The second half of the school year can be exhausting. Many upper elementary teachers experience burnout and run low on energy (and patience).
What to do to combat this burnout? Here are 12 tips.
1 – Leave at a set time.
Unfortunately, your teaching work is never done. The challenge is to get the most important tasks done, then leave for the day. Your teaching work is important, but so is your energy and your health.
Choose a reasonable time to leave (which might differ on different days), get your most important tasks done, then shut it down for the day.
Don’t roll your eyes when you read those words! I’m not talking about getting up at 4 a.m., running five miles, meditating for 30 minutes, then drinking a kale smoothie (unless that works for you).
Everyone has a morning routine. The trick is to add habits that work for you and set you up to have the best possible day. Get some tips for that here.
3 – Develop a morning routine for your students. Starting the day off right is important for both you and your students. Make this routine work for you as much as possible.
If you like to play quiet music in the morning, do that. If you enjoy starting the day reading aloud to your students, do that. If you want to spend a few minutes with students who need to make up work or just need some extra teaching time with you, make a plan for that.
4 – Set specific times of day when you will check and respond to email. Try NOT to check email after a particular time (after 3 p.m., after you leave school for the day, after 7 p.m. – whatever time works for you).
5 – Plan your planning time. Make a (reasonable) list of what you will do during this valuable and limited time. Here are some tips for that.
6 – Find some teacher friends. Hopefully, some of these will be on your grade level team, but having friends anywhere in the building will be helpful. Teacher friends are the best for knowing exactly what you might be dealing with. They can listen, offer advice, help you solve problems, or let you vent when necessary. This job is a lot more fun with friends. (If you struggle to make friends at your school, consider changing schools. It’s that important.)
7 – Plan healthy routines for after school. These could include walking, going to the gym, meditating, praying, journaling, reading, spending time outside, spending time with favorite people or pets, enjoying a hobby, or doing yoga—whatever helps relieve stress and is enjoyable.
8 – Try to fit in some walking, deep breathing, fresh air, and hydration DURING the school day.
9 – Get enough sleep, preferably seven hours or more. Your mom was right – everything is better after you’ve had a good night of sleep.
10 – Build weekly routines for yourself. This might include certain chores, tasks, or errands that you do on certain days of the week, but try to also include some of those healthy routines from tip #7.
Plan what you (or a family member) will make for dinner each night. You might plan a day for grocery shopping, and another day for other errands. You might make a plan for your daily workouts or activity time.
Having a weekly routine also helps you see when your days might be too “full” so that you can plan what to move or reschedule.
A weekly routine/plan eases stress because it gives you some predictability and a sense of being on top of your life’s personal and family routines.
12 – If you need a day off, take a day off. Yes, sub plans are a pain. But plan for a day (or two days) for your class, plan what you will do for yourself on your days off, and turn in your leave request. Do not feel guilty.
Burnout is a real thing. Recognizing when your energy is running low and taking steps to manage your energy are essential. Let me know how these tips work for you!
All of my content is intended to save teachers time and energy. My goal is to make good teaching sustainable while having a life outside of teaching. Let me know how I can help YOU with this quick form!
No matter the time of year, you can reset your upper elementary classroom environment.
Your classroom environment is the “feel” of your classroom (tense and stressed, chaotic, peaceful and pleasant), the interactions between teachers and students, and the routines and procedures (or lack thereof) that make your classroom run like clockwork.
Notice that I am not calling this classroom “management.” All we can really “manage” is our behaviors and responses to student behavior.
With that in mind, here are some ways to reset the environment in your upper elementary classroom.
1 – Watch your voice. You don’t have to be mean, but you do need to sound like you mean it. Your students will not take you seriously if you use a pleading tone. Say what you mean, and mean what you say. There’s a big difference between saying, “Sit down” or “Sit down, please” versus saying, “Could you please sit down?”
2 – Here’s the “mean what you say” part: you have to follow through on your expectations and consequences.
If you say students should raise their hands before speaking, hold them to it. Say something like, “Raise your hand first.” Then call on someone else. When the student raises their hand, immediately call on them to show them that you recognize that they are following the directions.
If you tell students homework should be turned in on Friday, follow through on whatever consequences you set for missing homework.
When students see that you mean it, they’ll start taking you seriously and following directions the first time. Consistency builds trust, and trust helps build a feeling of safety and respect.
