When your children get their first books in their hands, it is a good bet they are going to end up in their mouths. Exposing infants to books is an important step on their journey to becoming lifelong readers. They become familiar with the books, exploring them by turning pages, looking at the bright pictures and, yes, even biting them.
At each age, there are certain milestones in reading they should be hitting. These include starting by interacting with the book as a physical object to discussing the broader themes and details of the story they just read. Paying attention to their growth as readers keep them on track to hit that third-grade goal of going from learning to read to reading to learn.
Here is a basic outline of what to expect at each age and grade level:
Up to twelve months:
- Learn to communicate through gestures
- Understand over fifty (50) words
- Respond to books when read to
- Enjoy the tactile aspects of books, like turning the pages and holding the books
One to three years:
- Answer basic questions
- Identify images of simple vocabulary words (cow, green, girl, etc.)
- Encourage them to talk and listen during reading time
- Learn vocabulary and language concepts through repetition of their favorite stories
Preschool (three to four years old):
- Name and recognize most of the letters of the alphabet (up to 18 of them)
- Recognize the sounds associated with individual letters
- Understand how print is read (left to right, top to bottom)
- Explore books independently
- Know the difference between pictures and letters
- Imitate reading a book aloud
- Start to recognize logos and other symbols
- Acknowledge their own names in writing, as well as other commonly seen words
- Start to match spoken and written words
- Recognize basic grammar structures
- Read basic words and understand how they work in a sentence
- Write out letters, numbers, and basic words
- Use pictures and other clues to understand basic words they do not know
- Understand basic story structures (who, what, where, when, why, and how) as well as story organization
- Create basic stories on their own
First and Second Grade:
- Take big leaps in reading starting in first grade
- Read their favorite stories for pleasure
- Recognize an increasing number of sight words
- Start to recognize when they make reading errors and can self-correct
- Figure out unfamiliar words using context and images
- A good time to listen to them read and start correcting them as they do
Second and Third Grade:
- Understand how pronunciation and emphasis affects the story
- Use correct punctuation
- Use correct spelling
- Learn new words through story context
- Organize their writing into paragraphs
- Apply new vocabulary and phrases appropriately
- Read more complex books independently
- Recognize deeper themes and engage reading as a learning tool
- Hold discussions about the stories they are reading
One thing to remember about these milestones in reading: all children learn at their speed. These are all basic guidelines as to what can be expected, but by no means carved in stone. Your child may be more advanced in some stages while behind in others. Teachers and parents working together establish the best way to help each student. The most important part is to stay engaged with students’ efforts and keep encouraging them to read!
There is no way it can be stressed enough: the benefits of having books in the home are crucial to future reading success. Think about your children’s toys. If there are toys in the house where children have access, they are going to play with them. The same holds true with books. The easier it is for children to access books, the more likely they are to read and interact with them. And the more they get used to them being around the home, the more they will ask for them.
Building your own home library can be intimidating. Books can be expensive; you cannot always be sure of what your children will like, and there is the big question – how do I afford to get all of these books? This is especially important since many studies show that low-income families benefit the most from home libraries. Such libraries give children easier access to books.
Many parents of low-income families work multiple jobs and odd hours. This makes it difficult for them to get their children to libraries or other places that may have free access to books. School libraries help, but only if students go there frequently. Having a robust library in the home means that there is access to books all of the time. All your child needs to do is grab the book he or she likes, find a comfortable spot and start reading!
What are the best strategies for building a home library? Here are a few:
- Create a space. If you are going to fill your home with books, you are going to need space to put them. Most houses have at least one corner where a bookshelf and a chair will fit. Ideally, this is in a quiet area where the child can focus on the book. A spare closet can also be used as a nook if there is little room in the home, but you have extra closet space.
- Be thrifty. Books can be expensive, but they do not have to be. There are many ways to fill a home with books and not break your budget. The public library is still a good place to start; it will periodically sell off its books to make new room in its collection. The library’s books may be older, but they are still ready to be read! There are retail stores, like Half-Price Books, that sell children’s books for low prices. You can look for deals there as well. Many thrift stores have sections for used books as well.
