adapted axiom above reads, it becomes much more perplexing when, as, and if pondered.

Call it YOᒐ

So what happens when joy takes a holiday when doing the work that you love, and all that you are left with is its opposite? Without this becoming a full on self help post, I will attempt to work out my thoughts in the paragraphs below. 

At first blush, the answer comes with equal parts complexity, scheduled and unscheduled situations, and a litany of responses ranging from (over)reactionary to nuanced. I never said it was going to be easy, right. I also didn’t say it has to be difficult either. 

Finding our own versions of JOY while trying to avoid YOᒐ might as well be like trying to distil our own definition for the meaning of life. And you can’t use 42, Adams already gave us that one. What brings us JOY or YOᒐ is personal, elusive, and evolving. We are humans after all, and our tastes and needs are subject to change or be changed whether from inside or out? Joy will look different from one person to the next. One person’s perceived worst day ever, may only appear to someone else as an opportunity to gain knowledge and grow from the experience. 

The winter of my disco tents will lead to a rockin’ summer

Looking at JOY and YOᒐ as seasons instead of life sentences has been helpful for me. 

In fact it has become very clear that each and every day has the potential for us to take a time warped trip through the seasons complete with blizzards, droughts, refreshing rains, and warming sunlight. Whether we wither or weather the storms depends on first knowing who we are at the core and what emotional strengths we draw from to meet the demands of each day’s tempests.

Will I be ready with an umbrella for life’s downpours or will I be looking for towels because I left the windows down in my car? Will I be ready to shield myself with a supportive network of caring colleagues from the cold of self-doubt and discouragement when things are not working in the classroom or I am feeling unsure? Will I be ready with sunblock, glasses, and a hat to appreciate those warm days? How about you? With so much of our well being anchored in our mental health, it is crucial we know how to prepare and where to seek a proverbial shelter.

JOY is…

The feeling of sipping your coffee or tea when it is still hot, warm, or from the same day it was made. It is having all of your students in the classroom. It is a week of uninterrupted school life at the speed of learning. Joy is seeing the eyes of students light up when they accomplish a goal. Joy comes from having a purpose? Where it gets really good in our lives happens when we can combine what gives us joy, with what we love, with our purpose, and talents. This in essence is the Japanese concept of Ikigai.

For me, there is joy in knowing I am working in a space that I love and using the skills/gifts/scars/lessons thus far to occupy my place as an educator. Over the past 15+ years there has been far more JOY than YOᒐ too. It doesn’t mean that we are on easy street until our final days, but that each day we are presented with JOY or YOᒐ will be an opportunity to shine brightly or strengthen ourselves or one another.

As we navigate this season of low daylight and high workload, I just wanted to remind you all that you are purpose and passion in action. You are the light to so many even after the sun goes down. Thank you.

Avoiding Burnout: A Vital Pursuit for Educators

Burnout is a pervasive problem affecting educators worldwide, leading to decreased job satisfaction, compromised well-being, and diminished classroom effectiveness. Addressing this issue is paramount to maintaining a high-quality education system. The demands of teaching can be overwhelming, leading to physical, emotional, and psychological exhaustion. To maintain a high standard of education and foster a healthy learning environment, educators need to prioritize their well-being and avoid burnout.

The first step in avoiding burnout is recognizing its signs and symptoms. Burnout is characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. Educators may feel emotionally drained, detached from their students, and experiencing a diminished sense of personal competence. Identifying these signs early on can help educators take proactive steps to prevent burnout. Understanding the root causes of burnout is essential for developing effective prevention strategies.

Photo by Nataliya Vaitkevich

 

One of the primary causes of burnout is an imbalance between work and personal life. Educators often dedicate long hours to lesson planning, grading, and extracurricular activities, leaving little time for themselves and their families. Educators must be intentional about self-care and establish clear boundaries between work and personal life to address this issue. Setting aside time for relaxation, hobbies, and spending quality time with loved ones can help alleviate the stress associated with teaching.

Educators should not hesitate to seek professional support when experiencing burnout symptoms. This may involve consulting with a counsellor or therapist specializing in educator well-being, and sharing challenges and concerns with a trusted mentor and/or professional can provide educators with valuable insights, coping strategies, and emotional support to navigate the demands of their profession effectively.