3 – Review and practice your classroom procedures. I have a great freebie for you that lists the most important procedures and gives suggestions for practicing and reinforcing them. You can grab that freebie HERE.
4 – Here is some specific advice for typical upper elementary classroom issues and how to reset them.
If your students aren’t taking you seriously
*Make sure you are not smiling when you mean business. If they think you’re “playing,” they won’t necessarily do what you say.
*Watch for adding, “okay?” to the end of your directions OR phrasing directions as a request. There is a big difference between saying, “Can you take out your math folders?” or “Take out your math folders, okay?” and saying, “It’s time to take out your math folders” or simply “Take out your math folders.”
*Put your students on the clock. Use a 5-4-3-2-1 countdown (as in “Take out your math folders and be ready for math by the time I count down from five”) or tell students that they have one minute to take out their math folders and be ready for math and then set a timer. Setting a visual timer for students is even better.
If your students aren’t listening when you’re giving directions:
*STOP. Do not continue. You’ll just have to repeat yourself, and this will be a total waste of time.
*Stand there and say the ever-popular “I’ll wait.” Cross your arms. Do not smile. Stare at your students. Despite the popular meme of the skeleton saying, “I’ll wait,” this tactic does work well for many students. If not, try one of these other suggestions.
*Keep track of how long it takes your students to stop talking and listen to directions. You might make a tally mark on the board for every minute that passes. That time will be removed from the students in some way. Maybe it’s silent lunch for that number of minutes (never for the whole lunchtime), delaying going to recess for that number of minutes (but never taking away recess completely), or taking time away from “Fun Friday” or some other fun activity.
If your students are fooling around or having side conversations during your instruction or independent work:
*Stop what you’re doing (or stop talking). When students look at you, tell them what they’re doing, why it is disruptive or causing a problem, and what they need to do instead.
*Circulate. There’s an old saying that “a teacher on their feet is worth ten in their seat” (or something like that), and it holds. Walking around, checking in with students, making eye contact – proximity works.
If you focus on all the things that need to be “fixed,” you will depress yourself and your class!
Focus on one behavior to work on as a class goal. When that is mastered, choose another one. But then, in the meantime, make a list (preferably on the board where students can see it) of everything your class is doing well. Ask them to add suggestions to the list. Emphasize the positive while also working on what needs to improve.
Nothing works for every student all the time. Having a toolkit of options is essential.
Resetting your upper elementary classroom environment can be done! Let me know how these strategies work for you.
All of my content is intended to save teachers time and energy. My goal is to make good teaching sustainable while having a life outside of teaching. Let me know how I can help YOU with this quick form!
The third quarter of the year can be the best or the most challenging part of the year.
The good part: students know the routines and expectations, and there are fewer interruptions with holidays. (Although snow days are always fun, at least in the southeastern U. S.!)
The challenging part: the winter blues are a real thing for both students and teachers. And if the routines and expectations are not firmly established, student behavior can be difficult to deal with.
Is it time for a classroom management reset? If so, try one of these strategies.
First step: Change up the classroom environment.
1 – Change your seating arrangement. Separate the students who are having trouble staying focused and on task.
If necessary, “isolate” some students (assuming you have furniture and space to have them sit by themselves).
You might even arrange your seating so everyone faces the front of the classroom. It might sound “old school,” but it’s worth a try until you have your students’ complete focus and attention.
2 – Clean up your space. Orderly spaces help maintain orderly behavior. (That also sounds very old school, but it’s true!)
3 – Get rid of piles of paper. Straighten up shelves and bookshelves. Put away any resources or books that you are not currently using. Clean off your own teacher space. Designate some time for your students to clean their spaces (tables, desks, cubbies, binders, folders).
Keep your classroom as organized and orderly as possible.
4 – Review any problematic routines or procedures. If everything in your day feels problematic, focus on the worst (or most irritating) routines or procedures. When/if those improve, move on to other parts of the day that are causing problems.
5 – Be consistent, insistent, and persistent. Follow through on your consequences when rules or expectations are not being followed. You don’t have to be mean, but you do need to sound like you mean it.
6 – Use timers for transitions and encourage your students to beat their best times. This helps make a game out of routine tasks.
Next step: Have a plan for every moment of the day. Planning your day is one of the best classroom management strategies.
7 – Having a plan is important, but you must be flexible. Not everything will go according to plan. Have a list of sponge activities (here’s my list) and fast finisher activities.
