There are about 7,000 languages spoken around the world — and they all have different sounds, vocabularies and structures. But do they shape the way we think? Lera Boroditsky shares examples of language that suggest the answer is a resounding yes.

In times of crisis, taking care of their team should be of utmost priority for school administrators. With the impending staff shortages this coming school year, schools will undoubtedly be in crisis mode for an unknown period of time. Results from a new survey conducted by the EdWeek Research Center are bleak and tell us the following:

• More than 40 percent of the teachers surveyed reported they were “likely to leave the profession in the next 2 years.”
• Only 44 percent reported they were “treated like professionals by the public.”
• Less than 15 percent reported they were “very satisfied with [their] jobs.”

It’s difficult for school leaders to support their staff through crises if they’ve never learned how to do so effectively and are unaware of the pain points of those under their charge. A Harvard Business Review article tells us that the best leaders take personal ownership in a crisis despite meeting challenges not of their doing and outside their control. Moreover, school leaders will need to listen to what teachers say they need from them to feel better supported.

For example, continuing to drill down relentless mandates and new initiatives when teachers are overworked, underpaid, and exhausted will further erode morale. Also, presenting emotional regulation techniques as a panacea for crises is harmful and doesn’t get to the heart of the issues that require action for improving their workflow. 

Administrators, therefore, need to rally teachers in ways that don’t seem disingenuous or with an agenda to have them comply. That said, school leaders must consider the best ways of supporting their teachers who are staying in the profession by choice and new colleagues entering a potentially tricky new job situation.

3 WAYS TO SUPPORT ALL TEACHERS DURING A CRISIS

1. Align and communicate school focus. While many school leaders want to establish some normalcy in the instructional day, a combination of Covid, staff shortages, and other unforeseen challenges may continue to decimate instruction in many districts for the time being. One superintendent told me recently, “This school year, we were just trying to survive and couldn’t always tend solely on instruction!” Colleagues also express similar sentiments in many schools I visit and on social media.

Therefore, in some places, we must accept that we are living in an extended time of having to be flexible and shift focus—sometimes a lot. At times, items unrelated to instruction may need more priority momentarily, and the teaching staff will need your trust and guidance when having to change priorities.

Not having the school’s focus aligned and articulated to staff as needed will confuse and frustrate them, especially if they are being held accountable. Instead, do the following to remain in alignment with your schoolwide priorities:

• Document the top three to five in order of importance.
• Keep abreast and review performance daily or as required.
• Share all pertinent information and status changes with the corresponding staff members.
• Give clear direction.
• Review and update the schoolwide priorities list as needed.

These strategies are also good to implement when schools are not in crisis mode.

2. Make your school environment intellectually safe. Author Simon Sinek once tweeted, “A team is not a group of people who work together. A team is a group of people who trust each other.” My time in education continues to show me that school leaders earn teachers’ trust when their actions unite the staff in both easy and challenging times with consistency and fairness through their actions, words, and policies—thus creating an intellectually safe school culture.

More specifically, in intellectually safe spaces, teachers and other staff are not belittled, undermined, micromanaged, or devalued in their efforts. In turn, they can become confident to do the following:

• Speak their minds and offer their honest views. This may be an opportune time to get their valid and reliable expertise in a crisis. They also may need an opportunity to vent or ask for help when things get difficult.
• Know they will be supported when making decisions and judgment calls, even in a crisis.
• Seek honest feedback from their supervisor and others.
• Trust what’s being asked of them. 

3. Focus on people, not metrics.

 This does not imply that school leaders shouldn’t care about measuring student achievement or how their school is doing, but when in crisis, attention needs to be on people first. In difficult times, people need to know that school leaders really care about them without an agenda. Administrators can do that best by taking the time to understand their staff’s perspective and then honoring it.

Teaching during a crisis may cause some teachers to worry and to have uncertainty—they will require empathy and engagement from leaders. Here are some ways to keep the focus on them primarily as people:

• In action and words, show them sincere gratitude for their efforts.
• Take time to check in consistently. This maintains your presence and lets them know you’re available for support.
• Look for ways to boost their well-being at work by asking them what helps them and then letting them do it. I’ve seen well-intentioned wellness and mindfulness training sessions backfire when the entire staff gets the same message and strategies. If your school makes time for wellness, let folks do what works for them during the allotted time (e.g., listening to music, reading, going for a walk, exercising, eating comfort snacks).
• Be flexible. For example, when holding faculty meetings or professional development after school doesn’t work for a weary faculty, don’t force it. 
  Reference: https://www.edutopia.org/article/supporting-teachers-during-times-crisis?fbclid=IwAR0oDMPWpkO3WSN5vF286Jr2tEFuBgz5Sp172rfT9bZeG7n3mqQ9kS3fheo

