When students struggle to focus, follow directions, and stay on task, it may be helpful to consider cognitive load theory.

Classroom teacher Jennifer Brinkmeyer?s my guest in this episode to talk about how she?s utilized her research in this area to help students get more done with less mental effort.

Cognitive load is a learning theory developed by educational psychologist John Sweller. In this theory, our brains are compared to a computer?s working memory. Just as a computer can only hold so much information in its working memory at a time, so can a brain.

There are 3 types of cognitive load to consider: intrinsic, germane, and extraneous loads. Surprisingly to both Jennifer and I, the goal is NOT to minimize all of them!

Listen in as Jennifer breaks down how cognitive load theory is applicable in her classroom, and the 3 tips she has for considering cognitive load during instructional time.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

We?ve all had hurtful or upsetting incidents with colleagues, parents, and students that we can?t seem to move past.

How do you change your thinking in order to move on? How do you stop carrying around the weight of what happened

Folks in our Truth for Teachers Podcast Community were invited to submit their situations anonymously, and tell me about the stuff that they just can?t move past.

We?re tackling unfair accusations, stressful interactions with students, and attacks on the teaching profession.

I?m sharing some thought work practice that can help you get over negative situations so you no longer feel as anxious or upset about them.

If you?re just not over it and can?t let it go ? here?s a collection of mental reframing approaches to try.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

I first started this podcast back in 2015, and nearly 300 episodes later, I?m proud to say there?s a wealth of helpful information available to you.

But? you don?t have time to listen to 300 episodes.

How do you know you didn?t miss out on something great awhile back?

What if there?s something you need to hear NOW that I haven?t talked about in awhile?

Enter the NEW Truth for Teachers playlists.

I?ve carefully curated the episodes I?m most proud of ? and that I think will help you most ? from our seven years of podcasting.

Choose from: 

The Greatest Hits Playlist: A collection of the most popular and impactful episodes The Encouragement Playlist: Mindset tips and motivation to help rejuvenate and inspire you The Productivity Playlist: Time and energy management ideas to create work/life balance The Student Engagement Playlist: Innovative teaching strategies that build a healthy classroom culture

Visit https://truthforteachers.com/playlists/ to learn more and get the one you want sent straight to your inbox!

What if you were able to have a 3 day weekend EVERY week? Obviously you still need to show up to school 5 days a week and give your best each day.

But you can shift your perception of how the week is structured to maximize time for rest and recovery. Listen as I share:

How all days/hours are not experienced equally (some are more valuable for specific purposes, some feel longer and other shorter) Why weekends feel too short, and how beginning them sooner is a better solution than stretching them out longer How to approach your time each day of the week to get your most productive work done before the ?long weekend? and truly relax on your time off

This episode is a playful approach to mindset. Experiment with how you use your time so that you can have more time for everything that matters most!

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

This short, encouraging episode explains how you can tackle really difficult problems using layers of imperfect solutions, rather than giving up doing anything altogether.

This approach is used in healthcare, aviation safety, computer security, and more?why not uncover a real place for it in K-12 education, as well?

We can work to create positive change in our schools, communities, nation, and planet if we think in terms of multiple layered solutions, rather than waiting for that one big perfect thing that fixes it all forever.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

Save yourself huge amounts of time by reusing your own work! Teacher Marguerite Rendelfs has developed a plan to create reusable resources that saves her between five and ten hours every week.

One major shift in my mindset that she learned through the 40 Hour Teacher Workweek program that has helped her in many situations is this:

We often focus on saving time right now. Considering how we can use our current work to save time for ourselves in the future can be a game-changer.

Marguerite shares, ?Last school year, I?ve realized I can build templates while I?m doing my daily work, which saves time and batches the work I?ll be doing in the future. Now I love templates. They boost my productivity and focus my attention. When I notice that I?m repeatedly spending time on the same type of task, I evaluate whether a template might be helpful.?

Templates are most effective when a task is repetitive, generalizable, detailed, and time-consuming. If a template might be effective, you can build one as you work. Listen as Marguerite shares her process for using 3 kinds of templates:

Student accommodations Instructional materials and activities Comment banks for student feedback

Then, check out her article at TruthforTeachers.com to see step-by-step instructions, examples of her templates, and more.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

You can decide this school year to find a sustainable approach to your workload.

How? By not trying to work until everything is done. It?s NEVER all going to be done, which means you?re always either going to be working or feel like you should be working.

Instead, I?m going to teach you a principle I share in the 40 Hour Workweek programs I run for teachers, instructional coaches, and school leaders. It?s the Target Number Planner.

You can create a schedule in which you determine ? at the start of each week ? how much time you?re willing to spend on school stuff, and how you?re going to allocate those hours.

Choosing a target number of hours to work is not about perfection, it?s about intentionality. You?re simply deciding in advance how many hours you?d like to allocate to work, and being mindful of how your time is being used. This is the start of a mindset shift more than anything else, as you practice fitting work into your life instead of life into your work.

If you want support with setting and sticking to a target number, remember that the 40 Hour Teacher Workweek Fast Track program is open to new members all year long.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

I recently had an upbeat, fun conversation with Lisa Woodruff of Organize 365 for her podcast, and thought I'd share an excerpt of it here with you!

We're talking all about the state of education today, what we're hearing from teachers about their needs, and our experiences with burnout and balance.

As a fellow former educator, Lisa knows the mindset and challenges of teaching well, and does a deep dive with me into some of the 40 Hour Teacher Workweek principles. This includes: the difference between required work vs hobby work, overcoming perfectionism, and learning what you can say no to without having your classroom fall apart.  

We both share some major timewasting mindsets we fell prey to as teachers, and how we think about our work and time differently today.

If you enjoy this conversation, check out ep 149, called Living life as an organized teacher.

You can also listen to Lisa's Organize 365 podcast on home and paper organization: https://organize365.com/podcast

Or check out Lisa's Education Friday Workbox® for teacher organization: https://af271.isrefer.com/go/EDWX/AngelaWatson/

And finally, here's the link to my 40 Hour Teacher Workweek program which is open through July 27th:
https://join.40htw.com

In this in-between-seasons bonus ep, you?ll hear some quick audio clips of teachers sharing how they are challenging norms in education and creating a sustainable workload through the 40 Hour Teacher Workweek program.

I?ll also share how 40 Hour is creating institutional change through the 40 Hour Leadership and 40 Hour Instructional Coaching programs.

I hope you will hear my heart and get the bigger picture message I want to send! This is an offering of hope, encouragement, and support for folks who want to do the job they love without burning out.

