Re-Prioritize a Healthy Work-Life Balance

By the end of the last school year, I was totally burned out. My burnout emerged from failing to strike a work-life balance. Like many dedicated teachers, during the school year I often allow work to consume a significant amount of my private time. Meaning that even if I’m not working on something related to my teaching assignment, I’m thinking about work related to it. Last year was no different. What made the year particularly busy was the release of the revised Grades 1 – 8 Language curriculum. This curriculum re-defined the foundational literacy skills Ontario students need to read and write, and by direct extension mandated teachers shift the pedagogical and instructional approaches they use to teach.

I saw the release of the revised curriculum as an exciting opportunity to potentially better ensure students develop the language and literacy skills they need to be proficient readers, writers, and critical thinkers. Yet, I also heard many teachers share their apprehension related to teaching concepts, skills, and strategies using instructional approaches excluded from their pre-service and in-service teacher training courses.

As one of three centrally assigned instructional resource teachers in the literacy department tasked to support the teachers in my school board with actioning the revised curriculum, I felt the high expectations and clear demands from colleagues. During the year, I worked with classroom teachers to re-think and re-design their language programs by sharing evidence-based practices and practical resources. I also read research on evidence-based practices and coupled them with culturally relevant pedagogy to support planning and facilitating large scale professional learning sessions for classroom teachers, support staff, and administrators. Additionally, I hosted monthly literacy networks for classroom teachers and attended as many school staff meetings as possible to support colleagues so they could better support students’ language and literacy learning.  By the end of the year, the expectations and demands, coupled with the tight timelines, rapid pace, and long hours had taken their toll. By June, my work-life balance was non-existent. As a result, I sensed a diminished capacity and joy for the work that I found professionally meaningful and personally rewarding.

As the school year ended, I began thinking about strategies and practices to help me experience better work-life balance to avoid ending another school year feeling burned out. What I like other teachers may not realize is that work-life imbalance affects our ability to teach in ways that positively impact student learning. In a 2014 survey of elementary and secondary teachers on issues related to work-life balance, the Canadian Teacher’s Federation (CTF) found that 85% of teachers surveyed reported that work-life imbalance affected their ability to teach in ways they want, i.e. support student learning. Of that 85%, 35% indicated that it had a significant impact on their ability to teach. While the CTF survey was conducted 10 years ago, I believe the findings remain relevant from personal experiences and conversations with colleagues.

Further, what we also may not realize is that burnout stemming from work-life imbalance is a real hazard of the teaching profession. In the CTF’s full report titled, Work-Life Balance and the Canadian Teaching Profession, they found that burnout is prevalent issue in the Canadian teaching profession due to the demands associated with working extensively with other human beings, particularly when they are in need. The CTF cite a study by the Alberta Teachers’ Association that shares reasons that teachers experience greater burnout compared to other professions. Some of those reasons include our work is highly performative, extremely structured, and intensely demanding of our human capacities for meeting the needs of others. As a result, teaching is consistently ranked as one of the most stressful occupations.

What the report excludes and cannot remain unsaid is that despite the stress and potential for burnout due to work-life imbalance, teaching is an incredibly rewarding profession. Teachers who know how to impact student learning through positive relationships, an informed knowledge of curriculum, assessment, and pedagogy, particularly when pedagogy is rooted in anti-racism and anti-oppression, can witness students go from not knowing to knowing and dependent learner to independent learner as a direct result of their work. Last year, and over the course of my teaching career, I have been fortunate to witness student growth and development from great teachers countless times. To ensure that we as teachers can continue doing our incredible and important work, re-prioritizing a healthy work-life balance is something all educators may want to explore.

This year, I’m committing to re-prioritizing a healthy work-life balance to ensure I can continue supporting my colleagues who directly work with students. For me this means organizing my time and weekly schedule in ways that ensures I can disconnect from work. In response to concerns around burnout, particularly during the pandemic when working from home meant lines between work and home blurred, on December 2, 2021, the Ontario government added a disconnecting from work requirement to the Employment Standard Act, 2000. This requirement outlined that beginning in 2023, all employers with 25 or more employees must have written policy in place on disconnecting from work. The term disconnecting from work as defined in the Employment Standard Act means not engaging in work related communication including emails, telephone calls, video calls, sending or reviewing other messages, and to be free from work performance. These are some of the things I intend to do when I disconnect from work in addition to focusing my attention on loved ones, personal interests, and rest.

