The Master Teacher Blog

We might think that changing the level of our satisfaction and success at work will require major shifts in our environment and our relationship to our role. While in some cases big changes might be necessary, there are many small things we can do that take minimal time and effort, and they can yield outsized positive results.

We might think of these activities as micro habits. Micro habits are small changes that, when practiced consistently, can lead to significant changes in how we feel and even increase our productivity. Micro habits can become part of our daily routines, so they are easy to sustain.

The right micro habits can help lower our stress, improve our cognitive processing, and lead us to feel more optimistic, satisfied, and efficient. Consider these six micro habits as places to start.

Thank or encourage at least one colleague each day. Not only will our gratitude and support brighten someone else’s day, we will feel better about ourselves. As a bonus, when we work with people who are having a good day, our own day brightens, and we feel better. Not unlike planting a garden, the seeds of care and encouragement we spread can grow into an array of good feelings, optimism and mutual support.

Praise or encourage at least one student each day. We may think that we offer support and encouragement to students, but without intention, we can form habits that focus our attention elsewhere. It can be easier to notice what students do wrong and how their behavior frustrates and distracts us. Yet, when we commit to noticing and commenting on what students are doing right, when they are working hard, and when they are persisting in the face of challenges, students feel better, their behavior improves, and they work harder. Consequently, we feel better and more successful.

Practice one-minute breaks. Admittedly, the lives of educators do not feature much time for extended breaks and relaxation. However, taking a minute to close our eyes, take a few deep breaths, and clear our minds can pay big dividends in energy, focus, and creativity. A moment of intentional break between classes or before entering the next meeting also can make a significant difference in our stress level and productivity.

Take two breaths and pause in tense situations. When we feel anxious, nervous, stressed, or angry we can react before we have time to think and decide the best thing to do or say. Consequently, we can find ourselves having to apologize, backtrack, or live with some unfortunate consequences. Simply taking a couple of breaths and pausing for a second or two can give us time to take in the situation and make a better decision about what to do next.  

Note and capture at least one win per day. Reflecting on our achievements keeps us focused on what went well, the progress we made, and what to be grateful for. Over time our list will grow, and we will be reminded of the goals we’ve achieved and the difference we make. Also, when we have a bad day or week, we can return to the list to reassure ourselves and bolster our confidence.

Implement an end-of-day routine. By taking a few minutes to put things away, review plans for tomorrow, and mentally close out the day, we can create a transition from work to personal time. The drive home can be an opportunity to think about the evening and leave work behind. Practiced regularly, shutdown routines can lower stress and improve satisfaction with our work-life balance.

While these micro habits can be helpful to our mental and emotional health, this is not an exhaustive list. What other habits have you discovered and practice that help you to feel and do better? Be sure to share them with a colleague.

This is a time of the year when educators can feel as though our energy levels have been depleted and are in need of a boost so that we can fully enjoy our summer breaks. For some of us, the school year has left us feeling utterly spent and focused only on getting through each day. As a result, we might have narrowed some of our interests and neglected activities that have excited, energized, and motivated us in the past. Or we may be looking for something to refocus, reenergize, and renew our sense of purpose and direction, especially as we look toward the summer months and hope for rejuvenation.

There is a historical figure whose approach to life can provide inspiration and guidance for living life to its fullest, staying vibrant, and being interested in the world around us: Benjamin Franklin. It must be said that there were aspects of Franklin’s life that were not admirable and are not to be emulated. Nevertheless, he was someone who fully embraced life. His contributions to science, culture, and other areas have endured. There is much we can learn from how he approached and lived his life, things that we can apply to our own lives to keep us fresh, alert, and engaged.

Richard Munson’s “Ingenious: A Biography of Benjamin Franklin, Scientist” is filled with insights and examples of what made Franklin and his life exceptional. Here are six lessons we can glean from his approach to life and the behaviors he practiced and promoted.

Benjamin Franklin was insatiably curious. Franklin had a wide variety of interests; his curiosity extended to include science, politics, literature, philosophy, history, and more. He did not fear appearing uninformed. In fact, what he did not know drove his enthusiasm for learning.

Lesson: We do not have to fear what we do not know or what people might think. Being willing to ask, explore, and experience can lead to energizing, motivating, and enlightening new insights.

