Here’s what I mean.

In my 4th grade classroom, a focus of my Math curriculum each year is the standard algorithm for double-digit multiplication and long division.

I enjoy these instructional days because as a Type-A teacher, I like to solve multiplication and division equations with the standard algorithm.

Standard means the way most people do things, or the common way. Algorithms are the step-by-step problem-solving method for completing the given task. Therefore, a standard algorithm is a stepwise practice for solving a problem. I have a standard algorithm to start each day in my classroom. I have a stepwise practice for setting up my day for success.

Taking ownership of your morning flow

I have a practice of entering my room the same way each day. I have chosen each step in this entrance. I turn on one of the overhead lights and head to my desk. I turn on my desk lamp and place my lunch box under my desk. Next, I switch on the library lamp, and then the smartboard. I pick up the smartboard’s keyboard and mouse after switching the reading group tag that hangs on the keyboard’s shelf. I deposit the keyboard and mouse along with my backpack at the standing desk and log into my computer. While the computer is loading, I move to the nearby schedule to switch the schedule cards for the day of the week and special area class. Finally, I complete the full circle around my classroom by turning on the back counter lamp and hanging my coat in my closet.

You get to set the practice of this in your own room. Take ownership over the space and how you flow into it. Choose menial tasks that are both necessary and helpful. These are the first things I check off my mental checklist to feel success each day.

Tech shortcuts for efficient mornings

To prepare for teaching that day, I return to my smartboard and start opening all the programs I need. To batch this task, I have put all of my daily needed websites into one folder titled Morning: Pandora, GoNoodle, Google Classroom, Google Drive, Planbook. With a click on the folder, then selecting open all, I have all the websites open in two clicks! Not only did I choose the resources to group together, I have purposefully chosen this order. I want Pandora always open on the far left to easily access play/pause all day by both myself and my students.

Since making the decision to get rid of my PC for more space on my desk this year, I had to adjust my Morning bookmark folder. I use my smartboard for both instruction and my non-instructional tasks during my planning period as well as before and afterschool. So students would not see confidential information, I have a bookmarks folder for instructional items and another for my school email, Google Drive, and Class Dojo. I have two Google Chrome windows open and click “Morning Smartboard” to get all the instructional materials set and then click “Morning Teacher” to have my needed resources in another window.

To create a folder, I simply clicked on the bookmarks bar and selected “add folder”. I then decided which websites would be used daily and dragged and dropped them into this folder. (An alternative way to complete the same procedure would be having your needed websites open upon startup, found in the settings for Google.) I have made folders for not only my daily morning needs but also each subject area. When I am using a slideshow or resource for instruction for several days or weeks, I move that into my Morning bookmarks folder as well.

Your practice of opening each site separately can be streamlined. Choose which websites you need and even the order in which they are placed in the folder or startup list. This small change, using technology shortcuts, will save minutes and create another moment of success as you lay out your day.

My slideshow strategy for efficient morning meetings

Another resource I have in my Morning bookmarks folder is my Morning Meeting slideshow. I have three slides for each day in my Morning Meeting slideshow:

• 1 – Welcome with morning routine and morning work directions
• 2 – Morning Meeting with greeting, sharing, and activity
• 3 – Morning message

Having the daily check-in directions displayed helps students to build independence, as I refer them to the slideshow as I spend time greeting students by the door.

I am so thankful for the duplicate option! I was able to duplicate these three slides to create an entire month, then duplicate the entire month to create each month of the school year! Although I have to adjust the dates or rearrange the activities, for the most part, these slides are ready for the entire school year after creating them in one year. The September Morning Meeting presentation always makes me thankful for my past productivity! Having all my extra introductions, procedural lessons, and classroom rules with my morning meeting procedures helps me to streamline planning during the dizzying rush of the beginning of the school year.

I look over my Morning Meeting slides when planning the upcoming week, update the dates, tweak the minor changes needed, and I am ready for the week. I can fill in the morning work ahead of time or each morning. I will rotate this slideshow in my Morning bookmarks folder on a monthly basis.

Your productivity can be increased with simple copy and paste. Take time to make a resource you can benefit from both now and later. Success sometimes means reusing and adjusting.