8 – Incorporate engagement strategies into every lesson. Here’s a list!
9 – Incorporate movement where possible. For example, you could do simple calisthenics and yoga stretches in your classroom, take a quick walk, or jog outside if you have a good space for that.
10 – Implement some silent working time. Allowing talking in low voices does not work for some classes. Silence (or maybe playing quiet instrumental music) might be exactly what your class needs.
And finally: Work on building those relationships.
11 – Greet your students at the door in the morning or when they come to your class. Speak to every student and smile. You will be pleasantly surprised at how this helps you start on a positive note with each student.
13 – Learn about your students’ interests and build relationships with families. Think about incorporating dialogue journals as a way to build relationships with students.
I have lots of tips for building relationships and communicating with families in this course!
14 – Address individual problems individually. Have private conversations with students who are having difficulty.
A good way to start these conversations is to ask how things are going with them. They may open up. If not, start describing (in a calm way) what you see them doing or what you are noticing about their behavior.
Ask if they have noticed the same things. Ask them if they understand why these behaviors are a problem for them. Make sure you emphasize the fact that you are here for them and that you want to help them resolve their issues.
Talk about what you might do together to help them improve their behaviors. When you have an agreement with them, be sure to emphasize, again, that you care about them and you are here to help them do and be their best.
Ask yourself, “What does this student need right now?” and go from there. Sometimes you find things out that you had no idea were happening.
This won’t solve everything, but it can help a lot and is always worth a try.
15 – Notice the positives and teach your students to do the same. Focusing only on what needs to be “fixed” or what isn’t going well will quickly bring you down.
Designate an appreciation time in your morning meeting or as a closing activity at the end of the day.
Leave positive post-its on student desks, thanking them for something they are doing well. (Try to do this for every student within two to three weeks, then start all over.)
16 – My favorite bottom-line strategy: default to compassion. Simply asking, “Is everything okay?” goes a long way.
Here are a couple of bonus strategies that will take more planning in advance:
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17 – Talk with your grade-level team about possibly “bouncing” students to another classroom. This works incredibly well if the group dynamics in your classroom are making it difficult for students to get back on track.
Sometimes, a change of scenery and a fresh start in another room are all it takes to get a student reset and refocused. Make sure that you are returning the favor to your team!
18 – You may have heard of “ketchup and relish” days. This is when you set aside time for your students to either “ketchup” on unfinished work (or have time to practice classroom routines/procedures they have not mastered yet) or “relish” some free time. You could schedule this once a week or once every two weeks. (Of course, you can call it whatever you want if you don’t like the “ketchup and relish” idea!)
Remember: nothing works for all students all the time. But having a “menu” of options is helpful because you will always have something else to try.
I hope these strategies help make your classroom a better place for you to be, no matter the time of year!
All of my content is intended to save teachers time and energy. My goal is to make good teaching sustainable while having a life outside of teaching. Let me know how I can help YOU with this quick form!
3 – Tighten up your morning arrival routine. Review what you expect your students to do when they enter your classroom. Make a poster if a visual aid would be helpful. Consider what morning work you can provide for your students to complete. (Completing any unfinished work and independent reading are always good options.)
4 – Tighten up your afternoon dismissal routine. Review what you expect your students to do at the end of the day. Make a poster if that would be helpful. Practice this routine earlier in the day if it’s a little messy.
5 – Change how your students line up, just to make things interesting!
6 – Use timers (especially if you make them visual) to help kids manage their time or to know how much time remains before the next transition. These are a good option if your students need small, individual timers.
Classroom Screen is a great way to post directions and include a timer for students to see.
7 – Use turn-in trays for student work. Some teachers like to use just one tray, and others prefer to have separate trays for different subjects (or for different classes if you teach the same subject).
8 – If students are having trouble remembering to write their names on their papers, have them use a highlighter to highlight their names before turning in work.
9 – Greet students at the door. It is so simple but so effective in giving you great information about your students at the start of the day.
11 – Create a chart with “anchor activities,” tasks that students may do when their work is done. Or create a “must-do/may-do” list for each subject and post it on the board or whiteboard.
12 – Once a month, have students clean their table areas (or desks), binders or folders, and cubbies. Then have them change seats! (That’s their “reward.”)
14 – Classroom jobs can be as simple or as complicated as you want to make them. Some teachers have students apply for jobs. Some teachers give every student a job, but rotate who does what jobs daily. Do whatever works for you.