- Start a book swap. Your children’s tastes are going to change over time. That means some of the books they loved just a few months ago could end up on the shelf collecting dust. Having a book swap amongst friends and neighbors is a great way to get rid of some older books and keep the home library fresh. New materials to read will keep your children going to the shelves over and over!
- Let them guide you. Allowing children to select their own books is a major way of ensuring they will want to read. Shelves of books you choose for them because they are the “right” books to read are not going to have the same draw. Let them fill their shelves with the things they want to read. This will give you a better idea of what books and topics they want to read. You can suggest a few titles you would like them to read based on their own selections.
- Keep it organized! Work with your children to establish a way of keeping the books organized. It can be by title, subject, author, or even book color! This will keep them engaged with the collection even when they are not reading. Giving them their system means that they know where the books they want are, when they want them.
A house with books in it has a long-term impact on building lifelong learners. They gain grade levels over time, improve their literacy, and are shown that books are not just for the classroom or homework. But compiling a library of books is not something that can be done overnight. With patience and a keen eye for a good deal, you can have a home library your child will be able to gravitate to when looking for a good book to read. And you will be helping to build the love of reading in a student.
I was ten years old when I found myself gazing with wonder at the brass chandeliers, marble floors, carved woodwork and dozens of stern portraits gazing down on us in the ornate and imposing hearing room in the U.S. Capitol.
It was the 1960s and my mother, Ellen Lurie, was testifying before a joint committee of Congress about her work in Harlem and the South Bronx, where she was bringing to life a learning program that started in a grungy basement with a handful of kids whose parents needed lower cost daycare so they could work. Over the course of five years, the program had grown to serve 5,000 preschool children in dozens of basements and community centers in low-income neighborhoods. The team had added curriculum elements, homemaking advice, clothing drives, food banks and training for caregivers.
The surroundings might have been awe-inspiring, but my mother, who was under enormous pressure to obtain funding for this vital but unproven program, appeared unperturbed as she coolly addressed the members of Congress in her Jackie Kennedy-era finery, with a pert hat, big brooch, and tweed suit. As we left, my uncle, who had driven us down to Washington, asked my mother where she got some of the statistics she had set forth.
“I made ‘em up,” my mother replied defiantly.
My uncle, a lawyer who would soon argue (and win) a flag-burning case before the Supreme Court, was shocked. “But Ellen, you were under oath!”
She turned to him, raised her right hand, and said, “David, I swear to God, we’ve seen the results, and by the time these guys figure it out, we will have the data.”
She must have been persuasive; Congress funded that program as part of a new initiative called Head Start. And yes, over time, the data came through. Early learning matters. Over the past 55 years, Head Start has helped millions of children get a better start to education.
This was where I made lifelong friends from all backgrounds. But it was also where I learned the harsh reality of the rich/poor gap. Too many of my 5th-grade classmates could barely read, rarely spoke in class, and almost never showed any evidence of having done homework assignments. Some of them stayed home on assembly days because only one brother in the family had the mandatory white shirt and tie. Many had already given up and were drifting through school, like the debris we could see from our bus stop, floating down the horribly-polluted Hudson River.
A year later, I was in the Audubon Ballroom in Harlem listening to Malcom X decry racism and urge followers to read and learn. Although he dropped out in 8th grade when a teacher sneered at a Negro’s ambition to be a lawyer, Malcolm later preached, “My alma mater was books, a good library …. I could spend the rest of my life reading, just satisfying my curiosity.” Books and reading were his solution for escaping oppression and poverty. Then three shots rang out, silencing his voice forever. The assassinations of the tumultuous 1960s continued. I was hustled out of the building by my mother, but the images were seared forever.
