Beating the Burn-Out Blues: A Call to Resuscitate Your Vision

My desire to write this post came out of a need to comfort and encourage my colleagues and fellow educators who are striving daily to do what is best for children who are doing what is best for children everyday.  Superior educators are leaving their classrooms daily.  And that is no exaggeration.  Some of them are leaving to assume leadership roles in education, but some of them are leaving education, period.  How saddening.  I'm talking about the good ones! The ones who put their hearts into this thing.  And it's because the weight of the assignment becomes unbearable, discouraging, and senseless.  We are tired in more ways than one!  I know teachers that stay at school long after their students are gone...until 6 or 7pm, ya'll! And guess what they're doing? Lesson plans! PSYCH! Paperwork.  The umpteenth sheet of paper that has nothing to do with best practices or growing children.  Countless hours away from their families...for what!? To appease the mandates that "the powers that be" have requested.  I have yet to find a piece of research that...nevermind...I digress.  "But why!? Why you gotta leave though", we say.  Is it because you are weak? Of course not.  Maybe you just want an easy job to pay the bills that offers good benefits? Nope.  It's because WE are human! Sometimes we lose sight of the vision we once held for our students in the midst of the politics of public school. I would like to offer four suggestions that may assist you in reviving your vision.
 

1.  Laugh often.  As a teacher and a human, period.  You have to laugh.  You didn't finish the 180th assessment for the week, so what!? In the grand scheme of things, does it really matter? You have your anecdotals, observations, and other assessments you need.  You're good.  Chill. At lunch, during recess, at the end of the day--make time to laugh with your students.  Ask them what they are doing when they get home.  Ask them why the birds make chirping noises.  Anything! You will end of laughing, I promise.  I don't want my kids to remember all of the assessments we did, I want them to remember the times that I intentionally made time to connect with them.  Laugh a lot! It's good for the soul.
2. Take a break.  Some teachers don't believe in taking a day, but it will bless you.  I wouldn't make a habit of it, but it's needed every now and then.  Just to regroup and rejuvenate.  The weekends just aren't long enough, especially if you have obligations outside of school.  You need to rest and refocus.  Do something that you enjoy!  And you will be better because of it.  When the teacher is happy, the students are happy.
3. Remembering.  Why did you become an educator in the first place? I know that I enjoy being an integral part of my students' growth and development.  Not only do I enjoy it, I find fulfillment and contentment in teaching.  I know that I have the privilege of being an advocate for children.  To ensure that they are treated justly and receive the best instruction possible.  Whenever I get overwhelmed with my teacher duties, I am reminded that there are 19 little ones who are counting on me.  Take a moment to remember.
4. Pin-point the stressors.  If you can fix it, do.  If you can't fix it, change your attitude.  Let me give you an example of something you are going to have to change your attitude about...the paperwork! Wanna know what else? People coming in your room to tell you what to do with your children. *shrugs* Don't let it stress you!  There is almost always one thing that I can point to that attributes to my burn-out blues at times.  Sometimes it is a lack of focus (or remembering), sometimes it is that I am wrapped up in the deadlines, sometimes I am just plain tired.  Sometimes it's that I need to reevaluate my behavior management system to be sure that I am following through and being consistent.  Sometime we need a good old-fashioned review of the rules and expectations.  Find the culprit of your frustration and tackle it.

With all of this being said, I am in no way suggesting that teachers should not leave the classroom to pursue other roles in education.  In fact, I have hopes of doing so myself.  I am in grad school because I am passionate about education and making sure that I am providing my students with effective instruction and I hope to be able to expand my horizons later on.  However, to my colleagues and fellow educators--know that you are needed.  Know that you are appreciated, if not by your students, then by your colleagues.  The salary is not everything, I know.  But our children need you.  They need someone who is willing to fight for them and support them.  You are sure to do what is best for them in a day and time when legislators have more authority over what we do in our classrooms than we do ourselves.   
             

Classroom Management: House Nine Logistics or Withitness

Good evening, afternoon, or morning to you! I have been meaning to write this specific post for a very long time. I've touched on it in just about every post, but now I'm ready to give the details. Now, listen. I do have a disclaimer: Nothing that involves kids is fool-proof. You will always. ALWAYS. always have a student that bucks your system.