Benjamin Franklin was deeply reflective. Benjamin Franklin began each day by reflecting on what he wanted to accomplish and ended the day with reflection on what he succeeded in accomplishing and what he needed to learn and improve. He believed that reflection is the key to remaining focused, moving forward, and becoming better.

Lesson: Life is a series of experiences. However, they only have an impact when we take time to reflect on and learn from them. Reflection can help us to avoid having repeated experiences that lead nowhere, and it encourages us to view every experience as an invitation to learn, grow, and move forward.

Benjamin Franklin reveled in discovery. He appreciated discovery when it was what he expected, but he delighted in discoveries that were not what he anticipated. In fact, Franklin treasured discoveries that dispelled assumptions and revealed new insights.

Lesson: Every day features activities and outcomes, some of which are planned and expected and others that are not. We might be reassured when what we expect happens, but the unexpected often reveals something worth exploring, appreciating, and treasuring. Our choice to revel in discovery can be an excellent source of inspiration and renewal.

Benjamin Franklin was a voracious learner. He was an avid reader and prolific writer. His reading included topics far afield from his formal career. Franklin understood that exposure to a variety of disciplines and perspectives broadened his understanding and grew his knowledge. His writing offered a means to process what he learned and sharpen his thinking.

Lesson: We can access information today through multiple means, but exposing ourselves to other perspectives, views, and knowledge is no less beneficial to our thinking and understanding. Similarly, we may not write letters and depend on formal communication as much as during Franklin’s lifetime, but the process of writing, through whatever means, can still solidify our thinking and keep our minds sharp.

Benjamin Franklin was a constant networker. He maintained a wide array of friends, colleagues, and contacts. His engagement with others spanned an expansive array of disciplines, expertise, and backgrounds. Franklin saw interactions with others as valuable sources for learning, discovering fresh ideas, and challenges to his thinking.

Lesson: The social networks we form can be excellent sources of information, insight, and encouragement. When our networks include people who think differently than we think, have experiences that are different than our experiences, and who bring insights and ask questions that challenge our thinking, they can be great resources for freshening our learning and sustaining our growth.

Benjamin Franklin sought balance in life. Despite the breadth of interests and involvements that filled his life, Franklin advocated for balance and moderation. Finding time for recreation and rest from work helped him to maintain his energy and remain mentally sharp.

Lesson: Life can seem to be filled with limitless expectations and demands. As a result, we can find ourselves spending a disproportionate amount to time and energy in one area while neglecting others. Unless we commit to setting boundaries, finding balance, and practicing discipline, exhaustion and frustration will be our frequent companions as we make our way through life.

Without question, life today can be challenging. However, there are elements and aspects of life that are universal and timeless. Benjamin Franklin lived in a difference century, but much of what he promoted and practiced still has value today. Our task is to learn the lessons we need to live the life we seek.

It might seem as though the summer break offers limitless time to do what we want and need to do. However, as we well know, the time will end up passing quickly. Some structure and focus can be helpful to our ability to use the time to our best advantage. Of course, summer comes with its own set of commitments, expectations, and responsibilities, so we need to find balance if we hope to have a successful break from the school year.

We can be tempted to pack the summer full of events, activities, learning, and preparation for fall. Yet, over-scheduling can prolong our recovery from the school year, distract us from using the break to our best advantage, and leave us low on energy and enthusiasm for the start of a new school year in a few months.

As we make the transition from finishing the school year and begin to focus on how best to spend the time we have over breaks, we would do well to prioritize our time and attention. Our priorities might include some items that help us to “tie off” our experiences from the year that just ended, consider how best to engage the summer, and do some preliminary thinking and planning for next year. Here are six ideas we might consider putting into action to create some structure, form some focus, and preview what we would like to accomplish.

Catalog the best things that happened and your most significant accomplishments from the past year. You might relive some of the most uplifting and satisfying experiences from the past year, so consider making some notes to capture reflections and record your insights. If you kept a journal or made contemporaneous notes during the year, now is a good time to read and reflect on your thoughts and observations. Be sure to forgive yourself and others for what may not have gone as you planned and expected.