I left my New York City childhood behind, but years later these memories came flooding back. In 2010, my fast-growing-but-not-yet-profitable company was in trouble. We had hired a few dozen folks for what we could then barely afford. These were hard-working, dedicated people from blue-collar families in our small Ohio town. Most had no more than a high school diploma. And they were struggling as the responsibilities and technical skills required grew exponentially.
We needed more mental horsepower. Unfortunately, college graduates were hard to find in our local labor pool. Fewer than 25 percent of the adults in our county (and generally less than 32 percent nationally) had a post-secondary degree—this in a decade in which 70 percent of all new jobs required one. Counties like ours were heading for the kinds of disastrous economic declines seen in Detroit and other rust-belt cities. Even a donation to enable a nearby college to open a campus in our county couldn’t fix the problem. Our college program paid for dozens of employees to get degrees, earn more, and bring greater value to the enterprise and their community, but we couldn’t get the funding to scale it, or develop local talent fast enough.
Despite the skills shortage, the company grew to become the nation’s largest notification service, serving 40,000 organizations, including over 7,000 schools and school districts. We reached 55 million Americans every week with voice and text messages to protect children, inform parents and engage the community. But finding qualified workers continued to be a problem. In fact, we ended up moving two Ohio offices closer to colleges, where it was easier to hire better-educated people. All of this was an indictment of the rural education outcomes in many parts of Ohio.
These three memories—my mother’s heroic efforts, the hatred of people who felt threatened, and the power of education to develop people who can drive business and community successes—drove me to dig deeper into the problem I saw: a widening achievement gap between rich and poor. I’m a terminally-aggressive problem solver and I believed there had to be a better solution.
With my wife Barb, a long-time elementary school reading and music teacher, I spent three years reviewing the literature and interviewing educators, experts, and parents to determine why poor kids and minorities couldn’t seem to get ahead. We visited a dozen cities and studied their programs and attempts to close the gap. Few were successful except for a handful of expensive programs that barely served a few hundred kids, and were similar to the college program my company funded: none could succeed across the board for a majority of children in a district.
We found that the primary culprit behind the achievement gap was the summer slide, that devastating and cumulative reading loss that many disadvantaged children slip into every summer. Their richer, whiter peers retreat to homes filled with books they can read and re-read all summer long. These wealthier children are more likely to discuss what they see, explore, and read with parents, who themselves read. They view books as portals into fantastic worlds of imagination, science, and history. They learn about different people and places, and they return to school in the fall with their skills intact, if not advanced.
The challenge was simple: Could we extend the benefits of Head Start type programs, which have served tens of millions of pre-school kids over the past five decades, into a viable, affordable, outcomes-driven program that could close the achievement gap by eliminating the summer reading slide? And could we do it for children of all colors, races, and incomes? We knew that if we succeeded, the impact could be staggering. If we could increase the number of college-educated adults, then companies could grow and thrive in our town—and in every American community. More workers would be able to support their families in dignity.
We raised a few million dollars to create Kids Read Now. We tried dozens of changes and different approaches—and kept getting better. More and more of our kids raised their reading scores over the summer. There are no magic bullets, just many small, connected steps that have led to a turnkey, in-home summer program that engages parents, excites children, and works.
Excerpted from Reading for Life, published by Kids Read Now. Copyright © 2017 by each contributing author. All rights reserved. Posted with permission of the publisher. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Educators can be incredibly creative when it comes to learning activities. The ideas that flow from passionate teachers can have some significant impacts on education. The KIPP program is one of those ideas, as is 826 National out of California. The Freedom Writers Foundation is another group that developed from one teacher’s desire to make her students better readers and writers. Other than driven by passionate educators, these programs have one other thing in common – their initial funding came from the teachers themselves.
It may be shocking for some to hear this, but it is not uncommon. In a recent study, it was discovered that over 94% of teachers dip into their own funds for school supplies. Schools have been hit hard in recent years by budget cuts, making it even more difficult for school districts to fund programs to help students. Fortunately other sources exist, offered by government entities and non-profits.
