Every single day we are tasked with ensuring that our students are entering into our building safely, that they are to learn wholeheartedly, and that they get to experience a wide variety of knowledge along the way. In doing this, as educators one of the pivotal roles we play is to promote classroom conversations. These discussions, these special moments of discourse, are necessary to allow students the time to pull apart their own ideas, formulate their own opinions, and better understand others. We have seen the world swiftly change in the past year, more than we ever thought it would. We want to be sure to do our part to provide a forum of opportunity for our students to speak about real-world events. In doing this effectively, there are three main approaches that should be taken into account across grade and content levels:
Classroom rules and norms are a regularly occurrence, but we want to be sure we revisit them before conversations. Our students need safe community spaces to process information, so having set expectations for when students can speak, how they can address each other respectfully and mindfully, and how it can foster a positive classroom culture are all critical.
Role as a Facilitator
The classroom teacher needs to take ownership of the facilitator role. No matter what age your students are, it is easy to want to jump in and help a student clarify their own thought. But as a facilitator, as furthering this classroom conversation, it involves taking a big step back and not influencing or exerting an opinion or stance. Allow your young people to take the mic, to process their thoughts, and use their own words to inform you. This should be a big moment as they work through their own pieces of information, their own views, and find their footing.
As you wrap up these conversations, we want to be sure to tie back to those classroom norms and expectations. We are all growing, we are all learning, we are all evolving, from students to adults. Reassure them that while differences exist, it is the power of understanding one another and having respectful conversations that allows us to make change.
These necessary conversations establish and support the classroom community. They allow for relationships to thrive, for inspiration to occur, and for student engagement to be accelerated. It shows students that we know they are aware of what is going on in the world today, and we want to be there for them in any capacity that we can. It shows students we care.
In 1994, my 6-year-old son Nicholas failed first grade. Testing revealed he could read ten words, showed no strengths, and had a low IQ. The prognosis was dire, his future bleak. Finally, the diagnostician called him: “The worst child I’ve seen in twenty years of teaching.”
I had the option to remove my son from school for six short months. Teaching him myself, I began by using a recommended standardized set of books, titled Success for All. Their focus was on decoding of isolated words. They too, were an abject failure. Nicholas appeared to have no memory for letters, sounds, or words.
It was at this point, I was given some unforgettable advice from my mother-in-law: “Lois,” she said, “make learning fun.” Now I have no books and a son to teach. I felt totally responsible for his learning. Having a blank slate forced me to examine my son’s learning. What can he do? Does he have strengths? I recalled some previous successful learning activities. He can see patterns and he can rhyme words.
Poetry. Write a poem. But I don’t write. I, too, am dyslexic. Despite this being an enormous challenge for me, I felt pushed – no, driven to try something—anything.
Putting rhyming words together into a simple poem was easier than I imagined. The act of writing a poem transformed our little classroom, as I read the poem to him. Nicholas laughed. We found more rhyming words, illustrated the poem, and finally, he recited the poems from memory to his family.
Every day, I had a new poem waiting for Nicholas. He blossomed. Instead of panicking about learning, he recalled the words in the poems. Poetry provided a cocoon for letters and sounds. Illustrating the poems engaged us in multi-sensory activities and in reciting and performing words as we searched for deeper meanings.
But it was the poem to learn the oo sounds as in book, look, and cook which metamorphosed our learning. Instead of talking about cooking, I wrote about Captain James Cook, one of the last great explorers. Through poetry, we explored the changing map of the world to which Cook contributed greatly.
“Who came before Captain Cook?”
“Who came before Christopher Columbus?”
His questions stumped me. I could not answer many of them and I thought these were not the questions that come from a child with a “low IQ.” Using my son’s learning, I became a literacy specialist, teaching children who failed to learn to read in normal settings. I developed the knowledge and skills to turn around children’s lives.
What can parents do?
- Turn fictional texts (books or short stories) into plays or dramas. Why? The child is connecting the text with actions. Book language varies from oral language. By re-writing the story, the child is now the “author” and can change the words in the text to use their words.
- Read and recite poems. Poetry is the foundation for phonemic awareness. (Phonemic awareness is the ability to play with letters and sounds.) Building on rhyming poetry, the parent enables the student to hear the rhyming words and sounds.
- Sing and enjoy songs, rhymes, & limericks. Use the beat and the words to engage the child with words and actions.
- Show language as “dynamic.” Find, read, and tell jokes and riddles. Jokes and riddles often depend upon wordplay. Many students with learning disabilities see the world “concretely.” They struggle with the abstract nature of language. Enjoy the language and wordplay and teach children how to “look” for additional meanings.