The 40 Hour programs are THE MOST powerful tools I?ve created for shifting workload norms in education, keeping great teachers in the field, and supporting those who are struggling so they can grow into their best selves. 

Please pass this link onto anyone in education who you think might benefit or who shares my passion for educator wellbeing, including innovative school leaders who want tools to support their staff:

https://join.40htw.com

Thank you for supporting my work?whether it?s by joining 40 Hour, telling others about it, or even just listening to this podcast.

LAST EP OF SEASON 15! We're wrapping up with thoughts on processing, healing, dreaming, and rebuilding as we find our path  toward whatever is next for schools.

So in this unscripted episode, I share my broad observations, loosely-held conclusions, and partially-formulated ideas about what might be possible. What is the future of public education? How do we keep the dream alive with so many forces undermining, privatizing, and monetizing it? In the midst of culture wars and opposing demands, can schools please all stakeholders? How do we ensure that the responsibility for personalizing education for the preferences of each child/family does not fall solely on classroom teachers?

I?m talking from the heart about what I?m hopeful for right now, and why I?m choosing an optimistic take on the future of schools. I believe in public education, and the importance of not growing apathetic or hopeless about the state of education, our country, or our world.

I?ll end the episode by sharing a bit about my summer plans and how I?m creating space for dreaming and vision-building ? and encourage you to do the same.

The Truth for Teachers podcast will be back in August. In the meantime, check out the summer blog post articles from our writer?s collective, our weekly email, and our posts on Facebook, Twitter, Instagram, and TikTok. 

And, if you?ve enjoyed this season of the podcast, leave us a review on iTunes! Your feedback is so, so important. 

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

The job of a teacher is not designed to be completed within 40 hours a week. It?s assumed that teachers will provide additional labor by coming in early, staying late, and bringing work home on a regular basis?.all without compensation.

So, how can we change this norm?

One way is to amplify the work of teachers who have resisted that pressure to be the last person out of the building each evening, and who are willing to talk openly about how they have streamlined and reduced extraneous expectations.

You can hear this in a secondary teacher?s story in episode 250 (about lesson planning), in episode 256 from four different educators, and now in this elementary teacher?s story.

To be clear: you may not be able to work exactly your contractual hours (depending on your personal teaching context and workload. This does NOT mean you?re doing something wrong: it means systemic change is needed. A realistic goal for you might be to reduce the amount of time you spend working on nights and weekends as a starting point.

Listen to Samantha?s story here for some hope + inspiration that it IS possible to do a great job for kids without working endlessly for free. She shares:

How she tracked her work hours, and what she learned from doing it If Samantha never takes work home, when does the work get done? Samantha's lesson planning and material prep process ? how she walks out every single day with the next day's lessons and materials set out and ready to go Why people are always curious about the logistics of streamlining, but the mindset behind the actions has been Samantha?s most powerful shift How she stopped worrying about being perceived as someone who doesn?t really care or isn?t truly dedicated to kids (and how her colleague?s perceptions of her changed)

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

We all want to work smarter, not harder ? and that doesn?t require a complete overhaul of your teaching practice or a brand new innovative workflow.

Small changes in daily habits and mindset shifts can add up to big results, and I?ve invited 4 teachers to share what?s made the difference for them:

The MVP principle and timer when lesson planning (LB Blackwell) Using a turn-in sheet for student work to speed up grading (Christina Rudd) Simplifying and automating email with parents (Christie Manners) Not having kids turn every assignment in and using less paper (Becky Teater)

These teachers cut back on the amount of time they spend working WITHOUT sacrificing their instructional quality or shortchanging students and families. They?re proof that it?s possible to do a great job for kids without working endlessly on nights and weekends.

Want more support in reducing your workload? Check out the 40 Hour Teacher Workweek program these 4 educators completed: https://join.40htw.com

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

Teachers are often told to ?focus on the positive and ignore the negative? when it comes to student behavior. While providing positive reinforcement and specific praise is good practice, it?s NOT the only thing we need to do, and consequences are a part of learning behavioral expectations.

So how do we get the outcome of better behavior?

Classroom teacher Amy Stohs is here to share how her teaching philosophy manifests in a blend of grace and consequences in the classroom. Having taught at both the early elementary and middle school level, Amy offers practical guidance about how to take away privileges as a logical consequence for students at all age levels.

Amy also shares tips for maintaining a productive learning environment even during the final weeks of the school year, having fun with each other, and enjoying the classroom community you?ve built together.

Click here to read the transcript and participate in the discussionor, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

No, the answer is not throwing the whole stack in a recycling bin. (Although it?s perfectly fine to toss out some assignments from time-to-time.) And, the answer isn?t to give more assignments digitally. That can help make assessment more effective and efficient, but the pile-up of student work awaiting feedback online can feel just as daunting as a stack of papers.

This episode will help you explore ways you may be overcomplicating the assignments you give or your approach to assessment, and think outside the box about how to streamline.

I?ll share how to instantly reduce the assignments you need to grade, and help you uncover your own answer to the following questions:

Is there ONE type of assignment that I?m giving to students which is taking me forever to grade, and that I might be able to reduce or change up a bit? What can I do to experiment or push back on expectations this year, in order to make my grading workload more sustainable?

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

If you?re ready to reevaluate your job, and decide if you want to return next school year or explore other options, this episode will help you consider the possibilities.

I?m talking with Daphne Williams Gomez of The Teacher Career Coach about what?s changed in the job market for teachers since she was a guest on the show back in March 2020.

She?ll share trends she?s noticing, as well as questions you can ask yourself to make the very personal decision about whether teaching is still what you want to do. We?ll discuss ways to make teaching work, and the benefits of looking for a school, grade level, or subject area that?s a better fit instead of transitioning to an entirely new career path.

We then explore the attachment many educators have to their job identity, and the struggle to find another career that offers the same noble calling and sense of purpose. We discuss the pros and cons of finding a job that you like?not love?in order to have the time, energy, and money to do non-work-related things you love. We push back against the ?anti 9-5 and ?be your own boss? narratives that aren?t the right fit for everyone.

Daphne will also share examples of former teachers who have matched their skill sets to other jobs that they enjoy?often, careers they?d never even considered. Finally, Daphne shares what your next steps should be if you?re curious about other work you could do apart from teaching.

You can take Daphne?s free quiz about career options here: TeacherCareerCoach.com/truthforteachers

You?ll also find links to her Teacher Career Coach podcast, resume and job hunting resources, and info about her online course + mentorship to help you transition to your next career.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

Finally ? a sustainable model for self-paced learning and mastery-based grading! Kareem Farah of the Modern Classrooms Project (MCP) shares how ANY teacher of any grade level or subject area can maximize class time and connect with students one-on-one.