Grants are available to help schools fill the gaps in their budgets, allowing them to maintain existing programs or establish new ones. They are widely available to fund an array of programs, but they are not easy to obtain. As money dries up from state and federal governments, there is more and more competition for grants. With competition being as high as it is, there are a few things you should consider:
- Give yourself time to write the grant: The entity giving the grant requires an application. Every application is different. Ensure you do not miss anything on the form by giving yourself ample time to fill out everything.
- Search at every level: Educational grants are available at the community level, right up to the federal level. Many grants go unclaimed from year to year because no one applies for them. There are grants from businesses and non-profits as well. Doing a deep search on the internet can turn up a variety of resources.
- Know the requirements: The resources distributed by a grant typically are required to be used for a specific goal. Having a plan in place to achieve that goal is just as important as filling out the application properly. Sometimes the grant requires the details of the plan as part of the application.
- State your case: Details matter when you are making your case for funding. The more data you have that can support your case, the better the chances you have at winning the resources you need. Gather as many relevant statistics as you can. One reason Kids Read Now can help so many schools is the data we provide the district. That data includes books read and growth of readers over time.
- Do some homework: There are many resources out there that will help you fill out grants. You can find examples of well-written grants online, take classes in grant writing, or even hire a professional to write a grant for you. All of these avenues are available to help you get the extra money you need for new programs.
Winning grants is something that will take time and energy to achieve. It takes practice to write grants and a certain level of skill to win them know. But they are worth looking into as a way to bring programs to the school that will help your students. They can jumpstart a program that can improve the education of students through the district. Teachers spend a great deal of their own time and money helping students. By bringing more grant money into the school district, these efforts can be amplified into a lasting piece of your educational endeavors.
There are, on average, 180 days in an elementary school year in the United States. Each day is roughly seven hours. That time does not include weekends for students. Months of school and hours of homework are not always enough to cover every topic. Fortunately, there are many more hours in the day that can be utilized for a wide range of lessons. This trend of “expanded learning” has become popular with parents and teachers alike in many school districts.
Expanded learning gives parents the chance to supplement what students are learning in the classroom. It can be more information about subjects they are learning in school, or about topics that they find interesting and want to explore on their own. It can also be a way to keep their minds active over a long break, like winter or summer.
To assist with educational growth, as well as personal growth, here are some resources and suggestions that can help:
Community Partnerships: Schools and parents can partner with community organizations to help students. These partnerships can support the students’ education, as well as help with their other needs such as clothing, meals, or medical services. While the schools themselves may not offer such additional services, they may have lists of organizations that do.
Family Engagement: Parents are a wealth of knowledge! A growing amount of research shows that the single biggest factor in determining student success is parental engagement. Working at home can be facilitated by community partners and schools. Supporting students outside of school is an important part of a child’s education.
A Disparate Team of Educators: To stretch the learning experience as far as it can go, multiple perspectives should be taken into account. The more people that can offer input on educational activities, the better the end results for the students. With a group of teachers, parents, community leaders, and professionals that communicate well, student experiences can greatly enhance lessons.
Here are some things to consider when involving students in these activities:
Programming Supporting Lessons: Any activities outside of school hours should reinforce what is going on in class. These do not have to be lessons that come from a lesson plan. They could be social skills, playing games, or anything else that would be a benefit in class. These offer possibilities to reinforce soft skills that help social interaction and emotional intelligence.
Voluntary Participation: Self-selected lessons are the best lessons, because the students are more engaged. Their natural curiosity takes over when presented with something they want to know. This is an excellent opportunity to engage them in topics they want to know that are not part of their school lessons. It can be a chance for them to dive into topics they showed interest in during class, but ones that did not fully fit into their schedules.
Assessing the Results: Every time you work with another organization, you want to make the experience better the next time. After you have completed an expanded lesson, take time to review the experience. Were your children engaged or distracted? Did they jump into certain parts of the lesson and avoid others? How did they react when they came home?