Mindfulness and stress reduction techniques can be valuable tools for preventing burnout. Practices such as meditation, deep breathing exercises, movement activities, nature explorations or yoga can help educators manage stress and stay grounded in the present moment. Integrating these techniques into daily routines can improve emotional resilience and well-being.

Creating/immersing in a supportive community within the school environment can also contribute to educator well-being. Participating in professional development opportunities, such as workshops, conferences, and ETFO local union events (socials) and peer support groups, can provide a network of like-minded individuals who understand the profession’s challenges.

Burnout is a significant concern in education, as it affects educators’ lives and the quality of education provided to students. Prioritizing your well-being and implementing strategies that enable work-life balance, will ensure that you have a fulfilling and sustainable career as an educator while providing the best possible learning experience for your students. Ultimately, the prevention of burnout is not only essential for us as individual educators but also for the betterment of the entire education system.

ETFO members who feel that they are experiencing mental health challenges should discuss their concerns with their family doctor. Mental health support may be available to ETFO members through Employee Assistance Programs (EAP), accessed via their district school board.
Additional support may be found through Starling Minds, which offers a variety of digital programs free of charge for ETFO members. Read this PDF about Starling Minds and learn how to register.

thank you

It’s been a while since I’ve gushed, but as I was driving to school this week, I started thinking about ways I could show more gratitude for all of the good things that are happening in my professional life. This got me thinking about the staff at my school. In each aspect of the organization, there is much to be appreciated from our incredible office staff, caretakers, EAs, CYWs, DECEs, and admin. In that spirit, thank you, thank you, thank you.

Since this the core of readers of this blog are ETFO members, I will continue before the music plays me off and before being escorted off the stage. Here goes…

Thank you for putting in all the hours that make a difference in the
lives of learners before, during, and after school. 

Thank you for being the only smile that a child might see each day.
Thank you for being the hand that reaches out to a student who is feeling big feelings.
Thank you for being the one who comforts in times of uncertainty.
Thank you for being calm, considerate, and caring when things are not going well. 
Thank you for making sure that new kids feel welcome from the moment they
walk through your doorway. 

Thank you for teaching the basics.
Thank you for teaching the basics over and over again. 
Thank you for teaching the tough stuff.
Thank you for teaching the tough stuff over and over again.
Thank you for teaching morphemes, phonemes, and graphemes.

Thank you for providing accommodations regardless of identification(s) or not. 
Thank you for teaching number sense and problem solving,
and for teaching it over and over again. 
Thank you for extending due dates when needed,
and for allowing retests when things don’t go well the first time. 

Thank you for working hard over the summer to prepare for curriculum changes
even though you should be taking time to rest and recover from the prior year.

Thank you for teaching about truth before reconciliation. 
Thank you for ensuring that Asian and Pacific Islander (AAPI) and Black, Indigenous, and People of Colour (BIPOC) are represented in your instructional resources.
Thank you for reading culturally relevant stories that allow all students to see themselves within them.

Thank you for creating safe and engaging classrooms where everyone feels seen.
Thank you for ensuring that students feel seen and know that they matter.
Thank you for seeing that every learner is 10 out of 10 at something, 
and for helping them discover and develop their unique talents. 
Thank you for hosting a GSA meeting and for displaying a “safe space” sticker. 
Thank you for running clubs and coaching teams. 
Thank you for spending recess after recess sitting in your classroom so students can catch up on their work.
Thank you for making accommodations that support the faith expressions of learners. 

Thank you for helping each other out by sharing resources. 
Thank you for answering questions and offering guidance to those who have recently entered our wonderful profession. 

There is always time for gratitude in this profession and this is my chance to show my appreciation if I haven’t mentioned it enough above. Thank you for all you do. Will

June Reflection

I try to be an educator who continually reflects on my practice and experiences within education. As June signifies the end of the school year, I often consider it the perfect time to reflect not only on the year but also on my overall career in education. In this post, I’m sharing some of my recent reflections and maybe a few next steps as we roll into summer. 