Relaxing and Preparing- how can we do both this summer?

Hey there, fellow educators! As the summer sun blazes on, it’s the perfect time to soak up some rays, enjoy a good book, and… get ready for the new school year! I know, I know – summer is your time to relax and recharge. But trust me, a little preparation now can make a huge difference once the school year kicks off. Here are some laid-back tips to help you prepare for the classroom during the summer while still enjoying your well-deserved break.

Reflect

Take a leisurely stroll down memory lane and think about what worked and what didn’t last year. Grab a cool drink, sit in the shade, and jot down your thoughts. What were your biggest wins? Where did you struggle? This reflection can guide you in making tweaks and improvements for the upcoming year.

Get Inspired

Summer is the perfect time to gather fresh ideas. Check out some educational blogs, Pinterest boards, or YouTube channels for creative classroom activities and decor ideas. You can do this from the comfort of your hammock or while lounging by the pool. Inspiration can strike anywhere!

Get Organized

Set aside a little time each week to organize your teaching materials. Sort through your files, tidy up your digital resources, and maybe even do a bit of decluttering. It’s a satisfying task that can be done while binge-watching your favorite show.

Update your Lesson Plans

Take a look at your lesson plans and see if there are any updates or new activities you’d like to add. You don’t have to overhaul everything – just tweak and refresh where needed. This can be done at your own pace, with plenty of breaks for ice cream.

Supply Check

Summer sales are a great time to stock up on classroom supplies. Keep an eye out for deals on stationery, art supplies, and organizational tools. You can even make a fun day of it with a friend or fellow teacher – shopping and lunch, anyone? (Always check with your school team and principal about how the budget works in case there are guidelines on what vendors can be used for costs covered by the board.)

PD

If you’re feeling ambitious, consider taking a short online course or attending a workshop. There are plenty of free or low-cost options available that you can complete at your own pace. It’s a great way to boost your skills without cutting into your relaxation time too much.

Self Care

Don’t forget that taking care of yourself is just as important as preparing for your students. Read for pleasure, spend time outdoors, and make sure you’re recharging your own batteries. A well-rested teacher is a more effective teacher!

Check in on your teacher pals

Reach out to your fellow teachers and see what they’re up to. Share ideas, plan collaborative projects, or just catch up over coffee. Building a support network is invaluable, and summer is a great time to strengthen those connections.

Remember, the key is balance. Mix a little prep work with plenty of relaxation, and you’ll be ready to hit the ground running when the new school year begins. Enjoy your summer, and here’s to a fantastic year ahead!

Happy summer, and happy planning!

Feel free to share your own tips and tricks in the comments. How do you prepare for the classroom during the summer? Let’s help each other out! 🌞📚✨

A Farewell to Grade 7/8 and a Journey into Motherhood

As the school year draws to a close, I find myself standing at the threshold of two profound journeys: one into motherhood and another into the realm of teaching music. Packing up my classroom, filled with the laughter and learning of my grade 7/8 students, stirs a mix of emotions—excitement, nervousness, and a hint of sadness as I prepare for maternity leave.

Saying goodbye to my students is never easy. Their eager faces, the buzz of discussions, and the moments of revelation when a concept clicks—all these have filled my days with purpose and joy. Yet, as I gather lesson plans and organize materials, I find solace in knowing that while I embark on this new chapter of motherhood, the classroom will patiently await my return.

The anticipation of becoming a mother is a rollercoaster of emotions. Nervousness about the unknowns mingles with excitement for the miracle unfolding within. Will I be a good mother? How will I balance this new role with my passion for teaching? These questions linger in my mind, yet I am buoyed by the support of family, friends, and colleagues who assure me that this journey will unfold naturally.