- Use audiobooks! Audiobooks or reading to a child is the most powerful way to engage the child in literature.
- Above all, enjoy learning. Make it a game. Find time to enjoy learning together. When children “fall in love” with books and learning, it becomes an activity they want to do. That’s when learning happens.
All children like to read things they can relate to or that make them feel good. And the best children’s stories I “read” were those on the laps of my parents.
In order to write books for children of a different mold than our own, we need to know them. I grew up in a homogeneous environment. When my junior high social studies teacher inadvertently opened my eyes to the fact that youth around the world had many things in common, my interest was sparked.
My first goal achieved was learning the importance of communication. Not only in English, but in Spanish. I lived and studied in Spain, where I achieved fluency. It has served me well!
I taught Spanish and used Spanish language children’s books as motivators for my students.
I worked for the employment/unemployment office in Iowa’s capital. We had many Latino clients. I did much translating and interpreting to help communicate a concept difficult for many people in their native language.
Aside from this, I had many stories in my memory that I wanted to share with children and those reading to them. That is where my dream launched.
I wrote my first picture book, Mommy and Mikel Go for a Walk. It was a memory from the mid-1980s with my son Mikel. After writing it in English, I decided to tell it in Spanish, too. Working with many Latinos in the USA has taught me that Spanish in Spain is not the same as Spanish in the rest of the world. I was glad to know alternative words to use that would be more neutral help me communicate better.
I learned that not only native language readers liked each language, but learners of the other language.
My second book, Surprise in Auntie’s Garden! made me pause. I am blonde, as is most of my family. Many young people would not relate to blonde people in every book. I decided to use different race and ethnic characters in each book to include other young readers and parents. This time I used Latinas as the characters. My messages are universal, so this merely allowed different readers to see themselves in my books.
My first three books were published in pairs. One in English and the other in Spanish. I had requests to try publishing the stories as bilingual stories to include both languages in one book. I did this with Do It Again! and Lexi’s Special Tooth Fairy Pillow. The reception was wonderful.
During this time of writing, I also began working with Royal Promise, a mission that works with underprivileged children in Anun-Asikuma, Ghana, West Africa. This opened the door even wider. My new friends and the students loved my stories because they knew me and were eager for new literature. I feel very connected to them and feel the need to assist with their literacy opportunities.
It is important to include many aspects of childhood in the characters as well as the stories. Literacy is important to all people and gives them the confidence and initiative to seek and achieve new and unforeseen goals in life. Invest in our future and include everyone, at home and abroad.
How reading helps children learn social emotional skills
I am a lover of all things book and the written word. As a child, I was precocious and very curious. Thankfully, my father had a great passion for reading and ensured that I, along with my siblings, understood the importance of literacy and that it was something never to be taken for granted. “Many of our ancestors gave their lives for the right to read,” my father would often preach. I wanted to know what he was talking about. Why and how could this happen? In addition, my brain was alive with princesses, dragons, and secret gardens I got to meet often through what remains one of my greatest and most enduring loves, books.
Much of my advanced vocabulary, ability to articulate my thoughts and feelings, empathy for others, and sharp view of the world around me was a direct result of the abundance of books afforded me. I was a proud card-carrying member of the library! I loved checking out Puff the Magic Dragon with its accompanying record tucked in the back (yes, I am proudly dating myself), The Secret Garden by Frances Hodgson Burnett and Roll of Thunder Hear My Cry by Mildred D. Taylor.
These books and many others whisked this little Black girl from small city Portland, Oregon to unknown lands of epic trials and triumphs. The ability to read, write, comprehend, and decode the written word was just the beginning. The pure enjoyment of reading was the vehicle that aided me and will ultimately do so for our students today; expanding their minds to the immeasurable possibilities for connection with each other and the world around them.
As the Director of Content Development for Friendzy, a Social Emotional Learning (SEL) program for K-8 students, I continue my literacy evangelizing. After all, I am the daughter of a preacher! Research has shown that reading supports SEL. At Friendzy we frame our SEL literacy supports through five distinct frameworks:
Learning social-emotional skills.
Reading helps children gain a greater understanding of emotions, which can help them understand their own emotions and those of others.
Reading a story creates space for kids to imagine themselves inside the story. This allows them to develop empathy as they experience the lives of other characters and can identify with how they are feeling.
Reading allows children to learn about a wide array of people, places, and events that they may not otherwise experience.
