Create Your Dream Classroom: Prompt #11

Where's The Line?
Journal: Evaluate your professionalism. Are there any ares in which you can improve?

In this lesson, the author is referring to teachers that are too friendly with their students--i.e., try and relate to them in a way that undermines their position of authority by preferring to be their friend.

This is a trap I definitely fall into sometimes. It really stems from my desire to be "liked" by my kids.

Truly, it stems from my desire to be liked by everyone. I already mentioned I don't like confrontation! I guess it's not so much that I need to be liked, but it's hard for me when I think people are angry at me. So I find it sometimes difficult to balance my role as an authority figure, and my wish that the kids like me. I don't always *fail* in this matter--sometimes I am able to strike a good balance. However, it happens enough that I do need to acknowledge it and work on it.

This was the first year that I experienced,as Kardamis says, kids that liked me but didn't respect me. That in itself means things need to change.

I think it will help me to simply readjust my vision of myself as a professional teacher. If I have this on my consciousness radar, I think it will automatically adjust how I interact with the students. I don't want to throw away my entire approach--I do truly think that there is a place for positive, personal (of course, appropriate) interactions with my students. They have so many adults that don't make that effort. I tell my kids that I love them at the end of every class as they leave; I've had students look at me in surprise and say, "Mrs. Cosner, my mother doesn't even say that to me."

Everyone needs to know there is someone who loves them. That, I am not changing. If it damages my effectiveness as a teacher, so be it.

But there are a few tangible things I can do this year to establish a more firm boundary between myself as a teacher and my kids as students. Maybe that is part of the solution; I can always try it and see if it helps.

1) I can keep focused on the classroom lessons and not enter into the personal areas of the students.

2) I can dress more professionally. (I struggle with this one!!! I don't know! I've been toying with the idea of trying it--but I don't really know that it's what I want to do!) (on the other hand, I think I should try it--since last year was such a struggle. It's definitely the year to try some new approaches and see what pieces of the puzzle fall into place.)

Current education wardrobe...what?

Self Care Goal #2

Self Care Goal #2: EXERCISE

The thing really is--I am not a fan of exercising. I have never experienced the rush or addiction that comes from truly loving a sport or a physical endeavor. However, my level of physical activity goes up and down throughout the year, usually based on the amount of time I have to "give myself"--and while I'm exercising, I am generally happier! I like how I feel, and I like the accomplishment part of it. I also really love hiking, and my husband has made it a point to start scheduling hikes for us (he's an amazing person!). 

Exercising during the summer isn't all that hard for me to achieve! But my GOAL is to continue an exercise routine during the school year. One thing I noticed is that when I am negative or having what I see as a bad day/month/year, I don't WANT to exercise. "I'm just too tired. I want to relax." But I have to remember the benefits of exercise!!

According to the Mayo Clinic, exercise controls weight, combats health conditions and diseases, improves mood, boosts energy, promotes better sleep, puts the spark back into your sex life (how nonclinical, Mayo! lol--is that a measurable, scientific fact? hahaha!), and can be fun (okay--if you say so). 

These are all great things that will likely influence my mood while teaching! Also, several of my students are into exercising, and it gives us a bond. Which is cool.

The challenge, of course, is finding the time. I teach most days from 7 to 4. I don't like to leave my kids. My husband isn't up early enough for us to use my treadmill at home. I need a schedule, and not to feel guilty about taking time for this. (One of those things is easy, the other is not so much.)

Shooting for 5 days a week: 

Saturday: Early morning gym (easy to to do, since I'm an early bird and my kids/husband sleep in)

Sunday: Early morning gym--Zumba class if offered!!! That would be awesome

Monday: Treadmill and weights at home--evening

Tuesday: DAY OFF

Wednesday: EARLY morning Gym--a new thing to try! Go to the gym before work and get ready                           there--we'll see if I can. Plan B: Treadmill and weights at home--evening. (might be the

                    better plan, but I've never tried--so I guess we'll see???)

Thursday: DAY OFF

Friday: Lunchtime Gym!

In addition to this, my husband and I go walking 2.5 miles in the evening together. It's my favorite date! It's great for many reasons: FREE, good for us, and good for our marriage.

It would be fun to keep a tab on how many miles I walk during the year.

I have several workout challenges I'm going to start next week at our annual family cabin retreat (no wifi? Exercise! LOL) that target arms and abs; and while I am there, I plan to walk every morning, every evening, and swim everyday (um, depending on the temperature). Being up at "The Ranch" has really turned into a health retreat every summer--and that's pretty cool. 

In closing, since I kicked myself off social media for the summer:

Create Your Dream Classroom: Prompt #10

Journal: What teachers do you know that you admire and are of like mind? Plan how you can build relationships with those teachers.