Achieving a “Tidy Inbox”

With my tabs all lined up and ready, I first go to my school email. From my backpack, I take my agenda, a combination of the list-making system from 40 Hour Teacher Workweek, and monthly calendars. I read emails with my agenda so I can immediately add to my calendar or to-do list then reply, file, or delete each email. I find “zero inbox” to be a lofty goal, so rather I shoot for “tidy inbox.” In order to do this, I do not look at email until I can give it my full attention with my calendar and to-do list present. Otherwise, emails get lost, requests get lost, dates get forgotten.

After getting the Morning Meeting slides on the one needed for the day, I move on to Planbook. I review my plans for the day. I adjust the schedule and write the lesson objectives on the board.

Strategic resource organization: Subject area copy bins

I gather the necessary resources from my subject area copy bins. I have spent planning time in previous days or weeks copying the upcoming items so I can be more prepared. If a copy needs to be made, I can do that right away if time allows or put it on my to-do list for my planning period. With my agenda still out, I can also see what tasks I have delegated to this morning or work ahead on tasks I have slotted in for the following day. The power of the one-stop agenda has allowed me to dump many of my worries into the weeks ahead and pressing to-do items into today, tonight, or tomorrow.

On some mornings, I arrive one hour prior to school and my morning process takes that whole time. On other mornings, I choose to leave home earlier to get more time in the morning for planning and preparation for the days and weeks ahead. Some afternoons, I leave right at contract time after just a quick clean up. Other afternoons, I spend time preparing for the day ahead, checking off some prep for the next day prior to leaving. The choice of the time to arrive or leave the classroom may be an area of reflection for morning success too.

Achieving productivity through thoughtful, intentional morning routines

Wikipedia states that “Practice is the act of rehearsing a behavior repeatedly, to help learn and eventually master a skill.”The Merriam-Webster dictionary defines the noun practice as “the condition of being proficient through systematic exercise.”

My morning practices lead to productivity, both in the morning and throughout the day with my students. I have chosen repeated, systematic behaviors that are both necessary and efficient. My productive morning helps me feel in control of my classroom environment.

On a daily basis, teachers make so many decisions: countless adjustments to instruction, assessing and logging behaviors, responding to interruptions to the schedule… and teachers do not have control of many of these decisions. So every morning is your time to choose personal proficiency. Define the practices you need. Choose the practices that will make you successful from the start of your day. Repeat these practices until they are routine. Monitor and adjust your practices until they help you achieve mastery of your morning.

The post Productive morning routines: How one teacher creates intentional practices for daily success appeared first on Truth For Teachers.

Over the years I was proud to have built up my use of the word NO from my understanding of this common phrase. I believed I had to build a protective circle around my schedule. “Are you able to help with Parents Night?” “No, I need to be home to get my kids ready for bed.” “Would you like to teach Sunday School?” “No, my plate is full of teaching at school currently.” “Can you volunteer to coach t-ball? “No, I would like my kids to experience learning from others besides just mom and dad.”

My first years of teaching were overwhelming. Like all new teachers, I was finding my place, my routines, and my voice among the plans, paperwork, student needs, and parent demands. I worked in three different districts in the first four years of my career. I had children and took maternity leave twice. Looking back on my first few years of teaching is the same as the first year of parenting my twins: a blur.

There were so many mandates and requirements that my work schedule was already full during contract hours and the additional hours I allotted myself outside of school. I needed to hold the line on the rest of my time. I needed to develop a better work-life balance. The time I had available was finite. I could not make more hours in the day (nor did I want to because they would be full too!).

Family dinner, a friend’s birthday party, a playdate… Grocery shopping, laundry, dishes… adding anything to my teaching responsibilities meant less time for family and friends, less time for household business, and less time for me. So I said NO to many of the additional work requests and volunteer opportunities that came my way.

Then I started tracking my hours, batching tasks, and planning with my team. I stayed in the same district and grade level for several years. I felt my career responsibilities start to become a lighter load. I felt like I was finally able to take a breath and my pace had gone from running to walking. I felt like my eyes were opened to the shift I needed to make as I entered the next chapter of my career: step up.

My fellow teammates were veterans with 10 to 20 years more experience than me. What were they doing that I wasn’t doing? Volunteering in a leadership capacity. One teammate served as the building representative for our teacher’s union. He had time to connect with all the staff in the building, meet with administration to address contract issues, and coordinate with the executive team.

