10. The Fatigue Factor

10. The Fatigue Factor

This we believe (NMSA, 2010).

* Organizational structures foster purposeful learning and meaningful relationships. Organizational Structures

There are four weeks of school left, 1/9 of a school year, .1111111. This week seemed particularly long. (Haha- repeating.) I noticed a few students slipping. By slipping, I mean they were less attentive, more restless. I have bumped up the structure and routine of class, using the “bell-to-bell” philosophy. (Bell-to-bell is a philosophy that there is no down time.)  I wonder if we as teachers are slipping to. At the same time, I am trying to be intentional about listening to my students and enjoying them. This week they have been telling knock-knock jokes. They laugh at corny jokes. I enjoy their interest in humor. It makes me smile.

“Two guys go to a counter. One asks for H20, the other says, I’ll have that 2. He dies” (shared by a student). I have now heard that joke five times from my students. Every time they tell it, I smile. “Okay, back to work,” I say.

This morning, while listening to the birds of spring, appreciating the cool, quiet morning, I reflected on the notion of fatigue and weariness. I believe there are four kinds of fatigue. The first is physical fatigue. At this point in the school year, it appears that people, including me, are not as intentional about taking care of themselves. I have been surprised at the physical demands of teaching.  And I hear my students talk about a video game they play at night. Colleagues with young children and with high school students are running, running, running from early morning to late at night. It is as if we are on auto-pilot with no maintenance, and sometimes no meaningful fuel.

The second fatigue is emotional. In every class there are up to thirty students, with thirty different parents, thirty different needs, thirty emotional concerns of their own. People don’t always make the best decisions, and the consequences play out in how they treat one another. We, as teachers, are on the frontline of the emotions of students, parents, and colleagues. Very often throughout the school year, when a student reacts, responds, or displays behaviors that are of a concern, I often wonder, ‘what is going on in their world.’ The same can be said for colleagues. Our children are hurting. But it is not just children; teachers, administrators, staff, and parents are also navigating emotional stress.

A third fatigue, I will call is cumulative. There is this sense that we are all running toward the June 10 fence, trying to give our students enough academic support prior to the assessment week. Parents have watched their babies grow up. These young people look like adults; they sometimes act like adults, and too often they must become adults before they are ready to finish being a child. Ending the school year, going to a new school, can be stressful for children and their families.

The final fatigue, I call media fatigue. I do not own a television, and am more likely to listen to jazz or spiritual music on the radio. I have eleven Facebook friends, and am trying to improve my own social networking skills. But the impact of social media, sensational media, campaign slamming, distrust, and anger that flood our airways is stressful. Our students talk about the upcoming election, candidates, and what is surrounding them on the airways. Our children have so much information at their fingertips, and have so much access to dangerous material, and so many opportunities to interact inappropriately, that we must help them be aware of dangers and we must help them be responsible digital citizens. I worry about our children. 

Advice

1)   Eating right, exercising, getting enough rest are simple tools for healthy living. It would be a good idea to check in with yourself on how you are doing. Remember that you must take care of yourself first.

2)   The art and science of mindfulness is a philosophy of taking time to stop, to take in and accept our world, to consider others and to seek peace within our own world. I highly recommend you consider researching mindfulness.

3)   Realize the end of the year not only has academic stress, but there are lots of other things that could be going on in your students’ and in your colleagues’ lives. Try to be more patient, especially with your students.

4)   Be mindful that there are events going on around the child, the home, the school, the community, the state and the world that influence how we interact and react to one another. Be intentional about sharing the importance of taking care of one another.

5)   As you create lessons and prepare students for testing, always be mindful of the need to maintain a positive, caring community. Remember to take a deep breath and help your students do the same.

6)   Finally, there is a sense that ‘I could have done more,’ that causes our own stress. It is the best time, as a teacher, to reflect on what could be done differently, better, deeper…. (Stay tuned!! J).

3. & 8. It was the tip of the iceberg: Celebrating our students

3. & 8. It was the tip of the iceberg: Celebrating our students…

This we believe (NMSA, 2010).