 

I think it took me so long to write this post because I really didn't know where to begin. I didn't attend a seminar on classroom management. I did attend some workshops on PBIS...not a fan. But my system was already in place before that. There's this idea that I want to introduce to you. It sums up my system and if you ever "get it", it will change your classroom dynamics. It's called "withitness". No, not whiteness or wittiness. With-it-ness. I did not coin this phrase, I was introduced to it in undergrad.

"Withitness"

• It is when the teacher in a classroom is aware.
• She (or he) is able to spot a misbehavior before it even happens.
• She is able to manage multiple things at once.
• She is able to correct a behavior nonverbally, using a facial expression or gesture.

She's with-it!

The teachers with the best classroom managing abilities probably have this quality. The thing is though, it is something that is developed.  It must be practiced. And to be completely honest, there are some veteran teachers that lack withitness. And that's another post for another blogger...hello!

I digress. So if you ever walk into my classroom, you will see 20 precious angels working hard. Sometimes I am giving small group lessons, sometimes one on one, sometimes whole group.  Sometimes I am just observing. You might not hear angels singing, but you won't see kids hanging from the ceiling fan, jumping, running around, or playing. I do not have any children with major behavior issues, because that would certainly call for different measures.  They are 5-7 year olds, ok? So it takes a um, you know. Kids will be kids.

Here are some hypothetical FAQ's or scenarios,  rather, that will help me explain the logistics.

I see a kid getting up 2.5 seconds after they sat down to work. I know full well that they do not need anything.
A: They make eye contact with me...it never fails. I give them a look. They sit back down quickly or explain their intentions.

They come up to me to politely interrupt when I'm talking to another teacher. I know they don't need to use the bathroom because they would use the sign language signal for bathroom.

A: I give them the "no" sign and they walk away if it's not urgent...sometimes they try to talk anyway and then they get the furrowed brows and tilted head stare. 

They disrupt repeatedly during group times by shouting out or bothering their friend that is sitting next to them.

A: After I give a look and the look doesn't work they have to put their initials on the white board and leave group. This is not to humiliate them, it is simply a reminder to me and to them that they need to chill. It's like a second warning. You can get your initials removed by turning away from and correcting the misbehavior.  It has worked for me going on the 3rd year! If your name goes on the board, you lose at least one privilege (like your class job). 

Now, what I always do is take time to hear them out. We discuss why their name is on the board. We talk about what they should do differently. If it is out of the ordinary for them we talk about why they are behaving that way. It's the relationship building that I harp on! You would seriously be surprised by what they will share. Sometimes it is that they are feeling tired, sometimes they don't want to be at school, sometimes their baby sister kept them up all night. Sometimes they just need a little hug and fuss, i.e.Attention. And I'm happy to provide it. I also explain to them that the way you get attention is to ask for it...use your words! It totally works! 

 

Student continues to misbehave, which happens sometimes. Most of the time it doesn't especially after we talk about it.  But some of them have their days.

A: You get a check mark by your name. At this point my friend will be getting a note home or a phone call. And you had better straighten up quickly. 

How do you reward good behavior?

A:  I have this fabulously amazing prize box...it's really a basket. It has candy, stickers, and other little nick nacks.  It sits out where all the kids can see it. I know some teachers put theirs where the kids can't reach it, but I do not. It teaches them self-control and motivates them to have good behavior. I think I talked about it in a previous post, but I do not send kids to the prize box everyday. Kids can also get good notes home, walk with me up the hallway during dismissal, or help me in the classroom.

 

I will be the first to admit that I spoil my kids. We have developed a bond and we work together, not against each other. So my kids that I've had for a year and are in their 2nd year in my room, they already know the deal. They know how things work and they sort of help the newer friends. It's lovely! 

 

And guess what, here's the kicker...that friend that gets on my nerves the entire day and has misbehaved all doggone day? The very next morning is brand new. The least I will do that might remind them of that day we had is say, "Are we going to have a better day today?" Other than that, we act as if it never happened. 