Change Is Constant

Over the course of my career, I’ve somehow managed to have never been surplused.  That is until this year! I wasn’t expecting it and when it came, I was really unsure of what my next move would be. Having just arrived at my current school this year, I was looking forward to starting a STEM program that could be built upon for years to come. I guess that just wasn’t in the cards for me at this particular school. One thing that I’ve learned in education is that change is constant and flexibility is a must. Sometimes what we have in mind, isn’t possible. With this in mind, I got excited about what could be next, applied for jobs and I’m excited to be starting anew in September. 

Summer Is a Time to Breathe

In the summer, I find that I have more time to get out in nature and that I make the time to read. Often with more time in my schedule, I find that it gives me the opportunity to be more intentional about what I decide to do each day. This summer I have two books that I plan on reading and implementing and I’m excited. I’ve gone with two because it’s manageable and I really hope to dig deep into these reads. The first book is Black People Breathe by Zee Clarke. Years ago I found that I was heavily into mindfulness and breath work but over time, I somehow moved past this practice and got back into the hustle and bustle of life. I’m ready to get back into it. I picked this book because it is written by a Black woman. Not only does this book provide guidance on vital tools from an expert in mindfulness, meditation, and breathwork, but woven throughout are deeply personal stories highlighting the many systemic challenges that people of colour face. I’ve got a lot of experiences that have caused trauma to unpack and to work through and I am excited to begin my mindfulness journey again. 

Rest Is Essential

At the beginning of my career, I somehow got the wild idea that I should be filling my summer with teaching or learning – basically work. I didn’t get that the time off during the summer was to rest and recharge. I found myself going, going, going until I was close to being burnt out. Years ago, I took a summer off completely – no work at all – and it changed the way that I thought about having the summer off. I realized the importance of taking time for myself. I learned about slowing down and being in the moment. I learned about enjoying moments rather than rushing to move on to the next thing that is on my to-do list. I find that I’m rushing again and not savouring or enjoying experiences to the fullest so it’s time to rest. This summer, I will be working on a couple of projects but in between I have carved out time for rest. As a practice, I will be using the Nap Ministry’s Rest Deck for some guidance on restful practice. I’ve also been gifted her book, Rest is Resistance and will be using that as a guide for learning to rest with more intention.

The year is over and I hope that you get a chance to congratulate yourself on what you accomplished. Wishing you a wonderful summer filled with rest, breath, and opportunities to consider what changes you might make this coming year.  Enjoy!

snacks

Via DALL-E – create a painting of Chips, Goldfish crackers, Cheetohs, Nachos, Pretzels, Carrots and other snack foods in a Rubenesque style – prompts by author

Crunchy food. I need crunchy food! Chips, goldfish crackers, veggie straws, or even, heaven forbid, real vegetables to stave off my brain triggered hunger now arriving via its ally my stomach.

Our stomachs tell us a lot of things, they are much like having a house weather forecaster by giving off warnings of inclement times ahead. Whether it’s stress, anxiety, nerves, or need for nourishment, stomachs are in the middle of a lot of action(s).

Mine is telling me that some crunchy snacks would be good right about now. So while I type and stare at my own options (granola bars, seaweed, crackers + hummus, pretzels, et al.), the idea to write about snacking and teaching comes to mind. Before I cave into my brain’s demands I thought it would be a good idea to consider why noisy food is a strange necessity during this and other similar moments of my day. 

Furthermore, in the interest of transparency, I will neither be making excuses for my snacking habits nor endorsing them. However, I will mention that there are times during the day which correlate to my need for a snack when the emotional and cognitive demands are increased. I am sure that this is a common occurrence amidst our ranks. 

Crunch crunch crunch when feeling the crunch

Why does eating crunchy food feel so satisfying? Is there a primordial connection to our primitive brains somehow? I can state without hesitation that there is something soothing in the noise. If not soothing then how about distracting? Sometimes our brains need a break from what they are processing. Eagelman repurposed the term “strategic surrender” in his book The Runaway Species.

I love how this phrase sounds, and share it often. Moreover, I share it in my classroom as a strategy for my students. Perhaps my breaks for crunchy foods are providing me with a diversionary pause that allows my brain to continue solving a problem while being distracted by the crunching going on just below it. All things considered, I had not thought about snacks as a restful respite from the compounding moments of the teaching day, but I know if they are good for me, then they are good for others. This includes students and teachers. 