My other teammate, our grade chair, worked with an educational organization outside of the school to plan, schedule, and implement different enrichment programs, assemblies, and field trips for the entire school. These examples set before me were the catalyst for the shift in my “no” mindset as I was finishing my first decade of teaching.

I wanted to do more. I knew I could do more. Yet, before I could say yes, I knew I had to be selective. My years of saying “no” had shown me that what I said “yes” to had to be a good fit. Where I wanted to add to my schedule had to work for my family, friends, and myself. I was going to be picky to ensure my yes did not upend the balance in my home or school schedule.

What do I feel passionate about?

It is easy to identify what I feel passionate about because I could talk about these topics at length to anyone. I can explain the importance, relate it to the classroom and real world, answer questions, and even make others feel passionate about it as well. This is where I know I should say YES.

STEAM is a current hot topic that may excite you and speak to your interests that may not always fit into the curriculum. You may be inspired by a summer PD book and want to share this excitement beyond just your own classroom. Scheduling and structuring a recess, both indoor and outdoors, to better meet the needs of both students and teachers, could be an area your building needs to focus on.  Decreasing math anxiety or helping students become life-long readers is as important as the curriculum.

What skill set do I have to offer?

I love to scrapbook my vacations. Putting together the pictures with receipts, brochures, and stickers has always been therapeutic for me. After being on the Retirement Committee for a few years, I offered to make retiree memory books. I gathered the memories and well wishes from faculty and staff over several weeks and then put them together in memory books. I could batch this task and make several memory books at once. Also, because of my enjoyment of scrapbooking, the memory books did not seem like work at all.

If you have a green thumb and gardening is your summer hobby, it may be time to research the possibility of and funding for a community garden at your school. You may enjoy photography or even have a part-time business taking photos. This skill could be utilized by taking pictures throughout the year or at school events to contribute to the yearbook. Attending or hosting a book club is something you never miss, so you should share this with your colleagues or students.

What project will be different for me?

Teaching works a certain part of my brain. Teaching also consumes a large portion of my thoughts. I want to make sure that I am giving myself opportunities to both differentiate my portfolio and work another part of my brain.

A chance that would allow working with students from a different grade level than I teach. Volunteering with different teachers than I work with on a daily basis. Helping students who feel marginalized in a way I do not experience. Supporting the passions of my students over my personal interest choices.

When I chose to step up and take on extra, my focus in the classroom actually increased. I was able to streamline my attention during my time for planning, prep, or grading because I knew my other time would be put into my new responsibilities. I was motivated to get my classroom work done due to the different tasks I would then get to do within my new leadership position.

Do you have time in your schedule to say yes? Do you find that you have something to offer? Do you bring a different perspective or helpful voice to the table?

We are all still reeling from pandemic teaching. We are still overwhelmed. I see teachers being resistant to volunteering. I see teachers who are shouldering too much. “I can’t quit because no one else will do it if I don’t.”  I see how collectively we are hurting our own efforts. “I don’t have enough members at the meeting to even vote on the budget.”

Find the equilibrium in your schedule and stick with that system. Observe veteran teachers and see the needs. Join an existing committee or start a new project. Say no when you need to but seek out chances to give your best yes. Help shoulder the burden. Review each opportunity. Create a space where you can succeed.

As we enter the new school year full of fresh possibilities, let’s take this wisdom from John Maxwell: “Learn to say ‘no’ to the good so you can say ‘yes’ to the best.”

The post When to step up: Learning how to say NO to the good and YES to the BEST appeared first on Truth For Teachers.

I had been teaching for eleven years; the last eight years at the same school, same grade level, and in the same classroom. To say I was content and comfortable at my job was true. I was meeting my professional goals and in positions of leadership.

But to say I was meeting my personal and family needs at that placement would be untrue. As Angela Watson asked throughout the 40 Hour Teacher Workweek course, “Are you moving closer to living the life you want to live?”

Leaving my school and comfort zone was one of the toughest decisions I ever made. Through 40 Hour, though, I learned that I have to make decisions that prioritize my work-life balance. Most of the course taught me to make “small changes that add up to big results.”

All the small mindset shifts I made through 40 Hour lead to a big result: a new job.

I resigned from my tenured position, left my grade level chairperson post, and stepped down as the union rep for my building.