 

The key to my classroom management success is consistency and withitness. You have to be aware of the behaviors that lead to misbehavior. Kids are very clever. This is not to say that you should expect the misbehavior, but you do need to be aware. You have to build relationships with them. And for goodness sake, get yourself a peace table. Here's the link to the peace table post: 

http://house9happenings.blogspot.com/2015/08/tattle-tale-remedy-peace-table.html

 

Ya'll, I love what I do! Even though we have a crazy amount of demands and other nonsense that doesn't benefit the kids, at the end of the day this is what I've been called to do. And I'm always going to do what is best for them, at any cost. Even after they leave my classroom, they will always have a special place in my heart. 

 

Questions? Comments? 

Individualizing, Differentiating, and Fostering Independent Workers

Remember how I said my desire for a Friday afternoon nap far exceeded my desire to type a blog post? Well, here it is, way past my bedtime and I am awake...barely.  I have been wanting to share my ideas on how to individualize instruction because I think it may inspire my traditional teaching colleagues.  The Montessori philosophy encourages independence.  It is widely believed that kids get to do what they want to do in a Montessori classroom, but this is not the case.  There is "freedom within limits".  In fact, I would argue that a Montessori classroom has more order and structure than a traditional classroom.  I have never formally taught in a traditional school and my student teaching experience took place in a Montessori school, so I do not know any other way.  I did spend one semester in a traditional 2nd grade class, but I do not recall anything from that experience.  I am not sure how a traditional classroom operates, even though I attended a traditional school from K to 5th grade.  I know we did lots of worksheets and whole group instruction.  I do not remember anything being personalized specifically for my learning needs.  

Differentiation and individualizing instruction are the "hot button" words in education these days.  But who really knows how to do it? How in the world is it even possible to teach 19-25 students individually!? How does one stay sane with 19 kids all doing different things!?!?!? I'll share...

We have currently been in school for almost two months.  I will say that we are just beginning to be able to work independently.  We are almost over the hump of needing the teacher every second of every minute of every hour of the day.  I said almost.  I teach kindergarten and first grade.  Since we are just getting over that hump, I realized that I have been too lax with making them raise their hands whenever they need something, rather than getting up 874 times.  We are a work in progress!  Anyway, I digress.  It. is. hard.  There, I said it.  Individualizing instruction takes lots of practice, time, time, and time.  In fact, I do not know if you can ever master it because all kids are different.  This is how I start at the beginning of the year:

• My first graders were kinders last year, so they just pick up where they left off.  The pro of being a K/1 teacher.
• I give lots of lessons.
• I give lots of assessments.
• I make lots of observations.
• I put the assessments, observations, and teacher brain expertise together and we come up with an individualized plan for each student.
• I have two examples of a work plan linked below.  I use the one that says Blank Work Cycle Plan 2014 (which was created by my very missed colleague, Emily--come back!!! We miss you).
• I also linked the sight word checklist that I use to give each student their own list of words.  Each student has a sight word checklist page in my notebook.  As they master the words, I check them off, and they get new ones until the entire list is mastered.
• Feel free to borrow! 

Some teachers change their work plans everyday.  I personally change them at my own discretion.  Once they have mastered something, I will change it.  Or if they need work on something that we are learning from a unit, I will add that to it.  This is really the time where they work at their own pace at their level of need.  It is where I can challenge them.

What does it look like?
If you were to walk into my room on any given day, you would have to look around the room really hard to find me.  I am usually on the floor giving a lesson, on the floor giving an assessment, or on the floor assisting.  Each child would be working on their work cycle plan.  When you walk through the door it is usually not loud.  Everyone is work independently...on a good day.  They sit at their rugs, complete their work, record the information in their copy books, get the work checked, and move on to another work.  Like I said, some days it works out great, other days they act as if they have never done it before.








How do you manage behavior during this time?
I have yet to write a post about my management system, but solid behavior expectations have to be in place BEFORE beginning this type of thing.  Remember how I said I've been slack with making them raise their hands...totally my fault! I need to tighten up.  Because in order for this work cycle to be successful, we need everyone working diligently at their given tasks.  I still have the ugly pencils and fancy pencils.  I still have the peace table.  I will share my behavior management system eventually.  It's very simple.