Here is the easiest classroom jobs system: rotate through the names on your class list and choose two students daily to be the “teacher helpers.” These students get to be the line leaders, pass out or collect papers and supplies, turn lights on or off, and generally do whatever you need them to do during the day.
Train the first two kids on the first or second day of school. Then, when you rotate to the following two names, have the first pair “train” the second pair of students. And so on. No more coming up with a job for every student.
What if a student is absent? You could either go on to the next name on your list or draw a random name. Do you let students make up their turn when they return from being absent? That is up to you, but I generally don’t do that. We rotate so frequently that their turn comes up again pretty quickly.
16 – Consider making a classroom transformation for an upcoming unit! Here are some examples.
17 – I mentioned hand signals before as an example of nonverbal reminders. Another great nonverbal reminder is to have a visual that reminds your students what they are working toward. For example, if students earn tickets or tokens toward a class reward, simply show them (or hold up) the ticket or token. That simple visual is often all that is needed to remind your students of their goals.
18 – Have students create or change bulletin boards or displays. Displaying student work is always a good idea, making the classroom more student-friendly. Allow your students to make posters or charts about books you’ve read or are reading as a class. They can also make teaching posters for math, science, or social studies topics.
19 – Don’t grade everything! If you’re grading everything your students are doing, either they are not practicing enough, or you are working yourself to death. I created a guide for how to deal with all the papers and assessments.
20 – Consider refreshing your own before-school and after-school routines. Here’s my quick guide for doing that.
What routines do you like to revisit or simplify after school breaks? Let me know!
I’m creating a mini-course on resetting your classroom. Interested! Join the waiting list here and I’ll let you know when it’s ready! (This does not obligate you in any way.)
All of my content is intended to save teachers time and energy. My goal is to make good teaching sustainable while having a life outside of teaching. Let me know how I can help YOU with this quick form!
Whether you are a December-loving or December-dreading teacher, this is a hard month! You’re trying to enjoy the last few weeks with your students while teaching something. Still, the constant schedule interruptions, special events, and students’ high energy level make it feel like a lost cause.
Here are 15 survival tips!
1 – Take a deep breath. And keep reminding yourself to do that. I keep a Post-it note on my laptop that says, “breathe.” (It’s a shame that I have to be reminded to do that, but when I’m stressed or tired or both, I need that reminder.)
2 – Be flexible. Have expectations for yourself and what can be completed in December, but hold those expectations loosely. Some things will go differently than planned due to changes in the schedule, students who may be more hyped-up than usual, and your lack of energy. Be okay with letting some things go.
3 – Along with being flexible, make your peace with the fact that December will not be your most productive teaching month. It just won’t. (And if it turns out to be more productive than you were expecting – congratulations!). Your most productive teaching months will be January to spring break.
5 – Speaking of low-stress activities, use as many independent activities as possible. You need a break, and your students need some quiet time to complete tasks.
6 – If you like to write thank-you notes for holiday gifts you receive from students, keep an ongoing list and write at least one or two notes per day. You can use inexpensive thank-you notes or cut out some holiday shapes on bright paper for stationery.
7 – December can get crazy with schedule interruptions, assemblies, and testing. Knowing that, try to keep the procedures, routines, and schedules you can control as “normal” as possible. This helps keep the chaos to a minimum.
8 – Review your expectations as often as needed. That could be multiple times a day. Consider creating anchor charts to remind students of routines and expectations, and refer to the charts. This helps eliminate the constant verbal reminders and questions like, “What are you supposed to be doing?”
9 – Less is more. Cut down on the teacher talk.
Say, “It’s time to get ready for lunch,” instead of “Can we all get ready for lunch now?”
Say, “Time to listen. Eyes on me,” instead of “Okay, let’s all settle down and get ready to listen. Focus on me, please.”
10 – Consider some kind of goal or reward challenge for the month. Challenge your class to earn points toward some kind of reward (pajama day, a cozy reading day with blankets and stuffies, crafts, games – whatever motivates your class). Set goals based on whatever your class needs to work on (quick transitions, not blurting/interrupting, quiet hallway behavior, etc.).
11 – Plan some activities that are fun for you. Crafts, holiday math activities, reading good books together, creating and writing holiday cards for patients at local hospitals, doing some fun activity with your younger reading buddies – whatever helps you to relax and enjoy this time with your students.