Programs like Kids Read Now provide ways to support and encourage student learning outside the class. To find more programs like ours, start by asking your school what activities they offer for expanded learning. If they do not have what you need, they can often recommend organizations you can contact. Your local library is a great place to start looking for after-school activities for students as well. It often has programs geared to many interests or can point you to places that offer them.
When you bring learning outside of the classroom, it enhances and reinforces what is going on in the classroom. Creating lifelong learners means teaching them early that discovering new information can happen anywhere, at any time…even outside of a class.
The beginning of the school year is a busy time. There is work to be done, from getting the classroom and lessons ready to welcome in the new students. Though the first few weeks are hectic, reaching out to parents is an act that can have a major impact during the school year. Parents can provide insights into the best ways to reach certain students in the class. They have the ability to extend your lessons, showing students the work done in the classroom has applications in other places. Parents are also going to be the ones that have the most investment in their children’s success!
Building relationships with parents does not have to require an enormous time commitment. There are small actions that can be done at the beginning of the school year to start building your rapport with them:
- Establish connections early in the year – Parents will always be anxious at the beginning of the year, whether it is the first day of kindergarten or the first day of senior year. Hearing from their children’s teachers early opens the channels of communication on a positive note. These initial contacts establish that you are interested in helping them educate their children.
- Introduce yourself to them… – As part of this early connection, give parents of your students some insight into who you are as a person. Tell them about some of your favorite vacations, books, and things to watch. Give them a rundown of what you have planned for the year, so they know what to expect and when.
- And ask questions about their children – Getting to know your students is another step in building trust with parents. They value your interest, and the knowledge you gain in the classroom helps tailor parts of lessons to what the students like. To learn more about the children, you can send home short surveys or develop online versions through tools like Survey Monkey or Google Forms. The questions should be easy to fill out.
- Communicate with parents often – The only time they hear from you should not be when their children are struggling, either socially or in their education. Let them know some of their children’s activities or what the class does together. Give them a window into a day in your children’s classrooms.
- Invite them to participate – There are many ways parents can help you in their children’s classrooms. They may have specific skills that would demonstrate lessons. They may be able to help with parties or events, or they may have some ideas on improving the classrooms or communicating with students. Listening to what they have to say is important for communication, even if it is not implemented.
- Offer resources to help – Many parents are very eager to help their children succeed. They are simply unsure of how to help or where to find the resources to do so. Share the resources you have with them, whether they are digital ones or something they can find at the library.
Parents are excellent partners when it comes to providing extra help to students. They invest in their children’s success, providing the ability to reinforce the lessons you give in the classroom at home.
Opening lines of communication and developing partnerships with parents benefit teachers for the school year. However, they benefit the students through their educational careers. Building such relationships is worth the investment.
When children first begin to explore reading, it is not a solitary activity. Parents spend time with their children teaching them to read.
The lessons can be as straightforward as sitting down and reading with your children or as subtle as getting them to read recipes or books about characters in other media. It can even be modeling the behavior, like reading after dinner or while on vacation.
Children absorb the actions of the people that are close to them. The more activities a parent or other family member can model for them, the better off they are when they begin school.
The involvement of parents in education is critical and often underestimated. The more involved parents are in the education of their children, the better their outcomes as students. When parents get involved, it lowers the barriers to where learning happens. Children start to see that discovering new information is an activity that can occur anywhere, from watching a teacher at a chalkboard to a parent reading with them at the kitchen table.
Lowering barriers is not only something to do for children. Encouraging parental interaction is essential. Many parents, especially ones from low-income families, do not have the best memories of their time at school. That makes them very reluctant to engage with teachers, even if it is in the best interest of their children. Teachers will always be intimidating to some parents, so building relationships with them are crucial.
Even parents that enjoyed their time at school may be hesitant to approach teachers. They want to make a good impression on their children’s teachers as well. Making sure they know the goals of any meetings or interactions allows them to prepare, putting them at greater ease.
