Dear We Are Teachers,
I’m in my 8th year of teaching high school, and this year in particular has weighed on me so heavily. I need tangible tips and tricks to see me through to the end of the school year. Not heady things like “remember your ‘why’” or “look for the positives,” but action items I can do (ideally based on research) to de-stress, reenergize, and thrive my way to summer. Any ideas?
—Desperately Seeking Motivation
Dear D.S.M.,
I had to make sure I hadn’t submitted this question to myself in a fever-dream. Spring is beautiful—new growth, nature, warmth, blah blah blah—but it can be ROUGH on teachers. Where is all this energy from students coming from? Why can’t they keep their hands to themselves? Why is there SO MUCH CHATTER?!
I digress. All this to say: I feel you.
Here are some things I have tried to use:
- Set some boundaries. The end of the school year can be high energy with students. Setting some clear boundaries for your students and yourself can give you time to breathe. For example, I have told my students they can expect a response within 24 hours during the week, 48 hours during the weekend, and I often don’t respond to emails after 5 p.m. Make sure you make some space for yourself to breathe.
- Find personal joy. A few months ago, I mentioned how important it is to take some space to find things that bring you joy. Having an active and fulfilling life outside my classroom helps me have enough energy and patience to manage the things in my classroom.
- Find an enjoyable project or activity (that is easy to grade). The end of the school year is an ideal time to have students do something reflective, engaging, and enjoyable. Is there a project that would be really fun to do with them? A skit? A curation project? A (short!) podcast? A bit of novelty and creativity can give a second wind to the end of the year. They can also bring out the best in our students at a time when we need that reminder.
- Implement a gratitude practice in your classroom and your life. I hear you on not wanting “heady” things, but a focused gratitude practice is research-based. Both Headspace and Calm offer educator or school programs and have gratitude meditations that I like a lot. I’ve done them with students, too, sometimes having them journal for a minute at the start of each class. It’s a nice way to catch our breath when the classroom and world are chaotic.
- Plan something to celebrate the end of the school year, and let yourself count down! My second year of teaching was … tough. I made a countdown chain and wrote myself a little note or quote each day to get through the last two months. At the end, I had a $20 bill attached to get something to treat myself. I put it right where I got ready for work. You can also chunk it and put a little prize or something to celebrate at the end of each week, two weeks, etc. These little mental tricks help us break down longer periods to something that feels manageable.
I’m sending you (and all teachers!) a lot of love as we approach the end of the school year. I believe in us!
Dear We Are Teachers,
My principal just told me that enrollment numbers aren’t adding up the way they expected, so there’s a chance I’ll be moved from 3rd grade (the grade I was originally slotted to teach) to either kindergarten or a 1st-2nd grade combo. I taught 2nd grade this year, so any of these would be new for me, and I won’t know for sure until August. I’m a planner, and the first few weeks of school already require so much planning. I’m feeling very anxious not knowing what I’ll teach next year for another three months. How do I make it through?
—Up in the Air
Dear U.I.T.A.,
Your anxiety is totally understandable. The classroom is already such a dynamic space, so adding instability for longer periods of time is tough. First, go to your administration again. Do your best to remain calm, but share with them your concerns about finding out about your assignment so late in the game. Even if this situation is completely out of their control, which it may be, it’s better to be open about your concerns. Let them know as soon as possible if you’d like to know. You can also try to connect with current K or 1st-2nd grade teachers at your school to get a sense of their classrooms.
Second, is there any crossover planning you can do? Any beginning-of-the-year activities that are easily scaffolded or adaptable that you can start figuring out now? Any class norms or routines you KNOW you want to keep? I know that these are two very different teaching assignments, but try to do as much as you can with what you can. Any little bit helps!
Finally, if you’re willing to take a little nudge, I wonder if this could be a gift. Planning is great, and taking a true, real break from teaching is really healthy. Is there anything you can do to distract yourself? A last-minute trip or staycation? A new hobby? Even a PD opportunity geared at early elementary could be good! You may even make some connections with folks who can help you plan and adapt when the time comes.
At the end of the day, remember that you can do this. No matter what happens, this anxiety is temporary, and eventually you will know and be able to plan.
I know it’s hard. I’m sending you lots of support. I believe in you!
Dear We Are Teachers,
I know interviews are supposed to help both sides decide if a job is a good fit, but it’s so hard to get a real sense of a school’s culture until you’re actually working there. I want to make sure I’m asking the right questions—ones that go beyond the surface and really show how teachers are supported, how people collaborate, and what the day-to-day vibe is like. Have you found any go-to questions that reveal red flags or green flags during the interview process?
—Finding the Flags
Dear F.T.F.,
What a fantastic question! Some people spend so much time preparing to be asked questions that they forget to think about what they’d like to know as well.
Here are some questions I really like. The question about “new” teacher support is always key and often overlooked, so it would be good to consider it.
Here are some other questions I would be interested in:
- What is your school’s retention rate? If the school consistently loses people, that can be telling.
- How do you support professional development for teachers? Do they offer PD funds and/or time? Do they bring PD to the school?
- What are the expectations of me outside the classroom? Some schools may expect you to work all day during “all-hands days” (I talk about that here) or have certain events they expect you to attend. Get a sense of those up front.
- What are you most proud of at your school? This question can give insight into the values a school has. Do the things they value and prioritize match what you would like in a school community?
- How do you give feedback or support teacher growth? If the school has evaluations, find out what they look like and decide whether you are OK with that process.
- Can I speak to current teachers? If possible, it’s nice to get a sense of the culture by asking the people who help make it!
These are just a few ideas to consider. Beforehand, I recommend visualizing what kind of school culture you want. What are some things you’d really like? Do you want more veteran teachers in your community? Do you want a school that values socioemotional learning? Get a sense of your hopes and find out how close you can get to those in a new school.
Good luck, and I believe in you!
Do you have a burning question? Email us at askweareteachers@weareteachers.com.
Dear We Are Teachers,
When I returned from spring break, I was surprised to find a “see me in my office immediately” email from my principal. He explained that he thought my “out of office” email was “inappropriate, unprofessional, and sent a negative message to our school community.” Here’s what it said: “It’s spring break—hooray! We made it! I’ll respond to your message when school resumes on April 21.” I don’t get it. Should I have pretended I prefer to stay at school over break?
—Breaking Down the Message