Make a list of what drew your interest and attention during the year. You might have heard about or encountered some new strategies to research, new tools to secure and learn to use, or you may have been stymied by reoccurring challenges you want to understand and overcome. Unfortunately, the pressure and pace of the school year can make focused exploration and development of new skills difficult to accomplish. The summer might be a good time to delve into these areas of interest and possibility.

Make a “soft” outline of what you would like to improve next year. Deciding to take some action and tackle a challenge can stimulate your thinking and draw your attention to information and opportunities that support your intentions. Your list might include strategies, units, or lesson designs you would like to develop. You might want to gain some insights and strategies for classroom management. Or your interests might lie elsewhere! What is important is to identify what you are looking for because when you do, you are more likely to find it.

Make an initial list of what you would like to learn, accomplish, polish, or produce during the summer. This task may require some discipline and a reality check. After all, you can only do so much. However, giving some thought and having a list can help you focus and prioritize available time, and it can assist you in scheduling potential learning and practice opportunities before the summer slips away.

Take time for some casual, informal collaboration. The coming weeks can offer opportunities to meet with a colleague, mentor, or coach to explore ideas, share observations, and exchange insights without the pressure of immediate action or application. Exploratory conversations, what-if ruminations, and “how might _____” exchanges can surface new ideas, open new paths, and suggest opportunities to pursue this summer and beyond.

Make a commitment to unplugging from constant work-related communication and tasks. Occasionally checking your email can help you avoid missing important communication, but hourly or daily checking and responding can unnecessarily drain energy and undermine your efforts to recharge and refresh your energy and spirit. The summer can also be a time to experiment with setting boundaries and developing strategies you can use during the school year to maintain a sustainable balance between your work and personal life.

Obviously, some of these steps may be more relevant to your life than others. You may also have ideas for additional or alternative actions to make your summer the best it can be. Now is the time to put your thoughts into action.

Last week was Teacher Appreciation Week, which often features special events, thank-you activities, notes written by students, and sometimes even parent expressions of gratitude. These gestures are important and can be meaningful ways to convey appreciation. It is good, after all, to have your work and contributions recognized.

However, the most meaningful expressions of appreciation often come from another source: our colleagues. The people we work with every day understand the stresses and strains of teaching better than others who may observe or benefit from our efforts. Appreciation from a colleague comes from a place of camaraderie, insight, and shared experience.

Now that Teacher Appreciation Week has passed, consider taking time to share your appreciation for the people you work with each day. Maybe that’s someone who helps you to be successful or who makes your days a little easier or brighter. It might be someone who makes important contributions to the shared work of the staff or who goes the extra mile to support students. Or maybe it’s someone who just needs to be appreciated and encouraged.

Honoring, recognizing, and appreciating colleagues does not have to be expensive or time consuming, and doing so can send powerful messages of respect and value. Equally important, these messages are made more meaningful coming from someone who truly understands the demands and challenges that define life as an educator.

Want some ideas? Here are a dozen appreciation-sharing ideas to stimulate your thinking. Not every idea is appropriate for every colleague, so think about what your colleagues will appreciate and find meaningful.

