Students struggle with the second semester just as badly as us teachers do. Between the excessive tardiness, lack of engagement, and “senioritis” (that, let’s be clear, affects all students, not just the seniors), I feel like it is pulling teeth to get anything done. How can I get everyone back on track with expectations, myself included?
I feel like the joy of teaching is regularly sucked out of me, especially during the second semester. What can I do to help myself stay positive and focused?
Help … It’s starting to feel like March 2020 again. My school system just went back virtual learning temporarily. I could use some advice on how to deal with teaching virtually again!
I’m just gonna say it: I’ve been pretending to know what SEL is, means, or looks like. For years, every time I heard the term, I broke out in a cold-sweat and felt like I’m a teacher imposter.
Our homes used to be our sanctuaries. During the pandemic, much was asked of them. They were tasked with being our refuge, our workspace, our gym, our cafeteria, and our play space. With a lot of virtual teaching behind us, it’s time to reclaim our home spaces for grading, relaxing, and planning for the next day … It’s time to rebuild our sanctuary.
I have recently been exposed to techniques for a more student-centered education and the concepts instantly clicked. PBL, experiential, simulations ― the stories all warm my heart and reinvigorate me about this career. The problem is, most of that stuff doesn’t work when you’re responsible for teaching sentence structure, or reading classic texts, or writing essays. It feels like I finally found my calling, but I’m trapped just inches away from it.
I’m a 25-year-old female history teacher, and I feel like I sound like a Boomer for what I’m about to say… but it’s true! Many kids these days (see how it starts?) face very few obstacles from the moment they’re born until they get to my 10th-grade history class. Parents seem fixated on removing barriers, knocking down hurdles, and coddling kids when they run into discomfort.
I’m entering my third year of teaching ELA in a public high school here in Maine. I’ve tried every strategy I learned in college, but there are always four or five kids who just aren’t motivated by grades. They’ve probably spent their whole school career discounting themselves, or they just don’t see how grades meaningfully impact their lives.
Learn how small changes can help make a big impact in our review of James Clear’s revolutionary book “Atomic Habits”.
As I sit to write this, we are nearing the one-year anniversary of when life, as many of us knew it, was disrupted and altered. Quite suddenly, we found ourselves thrown into a pandemic that disrupted our routines, blurred the lines between home and work boundaries, forced us to learn and embrace technology in new […]