To that last point, I always have a box of granola bars (peanut free – Costco brand) to support the growing minds and bodies in the room. Whenever an OT joins our classroom for the day, I am sure to leave one for them too. I know that it cannot be easy to step into unknown spaces on a daily basis without the need for some strategic surrender from time to time. A snack and a note of gratitude may be a simple act, but can be very meaningful too. 

Crunching gone wrong

I add this thought for consideration only because it is still important to make healthy choices when it comes to what we consume. There are only so many Cheetos binge windows left in my life and I want to savour them over the holidays. So that means carrots, radishes, and other less carby things that can still shake up my brain with some decibels with each bite. Another thing to consider might be how often I am eating my feelings and stress rather than identifying and addressing their root causes. If I am eating to cope with my stresses then I need to get some help. If I am eating to keep my brain and body fueled then I will continue to crunch on. 

Thirst

There might be another factor at play here, and I have often turned to my coffee cup and water bottle to deal with it. Sometimes we forget to drink enough throughout the day. It’s kind of hard when our bladders need to be set to an entirely different schedule than our bodies deem naturally necessary. Unlike our students, we just can’t ask for permission to take the long way around the building to get some water and use the washroom. As a result, many teachers are under-hydrating. This can lead to decreased energy levels and can impair cognitive optimization and may also lead to long term health issues.

As we work to finish off our final month of the year in a good way, it is crucial to keep both body and mind in healthy states with a little crunch and a big sip.

fine, everything is fine

I have a habit of saying, “fine” whenever asked how things are going. Whether it is symptomatic of a half century plus of social conditioning or simply learned ambivalence is still to be determined. It could be a combo of the two as well. I am a big fan of “fine”.

It has the insouciant distance and indifference that propels me past and through the issues of the day. After all, who wants to be a burden to others when so many are already maxed out with their own lives. Isn’t it the North American expectation to steadfastly power through the day with stoic determination. In many ways that’s what happens to people who stay in the safety of their silos. 

It is not beyond a single educator to utter this answer all the while knowing that behind the scenes, in our heads, or in full view of all to see that there is a lot of meaning to “fine”. It is a societal expectation that we respond “fine” because our polite programming provides the same answer each time even when it is not true. 

It’s not a lie if you believe it. – George Costanza

I love the quote above and it rings a little too true with this topic. Although it was intended for a different context in the show Seinfeld, it definitely applies when considering the mental health and well being of all who work in education. When will we have time to unpack the emotional baggage covered by “fine”? How do we get to a place of trust to provide the support that is necessary for us to listen as well as be heard? 

Breathe in, breathe out. I’m fine. You are fine. Everything is fine.  Thank you very much for asking and not burdening either of us with a truth that we verily have little time to acknowledge or attend to if it turned out to be false. Now, let’s get about our days. Sound familiar?

As a profession, there are few others to rival the frenetic paces that educators face over the entirety of a school year. Imagine each classroom along the lines of a corporate model where each grade occupies an important floor of a tall tower. On each of these floors there are numerous cubicles filled with team leaders and workers all charged with annually accumulating, accruing, and retaining the knowledge and the skills to find, climb, and remain on the next floor above them. 

With each September ‘new year’ comes the mysteries, highs, lows, and unexpected life events of a newly gathered group. Buckle up because it could be a bumpy ride. What surprises me, over most of my 14 years in education, is that the ride is nearly 3/4s finished before I realize where the heck I am. This explains the timing of this post in March with the realization that there is much work to be done. 

As if that collaboration and hard work to move on up wasn’t enough, the teams are dismantled, mixed, and reassembled to include other workers from their former floor, but now forming under different leaders just to keep it fresh. Despite the best efforts to make everything seem fine, I can’t help but wonder how students are doing too. The past 3 years have been anything but fine. Yet, as we move them from floor to floor, like the adults who lead them, they are already accepting that the only answer to give is “fine”. 

With all of the talk surrounding mental health and community wellness in schools, I am not fine with “fine” being the answer and am working hard to redefine the work I am doing around it. 

I’ll leave you with this.