If you feel like you never have enough time to truly differentiate or personalize learning, try the MCP approach. Kareem?s sharing 3 strategies that you can experiment with integrating in your classroom to allow kids to work at their own pace, and free you up to work with students individually and in small groups.

This convo will help you figure out logistics and practical considerations, whether your school?s fully on board with student-centered, innovative teaching methodologies or you?re just getting started.

Check out MCP?s free online course at: https://learn.modernclassrooms.org/

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

How do you show up each day as the best version of yourself? Kyle Cohen, a 4th grade teacher in Cleveland OH, is here to share his contagious positive energy.

Listen as Kyle talks about what keeps him motivated, how he taps into his patience and empathy when working with students, and how implementing fun, engaging lessons helps him keep energy levels high throughout the school day.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

?When I leave school, I?m not only ready for the next day, I?m ready for the rest of the week. I almost never do planning or preparation the day before.?

These are the words of high school social studies teacher Megan Faherty, who?s sharing her lesson planning strategy in today?s episode.

Megan?s overall strategy boils down to making decisions about planning early, so her day-to-day work consists of simply implementing the decisions she's already made.

During our conversation, Megan will share the 9 steps of her lesson planning process. She?ll also share tips on overcoming obstacles to efficient planning, suggestions for team planning, and lessons she?s learned from hybrid and virtual teaching over the last 2 years.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

The constant pressure to achieve more, work harder, increase results, generate more money, and so on can be exhausting.

In this episode, I wanted to share some things I?ve been mulling over in terms of holistic wealth and wellbeing, and what it means to use our time well.

What if we didn?t try to maximize EVERY moment, and instead allowed for some moments of rest, daydreaming, and moving slowly with intention?

What if we identified some things that add a richness and satisfaction to our lives, and prioritized those activities at the same level as ?getting things done??

What might it look like ? in our schools and in our personal lives ? if we weren?t constantly upping the ante and working toward the next goal, but focused on reveling in what we?ve already done?

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

Teachers are expected to pack way too much into a school day, and it can be tricky to sift through everything in the curriculum and figure out what?s most important (and relevant for your particular students).

Sally Berquist, a teaching veteran with 24 years of experience and writing instruction specialist, is going to share some strategies to help you identify clutter in your curriculum and simplify your lesson design to account for realistic cognitive load and time management.

As Sally shares, folks who write curriculum may be experts in content, but YOU are the expert on delivering that curriculum and implementing it in a way that works for your students.

If you?ve been overwhelmed by the amount of stuff you?re supposed to teach, I think you?ll find this conversation validating and also helpful in learning to view your curriculum through a lens of what?s developmentally appropriate and relevant for your students.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

The instability and unpredictability that students have experienced in this third school year impacted by COVID has definitely taken a toll on kids ? but the impact can look very different from student to student. High school teacher Jessica Kirkland is here to share what she?s observed in her students and discussed with them in terms of their mindset, behavior, and socio-emotional wellbeing.

If you can?t quite put your finger on what feels ?off? with students this school year and how class dynamics, relationships, and motivation levels have changed since the pandemic began, I think you?ll find this conversation illuminating.

Jessica shares in her deeply empathetic way how both childhood and teenage experiences have been impacted in myriad ways by the pandemic. We explore the root causes for disconnection and lack of motivation, and how even if one particular student is doing okay (or even thriving), that student is still impacted by the people around them who aren?t.

We talk about the limits of resiliency and how nearly everyone has been pushed to or beyond capacity for an extended period of time, and how that plays out in schools.

We end with Jessica?s thoughts on what?s giving her optimism and hope for the future of our students and our schools.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

You know your students and who?s struggling, and you can prepare lesson scaffolding even without data ?proof? that students need it.  

Tia Butts, teacher and Truth for Teachers writer, is joining me for a relaxed, upbeat conversation about 4 ways she?s simplified tiered instruction and differentiation in her classroom.  

Tia shares how she uses a relationship-based approach with students to assess and meet their needs, rather than relying ONLY on data and assessment scores. Her process is about trusting herself and her students, and finding ways to make the extra work of differentiation truly meaningful.  

She?s learned to think of tiering instruction and differentiating as something wonderful that she really likes doing because of the impact she sees on her students. Tia?s found that her students are more engaged in their learning when she uses these 4 strategies, and that makes her day with them less stressful and more enjoyable. 

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

I wanted to kick off Season 15 of the podcast with an update on what I?ve been up to during my time off, and what I have planned for you in the coming year. If you?re new here, this episode is NOT our normal vibe: this episode is much more Angela-centered and our regular eps are centered on YOU and resources/ideas for your life and teaching practice.

I just like to do some personal updates every now and then, so you?ll hear what my sabbatical was like, what I?m working on in 2022, and what topics we?ll be covering on the podcast this season.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

What might be possible if you use some of your days off this December to take a true rest from not only DOING school work, but THINKING about school?

This episode is an invitation to join me in taking a sabbatical from everything school-related during some portion of your winter holiday break.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

Leave a review for the Truth for Teachers podcast here:

iTunes: https://itunes.apple.com/us/podcast/angela-watsons-truth-for-teachers/id954139712?mt=2
Google Play: https://play.google.com/store/apps/details?id=com.google.android.apps.podcasts
Stitcher: https://www.stitcher.com/show/angela-watsons-truth-for-teachers
Spotify: https://open.spotify.com/show/1KICZW01ohDN9jlkclrQew

Although each day holds the same 24 hours, there is something that we have come to accept as being innately different between "5:00pm on a Friday" compared to "5:00pm on a Wednesday.?

Not only is it untrue that the weekend is the only time to exhale after the impact of the workweek, but this also skirts around an important truth: The way that we choose to spend a weeknight has a more immediate impact on our ability to renew ourselves the next day than a weekend sprint of self-care.

In this episode, my guest (middle school teacher Marissa Minnick) shares how thinking about your tasks as belonging to a sort of task triangle can help. The task triangle includes space for activities that attend to your immediate self, your future self, and your sense of self. Marissa?s found that her productivity and energy soar the next workday when she?s taken time to invest in that third portion of the task triangle.

Listen in as Marissa shares 4 tips for balancing the task triangle and using your weeknights to dedicate time for things that help you feel re-energized.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

Leave a review for the Truth for Teachers podcast here:

iTunes: https://itunes.apple.com/us/podcast/angela-watsons-truth-for-teachers/id954139712?mt=2
Google Play: https://play.google.com/store/apps/details?id=com.google.android.apps.podcasts
Stitcher: https://www.stitcher.com/show/angela-watsons-truth-for-teachers
Spotify: https://open.spotify.com/show/1KICZW01ohDN9jlkclrQew

If you?re among the educators who find 2021-2022 is shaping up to be even more challenging than last school year, this episode is for you.