1. Share your smile. Smiles are powerful expressions, and multiple research studies have shown that smiles are actually contagious. Having someone smile and make eye contact with us signals recognition and respect. A friendly smile during a challenging day can be a powerful spirit lifter.
2. Ask how a colleague is doing and really listen. Too often, people inquire about others without real interest and then fail to listen to their response. Slowing down, asking sincerely, and listening carefully can send an authentic message about our caring and appreciation that person.
3. Invite a colleague to spend quality time together. Choosing to spend quality time with someone—whether at a campus activity or social event or just to visit—can send a powerful message of caring and appreciation about them as individuals.
4. Offer a sincere and specific compliment. Of course, the most direct way to share appreciation is to tell someone we appreciate them and why. Want more impact? Studies have shown that when we include enough detail to extend our message for as little as twenty seconds, it becomes even more powerful and memorable.
5. Write a note of appreciation. Handwritten communication is increasingly rare in today’s technology-dominated world. Sharing appreciation in writing not only demonstrates an investment of time and effort, but the note can also become an important keepsake or bulletin-board reminder for its recipient. They may refer back to it during times of doubt or insecurity. At the very least, it will have made them feel seen and valued.
6. Bring them a treat. Coffee, tea, a baked good, their favorite snack—thinking of someone as we pick up a beverage and/or treat and gifting them a boost of energy can be a great way to show appreciation and show that we pay attention to their likes and dislikes. It can also be a timely opportunity to start the day by checking in with a valued and respected colleague. Very few people are made unhappier by being given a treat!
7. Share a useful tip, helpful strategy, or needed resource. When we find an approach or strategy that works well, choosing to share it can communicate connection. Saving someone time or helping them to secure a needed resource can be a great way to show appreciation.
8. Volunteer to lighten a load. Offering to cover a duty assignment or class (where possible and appropriate, of course) and give a colleague a break can send a significant message of understanding and appreciation. You might be a significant member of a teacher’s support system or “village.” Offering to make additional copies or help set up for an activity can lighten a load at just the right time.
9. Ask to visit and learn from a class or activity. Share that you admire your colleague’s practice and want to learn from them. Of course, some teachers may be reluctant to have a colleague observe them, but even if they decline, your message will still likely be appreciated.
10. Give a public shout-out. Consider finding an opportunity at a staff or team meeting to publicly recognize and compliment a colleague. Not everyone appreciates public recognition, though, so if you are not certain of how the colleague might react, consider sharing your intent and ask for their approval. If they aren’t comfortable with the spotlight, then perhaps the following approach would be more appropriate.
11. Compliment a colleague to their principal or supervisor. Informing supervisors about a colleague's contributions and achievements shows appreciation and encourages them to recognize the deserving colleague too. Depending on your relationship with the colleague, you might let them know what you shared. Doing so can double the appreciation they feel.
12. Write an anonymous note to a colleague on behalf of the team or staff describing the difference they make. Again, highlighting what specifically the person does that makes a difference can provide an important lift. Coming from an anonymous source can make the message even more memorable and mysterious.

Though Teacher Appreciation Week has passed, these ideas and our support for each other are no less important or appreciated throughout the school year. In fact, these are actions that we can adopt as behaviors and turn them into habits.

One of the amazing aspects of teaching is that we engage with our students early in their life trajectories. Consequently, our influence can persist and grow after students leave us, mature, and enter new phases of life. What may seem like incidental exchanges, off-hand advice, small acts of caring, or assurance of understanding can have a lifelong impact. What may feel like a small win with students today may change how they view and live life long after they leave us.

Unfortunately, our role positions us in a place where we are usually not able to see and hear how our influence has made a difference for our students. If we are lucky, some students might return and tell us how we have had an impact on who they are and what they are doing, but these tend to be rare occasions, representing just a fraction of the differences we have made.

But how do we know if the experiences our students are having with us today are likely to be life-changing? Are there signs or signals that can reassure us that what we are doing will not only be important today, but will likely stay with students far beyond their time with us?

The good news is that when students look back at their time in school, they often point to certain experiences, observations, and messages that have stayed with them over time and have had an influence on who they have become. Here are seven reflections students share about teachers whom they describe as life-changing:

This teacher…

• Really saw me. Students value teachers who see them as more than just a student. Taking time to listen and understand how students are feeling and empathizing with their challenges and struggles matters. For students, being seen translates to feeling valued and significant.
• Thought I was exceptional. While it certainly can, exceptionality does not have to translate to academic achievement or perceived intelligence. Instead, the focus may be a certain talent, ways of thinking, or unique insights. For students, being considered exceptional can feel like permission to be who they are and not always have to conform to what others think or expect of them.
• Made me want to learn. When teachers allow their curiosity, passions, and excitement to show through their teaching, students can find it difficult to ignore or resist. Developing a love for learning can make a lifelong difference for students.
• Held high expectations. Students often underestimate their potential. When someone pushes them to invest, persist, and discover what they are capable of, it can become a habitual approach to life beyond the classroom.
• Never gave up. Nudging, reminding, and supporting students are expressions of confidence that success is possible. Letting go and moving on can send the opposite message. Students remember and treasure people who never gave up on them.
• Was flexible and creative. Unexpected things happen. When they do, the circumstance can be turned into a timely reminder or offered as something new to learn. Even negative events have a way of becoming an opportunity for something good. Finding value and worth, reframing, and reflecting can be powerful models for young people trying to understand life.
• Was someone I wanted to be like. Students are constantly looking for role models. They want to have adults in their lives who have clear values, integrity, and courage. When they find what they are looking for in us, we can be their “north star,” their beacon of hope, and a measuring stick for who they want to become. 