I was fortunate enough to be a part of a meeting with student leaders from our school mental health collaborative.
This session revealed some extremely important truths that can light a path to somewhere good for students and teachers.
Here are my takeaways and echoed thoughts in (  ).

  1. Students are feeling the stress
    (Teachers are feeling the stress)
  2. Students want to do something about it
    (Teachers want to do something about it)
  3. Students are looking to work with educators to create and implement solutions
    (Teachers are looking to work with students to create and implement solutions)
  4. Students need teachers who can listen without feeling that they need to have any or all of the answers
    (Teachers need others who can listen without feeling that they need to have any or all of the answers)
  5. Students need teachers who will help lead programs that are relevant to their needs rather than those that have been prescribed from outside of the building.
    (Teachers need others who will help lead programs that are relevant to their needs  rather than those that have been prescribed from outside of the building.)

Thank you for reading. Please feel free to add your thoughts in the comment box to keep the conversation going.  

fractures

an image of fractions made with a blend of colourful geometric shapes in the style of Picasso and Klimt via Dalle 2
Image – fractions made with a blend of colourful geometric shapes in the style of Picasso and Klimt via Dalle 2 prompts by author

Bumps, bruises, cuts, and scars dot my skin. They serve as little reminders of the life that has been lived on the outside. Whether visible to others or not, I cannot look at them without recalling most of the moments and misadventures that caused them. I see these marks as near misses and continue to add more to my collection whether it is in the kitchen, workshop, or enjoying time with others.

Call this post ‘fractures’?

In my half century plus adventure time, I have not broken many bones along the way. Other than most of my fingers, a couple of ribs (which made baseball and golfing really tough that year), and my nose back in grade 6 playing football on the school team, I have been very fortunate not to ever be fitted with an itchy or cumbersome cast – although there is still time.

My collection of near misses and minor breaks have taught me quite a bit. I have to take my physical existence seriously when it comes to my actions and inactions. Perhaps my injuries are the products of inattention on my part? Perhaps I let my guard down with what-could-possibly-go-wrong thinking? Perhaps I needed to pay closer attention going forward? Somehow I am sounding like my parents and teachers and it’s bringing me back to the purpose of this post – fractures.

There is not a single one among us who enters the classroom each day without fractures. You see, we have all endured down times, loss, failure, and disappointment at one point in our lives or another. Whether physiologically or psychologically, fractures come along with life’s other certainties such as death, taxes, and dishes(without apologies to Ben Franklin). What we make of our fractures is often where we find our strength and determination.

If a bone breaks, the body begins the healing process immediately. Once something goes snap, the cells organize themselves to start the repair process. Interestingly enough, it is not like your brain is the boss yelling at the workers to do their jobs or go faster. At this point it is along for the ride because the body already knows what to do. The brain just takes the credit. “My what a nice job we did healing that tibia over the past 6 weeks.” Despite attending to the remediating a reconstruction project, the body can still get about other daily cognitive business, but when someone’s mind or spirit becomes fractured, the body is often likely to deteriorate in the process until healing and restoration are complete. So why is this so hard?

Fractures in our personal and thought lives are never usually front and centre though. Adding to this mystique is the elusive nature of mental health in general. Our fractured spirits are not easily seen by untrained minds and are often interpreted as rude behaviour or that maybe you need a time out to gather your thoughts. This is also common in our students. It is also compounded because, many times, they are processing emotions that seem difficult to articulate due to confusion and fear of being judged, cast out, mocked, or all of the above.

The Ontario Grade 6 Health Curriculum gives us some solid teaching and learning points that I have really been trying to build into the life skillsets of students in and out of our class time. Interestingly enough, this teaching really meshes well with the book The Tools by Phil Stutz and Barry Michels which happens to be my current personal read, but that’s a blog for a different site.

So often we are faced with situations that are followed by a barrage of feelings and much more often than not we find ourselves reacting rather than responding. As our lessons have progressed, students have learned to assess the situation, identify their emotions, and then use strategies for resolution. Yet, even with the skills we are implementing into our daily interactions, the struggle to be honest and free of fear about our fractures and feelings is really hard to reckon with one another. This goes for teachers just as much as students.