I want to validate your experiences and challenges, and point you to a path forward even when it feels like you?re powerless to make things better. There ARE positive developments happening, and it?s due in large part to educators speaking up and speaking out about what they need, and setting limits on what they will and won't do. When enough educators resist, the momentum shifts, and we create systemic change.

I have no easy answers or magic bullet solutions. But I know that you?re not alone in what you?re facing, and that means you don?t have to work through it alone.

Be encouraged. Be courageous.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

Leave a review for the Truth for Teachers podcast here:

iTunes: https://itunes.apple.com/us/podcast/angela-watsons-truth-for-teachers/id954139712?mt=2
Google Play: https://play.google.com/store/apps/details?id=com.google.android.apps.podcasts
Stitcher: https://www.stitcher.com/show/angela-watsons-truth-for-teachers
Spotify: https://open.spotify.com/show/1KICZW01ohDN9jlkclrQew

ELs don?t earn differently from native-English speakers, but they do have specific needs that are often misunderstood.

Today I?m sharing 6 myths about English Language Learners I wish I?d debunked sooner. These are beliefs and assumptions I held at the beginning of my teaching career, and unlearned them slowly over time.

I think you?ll find that they?re super common myths, and in fact my guest today has also worked through many of them, and encounters them frequently among her fellow educators. Houa Yang-Xiong is currently an elementary ESOL (English Speaker of Other Languages) teacher working with students in grades 3-5 of various backgrounds, native languages, and English-proficiency levels.

Houa is a writer for the Truth for Teachers collective, and will be sharing articles regularly to help both ESL teachers and gen ed teacher who have ELLs in their classroom. I?m so grateful to have her expertise, particularly as she is an Asian-American, specifically, Hmong-American, and a bilingual speaker herself, so she has a unique window into what her students experience which she?ll share here.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

Leave a review for the Truth for Teachers podcast here:

iTunes: https://itunes.apple.com/us/podcast/angela-watsons-truth-for-teachers/id954139712?mt=2
Google Play: https://play.google.com/store/apps/details?id=com.google.android.apps.podcasts
Stitcher: https://www.stitcher.com/show/angela-watsons-truth-for-teachers
Spotify: https://open.spotify.com/show/1KICZW01ohDN9jlkclrQew

There are 5 overarching principles that can help you streamline and simplify your workload so that you feel less overwhelmed.

I call these principles ?The Big 5 Tips for Teacher Productivity?, and I?ve woven them all throughout the 40 Hour Teacher Workweek program (both the Full Year version that kicks off each summer as well as the self-paced Fast Track version, which you can begin any time).

I?ve invited Amy Stohs, a member of the 40 Hour team, to share what the ?Big 5? looks like in her daily teaching practice, and I love her unique spin on these time-tested ideas:

Eliminate unintentional breaks Figure out the main thing and do it first Work ahead by batching and avoid multi-tasking unless the work is mindless. Relax any of your standards that create unnecessary work to a level that no one else will notice but you. Use scheduling to create boundaries around your time.

Amy shares specific, actionable steps she?s taken for each of these principles to help her regain control of her time and get more done with less effort.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

Leave a review for the Truth for Teachers podcast here:

iTunes: https://itunes.apple.com/us/podcast/angela-watsons-truth-for-teachers/id954139712?mt=2
Google Play: https://play.google.com/store/apps/details?id=com.google.android.apps.podcasts
Stitcher: https://www.stitcher.com/show/angela-watsons-truth-for-teachers
Spotify: https://open.spotify.com/show/1KICZW01ohDN9jlkclrQew

If your cultural, racial, or socio-economic background is different from that of your students, there can be a learning curve as you build rapport.

In today?s episode, I?m talking with Sara Singer, a high school special education teacher on Chicago?s South Side. Sara loves to co-teach and support students with disabilities in the general education classroom. She is also passionate about equity and creating rigorous, student-centered curricula.

Sara is a writer for the Truth for Teachers collective, and her first article is tackling a pretty tricky subject: what happens when you are of a different race, ethnicity, or cultural background than your students. Sara is white ? specifically, Jewish in her heritage ?and her student population is almost 100% Black.

She shares 5 core understandings she?s developed in building her cultural competency over the years. I think you?ll find that this conversation is empowering and helpful to anyone working in a diverse community or with families whose identities and lived experiences are different from your own.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

Leave a review for the Truth for Teachers podcast here:

iTunes: https://itunes.apple.com/us/podcast/angela-watsons-truth-for-teachers/id954139712?mt=2
Google Play: https://play.google.com/store/apps/details?id=com.google.android.apps.podcasts
Stitcher: https://www.stitcher.com/show/angela-watsons-truth-for-teachers
Spotify: https://open.spotify.com/show/1KICZW01ohDN9jlkclrQew

This episode is going to be a game changer! I'm talking with Megan Faherty, a long-time user of the 40 Hour Teacher Workweek program who's currently in her 17th year of teaching. Megan shares tons of practical strategies and a whole new approach to thinking about how you grade that has helped her reclaim her nights and weekends:

Shift 1: If you don?t have time to grade it, students don?t have time to learn from it. Shift 2: Put grading on your to-do list when you assign it. Shift 3: Grade the way that works. Shift 4: Reduce guilt by being honest about your grading timeline. Shift 5: Plan backwards from a goal. Shift 6: Do the worst thing first. Shift 7: Reduce dithering about points and decision fatigue

Check out Megan?s guest post as part of our Truth for Teachers collective here, then listen to the episode as I do a deeper dive with Megan and share my own tips and tricks, too.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

Leave a review for the Truth for Teachers podcast here:

iTunes: https://itunes.apple.com/us/podcast/angela-watsons-truth-for-teachers/id954139712?mt=2
Google Play: https://play.google.com/store/apps/details?id=com.google.android.apps.podcasts
Stitcher: https://www.stitcher.com/show/angela-watsons-truth-for-teachers
Spotify: https://open.spotify.com/show/1KICZW01ohDN9jlkclrQew

If you?re feeling jaded or frustrated with how little systemic change you believe you can make as a teacher, this episode is for you!