Here are some fun crafts from We Are Teachers. (Good ones for upper elementary students are 1, 2, 7, 9, 12, 13, 14, 20, 26, 27, 32, 33, and 38.)
12 – While your students are occupied with independent tasks or activities that don’t require your close supervision, use those moments for planning and prep for January.
13 – Plan some fun January activities for when you come back to school. Include some activities that allow time for reviewing routines and expectations, as they always need a solid review after a break. Find some good books to read. Think about activities that will allow your students to set some goals for themselves for the second half of the school year.
14 – Get as much of your January prep done as possible. Plan your lessons, choose your assignments, make your copies, and plan homework. Try to have your first week fully planned and prepped before leaving for break.
15 – The last few days before the break are also a good time for a good cleaning and/or organizing blitz! Make a list of what needs to be cleaned or organized. Allow students to sign up for tasks and set aside time for the blitz.
All of my content is intended to save teachers time and energy. My goal is to make good teaching sustainable while having a life outside of teaching. Let me know how I can help YOU with this quick form!
Here is something they didn’t teach you in teacher school: how to deal with the parents or caregivers of your students.
(To simplify this post, I will refer to a student’s grownups as “parents.”)
While many parents are lovely and will be great partners with you in their child’s education, others might be more . . . difficult to deal with.
In this post, I’ll tell you how to build good relationships, and then I’ll share some email and phone call templates that will help you respond to specific issues.
First of all, here are some ways to build good relationships from the start.
START WITH POSITIVE COMMUNICATION
Here are some ways to do that.
~Sending a brief note at back-to-school time in which you introduce yourself, tell a little bit about yourself (including your credentials such as degrees and licensures), and end with a comment about how you are looking forward to a great year together.
~Consider contacting one or two students’ parents each day for the first two or three weeks of school. This could be by text, email, or voice mail. Just say something about how you are enjoying getting to know their child and something positive that their child did at school (or some quality you appreciate in their child). Then encourage them to contact you if needed and say that you are looking forward to a great year together. Simple, and it goes a long way to build a positive relationship.
KEEP THE COMMUNICATION GOING ALL YEAR
This positive contact is so helpful that I would encourage you to do it every quarter.
~Send a newsletter every week or every couple of weeks. Yes, it’s frustrating when you put effort into this, and you find that parents don’t read it. But it’s better to send the information than to have parents say that you didn’t let them know about something happening at school or in your classroom.
Here are some tips for the newsletter:
*include updates about what students are learning with some possible suggestions for how to support that learning at home (even a simple suggestion like “ask your child to explain . . .” works for this).
*include student quotes in your newsletter. Have your students help explain what is happening in your class and include their quote and name. (This helps more parents actually read the newsletter.)
*include upcoming dates of interest as reminders (picture day, pajama day, school breaks, etc.)
BUILD RELATIONSHIPS WITH YOUR STUDENTS AND THEIR FAMILIES
~Find some way to celebrate your students’ birthdays. Some teachers give the birthday student a special pencil; some display a “Happy Birthday” sign; others have students create a birthday card or keepsake.
~Attend your students’ extracurricular events, if possible. Even if you can’t stay the entire time, making the effort to show up sends positive messages to your students and their families.
SET EMAIL & PHONE CALL BOUNDARIES
~Find out your district’s expectations for returning emails or phone calls. (It’s usually 24 hours, but some districts might say 48 hours.) Only send emails or make phone calls during “working” hours. It’s also okay to compose an email at some time that works for you, but then use the “schedule send” feature to send it during “working” hours.
~Do not respond immediately if you receive a hostile email or voicemail. If necessary, get input from a trusted colleague, mentor, or administrator. Once you are calm and have a measured response in mind, hold your reply until the last possible hour to respond. (If you respond immediately, they’ll expect instant communication from you every time.)
CREATE SOME EMAIL AND PHONE CALL TEMPLATES
~If you have to make a phone call about some undesirable behavior, here is a template you can use (adapt it to fit your style).
This is ________, your child __________’s teacher. No emergency, but I need to inform you about something that happened today.
Describe the behavior.
I know how much you care about ________’s work effort/respectful behavior, so I knew you would want to know right away.
This is what I am doing to help them learn from this experience.
Describe the consequence, focusing on it being a learning experience, not a punishment.
Do you have any questions or suggestions for me?