I left a school I loved, colleagues I loved, and kids I loved because of the principal. She kept asking me to do more. (If you’ve ever had to take over the yearbook halfway through the year with a brand new software and no photography or graphics skills, I feel your pain.) Bottom line: school leaders can make or break it for teachers. Many leave a school, district, or the profession altogether because of a toxic school culture and unsupportive or overbearing admin. This year the stakes are even higher. Teachers worry about their health and safety. Many don’t feel seen or heard. Here is what teachers need you to know, principals, but feel like they can’t say.

Stop emailing optional professional development opportunities

There is nothing more maddening to teachers right now than “optional” professional development. Sure, you might have good intentions (after all, no teacher has had enough training to prepare them for the insanity that is teaching in 2021). But when you bombard teachers with invites to webinars, PD in pajamas, and virtual weekend conferences, you send the message that what teachers are already doing isn’t enough. You put teachers in an uncomfortable position when you “suggest” that they work (yes, PD is work) outside of their contract hours (for free). Many teachers are working unpaid overtime. So next time you find out about a virtual training, don’t forward it (unless it’s required and teachers are compensated for their time.)

Stop telling us that “we will all get through this together”

At the end of the day, teachers are on their own. The principal isn’t in the classroom or Zoom room. A teacher’s workload is so outrageous because it’s all on the teacher. Some of us are lucky to have grade-level teams that plan together and divide up the work , but not all of us. I’ve never had a principal help me figure out how to set up a brand new learning management system that I didn’t have access to until two days before school started. “We are all in this together” might look good on a school website or Facebook page. The sentiment is nice, but the truth is, teachers are not getting through this. They are barely surviving. Many of them feel isolated, alone, and overworked.

Stop unnecessary meetings during prep periods

When I first started teaching, I was shocked that my prep period rarely happened. This is why so many teachers end up working at night and on the weekends. An extra meeting comes up. There is a last-minute training. You are asked to cover for another teacher, and on and on. If there’s an emergency, of course you’ll jump in. But many teachers wish admin wouldn’t schedule meetings during prep (it’s sacred).

Start including us in the discussion before decisions are made

There is nothing more frustrating than getting a new curriculum (that you don’t think is the right fit for your kids) and no one asked for your opinion or feedback. I always appreciated it when my principal asked us to help her make a decision that was going to affect our day-to-day, not hers. This year teachers feel left out in the dark. Some schools chose virtual platforms without asking for teachers’ input. Now teachers are scrambling to quickly “make it work.” Many plans around school schedules and re-opening phases were made without teacher input. Or when teachers did speak up, they weren’t given clear or transparent answers (or any answers at all).

Start supporting us instead of evaluating us

Most principals are not teaching students during a global pandemic. Kudos to the principals who say, “I am no expert here, and I am trying to figure this out too. This is really hard.” Let’s shove the school hierarchy aside and accept that when it comes to teaching and working in education in 2021,  everyone is on a level playing field. If there was ever a time to be humble, own our vulnerability, and give grace, now is it.

Start showing us rather than telling us that you appreciate all we do

It’s really nice when principals thank teachers. It’s also nice when principals bring bagels and coffee for a faculty meeting or “just because.” It’s even nicer when principals make time (we know you are busy and overworked too) to check in or just to chat. The nicest thing: a principal who sees, hears, and values us. It’s incredibly hard for teachers to hear, “you are the best” and “no one works harder than you” only after they’ve agreed to take on more. When teachers ask questions about health and safety and instead get an email that calls them “superheroes,” it’s heartbreaking. If there is one thing that a principal could do for teachers this year, it is to show you care in what you do, not just what you say.

Principals, we need you. We know that you have the state and district pushing their agenda. We know parents are pushing you in all directions. We know your plates are so full this year, and you’ve never done this before either. Show us your vulnerability. Listen to us. Advocate for us. When we know you have our backs, and you are transparent and straight up with us, we trust that you are making decisions with us in mind. When you do this, we stay, and not just for the kids, but because we want to. Sometimes because of you.