When I return, I will begin a brand new journey as a music teacher! The prospect of teaching music brings with it a fresh canvas—a chance to introduce my students to the world of melodies, rhythms, and harmonies that have always been my passion. The notes may change, but the joy of teaching remains.

Teaching music offers a unique opportunity to inspire creativity and foster a love for expression through sound. I look forward to sharing my enthusiasm for music with my students, guiding them as they explore the intricacies of instruments, composition, and the emotional power of music itself.

As I look forward to all of these new chapters, I am grateful for the experiences that have shaped me in the homeroom classroom and look forward to what is ahead. So here’s to embracing change, to the excitement of new beginnings, and to the melodies that await us all. Although this is almost the end of my time blogging, I look forward to sharing in a different way in the future and reading the blog posts of the teachers that will come after we at Heart and Art. I am so grateful that I had this experience and await the new stories of teachers to come.

 

seasons

seasons May 2024

This May seemed more like dismay, and there is not a thing we can do about it. It’s in the books.

As the sun sets on our 9th month of teaching for this school year, I am finding it hard not to mumble a bit more due to fatigue. It’s not just mumbling either. To be transparent here, I am speaking a bit more slowly, writing a bit more slowly, teaching a bit more slowly, assessing a bit more slowly, and on top of it all, I seem to be walking a bit more slowly too. Now before you dial 911 on my behalf, I am otherwise in passable physical condition. I have cut down on the caffeine, tried to be more active, and have increased my sleep times. Despite that little health flex, everything is just happening a little more slowly. 

My friend commented that I might be suffering from A.G.E.. Bwahahahahaha!

If this was my first year in the classroom, I might have needed to take a day to visit the doctor, but I know that the way I feel as June draws nigh, is largely a function of time; time of year, and time in environment. Definitively and definitely. 

So how could these two factors be the cause of my compounded confusion? It’s simple. So far, there have been 170+/- instructional days to plan, deliver, assess, and repeat subject over subject. Even with a fairly balanced amount of holidays, PA days, breaks, personal illness, family illness, and weekends this work takes its toll on body and mind. These past few weeks have come with a certain heaviness and have me feeling like it is a good time to hibernate rather than frolic in the fields. I find myself really craving quiet solace instead of seasonal solstice. 

Regardless of the current sources of my discombobulation, it seems like I can’t be the only one feeling this right now. Come to think of it, I have been noticing that there is a different set of seasons in this job. Here’s what it feels like as I type this post;

Sept to late October = Spring
late October to March = Winter
March to May = Spring, then Winter again
June = Spring, then Summer

This may not line up meteorologically or anywhere else except in my perception of education, but my physio-emotional barometer has read like this pretty consistently year over year. 

Maybe a better way to make sense of my seasons can come from acknowledging that we all have them and go through them in our own way. Truth be shared, my quasi-psyentific explanation above is quite falsifiable. Could this all be more a function of my current situation with another round of reports due soon? Is the internal weather that I am experiencing only a mental anomaly? Why am I struggling instead of dancing down the hallways with only one month of school left? I think there are three big reasons. 

First, the past 9 months have taken a toll on me mentally and physically. Running teams, mentoring sessions, and clubs in addition to the planning, instruction, and assessment comes with its costs. Time is finite and so are energy levels. The need to fill our tanks is undeniable. I also would not have it any other way. 

Secondly, there is a lot going on in June. Reports, EQAO, room moves for some, grads, school moves for others, and of course an extra demanding challenge of keeping the learning happening as the temperatures continue to rise. I have resorted to a resort styled wardrobe to beat the heat. Classy and cool. 

Thirdly, I am going to miss my students. Like every year, this group has really grown on me and we have come so far together.

As I try to snap myself out of this odd out of season stupor and into true June mode I am going to double up on my down time, continue to teach a little more slowly, linger longer in conversations with my learners, and take a little more time to take each of the coming moments all in knowing that another season is already on its way.

started from the bottom

My students and I didn’t know a lot of things when we started this year.
We didn’t know that we’d be climbing literal, emotional, and metaphysical mountains.
How could we? I am sure that each of us experiences a similar version to this expedition too. 