Improve cognitive development.
Reading provides children with a deeper understanding of the world and fills their brains with a wide range of knowledge. They then use this acquired knowledge to make sense of what they see, hear and read.
Builds relationships and connections.
Reading brings a classroom of students together for a shared adventure. It also provides parents with an opportunity to have dedicated time with their children. Reading together provides kids with feelings of connection, attention and is nourishing to the soul.
These key components shift the literacy lens from simply learning to read to reading to learn with great enthusiasm. As an author and educator, I tell my students and the students I meet at school visits when you open up a book, you open up the world. I was given this gift early on and my job is to pay it forward!
For more information about Kids Read Now, contact us.
Using children’s stories to bolster a sense of community connectedness and improve the culture at your school
Imagine this… You are a classroom teacher or a counselor or a principal. You see and feel the culture of your learning community and note the need for a change. It is 2021 and people from all walks of life are facing truly challenging situations in their lives. They haven’t seen family for several months. They have lost jobs and are struggling financially. They’ve spent unparalleled amounts of time at home with their spouses; and some realize that they are not as compatible as they once were.
These are just a few of the real-world situations our families and children are facing. The children who walk into our schools have no control over any of these situations; yet they certainly feel the brunt of them. You, as their sensitive, empathetic teacher, counselor or principal, are put in a position to manage and navigate these overwhelming challenges. What do you do to make a difference? How do you support the children, meeting them where they are; yet still offering assistance to move them forward in their journeys?
As I have in so many times in my life, I have turned to stories; parallel stories which are relevant to the situations we are facing. Let me share a story here… lol. My daughter-in-law is pregnant with twins that are due in June/July. This past weekend, we had her baby shower. One of the “games” we played was taking a word or phrase from a list and sharing tips for the mother-to-be. My daughter, who is not yet a mother, shared her experience as a little girl. She used the words “cuddle” and “bedtime.” She, with so much love in her heart and on her face, shared how much she cherished bedtime cuddles and the stories I used to tell her.
I reminisced right along with her, as her memory took me 18 years back in time; as if we had stepped into a time machine! I shared that the stories I would tell were a mixture of books that I read repeatedly and stories I created which discussed what had happened that day or recently. The stories I would create often highlighted acts she had done which were positive and that we hoped would occur again… things like going potty in the toilet, or playing nicely with her brother. Some of them related to situations which didn’t go so well but in the story the actions were adjusted to elicit more productive endings.
One such story was about when she and a friend were playing, and her friend upset her by selecting her favorite doll to play with for the afternoon; a doll which she, herself, wanted to have with her. My daughter went off to play with a different set of toys and left her friend to play dolls by herself. In the story I created, the girls were able to play with the various dolls and get along by showing off the doll’s various talents.
We talked about how her favorite doll was special and desired, because it was her favorite; and when her friend chose to play with that special doll, it was like sharing a gift which didn’t actually need to be given away. Her special doll was not only special to her, but also special to her friends, which made her that much more special. We didn’t discuss the story as it related to her; it was simply told to her.
The beauty was when my daughter’s friend came over again and a similar situation occurred and played out just as had been shared in my story. My daughter had listened and internalized the actions of the “fictitious” characters and mimicked their behaviors and attitudes and enjoyed her friend’s presence much more. She wasn’t hurt by not being able to play with her favorite toys. She, instead, felt pleasure in sharing her treasured gifts with those whom she loved.
While playing the baby shower game, my daughter didn’t share any of the details I just laid out; but they all came flooding back to my mind when she mentioned her love of those times. I felt that closeness and connection, as well. (Yes, there were tears shed.) I also felt the evening stories were probably one of the best parts of my own parenting. The “aha” moment happened when I realized I had intuitively taken the practice into my work in schools. I had used children’s books with my junior-high and high-school students and with my various staff to share messages. So, when I was named principal at an elementary school, I was excited to expand this work to impact students (and adults) individually and for our school family, as a whole!
The first year in the position, it was clear to me there had been some adversarial relationships created which resulted in a culture of unhealthy competition and some underlying fear and distrust. During an assembly with the students, I mentioned I saw Cookson as the school with a K in the middle of its name and that K stood for Kindness! I read the book The Dot by Peter H Reynolds. The book exemplifies kindness and how it is shared with one another; and the incredibly positive impact it has on the direct recipients and eventually the overall community.