What do you do when a child refuses to do their work or lacks the focus to get the work done?
This is quite common.  Especially as the demand and stress on children continues to grow every year.  I encourage them to keep going.  I give verbal positive reinforcement.  I help them set goals of how many works they want to finish.  I say, "If you finish your work, I will call your group for guided reading first".  Something as simple as that sends my kids into a frenzy to get their work done.  Does it always work? Shoot, no! Some days they are just not feeling it! Some kids are never feeling it, but they get the hang of it eventually except when they don't.  This is when my relationship with students come into play as well.  I talk with their parents to help come up with strategies to support their child's learning.    

OH! So since your kids are working independently, you can just chill?
Psych! While they are busy, I am either going around helping them or pulling small groups for lessons.  I generally do ELA whole group, but I pull small math groups and guided reading groups.

How do you keep up with who is doing what?
I keep anecdotal notes on each student and their work plans live in a folder that they also use for work, sticky notes I give them with words or directions on them, and past work.   

All of this would not be possible without my fabulous co-teacher who is a tremendous help.  I have done a work cycle when I had to be in the room by myself, and it still works, but it is better to have another person. And that is how I teach two grade levels! 

Questions?

Here are the attachments:

Blank Work Cycle Plan 2014

Sight Word Checklist by Cequoia Hector

Work Plan 

I'm Still Alive: What I've Been Up To or Celebrate Good Times, c'mon!

Here's what I've been up to...

Teaching kids their numbers and giving them lollipops every now and again. Don't shoot me down Montessori veterans! Ha! Sometimes it's easier to get them to write on a dry erase board. Every kid loves it! 

Celebrating the BIG small things. Using the beginning sound to match a picture with a word AND write the words on a line. Yay! Now, we're going to work on that date, but I'm SO glad you put it up there.

"Ms. Hector, what is this a picture of? Something you eat at Thanksgiving?"

"Sure! Some people eat it at Thanksgiving."

"Is it turkey? T-t-turkey?"

"No, honey. It's ham."

"Okay. H-ham."

"Yes!"

.....comes back .5 second later....

"Is this turkey?"

A little teens board action! Don't let your body touch the rug!

Mastering those letters and letter sounds with the help of the Red shelf sandpaper letters in all of their glory...with the backwards "a"! Montessori love!

And of course becoming a master of reading education! I'm learning lots of new things.

And that is your update from the reporter of House 9 Happenings!

I fully intend on returning to my weekly posts, but my Mondays-Thursdays yield little time for me to put a post together and by Friday my desire to take a nap far outweighs the desire to write, but I'll be back, bear with me!  

Until next time...be blessed.

A Day in the Life: Making the Most of Your Time

Teachers are the some of the busiest people ever! Those who have never taught before do not understand the struggle.  When you tell them what time you go to bed they look at you like something wrong.  So, I decided to share what a day in my life consists of...how I maximize my time as a teacher and graduate student among the other responsibilities I have outside of school.  Keep in mind that I am a single lady with no children.  So I have a lot more wiggle room with my schedule because I don't have wife or mommy duties...yet! 

This is a typical day for me.

4:15am:  This is my Monday-Thursday wake up time.  Yes, I'm serious.  No, I'm not crazy.  Now, before you shoot me down and click the red (x), let me explain.  I am the kind of person that does not like to feel rushed and I need ample time to get everything done that I want to get done.  Is it hard? Sometimes! Is it worth it? Absolutely.  Bear with me.

 

 4:15-4:45am:  Remember that post where I talked about preparing your mind for the day so that you can set the right tone before your students get there? (Here:  http://house9happenings.blogspot.com/2015/07/new-school-year-behavior-5-classroom.html) This is the time when I do just that.  It's my prayer time and quiet time with my Savior.  Nobody else is awake, not even the birds! This is the time that sets the tone for my entire day.

If you'd like an editable copy of this, leave your email address in the comments section or email me at cequoiah@gmail.com.