Reference: https://www.weareteachers.com/what-teachers-need-principals-to-know/?fbclid=IwAR1yO5y2EapTYTQixuWlXo-cbYkQ-WoOYmSur3Tq9DZNO20UHYI1g0DZ-60

Tips for helping preschool students understand expected classroom behaviors and develop their social skills.

RULE FOLLOWING IS A TEACHABLE SOCIAL SKILL

Rules are prescribed guides for expected behavior. One of the clearest examples of a prescribed guide for conduct in preschool are the expectations for circle time: looking eyes, listening ears, quiet mouths, hands in lap, and legs criss-cross applesauce.

I’ve consistently observed teachers saying “Give me five” during circles as a cue for students to ready their bodies and as a reminder to maintain whole-body listening when struggling. It can seem, however, that having students comply with the expectation of “Give me five” is often in service of having a calm, quiet circle in which academic learning can take place. Yet understanding and gaining the ability to follow classroom rules is also a skill set that needs to be taught. The expectations of being quiet, paying attention, waiting our turn to speak, and having gentle hands are social skills presented in a developmentally appropriate and engaging way.

Social skills are necessary for enjoying relationships, effectively communicating with others, collaborative problem-solving, and navigating the rules and expectations of society. As early childhood educators, we can patiently guide young learners, providing them with a nurturing and safe space to learn and practice these skills in a structured setting.

PLAYING GAMES IS AN EXERCISE IN SELF-REGULATION

Play-based learning gives educators many natural opportunities to teach students about following rules and expectations. Developmentally appropriate board games, such as Candy Land, Chutes and Ladders, and Yeti in My Spaghetti, are a great way to have children practice turn taking, waiting patiently, and following the game directions.

I play these games individually with students who need extra support in regulating enough to wait for their turn, manage their frustration when they lose, or understand the logistics of the game. While playing, I offer specific, positive praise and make sure to say that it’s fun to play with someone who follows the rules of the game.

When preschoolers play, tempers can flare easily, making it harder for children to remain regulated enough to follow the rules. Inevitably, one student attempts to skip ahead or take someone’s turn. I’ve found that providing positive guidance and framing cheating as a choice that comes with a natural consequence—“I know playing by the rules doesn’t always feel fun. You can keep cheating, but your friends might not want to play with you. Or you can play the right way and keep playing with them”—is often enough to get the game back on track.

MODEL EXPECTED BEHAVIORS FOR YOUNG LEARNERS

Modeling the expectations of the classroom is also an effective strategy. In one of the classrooms I support, the teacher and I created a class promise in collaboration with the students. One of the biggest challenges for us is the student noise level, and I often have to raise my voice just to be heard. When this happens, I ask open-ended questions to encourage thinking about our class promise. “How come Ms. Megan has to raise her voice right now?” I follow this up by telling them that I need to follow our promise too, and model using my inside voice.

Other well-known strategies are also helpful, such as telling children what we want them to do (walking feet versus running) or offering visual supports that use both text and images to show children what the expectations are. You can display posters or cue cards strategically around the classroom to reinforce expectations and problem-solving strategies in a multisensory way. In one of the classrooms I support, I often bring students over to the problem-solving strategies board that I created to show them what the expected behavior looks like, which makes it easier for them to understand what they need to do.

CONSIDER WHETHER THE RULES ARE APPROPRIATE AND BE FLEXIBLE

It’s important for educators to be curious about why a child isn’t following the rules. Are the rules developmentally appropriate? Are they inclusive? For some children, an expectation such as whole-body listening isn’t possible for a variety of reasons.

Many of the children I work with have been impacted by chronic toxic stress and other adverse childhood events, making self-regulation difficult in a preschool setting. I’ve also worked with children who have developmental delays and need additional support and accommodations to successfully meet expectations. Using flexible seating (wobble chairs, cube chairs, and balance balls) for children who might have gross motor concerns and allowing students to use a fidget if having still hands is a challenge during circle time are just two examples of how offering accommodations makes it easier for students to meet classroom expectations.

Being curious about our students and flexible with how rules and expectations are followed can sometimes be an educator’s most effective strategy. Many of my students need extra support to meet expectations around keeping hands to themselves and staying regulated during circle time. I noticed that one student in particular frequently engaged in sensory-seeking behaviors, such as running around the room, rough play with others, and not being aware of pushing his chair in too hard. When other children got too close to him, he became overstimulated and used his hands to communicate his need for space.