* Curriculum is challenging, exploratory, integrative, and relevant. Challenging Curriculum

* Leaders demonstrate courage and collaboration. Courageous & Collaborative Leaders

Last night our school was highlighted at the monthly school board meeting. The room was packed with students, parents and teachers from West McDowell Middle School. Dr. Gardner, our principal, opened the evening sharing our mission and vision:

The mission of West McDowell Middle School is to offer relevant learning experiences that include communication, collaboration, critical thinking and creativity which are student centered, developing the whole child through teacher guidance, parent partnership, and global exploration.

In a span of forty minutes our students shared the benefits of clubs including: Men of Honor, the Newspaper “Spartan News”, Science Olympiad, Battle of the Books, and I-2-I “(Inspire 2 Innovate.) Faculty/staff initiated programs such as: Band Leaders Project, and the Student Tutors Program were highlighted. Curriculum innovations including the impact of using Gizmos, The Chromebook 1:1 Initiative, an Interdisciplinary/Cross-Grade Level unit on the Holocaust, and a breaking down bullying were discussed by students. Student Council activities, and a summary of our PTA fundraisers were shared. In addition, school-wide efforts to plan, organize, and conduct out of state field trips at each grade level including Atlanta, Williamsburg, and Space Camp in Alabama were shared by the students. Other events that were shared were the celebration of our men and women who serve and have served our country, and highlights from our PBIS programs. At the end of the presentations Dr. Gardner shared, “And this is just the tip of the iceberg!”

I have never worked in a school system where each school had the opportunity to share the good things happening with School Board members. This presentation highlighted our students and their opportunities to explore, innovate, and create learning experiences. What I found most enlightening is that many of these programs have started this year. It is our principal who holds the vision and inspires us to explore our own passions and insights into what our students need.

Advice

1)   If you have an idea that could benefit students or teachers, do not be hesitant in promoting your ideas. Our students need support from many different opportunities. Always check with your principal first.

2)   Do not ever try to do something by yourself. It can happen, but too often there is so much to do and having someone to bounce ideas off can be very helpful; plus it is more fun to collaborate with someone. (:

3)   Keep documentation of the experience. Whatever you create, consider how it impacts students’ behavior and academics. If/when it is effective, share it at a conference or write an article about it.

12. The Campfire in the Hall

12. The Campfire in the hall

This we believe (NMSA, 2010).

*Every student’s academic and personal development is guided by an adult advocate. Adult Advocate

It happened quite by accident. One of our teachers had to leave school fifteen minutes early so we put the children in the hallway to work on homework or read. What we found was that they peacefully gathered, sat down, and were compliant. (It was not a full moon.)

Last week, at the end of class we had ten minutes so I asked my students to step out into the hall, and leave their devices and books in the class. My classroom is at the end of a hallway. We sat in a semi-circle with the open end of the circle facing the open hallway.

One of my students said, “This is like a campfire.  Can we play the secret game?” The secret game is when one person shares a sentence and whispers it to the person next to them, the secret is shared around the circle, and the last person shares what they hear. We did, and this provided the beginning of “campfire.”

Yesterday, we had two guests in our classroom: one was teaching students about circuits and conductivity using Makey-Makey© technology. The other was an observer who is considering teaching as a second career. At the end of class, I invited the class into the hall to demonstrate Campfire to our observer. We sat in a circle. I invited the students to share their advice for someone wanting to go into teaching.

“Don’t be too mean; but don’t be too nice either. Students will run all over you.”

“Be like Mr. Gardin, our social studies teacher, he is a lot of fun.’

“Don’t give too much work.”

“We do like to talk.”

Their comments and caring spirit provided sincere information. They listened to one another as well. Once they gave advice, I let them talk while I played a guitar. I then introduced them to an old Girl Scout song, ‘Peace I ask of thee oh river.’ Our campfire lasted ten minutes and allowed students to reflect and communicate ideas, and relax. In our current state of academic rigor, taking a few minutes to decompress is a good idea.

Advice

1)   I believe we have to help our students disconnect. The Campfire doesn’t last long, but students have a chance to communicate with one another. It is a chance to unwind. (Note: We do not have Campfire every day. It happens about once a week.)

2)   Find ways to listen to your students. We have talked about high school lately. There are two middle schools in our district, so these students will be meeting lots of new people next year. Topics we will cover include: what will you miss most about middle school?  What do you look forward to?