I?m talking with educator Jay Benedith, who noticed unhelpful patterns in her own thinking and is here to share how she?s unpacked them. Together, we?ll explore how to examine your beliefs and assumptions that prevent you from cultivating and exercising full equity leadership.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

Leave a review for the Truth for Teachers podcast here:

iTunes: https://itunes.apple.com/us/podcast/angela-watsons-truth-for-teachers/id954139712?mt=2
Google Play: https://play.google.com/store/apps/details?id=com.google.android.apps.podcasts
Stitcher: https://www.stitcher.com/show/angela-watsons-truth-for-teachers
Spotify: https://open.spotify.com/show/1KICZW01ohDN9jlkclrQew

Differentiating learning for every student in your classroom can be incredibly exhausting and time-consuming. So, I've invited Dr. Laura Fitzpatrick on the show to talk about some streamlining tips.

Laura has been a 6th grade English Language Arts teacher for the past 8 years. She earned an M.A. in Special Education and Ed.D. in Inquiry-Based Learning, where her research primarily centered on teacher burnout.

Laura is also a writer for the Truth for Teachers collective, and she wrote an article about 6 high-impact, low-burnout strategies to differentiate for neurodivergent kids.

To put it more simply: Laura?s sharing 6 ways to differentiate without drowning. Listen in!

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

We?re losing some of our best educators (particularly educators of color) due to pushback from community members who say teachers are brainwashing and indoctrinating kids.

So what should you do if a parent or caregiver of a student believes you are teaching kids to hate themselves, hate each other, or hate America?

I?m offering 7 practical tips to open the door for honest, transparent conversations with families about what is and isn?t happening in your classroom.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

Inefficient, unproductive meetings can drain so much energy. If you find that meetings to discuss student progress always turn into complaining and defeatist rants...here's help.

You can make necessary meetings less painful and perhaps even valuable.

Fellow teacher Mellissa Forbes has some really practical tips and mindset shifts to help you. We?ll talk about what to do before data meetings, during, and after to ensure they?re a better use of your time.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

If you and your students are already losing motivation this year, here?s how to inject focused energy, student agency, and joy back into your classroom.

Learn how to bring the benefits of play into your classroom and why students need playfulness now more than ever, including at the middle and high school level.

Using this brain-based, research-backed approach explained by teacher Laura Gellin, you?ll be able to leverage aspects of play to design learning experiences that will engage, empower, and enliven your students.

You can read or share Laura's guest post on Truth for Teachers about this topic here: https://thecornerstoneforteachers.com/truth-for-teachers-podcast/5-ways-to-prevent-burnout-by-bringing-more-playfulness-to-your-classroom-even-if-you-teach-middle-or-high-school

Or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

Have you ever wanted to coach yourself, use peer coaching, or better utilize an instructional coach assigned to your school?

In this episode, I?m talking with Nicole Turner, an instructional coach, author, and the Creative Director at Simply Coaching + Teaching, LLC. We?re talking about the mindset shifts needed to set your own goals, and choosing areas you care about improving in your teaching (rather than simply working on whatever you?re told to improve on).

And, if you're an instructional coach yourself, go to https://join.40htw.com/coaches to learn more abou the new 40 Hour Instructional Coaching program that Nicole and I just released together this summer. It's designed to help you streamline your tasks so you'e not working endlessly on nights and weekends.

Nicole shares how you can identify your own professional goals related to topics that matter to you, then use self-coaching, peer coaching with a trusted colleague, or an instructional coach to help you meet those goals. If there?s something you?ve always wanted to try in your classroom, or something that?s not working well and you want support, this episode will offer some strategies to help you to be more ?coachable: and get the input you need.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

Some families want detailed updates on EVERYTHING...and others only want to be contacted for the most important stuff. How can you meet individual family needs WITHOUT burning yourself out?

Listen in on my conversation with Erika Walther, a teacher in Baltimore City Public Schools. She shares how she?s learned to differentiate communication for students? families and find ways to build relationships with them while still maintaining healthy boundaries for yourself.

We reflect a lot on the specific challenges ahead for families and we enter what is now the third school year that?s been impacted by COVID, beginning with a conversation about supporting parents in managing the abundance of new information, policies, and communication they receive from the school.

You can read or share Erika?s guest post on Truth for Teachers about this topic here. Or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

If you?ve assumed class meetings wouldn?t work for your grade level or you don?t have time, this conversation with teacher Jennifer Brinkmeyer will be absolutely transformative!

How we start the school year communicates who we believe students are and how we expect students will act. You can co-construct community and rules with students through a weekly ritual dedicated to connecting with one another, anticipating the group?s ongoing needs, and solving problems.

This pro-active approach was foundational to creating a sense of community in my own PreK, 2nd grade, and 3rd grade classrooms, and in Jennifer?s 7th-12th grade classrooms. Listen in as we share our experiences and best practices which are rooted in equity, inclusion, and mutual respect.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

I'm back, and kicking off Season 14 of the podcast! Listen in for a quick personal update about my summer, what new changes are coming to the website and podcast, and get a sneak peek at some upcoming podcast episode topics.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

 

This special bonus episode explores how we can find a more sustainable way to teach in coming school year.

Because while it?s natural to hope for ?getting back to normal? after so many constantly-shifting expectations ... we know that ?normal? wasn't really working for all teachers or kids.

What would it mean to truly reimagine education--not just talk about it--and create a way of teaching and learning that is BETTER than normal?

Let's counter the "lost year of learning" narrative and find a more strengths-based, empowering perspective on the challenges ahead.

In this episode, we're talking about how to focus on what's most impactful with students and streamline the rest. You'll walk away with new clarity about priorities, which will give you confidence in your teaching practice and empower you to set boundaries for better work/life balance.

Want to attend the live event on July 11th where you can chat with other educators on YouTube Live about this topic? Sign up here!

If you want to learn more about the programs I mentioned at the end, click the links below:

40 Hour Teacher Workweek (doors close July 15th) 40 Hour Leadership for Administrators 40 Hour Instructional Coaching

Systemic problems need systemic solutions. Here's what's new to support your school in creating better work/life balance.

Click here to skim the transcript instead of listening

Click to learn more about:

40 Hour Teacher Workweek 40 Hour Leadership 40 Hour Instructional Coaches

 

LAST EPISODE OF SEASON 13!

Education is in a time of transition. We?re not quite to the point of post-pandemic teaching, but we can see the light at the end of the tunnel. Moving forward, there?s going to be a lot of talk about what expectations to keep and what to let go of, and it?s critical to reflect:

What parts of pre-pandemic teaching do we want to return to? What parts of remote and hybrid learning are here to stay? What do we want the future of education to look like?