There we were; 26 individuals together for the first time.
We set up base camp by creating a student centred learning space that valued community, kindness, encouragement, and hard work. We focused on sharing our strengths and areas where we wanted to improve our footing in order to ascend the mountain(s) we were preparing to summit. 

“You cannot stay on the summit forever; you have to come down again. So why bother in the first place? Just this: What is above knows what is below, but what is below does not know what is above. One climbs, one sees. One descends, one sees no longer, but one has seen.” – Rene Daumal

A cartoon man looks up towards the summit of a mountain
Image from Simpsons
S9 E201 5F16 first aired March 3, 1998

oxygen and sherpas please

Each year, we start at the bottom to get to where we are now; by the looks of the mountain still towering above us that is May and June, we have a lot more to climb. There may still be some distance to cover above, but I think it is a great time to look down to appreciate how far we’ve climbed. I think that this perspective will provide us some of the necessary extra strength/motivation to finish what we started in order to reach the top. 

My grade 6s and I are eight months into our ten month journey to the summit of Mt. Grade 6*. We have grown in stature, in perspectives, in strength, and in skills. We have lost our way on purpose and along with those sideways steps, and circuitous routes, we have also left behind some of our worries about participating and presenting by better knowing ourselves. We have camped on lush warm plateaus while gaining the confidence and capacity to go higher. 

We have built bridges over dangerous crevasses of fixed mindsets and self doubt too. We have shared resources and experiences. We have picked each other when there was a slip or slide backwards. We made sure our ropes, pitons, carabiners, and the rest of our gear is safe and strong. We packed enough provisions for everyone to make it to the top and back down again. We have accepted and carried our share of the load. 

We have laughed, discussed tough topics, dug deeply into equity and inclusion, tore up tests that didn’t go well, restarted lessons, disagreed, reviewed past lessons, re-reviewed past lessons, learned new concepts, reviewed new concepts, re-reviewed new concepts, shared life tips, played outside, and so much more. 

There have been moments when the distance between those at the top of the climb were setting up new base camps while others were still climbing. We learned to wait for each other; to make sure that everyone was accounted for on the trek. 

We started from the bottom and we can almost see the top. There is still a lot of climbing ahead, but what a view!

*not a real mountain

Winterfest

Our school is an OPHEA certified school- which means, “Healthy Schools Certification gives your school the tools to promote and enhance the health and well-being of students, school staff, and the broader school community.” More information about being an OPHEA certified school can be found here

Last year, our focus was on physical activity and this year, our focus is on wellness. So, our OPHEA team (which consists of ten teachers and over 40 students) planned a day called “Winterfest”. This day ran during school hours and was planned completely by our OPHEA student leaders. They planned activities indoors and outdoors for the school- students in grades 1-6. The intermediate students ran each student or led a group around the school to each station. Stations included:

  • Bobsleigh: students on a mat guiding their way through a course of pylons
  • Biathlon: a fake skating activity where students have to bowl to hit some cones at the end
  • Hot chocolate: students enjoy some hot chocolate while a fake fireplace sparks in the background
  • Ring Toss: an outdoor activity 
  • Directed Drawing: a mindful activity indoors
  • Box Igloo Building: students compete to build an igloo against other students with boxes 
  • Cooperative games: students work with their classmates to reach a common goal (silent line up, octopus, parachute)
  • Spoon & Egg relay: students race again their classmates to not drop the ping pong ball off the spoon
  • Obstacle Course: students run through a ground ladder and around pylons to race to the finish 
  • Capture the flag: class vs. class style, two classes play a game of capturing the other teams flag 
  • Ball Hockey: students compete against their classmates to score goals outdoors in a Canadian favourite

These activities were 25 minutes long in length and were a combination of indoor/outdoor games. The day went off without a hitch as intermediate students received compliments all day long for their excellent leadership skills! Thankfully, it was 8 degrees so the weather was not a negative factor. We look forward to doing another wellness day similar to this in the Spring. Try it out with your school!

 

Picture by C-B studio

The Art of Cursive Writing: A Valuable Journey.