4:45-5:00am:  This is the time I have set aside to clean my house.  Now let's be real.  There are some times when I get up at 4:15 and it's hard to keep my eyes open.  At this point, I just get out of bed and I just have my quiet time after cleaning.  I have created a cleaning schedule where I clean a little everyday.  My house is always clean and I don't have to clean on the weekends! I also meal plan, so I have a menu in my house.  It's a cute little chalkboard. I go out to eat on the weekends.

5:00-5:20am:  Workout.  This usually comes in the form of a workout video.  I have a gym membership, but I have not figured out how to work that into my schedule with school in the mix.  This is easily the hardest part of my schedule.  Some weeks I workout, some weeks I don't.  Any suggestions!?
5:30-6:00am:  Getting ready for work! 

6:00-6:15am:  Packing lunch (if I don't  do it the night before), and leaving the house.  I usually arrive at work around 6:30 or so.  Sometimes later if I take a little more time doing other things.  I get ready for the day.  Students arrive at 7:30 sharp! The fun begins...

3:00-4:30pm:  My kids are out the door, praise the Lord! I clean up my room (sometimes), do a few things to prepare for the following day, chat with coworkers, go to staff meetings, call parents, etc.  I do lesson plans on Wednesday afternoons so that I don't have to plan over the weekends since I have to do homework on the weekends.

5:00pm-7:50pm:  I have class on Mondays and Wednesdays, so this is what it looks like on those days.  On Tuesdays I have staff meetings, and on Thursdays I have church, so Fridays are my only free afternoon week days!

I get home around 8:20ish and eat dinner, shower, etc.  I try to be in bed by 9:00pm.  No later than 9:30pm! It works most of the time.  On the days that I have a little extra time in the afternoons, I am doing homework.  And then I wake up and start all over again!

This is just what works for me and I hope you can take some ideas away from it.  If you don't plan out your day, at least in your head then you run the risk of wasting time.  Don't get me wrong, I know how to waste some time, even with this schedule that I have.  But for the most part I stick to it and I get done what needs to be done so that I can enjoy a little free time on the weekends (well, minus doing homework if I don't do it during the week).  I do not panic or have a breakdown if my schedule gets thrown off, it's simply a guide that helps me manage my time.

What do you do to maximize your time as a teacher?
Suggestions!?

Leave a comment, subscribe.


Resources:  
Email me for a copy of the weekly schedule, meal planning menu, and/or grocery list. (cequoiah@gmail.com)

 

The Golden Exchange: Building Healthy Student/Teacher Relationships

We've heard time and time again that "good" classroom management rests on the relationships that we build with students.  It's so true! As I was reflecting on all of the "hard-to-reach" students I've taught, it's clear that the bond that we shared is what helped me manage his/her behavior.  

I will never forget my first year of teaching.  It wasn't a nightmare, but it was definitely a learning experience in which I contemplated quitting after every meeting (HA! exaggerating a little).  But, I had a darling student who came to my classroom in kindergarten.  She was the cutest, but the minute I told her no!? She burst into a high pitched scream and would not turn that thing off! At that point I had to make it really clear to her that this was not the time or place to throw a tantrum like that.  Now we had tantrums on occasion for a little while after that, but they started to become less frequent.  I found this strategy that worked with her--I corrected her behavior, explained to her that there was a proper and improper way to express emotions, and then I encouraged her.  The encouragement would come in the form of a hug, smile, or just a pat on the back.  Over time we built a bond...my coworkers would joke and say that she was my mini-me because she began to take on some of my mannerisms (hilarious)! When I would be out and she had a substitute, it didn't sit well with her.  I would always warn her ahead of time when something in her routine changed and she would give me the side eye.  She spent her 1st grade year with me as well and it was golden for the most part and I miss her dearly.  Every single time she sees me in the hallway or walks past my classroom she smiles really big, waves, and sneaks in a huge every now and then.  She is in 2nd grade now and doing well.  My point in sharing this story was to show the significance of building a relationship.  This relationship comes in different forms because every student is different.  Just as they all require different things academically, they require for their emotional/social needs to be met.  With that being said, my intentions for this post is to share with you what I do.  What I do is not fool proof, it works for me.  

