8 tips to help you become more resilient

1. First, recognize that your struggle is valid, no matter what you’re struggling with.

Don’t be ashamed of what makes you stressed. “A lot of people say, ‘Well, I wasn’t in a war…’ They have to learn what the most common adversities are and see those as being legitimate chronic stressors.”

2. Then realize the ways you’re already resilient.

“You may not have alcoholism or drug abuse in your home, but I’m guessing you’ve been through something. Think about, ‘What were the three toughest times in my life? How did I get through those things?’ You probably already know something about being resilient.”

3. Don’t wait for the situation to fix itself.

“Resilient people tend to be active copers. They say, ‘What am I going to do about this?’ versus, ‘When will I be released from this?’ It may not be solved overnight, but every problem can be approached somehow.”

4. Know your strengths and use them.

“In general, resilient people tend to use the strengths they have. For different people, those are different. Some people have a great personality. For other people, it’s smarts or some sort of talent or a real work ethic. They use that to grab onto, to get through whatever’s in front of them.”

5. Don’t try to do it alone…

“One of the biggest predictors of faring well after an adversity is having people who cared. One thing that resilient people do is they seek support. It doesn’t have to be a therapist; it could be a best friend or an aunt or a partner. Resilient people actually use other people — rather than not let themselves need them.”

6. …but know that it’s okay not to tell everyone.

“Increase the number and quality of your relationships however you see fit. For some people, that will be, ‘There are two people in the world who know all of what there is to know about me.’ For other people, they’ll want to be known by a bigger community. Love is very powerful, and love is love. The brain doesn’t know one kind of love versus another. It just processes when it has a positive experience with another person. Get out there and feel like there are people who see you and understand you and who care – that’s it. It doesn’t matter where you’re getting that.”

7. Find your favorite way to take a mental break.

“Many people use fantasy or books, or dive into their hobbies, or hang out with their friends to take a mental break from a situation that they cannot solve overnight. You may not be able to fix that problem, but you can protect yourself from feeling overwhelmed by it. As an adult, you can do the same: read a book, pick up your Frisbee, hang out with your friends, turn off the news alerts on your phone. There’s a lot in the world right now that feels overwhelming. Resilient [people] fight back where they can, but they also learn to take a mental break.”

8. Be compassionate with yourself and realize all the ways adversity has made you strong.

“People who face some adversity in their lives become stronger. Of course, it depends on a lot of other factors — how big is the adversity, how much support do they have, how did they cope — but by learning to cope with stress and having that experience, we gain confidence and we gain preparation. I think sometimes we forget that. You see how you’re broken rather than how you’re strong. Focus on the resilience and see yourself as someone who is even better prepared for life than the average person because you’ve already lived so much of it.”

Reference: https://ideas.ted.com/8-tips-to-help-you-become-more-resilient/?fbclid=IwAR122F6Dgf-M5yEa5128Hyjfpbq4x7cWqyWNTRTKkt06oR64O6ZtLcIEnNM

10 Ways Teachers Are Actually Making More Work For Themselves

Imagine if teachers could bill their hours like lawyers do…. instead of working many unpaid hours beyond contract time. If you’re finding the hours too long and onerous, check out this list to see if you’re inadvertently making more work for yourself. And yes, some of these aren’t possible to change in a pandemic, but here’s hoping COVID protocols won’t be a permanent fixture in our classrooms!

Teachers, here are some ways to stop making more work for yourselves.

2. Writing full lesson plans

Speaking of lesson plans, if you’re still writing them out in full, throw on the brakes. Only subs and admin need to see the real deal. So on a daily basis, as long as you know in your head what you want to accomplish, and can justify doing it if anyone asks, quick jot notes will do.

3. Not having students check their own work

On rote tasks (think skill and drill math sheets), marking 27 worksheets is a real time-killer when you could get the students to mark it themselves. This can be done individually, in pairs, in small groups, or as a class. Bonus: it forces them to pay attention to their mistakes.

4. Over-planning activities

Do you spend a lot of time making sure everything needed is all laid out and organized? Instead, try having the students figure out what they need to complete the task, then gather their own materials where possible. It gives them ownership while taking the load off you.

5. Not allowing students to lead their learning

Student-led learning puts a lot of the process in the hands of the students. Sure, you can plan the task, write the rubric, create the graphic organizers, set up the slides, and give students the information. Or, you can have a guided class discussion where they brainstorm ideas for the task, generate a checklist, and decide what format they’d like to use. Then let them run with it while you monitor the process and progress. Project planning: check. Done within the school day: check.

6. Writing new rubrics for every project

Speaking of rubrics – if you are making a new rubric for every project, you probably don’t need to. Reuse generic ones and tweak them slightly as necessary. Make sure your key look-fors are included in the generic rubric, such as planning, organization, communication, collaboration, etc.