The summer plan I?m suggesting in this episode to help you regroup includes 3 elements:

A mental vacation (taking a break from thinking about work) Reflecting on what you learned about yourself and your teaching Daydreaming and reimagining the future 

We all need a time of recovery and preparation between school years. And this summer, it's going to be more essential and than ever before to process how the past year has shaped our identities?not only as educators, but as humans.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

Learn more about the 40 Hour Workweek, 40 Hour Leadership for administrators, and 40 Hour Instructional Coaches.

There?s a big focus now on the teacher attrition and shortage crisis. So what does that mean for the teachers that stay? How can schools keep their best teachers and attract more folks to the profession?

I believe there are leadership principles that any administrator can internalize and apply to immediately help their faculty feel better supported and create more manageable expectations.

I?m going to share some of these solutions in today?s episode, through the lens of what teachers have told me they wish their administrators understood:

Teachers are craving autonomy and respect for their professional judgment. Teachers need uninterrupted planning time in order to be at their best for students. Teachers need administrators to have their backs, and support them when their professionalism is undermined. Teachers need school leaders to provide the necessary support and resources for students to be successful, OR adjust expectations to align with reality. An organized, efficient school leadership team with clear priorities has a tremendous positive impact on the entire school.

When you believe that it?s possible ? and desirable ? for educators to do a great job for kids AND center their own work/life balance, that belief will color how you perceive your school?s operations. You will naturally filter all information and decision-making through that perception, and make decisions based on sustainable practices rather than urgent stop-gap measures. 

If you?d like to see systemic changes in the way your school operates, I?ll be releasing the new 40 Hour Leadership program for principals, APs, and other school leaders this summer. Click here to learn more: https://join.40htw.com/leadership

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

What made teaching easier and more sustainable this school year, and how can we carry those principles over into next year?

Those are the questions I'm exploring in this podcast episode with my guest, Amy Stohs. She is currently a 2nd grade teacher in Northern Virginia, and was named Teacher of the Year in 2019 while she was teaching 6th grade.

Amy?s experience is unique in that she has now taught both elementary AND middle school in a pandemic, so she?s experienced the challenges of working with both younger and older students in face-to-face and hybrid learning.

Her experience is also unique in that she?s been an active participant in my 40 Hour Teacher Workweek program for the last few years, and I?ve been really impressed by the ideas and resources she shares in that community.

So at the start of this school year, I reached out to Amy and asked her to join the 40 Hour team, and help create the adaptations for the program for remote and hybrid learning. If you?re part of 40 Hour or the 40 Hour Grad Program and you?ve loved the remote/hybrid bonuses, you?re about to hear directly from the teacher who brainstormed them with me.

Amy?s going to share 7 principles that helped simplify her teaching and make her work more sustainable:

Do what HAS to get done, not what you WANT to get done. Backward design your classroom management: figure out the goal, then decide what action steps will get you there. Go slow to go fast. Instead of always doing your best, ask ?What do I have to give today?? When you?ve tried it all, try one thing. Shift focus from finding something new and different to doubling down on what we know kids need. Look for moments of joy and find the fun.

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

This was the most challenging school year of almost every educator?s career.  We?re used to certain aspects of the work getting easier over time, but there were so many new challenges recently that even the most experienced teachers often felt like it was their first year all over again. 
 
You had lots of personal and professional growth, of course ? but somehow you?re feeling less confident in your abilities now than ever before. It?s a very weird dichotomy, to feel like you worked so hard and learned so many new things, yet there?s no sense of a commensurate payoff.
 
So what does it look like to wrap up a year feeling like this? How do you get a sense of real closure?
 
I think it?s important to acknowledge that we?re all experiencing various levels of collective grief right now. There?s a sense of loss for what we?ve missed out on: ?regular? school, being close to family and friends, traveling, vacations, and our normal way of life. Some are also grieving deeper losses for any number of reasons, and not being able to process those losses in our normal ways is also painful.
 
The thing about grief is that we each experience it differently. And, there are many different phases and types of grief which people might cycle through. 
 
Some days, I?m content. I?ve made peace with the limitations I have in my life right now and the things I love that are unavailable to me currently. I feel content and able to embrace my new routines for as long as I need to.
 
Other days, I?m simply resigned to these new routines. I?m restless and frustrated. Sometimes I?m deeply sad. I have moments when I feel hopelessness and helplessness that won?t ever seem to end.
 
But that?s the other thing about grief, right? It doesn?t feel the same forever.
 
The ups and downs are all a natural, expected part of the process.
 
So if that?s how you?re feeling as the school year draws to a close, know that you are not alone in experiencing those mixed emotions.
 
There?s a surreal quality to the end of this school year, because many of the activities and face-to-face goodbyes that create closure have changed or been eliminated. Traditions have been altered. Not shutting down classrooms with our colleagues and celebrating together in the usual way makes it harder to emotionally and mentally transition into summer.
 
On top of that, the excitement for summer may also feel a bit muted, with fewer plans to look forward to.
 
And throughout all of this, there?s this sense that maybe you didn?t do a good enough job, because you could have done MORE.
 
The what-ifs start to swirl: Would that student have passed if I?d done A,B, and C? Would that parent have been on my side if I?d offered X, Y, and Z? Would that kid I yelled at have participated in our Zoom meetings if I?d done a better job connecting with them?
 
All of our lowest moments of the year circle around in our heads: the mistakes made, the opportunities missed.
 
And this year that feeling is intensified because of all the limitations in how we were able to reach our students. The number of kids who were disengaged and not making learning gains is probably much higher for you this year than any other in your teaching career.
 
My encouragement to you is to avoid dwelling on the losses. Don?t focus on the things you could have done, or wish you had been done differently. Don?t torture yourself by imagining how much better everything would have been if only certain conditions had been different.
 
Your kids? learning gains this school year are NOT an accurate measure of your abilities or theirs.
 
Their learning (or lack thereof) is NOT reflective of your worth, or theirs.
 
You?ve been teaching through a crisis. And if you?re reading this, that means you?ve made it this far. 
 
That?s worth something. It?s worth a lot, in fact.
 
I hope you will look back on this school year as a test of resilience and fortitude that you have passed.
 
You did it.
 
You got through the sudden and expected transition from the style of teaching you?re used to, and fully immersed yourself in something completely different and nowhere near ideal for you or your students.
 
You?ve faced limitations and setbacks and confusion with the best you were able to give at the time. 
 
And now you will face the end of the school year with that same determined attitude. 
 
This is a time for patience and flexibility. It?s a chance to learn to be soft-hearted toward ourselves and others when our basic instincts want to flare into anger and indignation at having to deal with problems we never signed up for.
 