First Impressions

When I first meet a student, I immediately begin feeling them out...what is there personality like? Are they quiet/talkative? How do they interact with others (their parents, especially)? I have found that you can tell a lot about a student by how they interact with their parent(s).  I also ask parents if there is anything they would like for me to know about their child.  Some responses I have gotten before:  "Well, he/she sometimes will take a tantrum if he can't get his way."  I simply smile, nod, and make a mental note.  

The Inquiry Stage  

Next, I begin to interact and communicate with the child to acquire more information.  This is not formal or weird, it might go like this, "Hey! Were you excited to come to school? What school did you go to before?" Or if they are really shy I may say, "Ooooooooo, I love those shoes, girl! Can you get me some of those!?" How I approach students depends on the student.  You can discern what type of interaction they need based on what you know about their personalities.  There is no overkill or full blown conversations because I have 20 other kids in the room that I'm trying to observe as well.  It all happens naturally.  Depending on the child, they may want to keep talking, stand beside you silently, or go interact with the other children--I welcome all of those.  The main objective is to begin building trust! 

 Observation/Child Led Interactions

 I finally know a little bit about the child and have interacted with them a little...or a lot.  Now this part of the process can vary from child to child.  It's when they begin to approach me to communicate.  Sometimes it comes in the form of an impromptu hug.  It could be a picture drawn just for me.  They may even ask to hold my hand while they are walking in line getting ready to go home.  This year I have a ton of kids who LOVE having notes written to their parents about their behavior.  A lot of them also like verbal/nonverbal affirmation--a wink, thumbs up, "good job", or a song with their name in it pointing out that their doing the right thing (Kindergarten teachers are the best at making up songs, and the kids love it!).  This concept goes for discipline as well...all children to not respond to the same strategies! That is why I can not stand those color charts where you have to move up or down based on your behavior--it's not effective for all children (another post for another day).

 Now you're saying---

Okay, Cequoia...you've given me all of this but how do I actually do this if it does not come naturally? It's just like any other relationship--it takes time, trial and error, and practice to make things work.  Here's a few practical ways:

• Eat lunch with them and allow them time to talk about what they want to talk about.
• Be silly with them.
• Give them choices (within reason, of course)--would you like to do this today or that?
• Use a soft, calming tone of voice when appropriate.
• Affirm them.
• Watch your body language--smile!!

Let me digress for a moment...I hear you.  "Huh uh.  You can not do any of this.  Those kids will run all over you." No, they won't! If you make your boundaries clear and you allow them to get to know you as you are getting to know them, it won't be an issue.  If you ask my any of my former students what they would tell incoming House 9 friends, they would say:  "Ms. Hector don't play!" Meaning, I am quick to lay down the law when necessary.  It's a give and take.  You do the right thing and make good choices and all is well.  That's why it's a golden exchange.  You get what you want and they get what they want.  Is there room for mistakes? Absolutely.  We all have bad days, plus their children! Do I call their parents for every little misbehavior? NOPE.  They don't want to hear that.  So when I do call if the need arises, then they know that I am serious.  *steps off of soapbox*  

• Set boundaries.  Set boundaries.  Set boundaries.
• Again, it's not just about them, it's about you too.  Let them get to know you--what you like and what you don't like.  They catch on quickly!

I left this note in the work plan folder of one of my students to give her instructions on how to do her work and encourage her great performance in class.

 

 

•   Spend time with them outside of school--sports events, birthday parties, dance recitals, etc.  When they can connect with you outside of school it builds trust and makes them feel special.
• This may not always be possible, but form some type of relationship with families.  Make it so that they feel comfortable communicating with you--I mean, you do have their child for the majority of the day.           

Two of my former students at an event!

 

 

Lastly and most importantly...BE INTENTIONAL! Although some of it happens naturally, you still have to take initiative to get to know students.  With 20+ students in a room, it is easy to allow relationships with students to fall by the wayside.  When they trust you, they listen to you! And when they trust you, they test you too.  Don't we know it!? Love them! When you correct them, let them know that you love them, but do not like the behavior.  Make it clear.  Have fun...it is likely that they will never forget you and how you made them feel...make it count!