7. Over-communicating with parents

Are you emailing or texting parents simple information that your students are capable of communicating? Save time by putting them in charge of their own agendas/planners. Build in five minutes at the end of the day for students to write down their homework and upcoming dates. Then save the emails for less frequent, more pressing communication.

8. Making everything Pinterest-perfect

Making fancy learning games and materials can be a fun and engaging way to get kids interested in academic concepts. But it isn’t necessary all the time. Not everything needs to be complicated. You can color, decorate, and laminate those fancy signs, or you can quickly print them on post-it notes. If the game is fun, the kids will be hooked, post-its or no. And hey, if it goes well and you want to keep the game for later, laminate the post-its!

9. Spending hours on bulletin boards

Are you in love with awesome bulletin boards and amazing door decorations? If so, go for it! But if thinking of decorating your classroom is overwhelming, simply put plain fabric on your boards and edge them with borders. Then have the students do the rest. They love cutting out and coloring letters to top the boards. Use their art and schoolwork to fill in the rest. It’s their classroom too, so let them put their stamp on it. You save time, and they feel ownership of their space. Win-win.

10. Cleaning up after students

And finally, stop cleaning up after your students. At least, when the pandemic is over, that is. Kids can dust, kids can organize, kids can sweep, kids can tidy up. The math manipulatives are out of control? Art cupboard overflowing? Let the students take care of it. They absolutely love to help, and they can do a pretty good job with some direction too. Check out these awesome student-led organization hacks for more ideas!

Now all that’s left is to decide what to do with all this spare time you’ll have… (sarcasm intended).

Are there other ways teachers are making more work for themselves? Let’s disucss in the Empowered Teachers community!

Reference: https://www.boredteachers.com/post/teachers-making-more-work-for-themselves?fbclid=IwAR3W-M11XdICTxGvO5AKxq7CY4pV8DnqP1–aPkEvjqXKrAixczga27Ffto

How stress affects your brain

Stress isn’t always a bad thing; it can be handy for a burst of extra energy and focus, like when you’re playing a competitive sport or have to speak in public. But when it’s continuous, it actually begins to change your brain. Madhumita Murgia shows how chronic stress can affect brain size, its structure, and how it functions, right down to the level of your genes. [Directed by Andrew Zimbelman, narrated by Addison Anderson, music by Josh Smoak].

100+ Positive Comments to Write on Student Papers That’ll Have a Lasting Impact

  1. This is some awesome thinking!
  2. What terrific math skills you’re showing!
  3. You are an amazing writer!
  4. Wow! You have improved so much!
  5. Nice idea!
  6. You are showing excellent understanding!
  7. This is clear, concise, and complete!
  8. What a powerful argument!
  9. I knew you could do it!
  10. Wonderful ideas!
  11. It was a pleasure to grade this!
  12. Keep up the incredible work!
  13. My goodness, how impressive!
  14. You’re showing inventive ideas!
  15. You’ve shown so much growth!
  16. Interesting thoughts!
  17. I love your neat work!
  18. Doesn’t it feel good to do such great work?
  19. First-rate work!
  20. This is fascinating information!
  21. You inspire me!
  22. This is right on target!
  23. What an astounding observation!
  24. This is very well thought out!
  25. I can tell you’ve been practicing!
  26. You’ve come a long way!
  27. This has pizazz!
  28. I can tell you’ve been paying attention!
  29. Reading this made my day!
  30. This is very perceptive!
  31. What an accomplishment!
  32. You make a great point here!
  33. I really like your creativity!
  34. You are an exceptional student!
  35. You have brilliant thoughts!
  36. This is beautiful!
  37. Dazzling examples!
  38. Vivid language choices!
  39. You express your ideas so well!
  40. This was a delight to read!
  41. This is a persuasive argument!
  42. You show an impressive grasp on this subject!
  43. You are gifted!
  44. You are so clever!
  45. What a great learner you are!
  46. I value these thoughts!
  47. You are such a motivated worker!
  48. You show great attention to detail!
  49. You are so artistic!
  50. I am so proud of you!
  51. Lovely handwriting!
  52. Great example!
  53. You worked so hard!
  54. You are a star!
  55. You learned so much!
  56. You are so smart!
  57. You’ve made a lot of progress!
  58. What bright thinking!
  59. You rocked this!
  60. Great thinking!
  61. You did your best!
  62. I love this!
  63. You can do hard things!
  64. You are talented!
  65. You amaze me!
  66. You discovered something new!
  67. I enjoyed reading this!
  68. You are so ambitious!
  69. I appreciate your hard work!
  70. This is magical work!
  71. You did it!
  72. You’ve achieved so much!
  73. You really challenged yourself!
  74. I admire you!
  75. You are unstoppable!
  76. You have great ideas!
  77. This really sparkles!
  78. What a great vision you have!
  79. You have really improved!
  80. You’ve really grown!
  81. You are a snappy problem-solver!
  82. This really shines!
  83. You make me want to learn more!
  84. This made me smile!
  85. You are a winner!
  86. I love your creativity!
  87. You are so intelligent!
  88. You should be proud!
  89. You have amazing potential!
  90. This is top-notch!
  91. You deserve a high five!
  92. Way to think it through!
  93. This blew me away!
  94. These are fabulous ideas!
  95. This gets my seal of approval!
  96. This is quality work!
  97. You reached your goal!
  98. Out of this world!
  99. You’re on top of it!
  100. I can tell this is your best effort!
  101. I love how motivated you are!
  102. You are so focused!
  103. I’m so lucky to grade your work!
  104. I love your enthusiasm!
  105. Reference: https://www.boredteachers.com/post/100-positive-comment-for-student-papers?fbclid=IwAR20FSxqVWnAGbILhZ2zPxcd0tzmAUsiZej0Rm6acyIOO2tSvyxl7mzSS0A