At our school, we created multiple opportunities for our students to share their kindness with one another, with their teachers, with our community members and beyond. (Our teachers also engaged in several appreciation opportunities. Our school counselor and media specialist met together to design and implement a monthly talk with each of our classes where various success attributes and facets of kindness would be discussed and highlighted. We will talk more about these books-stories at a later time). The stories they read, the situations they shared, the questions they asked, and the discussions which ensued have led to a really open and honest community of people who accept where they are, own their actions, work towards growth, and are connected by the focus on being kind to oneself and others.
In January of 2021, when we returned to school after the winter holidays, I anticipated a rejuvenated and refreshed feel. However, after the first day, the look of exhaustion on the faces of staff and students returned. I was thinking, “We have an entire six months of school left, and so much learning to do and the cold, dark winter to somehow endure. The COVID-19 numbers are at an all-time high. How can we possibly do this?” We needed stories; we needed really good children’s literature!
On the announcements, I read The Dot. I asked the students to picture the pages in their minds as I read aloud. I encouraged them to make a movie of the story; especially since many of them have heard it so many times already. We began sharing stories on a weekly basis which had specific messages – kindness, endurance, perseverance, owning your actions, etc. This re-connected our community. We now all had a similar weekly experience to reference in discussions. Just as in other years, teachers were heard referencing the stories in their classrooms; students had characters to relate to and use in discussions with fellow students. We had re-built a very important structure which is critical to our school’s culture.
During the shutdown, we did so many virtual read-alouds. Teachers have been reading in their individual classrooms. However, as a school, it didn’t occur to me that I should be doing this. (Wow, I find I have to learn some of the most basic lessons over and over again!) In a time when we are struggling to connect on so many levels and when we are oftentimes ready to totally cancel out what we don’t like, focusing on the simple messages found in children’s books is exactly the right medicine for what is ailing and alienating us.
For more information about the Kids Read Now Summer Reading Program for K-3, please contact us.
How technology and district pressure are ringing the anxiety bell for teachers
COVID-19 has changed our education system in ways that very few people could have dreamed. Last spring, most schools in the United States closed their doors to thwart the spread of the deadly virus. This fall, some school systems opted for remote learning or a combination of remote and in school learning known as the hybrid model. Both approaches left teachers scrambling to become experts in technology and learning apps. I can say this, having been an educator for 31 years and a reading specialist for the past 22 years, teaching reading and writing skills remotely or through the hybrid model to emergent and transitional readers has been a monotonous task.
Though remote or hybrid, teachers know the goal of any lesson is to keep students interested and engaged, so learning will take place and outcomes can be measured. Unfortunately, fun, engaging reading lessons I prepared to target specific skills for my K-3 students have gone awry or been interrupted due to technological quirks. Incessant feedback from iPads, iPads going dead during lessons, iPads freezing, microphones unexpectedly muted or students dropped from the meeting have severely disrupted learning. That is truly no fun when teaching the Orten-Gillingham method which depends on fidelity. Oh, my goodness! Anxiety alert!
Pointing out these tech issues are in no way a slight to the dynamic, almost superhero job that my school’s ITC has performed keeping us all well-connected, but technology surely has been an issue that sets off the anxiety bell in teachers. Though these tech interruptions have lessened, ensuring that struggling readers are attaining the essential skills that will create future success in reading has been nerve wrecking to me.
The anxiety that many teachers feel may also be due in part to the demands placed upon us by school districts. I have spoken to teacher friends across the country who say that their districts seem not to take into account the technological challenges teachers face, having a shortened school day, students not always making themselves available for learning or attending class regularly plus the emotional distress factors that we are all facing as human beings because of the pandemic.
In my district, teachers are still expected to write student intervention plans, provide the interventions, do progress monitoring, and get the same results while managing under more time constraints. On top of that, we have to make sure that children are prepared to take upcoming standardized tests when some of them do not even cut on their microphones and cameras or participate in class. The anxiety bell rings louder!
A friend of mine who teaches in a nearby county told me the stress of preparing kids for high stakes testing is just unfair to teachers as well as to students. How is this going to go smoothly when there are kids whose parents have opted strictly for remote teaching? School districts need to recognize that things are different because of the pandemic and teachers are not superheroes nor magicians. We are trying our best to focus on social and emotional needs of students as well as teaching state standards but the added pressure of preparing students for standardized test while teaching remotely or hybrid is stress inducing. I hear Billy Joel’s 1980s hit song, “Pressure,” ringing in my ears!!!
Testing and knowing how children are performing in school is necessary. But in the age of Covid-19, calm down a bit please. Things are different and should be acknowledged and treated as such.