Obviously, we cannot be all these things all the time for all our students, but the beauty is that we do not have to exhibit all these characteristics. In fact, there are times when even one of these elements can be all a student needs in order to see more in themselves, aspire to be more than they are, and follow a path created and begun during their time with us.

Estimates are that teachers make as many as fifteen hundred student-related decisions per day, more than just about any other profession. Some decisions are routine, while others cannot be anticipated. Some decisions carry little risk and have low impact, where others may carry long-term implications for our students and our relationships with them. Some decisions are accompanied by clear criteria and implications. Others come with limited information and are filled with uncertainty and risk. The result: The number and nature of daily decisions we face can wear us out; this condition is known as decision fatigue.

Unfortunately, decision fatigue can then lead us to make poor decisions. We can fail to fully assess the implications of decisions we make, we may ignore key information that should inform our decisions, or we may choose options that do not align with our goals. We may even put off decisions that should and could be made in real time.

Decision fatigue can also lead to levels of frustration and anger that are disproportionate to the situations we face. We can find ourselves making impulsive decisions we otherwise would resist. We may feel as though we are not capable of recognizing the best choice to make. The bottom line is that we risk not relying on our best judgment when the number of decisions we must make leaves us feeling exhausted and overwhelmed.

Of course, we cannot avoid making decisions entirely, nor should we. The decisions we make determine the nature, direction, and productivity of not only our day, but also the day our students will experience. However, there are steps we can take and strategies we can employ to make our “decision load” more manageable and position us to give greater attention and thought to the most important decisions we make.

First, we can be clear about our values and goals. Many decisions become easy when we consider their impact on our students’ learning and their alignment with our professional practice standards. Unfortunately, when we make decisions in the heat of the moment that are not in the best interests of our students or aligned with our professional commitments, the regret and guilt we feel can add to our frustration and exhaustion.

Second, we can reduce the number of decisions we have to make. We know the value of routines for common processes and procedures in our classes. However, we may be able to expand our use of classroom routines by asking the question: What am I doing that my students can do? By giving students greater responsibility, we can free up time and energy to allocate to higher leverage decisions and activities. Further, when we establish routines for our own time and activities before and after school, we can reduce the number of decisions we have to make when we are feeling stressed or tired.

Third, we can prioritize the decisions we face. Before we begin our day, we might identify the most important decisions we expect to face and give some pre-thought to options and approaches that might lead to the best outcomes. When it is time to decide, we will be better prepared and able to rely less on in-the-moment thinking. Additionally, sorting the decisions we must make can help us to identify decisions that are not important or urgent and can be delayed or avoided.

Fourth, we can develop a process for making common and frequent decisions. We might think about decisions that we face monthly, weekly, or daily and reflect on what has worked in the past, what information we will need to collect, and what options are likely to be available. Not every decision has to be treated as unique. However, we need to be careful not to treat unique situations as routine or we risk ignoring options, missing opportunities, and short-changing students and their learning.

Fifth, we can set deadlines for making difficult decisions. When we face decisions that carry significant consequences, feature multiple options, and lack clear direction, we can be tempted to put off deciding. Consequently, we can spend excessive energy evaluating options even when we have all the information we need or will have to decide. Meanwhile, we have less time and energy to give to other decisions that demand our attention. Establishing a time by which we will decide we can avoid unnecessary procrastination, while giving needed attention to the decision before us.

Sixth, we can commit to taking mental and physical breaks during the day. Even a short walk and some fresh air can replenish our energy and clear our thinking. A brief non-work-related conversation with a colleague can help us to relax and regroup. Momentarily stepping away from the pressure to decide and orchestrate activities can be an effective antidote to decision fatigue.

We may not be able to avoid making hundreds of decisions each day, but we can create routines, processes, and priorities that allow us to better manage the decisions we face. We can also recapture energy and time to make better decisions and avoid becoming overwhelmed and fatigued by those that remain.