This is a time for going inward ? to stop looking for validation from outside sources, to stop seeking out others? approval ? and make peace within ourselves. 
 
It?s a time to let go of regrets and ?could-have-should-have? anxiety. Forgive yourself for the mistakes you made. Open yourself up to repairing the harm done via honest conversations and apologies where needed. Make peace in every way with what?s already done, so you can have a fresh start moving forward.
 
Give grace toward yourself and everyone around you. This is a time for more humility and patience and understanding than ever before.
 
With time, we can let go of regrets and what we hoped would be, and practice radical acceptance of the experience we are currently having. 
 
That is the BEST possible way to position ourselves to move forward and face whatever comes next.

I hope the previous 6 weeks of Wednesday emails in my ?Power Through? series helped encourage and energize you through the spring months.

You did it, my friends. You?re powered through, and you?re almost at the finish line for the school year.

And I?m not going to leave you now! Here?s how we can stay connected:

#1  I?ll continue sending my Sunday night emails with free encouragement and practical tips (sign up here.)

#2  My Truth for Teachers podcast will continue to release new free episodes through the end of May. The regular episodes are longer than the ?Power Through? ones (about 20-40 minutes usually) and there?s a blog post transcript for each one. We take a break each summer and then resume with new episodes in August.

#3  You can connect with me regularly on Twitter, Facebook, or Instagram. (My most personal reflections are on IG.)

#4  I?ll have a free webinar over the summer to help you counter the ?lost year of learning? narrative and craft an inspiring, achievable vision for next school year (more on that soon!)

#5  The 40 Hour Teacher Workweek program is open to new members from June 1st-July 27th. If you want a full year?s worth of ongoing support, encouragement, and practical resources for streamlining your workload, 40 Hour is the place to get it. Our community focuses on professional development AND personal development, so you don?t have to navigate any aspect of the new school year on your own.

Thank you for supporting me, and supporting my work.

Each time you listen to one of my podcasts, visit my website, open my emails, engage with me on social media, purchase one of my books/courses/printables, or tell a fellow educator about my resources ? know that it is so appreciated!

I?ve chosen this work because I want my ideas to make a difference for teachers and kids, and it?s an honor to have your time and attention. More great stuff for you is on the way!

Want to start this series from the beginning? Sign up for the Power Through series emails on this page here.

When a problem seems insurmountable, try creating change one name at a time.

Because if you can solve a problem for one person, that means it IS a solvable problem ... and you can solve it for the next, and the next.  

In this episode, I?ll share how often the solution to big problems is solving smaller ones. You?ll hear NYT bestselling author Dan Heath share a short case study from Chicago Public Schools that illustrates how this name-by-name approach worked for reducing dropout rates.

And, I?ll share an intuitive 8 step approach you can use to tackle big problems like student engagement or work completion. You can practice solving for individuals first, and notice patterns in what your students need in order to scale those solutions.

There?s something powerful about knowing that even if you can?t solve every problem for every student, you CAN help solve THIS thing for THAT kid. 

This is how we make progress. And, this is how we create better systems: by designing those systems for individuals rather than trying to force individuals to fit into the systems.  

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

There are few things more frustrating than working hard and not seeing a ton of results. 
 
It?s even worse when your hard work is unappreciated, and you?re criticized for not doing enough or for doing things wrong.
 
When you?re trying your absolute best to teach well in a pandemic, the reality is that your best might not always be good enough. 
 
Sometimes what you?re able to give really isn?t sufficient. 
 
Of course you feel inadequate, when you know what you?re capable of under optimal circumstances, and also know you?re not working with anything even close to optimal circumstances.
 
So the only options are to try to single handedly compensate for all the adverse circumstances and perform at a superhuman level every day, or adjust our expectations.
 
You know which choice I?m going to advocate for.
 
I want you to let go of the ?shoulds? and regrets about this school year. I want you to celebrate the small wins, instead of focusing on all the things that aren?t happening.
 
I?m going to talk more on that next week.
 
For now, I want you to focus more on who you are becoming, instead of what you are able to do (or not do) for your students.
 
Ask yourself, Who do I want to be on the other side of pandemic teaching? What kind of teacher ? and what kind of human ? do I want this experience to shape me into? 
 
Because in our rush to figure out logistics and lessons and activities ? we can?t forget that who we ARE is more impactful than what we DO.
 
Our beliefs, values, and worldview shape the way we interact with kids and impact every decision we make, from classroom management to curriculum.
 
Unpacking our identities and the ?who? we bring to the classroom can be a grounding force that holds us steady through change.
 
Of course, you don?t have the time or mental bandwidth right now for a deep meditation on who you are as a person and a teacher. And as always, I?m encouraging you not to make this more complicated than it is. 
 
Self-reflection is a continual process, and it?s often more about letting go instead of trying harder.
 
Focus on showing up as your true, whole, healed, essential self ? letting go of any thoughts, beliefs, and actions that don?t serve the highest good. At your core, you are loving, patient, kind, and compassionate. You are full of life and energy and purpose.
 
All the traits that are counter to that are simply baggage and coping mechanisms you?ve picked up along the way in your journey through life in a very challenging world. They?re reactions you?ve developed as a result of fear, emotional wounds, defensiveness, prejudice, biases, outside expectations, and so on.
 
Growing as a person can be an act of returning to yourself and embracing who you really are, instead of trying to constantly change or improve yourself.
 
Your very existence, your presence in the classroom, has value. And the more that you show up with an open heart and mind, free from limiting beliefs about yourself, your students, and your school, the more your essential self will shine through.
 
So as you plan what you need to DO for kids ? don?t forget to think about who you need to BE. Your essential self ? who you are at your core ? is exactly the person your students need this year. 
 
Sending you much love and support.

Sign up for the Power Through series emails on this page here.

How do you develop confidence in your teaching when you?re constantly hearing about everything you?re doing wrong?

How do you know what you should and shouldn?t be focusing on, and discern what?s a good use of your time and what?s not?

And most importantly, how can you be sure you?re showing up as the person your students need you to be?

Answering these questions is a personal, lifelong journey, and I think the answers from my guest today will really get you thinking about how to answer those questions for yourself. I?m talking with Gerardo Muñoz, a teacher of middle and high school social studies who was named Colorado?s 2021 Teacher of the Year.

Gerardo is here to share how his teaching identity has been shaped over the years, and how he?s learned to prioritize what matters most. He discusses how he?s developed the confidence to live and teach authentically, and ways he supports his students in also truly being themselves:

?I'm like every kid's hype man. I think that most of what we bring into our classrooms as teachers is the work that we've done on ourselves. That happens before we can work on our students. And so, I have to create a mindset in myself that says, ?Every single young person in this room is exactly who they are supposed to be?. My job is not to change their personalities; my job is not to make them different humans. My job is to help them identify their strengths, and help them gain skills and behaviors that are going to amplify who they are.?