For more information about Kids Read Now’s K-3 Summer Reading Program, please contact us.
On the importance of self care in a difficult era
2020 has been an extremely challenging year for everyone in the world but especially for essential workers. Teachers and educators are definitely essential. This was clear when schools switched to remote learning and no one had a clue on how to service the children of the world. Educators took on that role and did it with such grace and fluidity so that our children can concentrate less on what was going on around them. But who took care of the teachers, counselors, and administrators? As an educator we often hear words such as “burn out” and “babysitter”. We tend to re-think our positions as educators and if we are valued enough in this career.
I myself wondered “Is there more for me to offer?”. As a school counselor I help students and parents with their emotional and mental well-being; but I started to wonder who truly helps us as educators with our own well-being? We’ve all attended workshops on mindfulness, yoga, and other forms of self-care, but how are we holding ourselves accountable with keeping up our mental self-care? Life coaching came into my life in 2020 and was life-changing. In October of 2020 I became a life coach. Holistic life coaching provided a different outlook on my life and how I can be the best version of myself in order to give back to the world. I have truly found my life’s purpose and want to share it with others, especially my fellow educators.
Coaching is not therapy or counseling but instead allows the individual to work on themselves through powerful questions that will lead to discovery and action steps for their goals. Coaching offers you accountability that other self-care methods may not offer. While at home I wondered “How can I guide my fellow educators?”. I developed a 6-week program that I feel will challenge and provide insight for educators – 6 weeks to a Better You Educator Edition. I broke down each letter of the word ‘better’ and provided words that would be the weekly focus. The words are Balance, Educator, Team, Time-Management, Elevate, and Reward. How do you as an educator balance your time with your teams in order to reap the rewards of an educator?
I based these programs on my own experience as an educator; and as someone who just wanted to live a life that was aligned with my authentic self. In my own experience I’ve used these letters to form better relationships with my students. I ask my students “How can I help you stay accountable?”, “How can we balance your time with schoolwork, homework, and chores at home?”. Personally I hold myself accountable by keeping sticky notes handy. Whenever I feel overwhelmed with time, I write down everything that needs to be done and enjoy crossing it out when I’m finished. When I feel overwhelmed with emotions, I have a note on my laptop that says “stop, breath, proceed”. It’s a constant reminder that I need to be calm in order to teach my students.
When you start living authentically for you, everything falls into place. My name is Jennifer Henriquez and I hope I was able to touch someone with my experience. Being an educator is truly rewarding and helping others is my life’s purpose.
For more information on the Kids Read Now summer reading program, contact us.
Reading time can be fun time too!
Learning to read opens different worlds to children – fantasy, mystery, funny, history – but it can also help them understand the things around them in everyday life that maybe they never thought to notice before. Here are four fun ways to incorporate reading into everyday activities!
Cereal boxes, labels, and cooking instructions
Whether you’re sitting down for breakfast in the morning with the cereal box on the table, preparing dinner with lots of different ingredients, or baking a delicious dessert from a scratch, ask your child to identify words on the boxes, labels, and in cookbooks. Sure, some ingredients are difficult for even the most proficient adult to pronounce, but most packaged foods have easy-to-read packaging and recipes help teach new words while sequencing different steps together.
Kids so often know how to get to their favorite places (school, grandma’s house, the park), but may not be paying attention to the signs on the way there. Ask them to and help them read the street and informational signs on the way to your next destination. Instead of turning left at the big tree, soon you’ll be turning left at the stop sign on Maple Street. This is also a great way for kids to learn short abbreviations such as Rd for road, St for street, and Blvd for boulevard. You can also take time to talk about the meaning of potentially new words like yield, U-turn, roundabout, and dead end. These contextual clues help kids remember the words by building on schematic theory.
Especially on longer trips, ask children to look out the window and choose any object they see. They can then say, “I spy something that starts with the letter ‘C’!”. Start naming things around you that begin with the letter they choose. In this case, “corn”, “cow”, and “clouds” could be what they’re spying! Who knows, maybe they’ve spied something that you’ve never noticed! Take turns spying and guessing. Not only is this a fun game to increase family engagement, phonetic understanding, to pass time during car rides, but it helps kids identify the first letter of familiar sights!
Many enjoy a little screen time every day, so turn screen time into reading time by simply turning on the closed captioning. There are many benefits to closed captioning, and your kids may not even realize they’re learning while enjoying the show. Closed captioning is completely free and oftentimes comes in several different languages if you’re wanting to really spice up screen time. With technological advances, there’s never been an easier time to enjoy and practice reading every day!