Smith, D. D. (2022, August 9). How to make decision fatigue more bearable. Fast Company. https://www.fastcompany.com/90776828/how-to-make-decision-fatigue-more-bearable

As we begin the second half of the school year, we can all use some renewed energy and attitude refreshment. We might want to leave behind some of what happened in the first several months of the year, and a shift in routine and some new perspectives can lift our spirits. While we may not be able to fully restart, there are steps we can take to reset our attitude, change up our routines, adopt new approaches, and discover useful tools.

Of course, there remains much from the first semester that we nurtured and coached with students that we want to maintain. However, students, too, will want to have new experiences and try fresh approaches to what lies ahead. Consider these six reset-and-refresh ideas to help your students—and you—get off to an energized start for the second half of the year.

Reorganize and refresh the classroom. Physically reorient the classroom. Maybe the “front” of the room can face a new direction. You might reconfigure student seating to support more collaboration or reduce distractions. New posters, quotes, and displays of student work are options, too (but be careful not to over-decorate). Studies have shown that changing the space where we work, learn, and live can reset our thinking patterns and shift our work habits. Not unlike occupying a new space, making changes in the space where we spend our days can be refreshing.

Get reacquainted with students. Rather than just welcoming students back with all the experiences and judgments accumulated during the first half of the year, commit to taking a fresh look. Be intentional about finding something new and interesting about each student. Let go of anything that might hold back or impede your relationship with them. You might go as far as reintroducing yourself and having students do the same. Letting go of history and connecting with students where they are now can open productive doors to learning and growth for us and them.

Revisit classroom rules and routines. Shifting routines can add novelty and variety as students return. Consider revisiting existing rules with students, reminding students why rules are important, and exploring with students any changes they think might be useful and warranted. Your flexibility and understanding can be a good opening message as students return. As an added challenge, see if you and your students can state all rules in language that explains what students can and should do rather than what they cannot do. For example, rather than having a rule that says, “Don’t run in the halls,” the rule might be stated as “Walk when traveling in the hallway.”

Set classroom goals. Consider teaching and coaching students to set goals. If goal setting was not part of students’ experience during the first portion of the year, setting some now can be an energizing and focus-building activity. The goals might be shared by the entire class or set individually. If the goals are group-based, it is usually best to focus the goals on behavior, relationships, or other non-academic elements to avoid placing undue stress and pressure on students who face learning challenges. Individually set goals might address these same elements and include academics, but having students focus on improvement rather than performance gives every student something for which they can strive.

Adopt a new artificial intelligence (AI) tool that can save you time and make your life easier. One of the promises of newly developed AI tools is that they can perform routine tasks that teachers previously had to do themselves. As examples, AI tools can draft correspondence, assist with lesson planning, and suggest real-life applications for what we are teaching. Take some time to explore, then decide what tool (or tools) might be most helpful and try them out.

Try a new instructional strategy. Start by reflecting on the types of concepts, categories of skills, or areas of content where students typically struggle. Talk with colleagues, check with professional development staff, consult instructional coaches, do an internet search, or tap other resources to see what might work for you. You might identify several options and possibilities. However, start by trying just one that seems to be the best match with your need. If that approach doesn’t accomplish what you want, having other options positions you to keep trying until you find what works for you. The key is to choose something that meets a need and will help you to be more successful.

Treating the return to school as simply resuming the work begun in the first part of the year may be the easiest option, but injecting some novelty and creating some variety can give us and our students a welcome lift. Also, treating this time as an opportunity for a new start can give everyone permission and encouragement to let go of what is not helpful and adopt what may hold more potential.

Life seems to come at us at full speed; as Ferris Bueller notably observed, “Life moves pretty fast. If you don’t stop and look around once in a while, you could miss it.” In our day-to-day schedule, though, finding time to reflect, appreciate, and enjoy life can sometimes feel beyond our reach, yet the truth is that each of us has the same number of minutes and hours in each day. The key to finding a pace that works for us and provides time for what makes us happy, gives us comfort, and feeds our soul resides in decisions we make every day.