Thank you for your support. _________ is such a good student/person, and I am confident this will not be a problem again.
~If the parent asks about another student (since other students are often involved in “undesirable behavior”), let them know you cannot discuss other students with them. Still, make sure you assure them that you are dealing with anyone else involved in the behavior.
This article from We Are Teachers is a great one for creating “templates” for parent emails.
I’ve pulled some of the templates I think are most relevant for upper elementary teachers.
~First, some general tips for responding to parent emails:
*Thank them for their email or thank them for reaching out in your very first sentence. (Even if you’re not all that grateful, thank them for contacting you.)
*Validate their concerns. (Saying something simple like, “I can understand you’re upset about this” can help immensely.)
*Don’t agree to anything that feels “over the top” somehow. Check with other teachers or an administrator first.
~How to respond to the “I didn’t know about this test/event/field trip, etc.” email:
I’m sorry you were unaware of (test/event/field trip). I just checked to confirm that it was listed in (newsletter/email/website/school communication). Let me know if you have had access issues. I understand how that happens sometimes.
~How to respond to the “I don’t know why my child got this grade” email:
I’m happy to share more feedback with you on (student’s) areas for improvement. Let me know if today or tomorrow works better for me to call.
~How to respond to the “My child needs more homework” email:
It’s important to me that homework is meaningful and that each student is challenged appropriately. Here are some online resources and links to good workbooks I’ve gathered to extend learning at home . . .
Some suggestions to give parents:
*links to any online resources your district provides (for supplemental reading or math practice, math facts practice, etc.)
*a list of workbooks that are easily found on Amazon, in case they want to purchase something for their child.
~How to respond to the “My child has too much homework/homework takes too long” email:
It’s important to me that homework is meaningful, not stressful. Thank you for letting me know. I have some ideas for your child. Let me know whether today or tomorrow works better for me to call.
~How to respond to the “My child told me about a negative interaction” email:
Thank you for letting me know about this. I’m sorry to hear that (their child’s name) was feeling (whatever emotion) about what happened today.
I’d like to make sure we’re on the same page as soon as possible. Let me know a good time to call you today.
~How to respond to the “We’re going on vacation. Will my child miss anything?” email:
This one annoys me the most. Sigh. But here’s a possible response:
I’m glad to hear that you have a fun family trip planned! Yes, your child will miss some learning opportunities as we will be finishing up our units on _________ and ________/reviewing _________/taking some assessments in (whatever subject).
You might suggest what they could take on their trip to help them review (if you can provide some worksheets, a science notebook to study their notes, etc.). You might also tell them when their child can make up any assessments (either before or after the trip).
~How to respond to the “We’re going on vacation. Can you send the classwork my child will miss?” email:
This one annoys me the second most. Sigh. Here we go:
I’m glad to hear that you have a fun family trip planned! It will be a great learning experience for your child. There will always be some learning opportunities missed at school, and most of them cannot be covered in a worksheet. Here’s what I suggest . . .
You could suggest things they could do independently to practice or review (multiplication facts, science notebook).
You could also suggest daily independent reading and journaling about their trip. Anything that doesn’t require work from you!
Many times, even when packets are sent home, they return to school largely incomplete. So don’t make this harder on yourself than it needs to be.
If they miss assessments, let the parents know what they will miss and when they can make it up (either before or after the trip).
And finally – I have a great book recommendation for you. How to Handle Difficult Parents by Suzanne Capek Tingley is an excellent (and funny) resource for handling difficult conversations.
As I mentioned before, many parents/caregivers will be great sources of support and your interactions will be pleasant. These suggestions are for the few parents who might be more challenging.
But for either kind of parent, keep in mind that, in general, they love their child and want only the best for them. Sometimes their comments to you are coming from their fear or concern about their child. Keep that in mind as you think about how to respond. Keep calm, keep the focus on helping the child, apologize when necessary, and carry on.
I’d love to hear how you used these suggestions! Email me at stillteachingstilllearning@gmail.com.
All of my content is intended to save teachers time and energy. My goal is to make good teaching sustainable while having a life outside of teaching. Let me know how I can help YOU with this quick form!
Disclosure of Material Connection: Some of the links in the post above are “affiliate links.” This means if you click on the link and purchase the item, I will receive an affiliate commission. Regardless, I only recommend products or services I use personally and believe will add value to my readers. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.”