In the bustling world of elementary education, where the focus often lies on specific subjects and foundational skills, including cursive writing might seem like a quaint notion. However, delving into the art of beautiful writing from an early age brings forth many benefits.

Alright, picture this: little ones in elementary school getting into the groove of cursive writing. You might think, “Wait, isn’t that more for grown-ups?” Introducing cursive writing to the kiddos early on is like unlocking a treasure trove of skills that go way beyond just pretty handwriting.

Primarily, cursive writing serves as a nuanced exercise in fine motor skill development. The meticulous movements required to craft elegant strokes with a pen or brush contribute significantly to the refinement of hand-eye coordination. As students navigate the intricacies of cursive writing lettering, they concurrently enhance their motor control, laying the groundwork for improved dexterity in various academic and extracurricular activities.

Moreover, cursive writing imparts invaluable lessons in patience and focus. The deliberate and measured approach demanded by the art form instills a sense of meticulousness in young learners. In an era characterized by constant stimuli and distractions, instilling the ability to concentrate on a singular task becomes a transferable skill that can positively impact a student’s overall academic experience.

But it’s not all serious business. Cursive writing is a way for kids to show off their personality. Scribbling becomes an art form, a canvas for expressing feelings and ideas. That creative outlet isn’t just about making pretty letters; it’s about feeling proud of what they create and boosting their confidence.

Within the language arts domain, cursive writing uniquely combines visual and verbal communication. As students engage with this art form, they naturally develop an enhanced appreciation for the aesthetic aspects of language. This heightened sensitivity to the visual nuances of letters and words can elevate their understanding and enthusiasm for written expression, transforming language arts into a more captivating and enjoyable subject.

The advantages of learning cursive writing extend beyond the academic sphere, reaching into the realm of mindfulness and well-being. This art form’s deliberate, meditative nature gives students a serene space to explore creativity. In navigating the rhythmic flow of ink on paper, students can cultivate mindfulness, offering a valuable respite from the frenetic pace of contemporary life.

The integration of cursive writing into elementary education transcends the mere enhancement of penmanship. It represents an investment in the holistic development of students, fostering skills that span from refined motor control and patience to enhanced creativity and an enriched appreciation for language arts. The early introduction of cursive writing catalyzes comprehensive student growth, leaving an enduring impact on their academic journey.

picture of trees in winter covered in snow

Embracing the Chill: The Crucial Role of Winter Outdoor Learning for Kids

Picture by Iyanuoluwa Akinrinola

The resource, “How Does Learning Happen? Ontario’s Pedagogy for the Early Years,” states that Educators should pay heed to the environment to ensure that their beliefs and values about children and learning are represented in the space. It goes on to say that these benefits occur especially within children’s connections to and interactions with the natural world because the growing body of research suggests that connecting to the natural world contributes to children’s well-being in many ways.

The idea of taking education outdoors might seem counterintuitive as winter blankets the world in a glistening layer of snow. However, the benefits of outdoor learning in winter for kids are as vast as the snowy landscapes. Beyond the cozy confines of the classroom, the winter wonderland serves as a rich and dynamic setting for valuable educational experiences.

Winter transforms the outdoors into an expansive classroom, providing a unique and captivating environment for learning. The crisp air, frost-kissed trees, and snow-covered landscapes offer a sensory-rich experience that engages children on a different level. It’s a living, breathing textbook where lessons extend far beyond the pages of a conventional workbook.

In the winter, the great outdoors becomes a playground for physical activity. Engaging in winter sports, building snowmen, or simply stomping through the snow provides an excellent way for kids to stay active and healthy. The invigorating cold air can also boost their immune systems and contribute to overall well-being. Winter also offers a prime opportunity for hands-on scientific exploration. Kids can observe the unique properties of snow and ice, explore changes in the natural environment, and learn about the fascinating adaptations of plants and animals to the cold season. Outdoor winter activities can serve as a gateway to lessons in the sciences: chemistry, physics, biology, and environmental science.