We can allow life to come at us at its own pace, or we can decide to exercise more control. We can react to things life throws at us without much thought, or we can respond with insight and purpose. The choice is ours.

Of course, gaining more control over our lives, finding ways to moderate the pace, and reserving time for what matters to us is not necessarily easy. It requires thoughtfulness, focus, and some discipline. However, the process can be amazingly fulfilling and meaningful. Here are eight strategies we can use to slow life down and allow us to savor more of it.

Establish reassuring routines and reinforcing rituals. We might start each day by taking a brief walk while taking note of our surroundings and appreciating nature. We may spend a few minutes stretching and loosening our muscles. We might spend some time journaling our thoughts while having a cup of tea or coffee. The key is to begin the day with a comfortable pace and thoughtful presence. Similarly, at the end of the day, we can establish quieting and relaxing routines and rituals; listening to calming music, reading a good book, or taking a relaxing bath or shower can bring the day to a peaceful close.

Engage in mini breaks and mindful minutes. We can interrupt the pace of hectic days by consciously stepping back for even a few minutes to close our eyes, calm our minds, and give our brains a rest. These mini breaks can also be times when we practice mindfulness activities such as breathing deeply, choosing calming thoughts, and centering our attention on the moment. Even a minute or two spent during transitions can help us to slow down and connect to our feelings and surroundings. As a result, our stress can ebb, and our productivity can surge.

Slow your speed and take your time. As simple as it may seem, consciously slowing our walking pace, moderating the tempo of our speech, and even driving at a more leisurely pace can help us to feel calm and more deliberate in our thoughts and actions. Similarly, we can resist multitasking and, instead, focus on what we are currently doing while savoring the moment. Meanwhile, we will make fewer mistakes and get more accomplished.

Take time away from the tension of technology. We might designate times when we will unplug from notifications, alarms, and screens. For example, we might choose to unplug during meals, while driving to and from work, an hour before bed, and, if possible, a day on the weekend. We can avoid nonessential alarms and notifications that add to our distraction. Of course, staying away from technology during the night can lead to more restful sleep. Time spent away from the screens in our lives also creates more opportunities to focus on ourselves, connect with our surroundings, and pay more attention to our loved ones.

Notice small things and appreciate simple pleasures. In a hurried life we can overlook, ignore, and discount the presence and value of small but enjoyable aspects of life. Paying attention to the sunrise and sunset, focusing on music as we listen to it, stopping to smell a flower, or enjoying the taste of a delicious meal can help us to gain greater enjoyment of everyday life. Making time to visit with a friend, spending quality time with family members, or engaging in conversation with a neighbor can help us to refocus and reflect on the importance of the people in our lives.

Prioritize progress over perfection. When we expect perfection, we are more likely to be disappointed than gratified. Focusing on progress gives us permission to make mistakes—and learn from them. Expecting perfection, on the other hand, means mistakes must be avoided. We can celebrate small wins and modest successes as we build new skills, develop our talents, and expand our expertise. Regardless of whether progress comes at a modest and consistent pace or occurs in surprising leaps, we can savor the journey and use the experience to remain positive and motivated to live and learn.

Consider the possibility of procrastination. Procrastination has a bad reputation, but just because something is on our to-do list does not always mean that it must be done right now, or even today. Sometimes allowing time to pass can lead to a better understanding of something or a better approach to completing a task. In some cases, conditions migrate, and the task we thought we needed to complete changes or may no longer require our attention. Of course, we need to avoid falling into the trap or habit of putting off what really needs to be done. However, considering elements of urgency, timeliness, and consequences can help us to better manage the pace and sequence of what needs our attention.

Regularly reflect, reassess, and realign. Life happens whether we go with the flow or decide how to live it. Spending time thinking about what is important to us, contemplating the difference we want to make, and setting goals can help us to clarify and honor our priorities. However, we need to regularly reflect on how and whether we are really spending our time on what is most important. Intentions matter and plans are necessary, but what we do and how we spend our time determines whether what we value is also what we live.

There is no question that resisting the constant rush of life is a challenge and finding time for meaning, enjoyment, and appreciation can be difficult. These and other strategies can help us to create space for meaning, find a place for enjoyment, and embrace life as it unfolds. Do you have some favorite strategies to add?