Interactions between parents and teachers, like open houses or parent-teacher meetings, are occasional opportunities to exchange information. Offering a weekly email, Facebook page, or website where parents can see what their children are doing provides a much more constant stream of feedback. This open communications channel keeps parents informed about what their children do in school. This channel becomes an open invitation to interact. Information about classroom events, whether positive ones or warnings, school activities, and homework students bring home becomes part of the communication. Sharing events happening with the family, providing the teacher with the ability to prepare for possible behavioral issues or acting out.
Research consistently shows that two of the greatest indicators of student success involves the socioeconomic status of the parents and parental involvement with their education. Parents who offer support at home for students give them a better chance to succeed later in life. Teachers support this effort by helping parents understand what they can do at home to reinforce their lessons. Anything from showing how the lessons apply to the real world to go over the assigned homework. Involving the parents in education creates another layer that brings students that much closer to becoming lifelong learners.
Reading and writing are skills that go hand in hand. As children develop, they learn to speak first. Reading follows, and then the ability to write in their language. Writing is a great way to reinforce the lessons they learn from reading. They start to mimic writing the words they see, much like they mimic hearing the words they hear on a daily basis. Introducing children to writing is a task that should occur early. It can start with items as simple as crayons and some paper.
Providing the opportunity to draw at an early age is one way of encouraging writing. Much like ancient cultures drew images that morphed into letters, the pictures that young children draw are their way of communicating. Getting them to put markers and crayons to paper is a way to encourage early writing skills. When they complete their drawings, you can have them tell you stories about them. As they get older, you can teach them that writing is very similar to drawing.
This playful approach to writing can be the perfect introduction to associating letters with sounds. Children can start practicing associating letterforms with sounds and words as early as the preschool years. During that time, they begin putting sounds together with the words they hear. They are starting to understand the connection between the letters they see and the sounds or ideas they represent. Picture books emphasize this connection as well, helping children to associate the images of the words with pictures.
As they become more familiar with what letters look like, those letters may start to emerge in their drawings. The letters will be random at first. Mostly they will be working on consonants and a few vowels. Each time they write down letters spend some time talking about them. What sounds do the letters make? What words are they part of? When the letterforms start to develop, they will eventually mimic the words they see in books. This is an opportune time to continue to teach them more about the words they are seeing as they begin to write them out.
Another way that young children are encouraged to write is by seeing their parents write. Children like to repeat what their parents are doing. Before computers became such powerful communication devices, there was more writing done at kitchen tables around the country. With fewer letters and checks written, it is essential to take time out of the day to show your children that you write. This is also a chance to teach them the importance of things like thank you letters, as well as their own creative works. When children tell stories about their drawings, write them down for them. Then have them read the stories back to you. They have created their own stories to share with your help!
Developing writing is a way to reinforce what they are learning when they read. They are learning the building blocks of reading, letters, and words, while they connect what a letter looks like to how it sounds. It starts with something as simple as drawing pictures, eventually turning those pictures into full-blown stories.
Finland has long been one of the top countries in the world regarding reading scores. The last time that the Organization for Economic Co-operation and Development (OECD) released its Program for International Student Assessment (PISA) scores, Finland was ranked fourth in the world. The Finnish school system has always enjoyed a place at the top of these measurements of academic prowess.
But to what do the Finns attribute their fantastic literacy abilities? What are they doing that builds such strong readers?
They are watching television.
The Finns do not make most of their programs. A family sitting down to watch a show are more likely to be reading captions as they watch foreign programs. This study was one of the first ones done by researchers on how closed captioning can affect readers.
The results they found were surprising. Reading the captions with videos improves many aspects of understanding language, from better vocabulary to increased reading comprehension. Captioning foreign programs made reading a requirement to enjoy them, not an option.
Researchers found similar results during a study in India. As an experiment to help raise the literacy rate in that country, the government added subtitles to popular Bollywood films. Researchers came up with the phrase “what fires together, wires together.”
They discovered that, as the adults and children watched the films and sang, they picked up necessary literacy words and concepts. The combination of visual and audio cues motivated to learn the words. This method helped to build essential vocabulary and gave some boost to overall reading levels, but it is not a cure-all for illiteracy.