I am *pretty* good about maintaining relationships with others teachers that I admire, but it's not usually done purposefully; rather, it's somewhat accidental. This lesson suggests doing lunch with a few teachers over the summer that you admire. This actually became easier for me when I focused on my current, seemingly insurmountable issue (don't worry, I have every intention of "solving" this before summer is over): cell phones.

I really feel like the first step, for me, is finding a stance on this that I believe in. Right now, I'm torn and kind of all over the place with it. For this specific issue, I think I could talk to T, A, and E (keeping names out of it).

The other thing that this lesson points out is knowing Godly teachers--teachers that are approaching their job with God in mind. I think, thankfully, there are three at my site (J, C and B), and I think we could be doing more to encourage each other spiritually.

Everyone is so busy over the summer; but I will try and see if I can do lunch with the first two and just chat with the third. :) Perhaps some different perspectives will help me out. Also--I could probably think of more people to approach. Even if it's just to compare perspectives while I figure out where I come down.

Self Care Goal #1

I've decided to also outline a number of self-care goals in my blog. This year was extraordinarily busy, and there are some basic things that really went out the window in terms of taking care of mySELF! Because it's summer, and I finally have access to the elusive ingredient known as TIME, I have been able to implement a number of self-care goals already (I'm in what I call "recovery phase", where I see myself as healing from the busyness of the year). I think it will help me considerable to journal them, so that I can go back and remember what they are when I've lost the motivation.

The first one may seem odd, but again--I'm writing about it to remember.

Aim for not eating after 6:30 p.m.
6:30-7 p.m. = DANGER ZONE
7 p.m. and on--DO NOT ENTER

I've finally reached the age where I have to start listening to my body, and can no longer eat like a 20-year old! When I eat after 6:30, particularly certain things, I experience chest pains that also feel like back pains (that are unromantically also referred to as "heart burn"). Interestingly, it's very different from the heartburn I experienced while pregnant. I'm tired of going to bed and needing the heating pad for my back, which is probably really for my chest, because I snacked on something that my body did not want around 7:30 or 8 (which, coincidentally, is when I get snacky). 

Apple Avocado Salad

I found an amazing site that has hundreds of clean eating daily menus, which is one of my self-care goals (post on that to come later!). This was delicious and easy, especially for an August/Septmember night--also would be fantastic to take one of the infamous TEACHER POTLUCKS!

Easy Healthy Recipe – Clean Eating Apple Avocado Salad (makes 1)

Ingredients:

– 2 cups of spring green mix

– 1 ripe avocado, peeled, de-cored and chopped

– 1 apple, de-cored and chopped

– 1 table spoon of all-natural poppyseed dressing (I recommend Brianna’s Poppyseed Dressing, made with all-natural ingredients. It’s awesome!)

– 1 table spoon of all-natural feta cheese

Directions:

1. Add all ingredients into a mixing bowl, and toss until it’s evenly mixed.

Create Your Dream Classroom: Prompt #9

Journal: What "gray hill" situations have faced? How did you handle them? In hindsight, should you have handled any of them differently? How?

By way of explanation, a "gray hill" situation is one where an infraction has occurred, but you're not exactly sure who did it, or exactly what happened.

I appreciate this lesson, because gray hills happen all the time in my world, and I appreciate a) the acknowledgement of them, and b) the suggestion that you don't have to know. It doesn't make you a bad teacher to not to know! One thing I do, both in my professional life and in my personal life, is feel guilty. A lot. This lesson helps me put one more thing down that I don't need to feel guilty about.

Most of the time, I felt that I had to address and do something to someone if it was obvious an infraction occurred. I really like the suggestion that Kardamis gives to "speak the truth" to the students--acknowledge the issue in real time, talk about why it's wrong, and let it go. Chances are, the students knew it was wrong and are expecting a blow up or a punishment--there is a good deal to be achieved with conscience, even if it's not necessarily "justice."

Gray Hill situation = acknowledge that you know, talk about why it's wrong, and move on.

Create Your Dream Classroom: Prompt #8

Journal: Do you seek to understand before trying to get your own point across? How can you apply this principle to your classroom?

I responded to two prompts this evening, because I took a little break, and also because neither of these are central struggles for me. Having said that, especially when examined through the lens of this year, I can and should be doing better!

I do usually try and find out what the root of the problem is when a student is acting out. In some cases this year, a little bit of understanding and probing went a long way. On the other hand, I can distinctly remember some cases where I was quick to judge and react and discipline, rather than listen and understand.

The challenge is that every student, at some point, has a legitimate problem that is often filled with illegitimate drama, and that narrative often plays out in the classroom. Sometimes I lose patience with it, because this year it was a constant problem.

However, and this is huge: I need to remember to see the struggle of all my kids. Particularly the ones that are acting out. Particularly the ones that are challenging to everyone else and not so liked by the rest of the staff. Understanding is key. This is a good reminder.