It is not uncommon to hear people say that educators do not understand or live in the real world. What exactly is meant by the statement is open to interpretation, but one thing is certain: a literal interpretation makes little sense. Of course educators live in the real world. Educators share the same life experiences as non-educators and face many of the same pressures, challenges, and other elements of reality experienced by most people in the workforce.

Presumably, the sentiment is based on perceptions that educators and other members of the education profession are separated from the forces, frustrations, and factors associated with other types of work. However, close examination dispels many of these perceptions. Consider these seven misperceptions that are commonly associated with educators and their work.

Perception #1: Educators don’t experience “real work.”

Fact: Teaching is real work. Teaching features many of the same pressures and challenges of other professional roles—in addition to elements that are unique to the classroom. Planning and delivering instruction, implementing accommodations and modifications, differentiating content to reach a diverse audience with a range of needs, and seemingly innumerable other tasks create schedules ladened with responsibilities. It is also common for educators to have jobs beyond their education roles in the evenings, on weekends, during holidays, and throughout summers. Often, these are part-time roles that give educators experiences with the issues and challenges that accompany other types of work. It is also true that many educators possess trade and technical skills that allow them to interact with and understand the realities of highly skilled and professional workers through part-time and limited-term engagements. All this is to say that not only is teaching itself real work, but it is also often accompanied by other work layered over it.

Perception #2: Educators don’t face real customers.

Fact: Educators regularly practice customer service, engage in conflict resolution, manage conflicting expectations, and deal with other human relationship issues. The days are gone when students, parents, and communities accepted what educators said and did without questioning. Educators must deal with unrealistic expectations, unfounded assumptions, and demands for special treatment, which are all common behaviors of customers.

Perception #3: Educators don’t have to compete.

Fact: Every day, educators must compete for the attention, energy, and commitment of students. The competition includes a wide array of powerful forces that constantly seek to distract, undermine, and refocus student attention away from engaging in and learning what educators present and are accountable for accomplishing. Educators’ daily competition is less about market forces and more about mental focus.

Perception#4: Educators are not experienced and informed about industries and careers outside of education.

Fact: Educators today have available a variety of means to learn about and engage in short-term experiences in industries that may or may not be related to their area of expertise. Technology tools offer a wide array of opportunities for educators to remain current, track contemporary trends, and discover future opportunities in varied industries and professions. Guest speakers, career exploration projects, internships, and job shadowing can also help students to bridge gaps in teacher experience and expertise.

Perception #5: Educators do not understand money.

Fact: Educators face the same financial realities as non-educators. Educators pay the same bills and have mortgages or pay rent. Debts from college are common. Typically, educators are not highly paid, so both spouses generally work. They save, invest, and plan for retirement. Some educators also operate side businesses to supplement their income. The list could go on, but one of many aspects unique to education is that educators often purchase resources for their classrooms and students out of their own pockets.

Perception #6: Educators are insulated and isolated.

Fact: Educators face the full array of challenges associated with families. They have children who excel and others who may face a myriad of issues and challenges. Like other parents, educators who have children have hopes and harbor worries about them and must balance their work responsibilities with their family needs. Educators also are members of the communities in which they live and work. As such, they participate in social activities, attend church, and engage with other local organizations and institutions. They are volunteers, part-time workers, and may serve in civic and governmental roles. These roles expose them to the day-to-day realities of the lives their students live. These are elements of the real world.

Perception #7: Educators are paid while not working in the summer.

Fact: The typical contract for most teachers compensates them for school-year work: typically, nine months. Summer is not compensated, even though many teachers have their pay spread over the full twelve-month calendar year. Some school districts contract with educators for summer work in addition to their basic contract. Additionally, educators typically use the summer months to take summer jobs, participate in additional education, or allocate time for other non-contract related activities. Because time off during the school year often comes at the expense of student learning, educators also generally schedule most or all their necessary appointments, medical and otherwise, during the summer months. Rarely is a teacher’s summer truly restful, and almost never is it without work.

Education is real work, and it takes place in the real world. Of course, there are aspects of the education profession that are unique—the same might be said of any profession. It is vital that we do what we can to dispel misperceptions that can undermine the credibility of one of the most important roles in society.