If you have any questions about reading every day, please contact us for more information.
Here are 3 easy ways to keep reading social while social distancing
The cancellation of events has left everyone disappointed at points throughout the past year, and that list of most missed gatherings looks a little different for everyone. For me, it has been the cancellation of two fundraising luncheons that annually bring together authors and readers. I’m what you might call an extroverted reader. By looking at the number of books I consume each year, it’s clear that I value alone time to read and recharge. On the flip side, I have a big appetite for talking with others about what I’ve read, what I’m reading, and what I plan to read. Since gathering with reader friends for discussion hasn’t been an option, I’ve been relying on technology to satisfy my need to connect with other readers.
Here are three ways that I’ve been able to keep reading social while social distancing. All the strategies below would work for any grownup committed to modeling the life of a reader for the young people in their lives — teachers, librarians, coaches, school administrators, literacy advocates, and parents. Talking about books is what readers do!
ILA and NCTE, like other professional associations, have pivoted to virtual programming through the pandemic. I’ve enjoyed keeping on top of new titles, learning about emerging writers, and making new reader friends through various web events that both ILA and NCTE affiliates have hosted. Most of these events have been free, and even if you can’t be present for a live event you can typically sign up to view the recording later.
Commit to Goodreads
I’ve become somewhat of an unpaid ambassador for this social media platform over the years as I’ve pressured countless friends and family members to join. It’s because I’m a believer! With Goodreads, I’m able to quickly assess how reader friends in Chicago and California rated and reviewed the same title. I’m always eager to learn if others loved a book as much as I did or shared the same frustrations. For grownups not interested in Goodreads, start a text message thread with friends you know who prioritize reading. Three local friends and I have text messaged non-stop since the pandemic began. We snap photos of library hold arrivals and coordinate book drop-offs on each others’ front porches. These phone messages have been welcome day brighteners.
Follow favorite authors on social media
Since book tours and author events haven’t been a possibility for the past twelve months, more writers are turning to Twitter, Instagram, and Facebook to generate interest in their recent publications. I now have the habit of immediately following an author on social media after finishing a book I love. It’s fun to see who in my circles of friends and colleagues is following the same author, and occasionally I’ll tag a writer to share my praise. It’s a thrill to hear back from an admired author or to receive a like on a post. Following authors writers on social media is also a great way to be alerted to upcoming releases.
There will always be something to be said for discussing the latest bestseller or celebrity book club selection over a shared plate of appetizers. Until groups of friends and colleagues can again safely convene in person to talk about books, consider how virtual author events, social media platforms, and text messaging apps can keep readers connected with other readers. There is no reason to not keep reading social while social distancing!
Kids Read Now would like to thank Kristin for her guest blog contribution. If you have any questions about the Kids Read Now in-home reading program, please contact us.
Nearly 50 percent of new teachers leave the profession within their first five years, according to the U.S. Department of Education. This is an alarming number! Many new teachers enter the profession with little support and even less knowledge about the workload being asked of educators. Here are 3 key lessons new teachers must learn to avoid burnout and minimize the high rates of teacher turnover.
You’re not expected to be perfect.
As a new teacher, it is easy to fall into the perfection trap. The need to have every day planned down to the minute, every lesson be the best you’ve ever delivered, and feeling that there is no room for mistakes, will leave you frustrated and drained. You are human and the sooner you can let go of the need to be perfect the more effective you will become as a teacher.
The more hours spent in the classroom does not equate to your dedication for the job.
I used to be the first one at school and the last one to leave; I thought this made me dedicated. That was wrong. I was dedicated because I cared deeply and always strived to grow as a teacher, not because I spent the most hours in the building every day. What that will do however, is send you on the fast track to burnout. Set your boundaries early and stick to them. Remember, you also need sleep to be a successful teacher.
You deserve to have fun outside the classroom!
You get to have brunch with a friend instead of lesson planning all day Sunday, you get to take a personal day or a needed long weekend, and you get to eat dinner without the stack of papers to grade in front of you. Prioritize fun in your free time and don’t lose touch with who you were before you became a teacher. Education is what you do, not who you are.
Lastly, remember you are not in it alone! Lean on your community, your peers, your family and friends for the support you need. Being a teacher is hard, it is also rewarding and meaningful. We need you to take care of you first so that you can show up and help your students thrive!
Kids Read Now would like to thank Anna for her guest blog contribution. If you have any questions about the Kids Read Now in-home reading program, please contact us.