I accepted a position at my home school district that put my priorities as teacher, wife, and mom first. I made the choice that decreased my commute, put me at the same elementary school that my children attend, and allowed me to invest my time into my community school.

Even though I joined the 40 Hour Teacher Workweek Club almost five years ago, I find it still applies every year.

The foundation of my 40 Hour Teacher Workweek success story is two things: designing a classroom that facilitates productivity, and the list-making system.

Designing my classroom to facilitate productivity

Changing jobs drove me right back to my 40 Hour Teacher Workweek materials. When I started my first classroom, I had countless hours to invest in the setup and wanted to spend my own money. However, ten years later, I had more time demands as a mother of three and a desire to spend as little of my own money as possible.

I dove into Week One of the course: “Design a classroom that facilitates productivity” for the fifth time. I have listened to this lesson every year before school starts, including twice the year I started the course. The number of times I have relistened, reread, and re-annotated this lesson speaks to the power and importance of this first lesson in the 40 Hour Teacher Workweek. I was able to set up my new classroom with productivity at the forefront of my mind.

On my first day being introduced to my new classroom, I simply looked around. I took pictures of the space and inventoried the supplies and furniture. I made a quick map of the storage spaces and layout of windows, doors, and bulletin boards.

The second time, I reset the room. I moved all the chairs and bookshelves to one area, leaving all table space available. I took every book, craft supply, and file out of their current storage and stacked them in groups on the tables.

This is usually where mid-project regret syndrome sets in, as you look over the “mess” that you just made of your space. However, I knew a reboot would put my new classroom on a path of productivity.  I analyzed the supplies that were left to purge what was outdated or not needed. I asked my administrator what was required to stay and what could be moved to other new teachers or put in basement storage.

Then I made a plan. I went home and took the time to look at my map with the required and available furniture in mind. I prioritized the space by thinking: “What supplies will kids need to access? What supplies will I need to access every day / often / rarely? How can I track what supplies are used versus not used throughout the year to further streamline this space?”

The days of putting my plan into action were radically different than my first classroom setup. I got rid of all furniture that did not fit the needs of my classroom including my teacher desk! This meant setting boundaries around what was going to be in my classroom.

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I advocated to my administration about reducing the amount of furniture while compromising on keeping required furniture from a previous Donors Choose project. I maintained the book bins used in my last classroom while spending money on bookshelves to better fit the classroom library. I purchased plastic bins to better store and access my personal book collection. I considered these investments in my mental health as this self-running classroom would benefit my productivity.

After cleaning, a few decorations, and the addition of plants and lamps, my new classroom has received compliments from colleagues and administration for having an open setup that focuses on student learning.

Once the focus on the physical space was done, I was able to free my mental energy to focus on my new students and planning.

Using a prioritized list-making system

It has been vital in this new placement to work in a way that does not cause me to burn out. I use the list-making system to keep on task.

At the beginning of the year, I bound a year’s worth of the 40 Hour program’s weekly to-do lists into a planner, with monthly calendars in between. The Weekly To-Do Lists are listed as “The 40 Hour Foundations” for this program and are definitely foundational for my life. This planner goes everywhere with me!

I store my curriculum maps inside the back cover and take all my meeting notes right on the list. If the meeting results in a task to be completed, I write it on the calendar and corresponding list. Whenever an email comes in with dates to remember, I write it down on the calendar and corresponding list then delete or file the email. I have been able to maintain a clean inbox!

In the back of my planner I keep a list of supplies that I have run out of or find lacking. When budget season arrives, I reference the list to best utilize the money allotted to my classroom.

Whenever I am feeling overwhelmed by too many tasks or unsure of what I should be working on, I notice that I have not been as diligent about my list. As Angela says, “You must get information out of your head and onto a list.”  I take a moment to return to the list and calibrate the needs of that moment and that day.

Everything else can be put on to-do lists for the upcoming days or even next week. I can feel the focus shift whenever I make diligent use of the list. This is also a way I take control of my weekend time with family fun or household chores.

I have yet to track my hours because I do not feel overworked. I have made my family a priority and left work at school most nights. The 40 Hour Teacher Workweek has become a way of living for me. I hear Angela’s words about lowering my expectations or batching tasks or giving kids ownership.

What is your reason for not joining? What is your reason TO join?

The post Changing schools as a teacher is a real challenge—here’s how I eased the transition appeared first on Truth For Teachers.