Gerardo then shares how he was on the verge of quitting the profession back in 2017, and what practices from the 40 Hour Teacher Workweek program enabled him to not only stay, but to thrive. We talk about setting boundaries, and not being flattered into saying yes to everything.

When you know what you?re truly, uniquely good at ? what matters deeply to you and what really lights you up ? it becomes much easier to say no to obligations that pull you away from those priorities.

Confidence and authentic teaching are inherently intertwined, and the work we do on ourselves is what helps us uncover what to focus on. As Gerardo says, ?Our lens becomes our practice, so we need to interrogate that lens.?

Click here to read the transcript and participate in the discussion or, join our podcast Facebook group here to connect with other teachers and discuss the Truth for Teachers' podcast episodes.

We?ve all had moments this school year when making it to summer felt impossible. You might even be feeling that way right now: like your job has just taken everything out of you, and you have nothing left to give. 
 
Being in that headspace is very normal, and it?s fine to allow yourself to feel exhausted and overwhelmed. You don?t have to talk yourself out of your feelings, ignore what your body is telling you, and push through no matter what.
 
(There?s a difference, after all, between pushing through and powering through. Pushing through, at least to me, means doing it regardless of how you feel and just get it done with no regard to the outcome. I see powering through as tapping into the source of your energy and motivation to see things through with strength. We want to power through, not push through.)
 
The determination to power through comes partially from reminding yourself that the way things are now is temporary. No circumstances stay the same forever.
 
I guarantee that you will not be dealing with this exact same set of problems in the fall ? your workload will change, your students will change, and YOU will change. 
 
Some of it will be for the better and a few things will change for the worse, but it will be DIFFERENT. You will not feel exactly like this every day for the rest of your teaching career.
 
Recognizing the temporary nature of our problems is a technique I learned when studying Cognitive Behavioral Therapy. The most influential CBT strategy for me has been learning to recognize my own distortions in thinking that create problems, and then reevaluate them in light of reality.
 
(I?ve actually written an entire book about this, called Awakened: Change Your Mindset to Transform Your Teaching. If you want to do a deeper dive into what I?m about to share, check that out.)
 
A pessimistic viewpoint is that problems are permanent, pervasive, and powerless. That means they will never go away, the problem is the same everywhere so you can?t escape it, and you are powerless to do anything about it.
 
An optimistic viewpoint is that problems are temporary, specific, and changeable. The circumstance will not last forever, it?s specific to this particular situation and is not something you?ll have to face everywhere all the time no matter what, and you have some control over how you respond to the situation in order to make it better. 
 
Dr. Martin Seligman?s research has shown that we can train ourselves to be optimists. Or, if you prefer, you can train yourself to be a realist. 
 
A realist sees things as they really are, which means giving an appropriate weight to the good stuff that?s happening and not allowing our lizard brains to only focus on potential threats and problems. 
 
You don?t have to choose a negative framing for your situation: ?Teaching is just completely untenable for me. It?s never going to get better, and in fact, it?s only going to get worse. There?s no point in trying to find another teaching position where I can have better working conditions, because it?s terrible everywhere and I probably couldn?t find another job anyway. The whole profession has gone to hell in a handbasket and there?s nothing I can do about it.?
 
While you are entitled to think these thoughts whenever you wish, I think it?s obvious what kind of depressed feelings that choice will create. 
 
A realist would examine those thoughts, and consider what else might also be true: 
 
Is there any way to know for sure that teaching is always going to be too demanding and miserable for me forever? Of course not.
 
Is it absolutely true that there are no schools that have better working conditions? Nope.
 
Things will never get better? No, we don?t know that for sure, either.
 
Once we recognize that this pessimistic viewpoint ? that the current situation is actually permanent, pervasive, and powerless ? is not really true, we can choose a more accurate perspective. For example: 
 
?Teaching is super tough for me right now. Next year will have different challenges, and they could be better or worse. The situation in each school was so unique this year, so I know what I?m going through isn?t exactly what everyone else experienced ? there ARE some things that can be done to make things better for teachers and kids, because those things are actually happening in tons of classrooms all over the country. I don?t have control over as many factors as I?d like, but I do have some choice in __, __, and __. So I can focus my attention on the things I can do to make this situation more bearable, and set myself up to have better choices in the future.?
 
So you don?t have to worry about how you?ll be able to keep this up until retirement, or even for just a couple more weeks. 
 
You can handle ANYTHING for just today. Focus on what you need to do just for now.
 
And then tomorrow when you wake up, remind yourself, ?It?s not going to be like this forever ? things can change at any time. I can handle the current situation, just for today.?
 
Repeat until you?ve powered through to the finish line.
 
Because while you may not feel like you have the strength to get through ALL the school days right now...you also don?t NEED the strength for all the school days right now. All you need is strength for today. 
 
And if that feels like too much, focus on just the strength for right now. Just this moment right here. And then in the next moment, focus just on that second in time, too. Keep doing that, one moment after another. 
 
We?re powering through this, together.

Sign up for the Power Through series emails on this page here.

Constantly issuing reminders and following up with kids is exhausting. Helping kids understand how their brains work and explore ways to funnel their focus, time, and energy is fascinating. 

So, how do you approach time management through this lens?

The teachers who are most successful at managing their time don?t see doing so as a burden.

And, they don?t see mismanaging their time as a failure: it?s part of the experiment of learning what works for them and what doesn?t. They?re constantly trying out different approaches according to their moods and the changes in their workload, and adapting for new changes and preferences. It?s not something they try to figure out once and for all. 

Having this perspective on your own time management naturally flows over into the way you treat students.

You no longer expect them to just ?buckle down and get it down? since you?re aware of all the mental tricks and productivity hacks you yourself use to follow through on tasks.

You no longer get as frustrated with kids who waste time because you understand some of the root causes and you have tools to help. 

What if we approach productivity as one giant experiment that we can have fun with doing alongside our students?

Learning to manage your time is a highly personalized lifelong process, and it can actually be a fun adventure if you approach it through a self-development lens.

Listen in to learn more about how there?s no ?right? or ?wrong? approach to man aging your time, and how to teach kids that it? normal and okay for productivity levels to be inconsistent.

Then, click here to enter your email to have a PDF of tips to help you teach time management to students. You?ll get more practical advice, teacher-tested tips, and photos sent straight to your inbox.

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