How to survive a stressful school year Teaching in a pandemic – who could have EVER predicted this would be our lives? This year (2020) is one for the history books – literally. Whether you are reading this as you start the 20-21 school year in these bizarre circumstances, or
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We have to have a strategy to minimize time spent grading. Whether we like it or not, as high school teachers grades are of the upmost importance, as our students’ GPAs will directly impact their futures after graduation. This can be a heavy burden for us to ensure we are
Now MORE THAN EVER BEFORE, teachers need to be conscious about caring for themselves. Teaching is already a stressful takes-everything-out-of-you-mentally-and-emotionally type of career, but now throw in a pandemic to the mix and schools requiring teachers to balance in-person, virtual, and/or hybrid teaching models, and it takes it to a whole other level. These are my 4 MUST-DO tips for teacher self-care that I’ve found critical for my own mental health going into a school year with so many unknowns. I urge you to take some time NOW, no matter when in the school year you are reading this, to stop what you are doing and set up some habits that will create healthy boundaries for yourself.
Teaching is about so much more than the content we share with our students. My most memorable teachers are the ones that I felt really knew me and cared about me. If we want our students to know that we are their allies, it starts by building relationships with each one. But where to begin?
I learned MANY important lessons from this group, but one that really stands out to me that I held on to for years after was to ask for help. One afternoon after a particularly rough period I approached a veteran teacher in my hall and she taught me about using Board Points. Over the years her tip has grown to be my favorite whole-class classroom management strategy.
Travel to any classroom across the world and you will find teachers with mixed opinions about the use of technology in the education of their students. But nowadays it really isn’t avoidable anymore, and thus the questions have evolved from, “Should we use technology?” to “How much should we use it? What are the most effective tools for use? Are students really engaging with these methods?”
When I set out to write an anatomy and physiology full-year curriculum, I was excited about all of the opportunities that lay ahead. I’ve never designed a curriculum for an elective course before, a course that many states lack standards for (although I did make sure to study each state’s standards that did have them to incorporate as many as possible into the resources.) This provided me a great deal of freedom for the course design, and with that, I found that my creativity flourished.
Not going to lie, this is one of the hardest posts I have ever had to write. I am still a bit in shock that it is August and I am not in my classroom every night until 9 pm prepping for another year to start. This is the first
“I don’t even know where to begin.” “I don’t know what the question is asking.” “I don’t know what I am even looking for.” There is nothing more frustrating for a student (and a teacher) than looking at a question or problem and having no idea what to do
One of the newest movements in education is digitizing classrooms. EdTech reported over a year ago that over 50% of schools would consider themselves 1:1 students to devices, and I am sure that number has only grown since. To be perfectly honest, I wasn’t a big fan when this shift
One of the key components of implementing Next Generation Science Standards* in your classroom is the incorporation of phenomena into your teaching methods. So what does this even mean for you and me? How do we begin approaching a shift in our instructional strategies and curriculum to better utilize phenomena
I remember when I got a job at my current school and I was told that the school followed the Next Generation Science Standards*. I had done a decent bit of training on the standards during my graduate studies at night my first few years teaching, but I felt like