Experiencing and adapting to winter conditions fosters resilience in children. From dressing appropriately for the weather to problem-solving in snow-related challenges, outdoor winter learning instills a sense of adaptability and perseverance. These life skills extend beyond the classroom, preparing kids to face challenges confidently. Similarly, winter’s white canvas sparks creativity in young minds. Whether crafting intricate snow sculptures, composing winter-themed poems, or capturing the season’s beauty through art, outdoor winter learning encourages imaginative expression. The open-air setting inspires fresh perspectives and allows children to connect with their creative instincts.

Outdoor winter activities provide a social arena for kids to collaborate, communicate, and develop interpersonal skills. Building snow forts, organizing winter games, or engaging in collaborative projects foster teamwork and camaraderie. The shared experience of conquering winter challenges creates lasting bonds among peers. Connecting children with nature in winter lays the groundwork for environmental stewardship. Understanding the seasonal cycles, appreciating the delicate balance of ecosystems, and witnessing the impact of human activities on the environment instill a sense of responsibility towards nature.

The winter landscape is not a barrier to learning; it is an expansive canvas waiting to be explored. Outdoor learning in winter for kids is a holistic approach that nurtures physical health, scientific curiosity, resilience, creativity, social skills, and environmental awareness. As educators, let’s embrace the chill and open the doors to a world of educational opportunities extending far beyond the confines of indoor classrooms. Winter is not just a season; it’s a classroom waiting to be discovered.

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.

P.A. day

Psst. The ‘s’ in P.A. is silent. Well that would be how many outside of education might see these days when staff are at schools while students frolic and faff about with their families. Nothing could be further from that misconception. I wonder if there are any educators left who can recall a time in their careers when these days didn’t exist. A quick search on the interwebs revealed very little information beyond some government pages. After this week’s learning, my full brain was not willing to click on for more.

It was a P.A. day in my school board and, in the spirit of “P.A.” days past, come with their share of work for educators at all phases of their careers. On the day’s menu: attention to countless operational matters, safety videos, wellness/mental health videos, and new curriculum/instructional insights. As anyone who has participated in this day in prior years this year’s “P.A..” day learning lineup seemed much more robust.

At my school, we met in the morning to discuss students at risk, sign off on safety plans, watch important video reminders related to our professional duty and safety. There we were 50+ together, synchronizing our minds on all aspects on so many important pieces to the puzzle picture we call education.

Hours of learning/refreshing our minds plus some prep time later, we were then given a chance to work through some fresh thinking on literacy and math by division. This included some instructional approaches to the new language curriculum, as well as some time to browse board curated math resources. With all the boxes ticked, there was just enough time for some planning during an afternoon prep time which included giving some feedback on an assignment.

It was a full day. As I worked through the day a couple of questions came to mind;
1a. Was this enough time to really allow the flood of content to permeate my cerebral space?
1b. If not, when do I find time to let that happen?
2. What was it like at other schools? How much time was spent in self-directed/exploratory activities around the new approaches in language and math? Was it enough? If there are others like me, when do we find that time to continue with this learning? Is there a life/work imbalance expected then?
3. With so much of the content prescribed from the system level, are there other approaches to consider in order to deliver the mandated compliance pieces while maximizing new learning opportunities?

For many of us, it is impossible to forget the stark differentiation between losing a finger or a toe and loss of limb in the Workplace Injury module, and those dearly departed ladder safety videos. I still wipe the rungs of my ladder because of them, even at home. Even as much of this familiar and important content has evolved, I felt overstimulated and overwhelmed with all of the learning that was prescribed for this “P.A.” day. Was I the only one? Was it the pace?

In the weeks and months to come, there will be more learning added, and I will have to proceed with it at my own pace as a learner. In some cases, it might already mesh with my learning style as I discovered that the suggested strategies for math learning have finally caught up with my teaching style.

I am happy to try out and learn new things, but even when I go to the grocery store and load up for a week or two, I have never cooked everything that was brought home for just one meal. That shared, it will be a couple of weeks before what I started will truly be processed and completed even though we were given a day. I guess this “elephant will be eaten one bite at time” (adapted from Desmond Tutu).