We need to step outside of our comfort zones which double as camouflaged cages of social media level perfection and problem free happiness. We need to normalize that life is messy at times and that things can be and become broken. If we take time to pick up the pieces and put them back together there is a chance that these fractures can be mended.

In many cases the silence is even more deafening when it comes to issues of mental health in the classroom. Judging by recent news reports in response to the provincial budget causes me to believe we are in for more and more fractured students slipping through the cracks in our schools.

Yes, we can acknowledge it, but more often than not we are still too fractured as a society to truly support each other when there is so much need already. The keys has been and will continue to be in the hands of educators. As we walk through the hallways and curate our classrooms, take time to help the fractured around you by making time to acknowledge them (yourself), listen (talk with someone), and help them (yourself) heal.

Reflections from 2022

As I reflect on the year we just had, I can’t help but feel proud of myself, all the educators and of course, the children that endured all of the challenges of the year we had. From countless closures to the uncertainties, our feelings of normalcy were starting to become a thing of the past. For someone who is normally so positive, I found it hard sometimes to carry on with a smile and try to spread the feeling of “All will be well.” So how do we learn from this? How do we use what happened in 2022 to guide us in 2023.

Well as I set goals for 2023, I think I would like to bring a couple of mindsets into the new year:

Never underestimate the power of an experience

2022 was made up of many lovely experiences- whether it be viewing a musical at the local high school or playing in a soccer tournament- students remember every single experience and love to look back on it. So try to take the opportunities as they come. Read every email because you never know when a fun opportunity could come your way. Also, never be afraid to make a fun opportunity happen! I know sometimes I wonder if the students will like something I plan or ask them to plan but they always end up reminiscing on how great of a time it was. So experiences are the greatest treasure I would take from 2022, right down to a game of trivia on the playground.

Nothing is forever 

I remember being upset multiple days during 2022 thinking, “I hope this doesn’t last forever” and the truth is, it never did. So positive thinking almost always wins and stressing over things that are beyond our control never works well. I hope in 2023 that when I am faced with a challenge, I will approach it without dreading its end date and that I can find a way out of it. I know that this will ultimately make me less stressed and will help me stay positive.

Breaks are for taking a break

I remember trying to plan any break we would get: Christmas, March, summer, etc. I would carve out a few days to plan as far ahead as I could get and not actually spend any of my break on break. This summer, I tried something different. I enjoyed getting married, my honeymoon and then after, I didn’t plan. I didn’t read any documents, instead I watched videos and read articles about first day activities. I read the exciting first day back opportunities our board had made and from there, I let things happen as they may. I started to really plan the curriculum after I got to know my students. Spending weeks of the summer mapping out a plan was something I thought I needed to feel confident about the next school year- however doing so during the first weeks of September proved to be much more productive. By then, I knew my learners and knew the style of teaching I would want to use for that group. This is a style of preparedness I want to save and continue on with for 2023. I don’t think I ever really tried taking time to take a break- a break from the business and the planning. Now I know I can do it.

There are so many other things I’d like to comment on but I have my activities saved in files, my memories saved in photos and of course, actual items saved in my class. I felt it would be most important to write down these mindsets so that others could try them. Although there are many lessons and units I’d love to try again, it’s more important to reflect on the feeling and mindset I’d like to have. Stress is a feeling almost every teacher shares, I’d love to see that change into something else. This blog helps me relieve some of that and I always hope there’s someone out there that will try it too. Either by reading, replying or trying to write their own version. 

Happy new year everyone! 

 

The Wind Down

2022 has come to a close. As I reflect on the year, there are 3 things that I will be taking with me into the next: finding moments to create; doing what I can; and resting. They’re simple and yet, if followed, I think they might help to make 2023 a little better for me.

Finding Moments to Create

When anyone asks me what I enjoy most about teaching, I say that it’s working with children. Sitting down and having the chance to interact and watching as students learn is very rewarding. In my role this year as a STEM teacher, I’ve had several opportunities to do just that. This month, students used cardboard and Makedo to create strong and stable homes that could withstand the huffing and puffing of the “Big Bad Wolf”. As group members worked together on their plans and designs, I had a lot of fun sitting with them to see how we could bring their ideas to life. It wasn’t easy at first but it was really neat to see how even our youngest students – the kindergartens – got the hang of it and created incredible homes that were so unique. Overhearing some tell the stories of their homes and what happens in their homes at the end was a great bonus. 