3)   This happens to be a small class. It also happens to be a very respectful, kind group of students. I did not start the year with Campfire, but believe, if you begin the year with it, spend time teaching students how to communicate in a circle format… be kind, listen, address the statement, not the person, contribute to other’s thoughts…

4)   Once your community is established, this format can be used for academic purposes as well as social/emotional development. We find it very peaceful.

11. Seize every opportunity to applaud and encourage

11. Seize every opportunity to applaud and encourage those around us who make things better for students.  

This we believe (NMSA, 2010).

* The school environment is inviting, safe, inclusive, and supportive of all. School Environment

Yesterday ended Teacher Appreciation Week. The student council gave us a poem and chocolates. The librarian and assistants served breakfast to us. The PTO gave us Bob’s Donuts, a local business famous for yummy donuts; one student wrote a letter to us; and two others gave personal notes of appreciation.  To end the week, our teammate was named Secondary Teacher of the Year for our district, (Hooray for Jeremy) and our superintendent sent the following message.

Good Afternoon:

As I sit here at the end of Teacher Appreciation Week, I did not want to go home without letting each of you know how much I sincerely appreciate you.  You and your fellow educators do so much for the students of McDowell County that one day, one week, or even one month cannot possibly come close to thanking you enough.  In a world where most folks have to wonder what kind of difference they are making on their communities and beyond, educators like you know the impact you have.  I want to thank you for choosing McDowell County Schools as your home.  We are all better for it.

We had the annual Teacher of the Year banquet last evening.  This is one of my favorite nights of the year because we get to celebrate colleagues and brag on them out loud.  The shame is that we can only honor thirteen teachers at this one event when countless more could be right there with them.  As I was listening to all the glowing things being said, it occurred to me that we don't need to wait until an official event or dedicated week to let our fellow educators know how much we value them and their many contributions.  I challenge all to seize every opportunity we have to applaud and encourage those around us who make things better for students.  

As a final culmination of Teacher Appreciation Week, it is my pleasure to announce that Carrie Franklin (K,1,2 at Glenwood Elementary) is the 2016-17 McDowell County Schools Teacher of the Year.  Jeremy Gardin (8th-grade social studies at West McDowell Middle) has been selected as the Secondary Teacher of the Year.  Please join me in congratulating these two great teachers.  Now more importantly, please join me in celebrating all of our great McDowell County Schools educators for the passion and dedication they bring to our schools each and every day.  You change student lives for the better.  Know that I am humbled and honored to serve alongside you.

With sincerest appreciation and immense gratitude,

-Mark

My favorite line is, “I challenge all to seize every opportunity we have to applaud and encourage those around us who make things better for students.”

The year is coming to a close. In classes we are reviewing strategies and content; teams are taking field trips; our jazz band is performing at elementary schools, and the turn in the weather and the ending of the year is revealing new, sometimes challenging, behaviors in some students.

We, as teachers, are under much pressure. How our children perform on the exams in this state is the only measure of our worth. So, to hear appreciation from those we work with and for, and to hear celebrations of our colleague, reminds us that we, too, are more than a test score. Teaching is rich, powerful, and important. We are all contributing to the well-being and the futures of our children!

Here’s to us!

Advice

1)   At some point, you need to let a teacher know he/she made a difference in your life, for this is the essence of our passion. In fact, write lots of letters, not emails… well okay, send some emails. (:  (I have a letter that a student wrote me in the fall. She is thirteen. She wrote it on the back of her test. It is framed and on my desk to remind me that I made a difference to her that day or that week.)

2)   Celebrate your colleagues. When you hear good things, share them. Last week, two of my students said, ‘Do you think Mr. Gardin will win the district Teacher of the Year?” They paused and then said, ‘I hope so.” I shared this conversation with Mr. Gardin. And while he has been overwhelmed with accolades, plaques, flowers, balloons, and dinners… comments like this, from his kids, are gems. When we value one another and share in the good work we are doing, we cannot help but pass on our love of what we do to our students.

3)   Our administrators and support personnel, our PTO and our parents also need to feel valued. I visit with one of our custodial colleague every afternoon. She is the reason our building is so welcoming and fresh. Our front office administrator is the voice and spirit who welcomes and troubleshoots all day, our book keepers keep all of us in compliance and remind us, often, of what is missing, with open hearts. We all need to say 'thank you.' Schools do not run themselves. So Teacher Appreciation can be a time for teachers to share their appreciation for all who are committed to children as well.