Understanding the power of combining visual and audio is in its infancy, but the applications for it have piqued the curiosity of literacy advocates all over the world. The internet allows people to broadcast video to anywhere there is a connection.
This means even people in rural areas of the world see and experience these videos, as well as specific populations who are forbidden from being educated. Providing these populations with internet access can be a way to give them an opportunity for an education they may not otherwise have.
A major advantage of closed captioning when it comes to reading and language comprehension is how natural it is. Sitting for a student, whether they are six or sixty, can be a difficult task.
Students are at a table with a book of symbols they do not yet grasp, struggling to make sense of them. Presenting that same information in a video, studies find, lowers the barriers to learning. It also lowers the resistance to learn.
Students now get to watch a video, not sift through a book. They can see and hear what is going on while reading the words and associating them with the images. Any words they do not understand they can stop, write them down, and then look them up, or they can rewind the video and rewatch it.
Students see the words used in context, giving them a better sense of how they fit into their vocabulary. Teachers can use videos that focus on specific topics, like colors or farms or the kitchen, to take more in-depth looks into what words relate to those spaces.
Closed captioning is an underutilized tool when it comes to educating young readers. It is entertaining, and they grasp it intuitively.
The resources that teachers have at their disposal are vast. The Federal Communications Commission (FCC) requires all video media in the country to be closed captioned and synced to the visuals.
Any educational video shown in class can have the captioning turned on to help students who struggle to read. Using captioning will help you build young, eager readers.
For more information on using closed captioning to improve literacy, please visit caption.cool.
The school year is over. The paperwork is complete, grades are processed and submitted, and your classroom is clean and ready for next year. Time for a well-deserved break!
Spending long hours in the classroom grading and carrying out all of the extra activities that are part of a teacher’s daily routine can make the school year a challenge. There are times to take breaks during the year, but summer offers the unique opportunity to unwind. Summer offers a chance to take care of yourself. Spend some time on hobbies and interests that were neglected during the school year.
There are roughly two months from the time the final grades are turned in to the time you come back to the classroom to start planning for the new school year and to get your classroom ready. There is a strong temptation to spend time getting ahead in planning and assignments, but resist that urge!
Spend time during the summer preparing in a different way: relaxing!
- Limit the Amount of Work You Do – Getting to summer break, with all of the finals and grading and end-of-the-year festivities, requires a certain level of destressing. Being an excellent educator and knowing that the next semester is coming, you want to start to get ready for it. Put some limits on how much time you will spend over the break preparing for the fall. Spend a few hours a week on school-related functions, and then head out into the sunshine.
- Turn Off the Alarm – Unless you need to be up to get to the pool or an excursion on a cruise, there is no need to wake up early. Indulge in a little extra sleep each day to recharge.
- Read…for Yourself – There is a stack of books, either on the bookshelf or in the e-reader, that you have meant to read for months. Now that you have the time, turn off the phone and lose yourself in as many books as you can over the break. It is a great way to relax, and you may even find some inspiration for the coming semester.
- Spend Time With Family and Friends – They may be missing you as you were working on lesson plans, grading, and sleeping since the beginning of the year. Make some dates with the people that are closest to you and give yourself time to enjoy them. It may not be until spring break when they see you again.
- Reconnect With Hobbies – Whether you make artisanal home goods for your Etsy shop or binge-watch Netflix and Amazon Originals, the hobbies you love may have been collecting dust over the last few months. Reconnecting with them recharges the creative batteries and get inspired for the upcoming year.
- Have New Experiences – Go for a walk in the woods. Have a night out at the theater. Take the family on a trip to a place you have meant to head to for a while. And take the long route to get there. In a world where we emphasize things, it is the experience we have that we will treasure.
We know that teachers are hard workers and committed to the success of their students. But even high-performance machinery needs some downtime for recharging and repairing. Take this time to have some adventures and prepare for the new year. Your students will appreciate the energy and new ideas you will bring back to the classroom.