With this new knowledge, we worked together to develop a script he could use when he felt uncomfortable, and we role-played so that he could practice using this language. We also played board games together so that he’d have natural opportunities to practice self-regulation strategies. I worked with his teacher to move his seat to the back of the group, which gave him access to a weighted lap pad that provided the sensory input his brain and body needed to stay regulated during circle time. Over time, it was much easier for this student to follow classroom rules because he had the skills and support to follow them.

By teaching students how they can follow the rules, early childhood educators set young children up for success, giving them an opportunity to do well.

Reference: https://www.edutopia.org/article/how-guide-young-learners-follow-rules?fbclid=IwAR0D8KO5PrpfR-Nfd6bCukFFbzlPEZBMrtIhoywW9kpxfoVXK0w9rbKDXww

What’s your opinion about receiving late works? Are you a strict teacher who insisits on “no late assignment”? I was. I usually accept late work if students clearly explained to me their reasons, but not excuse. However, after taking cultural foundation class, I changed my mind. I gave students THREE TIMES of extra chance for being late. I would believe what they said and observe if my grace is abused.

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Late work. It’s nothing new. It was a problem before the pandemic, and according to my teacher friends, it’s even worse now. And when students struggle to submit assignments in a timely manner, what’s the protocol? Rigid deadlines with no forgiveness? Open-ended grace period? Late window with penalty? I’m not sure there’s a one-size-fits-all solution.

When it comes to grading policies, opinions vary. Some teachers choose not to accept any late work. When the deadline passes, that’s it. Others offer a specified window for late work, perhaps cutting it off at one week or two tops. Lastly, some teachers adjust to each scenario with whatever they deem appropriate. I understand the rationale behind each, but rarely is teaching a profession where things are just so matter of fact. There are always exceptions and unique circumstances that require judgment calls—it’s the nature of the job.

No late work is too harsh

I’ve never been one to institute a no late-work policy. While part of me would like to, it’s not the most pragmatic approach. In fact, it’s unreasonable and can lead to dissension with parents and even administrators. Sure, it places a premium on time management skills, but there are too many circumstances that complicate this policy, including, but not limited to, funerals, illness, injury, family strife, etc. It’s quite penal, which is the point. Submit the work on time, and there’s no issue. Yes, but a little flexibility goes a long way in establishing rapport with students and parents. 

Open-ended is too generous

And while the no late work policy seems too harsh, I would argue the open-ended policy is too generous. I’m all for showing compassion and offering second chances, but students need to take ownership of their learning. Part of that involves completing assignments and submitting on time. There’s a big difference between three days late and three weeks late. A policy without parameters perpetuates a cycle of late submissions, many of which will arrive during the next unit of instruction—maybe even later. I certainly don’t want to grade those. That’s a stressor. In the real world, there are consequences for missing deadlines. Learning that lesson while in school isn’t a bad thing.

A defined late-work option is just right!

Ultimately, the most equitable option is to accept late work within a reasonable time frame—one that’s clearly defined. This policy allows teachers to accommodate any of those personal scenarios, which are simply inevitable in teaching. If students fall behind, for whatever reason, they still have time to submit their work. When that window closes, though, it’s time to move on. The other consideration with this type of policy is whether to assess a late penalty. That’s tricky. Obviously, when it comes to illness or other extreme circumstances, compassion is important; but when students repeatedly waste class time or simply aren’t motivated, that’s different. If there’s no consequence for those scenarios, then what’s to prevent students from making the practice habitual? Gouging a student’s grade isn’t the best practice for work that’s a few days late, but I have no issue assessing a penalty. That penalty should serve as a reminder and hopefully a deterrent; it shouldn’t demoralize. 

Whichever option a teacher chooses, the real key is front-loading from day one

That syllabus should clearly define the policy’s terms. If that means late work won’t be accepted, so be it. If the cut off is two weeks, the verbiage should match. And if it all depends on the scenario, there may be some headaches and added stress down the stretch. I know from experience. Some students genuinely need extra help and can benefit from a teacher’s flexibility, but others will simply take advantage. Students will try to submit work 77 days late. Sadly, I’ve seen it. 

There’s nothing wrong with establishing parameters and deadlines through clear channels of communication. Students need structure and boundaries. Teachers do as well. 

If the goal is to show some degree of compassion, to provide opportunities to self-correct, and to illustrate that all actions have consequences, then accepting late work within a reasonable time frame is the way to go. 

Reference: https://www.weareteachers.com/handle-late-work/?fbclid=IwAR34sJt0p3pKMck27rMnmhPrEesz-C_d6DI9xCAG2q1Z9Odil-vNxikypvc