Reflecting on the year, the times that I enjoyed myself most in the classroom have been when I’ve had the chance to either watch students build or have built with them. Seeing the excitement that students have as they create something is truly a joyous experience. Whether or not it’s perfect, many love to describe the elements of their creations and often ask to save them so that others can see their work. Knowing the joy that creating brings, I’ve tried to incorporate more time for myself to be creative outside of the classroom. Whether it’s through making jewelry, painting or building with Lego, I’ve enjoyed creating and as I walk into 2023, I’m choosing to make more time to do so, whether or not I’m “good at it”. 

Doing What I Can

At the beginning of my career, I think I was very hard on myself when I had a lesson that didn’t go as planned or didn’t get as far as I hoped in a unit, usually due to time. At that point, I didn’t quite grasp that we teach the students in front of us and not who we expect them to be. Once I did, I found that teaching became easier. Don’t get me wrong, my expectations remain high for my students, it’s just that if more scaffolding is required, there’s learning needed and we take our time as we learn before moving on.

This year I had a few different design projects that I had imagined and yet we’re still on our first one. We’ve paused and regrouped while learning new skills and I’m proud of what we have been able to learn and accomplish so far. In 2023, we will continue to do what we can without judgment, knowing that learning is happening.

Resting

This year it didn’t take long for me to fully embrace the fact that I was off for 2 weeks. In years past, I would do a little work towards planning for January or start thinking about Term 1 reports but not this year. I need rest and I’m choosing to not feel guilty about having 2 weeks off to rest and get myself ready for school to start again. There will be no work beyond some writing for this blog and I’ve learned to embrace that. As I walk into 2023 I will continue to be intentional when I am at work and when it’s time to recharge, I’ll take the time to do just that. I do hope that you’re taking some time to rest and relax during this break. Teaching can be quite demanding. Remember that we need to take care of ourselves in order to make the most of the learning experiences within our classroom spaces. Refill your cup. You can only give what you have. 

As you wind down from the events of 2022, what might you take into 2023 that will help make it better for you? Wishing you all the very best for this coming year.

time off time

I received a very encouraging email today while working from home as a result of an imprecisely unplanned present from Mother Nature in the form of a pause prior our previously planned end of school for our winter break. The message could not have come at a more perfect time either. It read;

“I hope you can log off, unplug, relax and enjoy starting asap.  You have all worked so hard under ever-changing and difficult circumstances but the common thread is that you put our students at the forefront of everything you do.”

Perhaps serendipitously as I was adding the quote above, another message arrived in my still open board email inbox. It read;

 “thank you for the work that you do each and every day to support the learning, well-being and achievement of our students. What you do matters. It matters to our students; it matters to our families; it matters to your colleagues and it matters to our community.”

These two messages may not give you the feels as you read them on the first pass. In fact, the version of myself from December 2021, would have been the first skeptic in line however this year, I could not help feeling the sincerity in them both knowing who sent them. I am very fortunate that messages from these senders are not uncommon either. I thought it a good idea to add my own sentiments as well, hence the idea for this post.

It’s time off time folx. As of 3:45 pm on Dec 23, 2022 you have led your classroom of learners for the year. You can also take some satisfaction in knowing that 4 tenths of the school year are now in the books or 2 fifths if you’re in my class and have to reduce your fractions. With all those numbers bouncing around in you minds it is truly time off time.

Time off time to…

  • rest
  • relax
  • reach out to help
  • reach out for help
  • rejuvenate your mind
  • reflect on all of your hard work
  • reconnect with friends and family
  • remain still for as long as you choose
  • remember those who are no longer with you
  • re-establish personal boundaries and respect them

Whether you are a new teacher or pulling a decade plus teaching experience with a long rope, it is important for each of us to recharge our mental and physical batteries. This job is demanding and as I have shared in the minutes in between and survival tips,  self care is crucial to being able to burn brightly without burning out each day. That’s it. That’s the message. Wishing you all a restful, relaxing, and restorative winter break. It’s time out time for this teacher.