Fostering a Feeling of Security in Young Students

SETTING THE SCENE FOR ENRICHED LEARNING

Use natural or incandescent lighting: An incandescent light bulb, with a fuller spectrum of light, emits a warm glow that’s notably less harsh than fluorescent lighting. Fluorescent lighting has a limited spectrum and emits a poorer quality of light. Lack of exposure to a broad spectrum of light can affect our bodily functions, such as our circadian rhythm (think sleep).

If changing the lighting isn’t an option, try to open blinds or shades and turn off one of the fluorescent lights.

Provide a variety of soft pillows, mats, and cushions: These should be of different sizes, shapes, and textures for children to access during reading, writing, interactive play, etc. Children spend too much time sitting upright. Consider allowing them to attend to instruction, complete schoolwork, and play lying prone (belly on the floor), standing, or in alternate positions.

Ensure that students aren’t sitting longer than they’re developmentally able to: A good strategy is to use a visual timer set to approximately one minute per year of age (e.g., if the children are age 8, set the timer for 8 minutes). After 8 minutes, allow them to get up and engage in a controlled movement-based activity that incorporates proprioception, crossing midline and vestibular inputs, like cross crawls.

“Mirror-me” movements: Tell the children to copy your movements so exactly that it’s as if they’re your mirror. This process not only forces them to slow down and work on body control but activates mirror neurons in the brain, which are important for overall improved attention.

Consider having your students perform large movement exercises or yoga poses: This can be part of a consistent classroom routine. Large movement exercises are defined as static (holding the body against gravity) or dynamic (movement-based) supports involving the entire body; that is, the child cannot complete these exercises from a seated position. One example of a static large movement exercise would be the downward dog yoga pose; an example of a dynamic large movement exercise would be jumping jacks.

Try implementing this as part of a morning classroom schedule, as an after-lunch/recess cool-down classroom activity, to break up independent work times, etc. This will not only improve overall physical and emotional regulation but provide the consistency and feeling of safety that come with predictable routines.

Think about having  a “proud board” in your classroom: Place students’ names on it, with space to showcase their favorite work that they’re most proud of. Note: If you make it magnetic, they can easily put on and take off their “proud pieces.”

Have a cool-down/sensory area within the classroom and larger school setting: When signs of decreased physical or emotional regulation begin to emerge, direct the child to this area. Some items to possibly include are bean bags (to provide a bean bag “squish”), putty, a lava lamp or aquarium light, a drawing pad and crayons, lavender- or vanilla-scented materials (calming scents), a weighted lap pad/blanket, a sealed glitter jar, a box of kinetic sand, etc.

This area can also be a place for your students to work independently on schoolwork and for them to go when they’re feeling emotionally dysregulated (not able to manage emotional responses well).

Create an emotional-control toolbox: You can stock this with items like putty or Play-Doh, a small notepad and a few crayons, a mini-glitter jar, a small stress ball, etc., for your students to take to certain environments that you know may prove to be triggers—lunch, recess, field trips, etc. Give them the toolbox when you notice the first signs of emotional dysregulation, and coach them in how to use it, with fading prompts. As your students become more familiar with and independent in utilizing this tool on their own, you can decrease the amount of visual/verbal prompts you provide.

Positive affirmations jar: This can provide students with a tangible way to access growth-mindset and emotional regulation supports. In my office, I have a jar with student-generated cards of different positive affirmations, and students can easily access them, as they’re in a place that students can visit frequently.

Using these strategies regularly with your students just might help them to feel more secure and ready to learn.

Reference: https://www.edutopia.org/article/fostering-feeling-security-young-students?fbclid=IwAR2q3ofnvLiLi-9UHyYpAGY76z0_SFljfRh4natF5mj3L9m_40NuE0xS_qQ