Teacher burnout doesn’t just happen to new teachers, or to people who “aren’t cut out for the job.” It shows up for experienced educators, passionate educators, even the ones who care the most—often because they care so much.

It can feel like you’re constantly behind, no matter how much you do. Like the work never really ends. Like the parts of teaching you once loved are still there somewhere, but buried under everything else you’re carrying.

And maybe the hardest part is the quiet question underneath all of it: Is it me?

It’s not.

Burnout isn’t a personal failure. It’s what happens when you’re working in a role that asks you to give more than is sustainable—day after day, without enough space to recover.

In this article, we’re going to walk through what teacher burnout actually is, how to recognize it, why it happens, and what you can do about it—whether you want to stay in the classroom or you’re starting to wonder if it’s time for something else.

What is teacher burnout?

Teacher burnout isn’t just about feeling tired at the end of a long week.

It’s the kind of exhaustion that lingers, the kind that doesn’t fully go away even after rest, because it’s not just physical—it’s emotional, mental, and cumulative.

Over time, it can start to look like:

• Feeling drained before the day even begins
• Carrying a constant sense of pressure or urgency
• Struggling to feel motivated, even when you care deeply

And what makes it especially difficult is that teaching isn’t just a job you clock in and out of. It follows you home—in your thoughts, your to-do list, your emotional energy.

So burnout isn’t just about working hard.

It’s about working in a way that doesn’t give you enough back to sustain you.

Signs and Symptoms of Teacher Burnout

Burnout rarely announces itself in a clear or dramatic way. It doesn’t usually show up as a single moment where everything falls apart. Instead, it builds quietly—through long days, constant pressure, and the slow accumulation of things that never quite get finished.

At first, you might just feel tired. Then a little more overwhelmed than usual. Then, over time, something deeper shifts—not just in your energy, but in your mental health, your focus, and even how you relate to your work as a teacher.

You start to feel like you’re always behind. Like no matter how much you do, it’s never enough.
Like you’re running through your day, but never actually catching up.

One teacher described it this way:

“I was working 24/7… I didn’t know how much longer I could make it.”

That feeling—of constantly giving and never quite arriving at a place of “done”—is one of the clearest burnout symptoms educators experience, especially in a profession that often requires sustained energy over long periods of time.

You feel constantly overwhelmed—and never quite caught up

There’s always something waiting.

Even on your most productive days, there’s still more:
another lesson to plan, another email to respond to, another task you didn’t get to.

And over time, that creates a kind of mental load that doesn’t go away when the day ends. It follows you home. It lingers in your thoughts when you’re trying to rest, making it harder to fully disconnect from work.

This constant sense of unfinished work is one of the biggest drivers of teacher stress, and it often contributes to ongoing stress and anxiety that can feel difficult to manage.

If this feels familiar, read Navigating Teacher Anxiety When You’re Drowning in Work—it offers a more grounded way to think about that constant overwhelm.

Navigating teacher anxiety when you’re drowning in work

You’re emotionally and mentally exhausted

What often makes this kind of exhaustion confusing is that it doesn’t always match how hard you’re working in a visible way.

You might have days where, on paper, you didn’t do anything extraordinary—no major events, no unusually difficult situations—and yet you still end the day feeling completely depleted.

That’s because burnout isn’t just about what you do.

It’s about the constant cognitive and emotional load you’re carrying in the background:
keeping track of student needs, adjusting lessons in real time, managing behavior, anticipating problems before they happen.

All of that requires energy—and when it happens every day without pause, it builds into the kind of fatigue that doesn’t go away with a good night’s sleep.

This kind of exhaustion isn’t just about needing more sleep.

It’s the result of prolonged chronic stress—being “on” for extended periods of time without enough recovery. You’re constantly responding, supporting, adjusting, and managing, often without a real break.

You might notice:

• You’re more easily irritated
• You feel detached or numb
• Your patience feels thinner than it used to

This emotional exhaustion is one of the most defining characteristics of burnout in the teaching profession, and it can affect not just your work, but your overall mental health as well.

You’ve lost motivation or joy in teaching

This can be one of the most unsettling parts of burnout because you still care. You still want to show up for your students. You still believe in the work. But the energy that used to come naturally—the creativity, the enthusiasm, the sense of purpose—feels harder to access.

And that can lead to a quiet kind of doubt: What changed?

Often, it’s not your passion that disappeared—it’s that your energy has been depleted over time.

You feel anxious, pressured, or constantly “on”

For many teachers, burnout shows up not just as exhaustion, but as persistent stress and anxiety.

Your mind keeps going, even when you’re not working:

• Thinking about what you didn’t finish
• Replaying interactions with students
• Anticipating what’s coming next

This constant mental activity can make it difficult to relax, and over time, it can begin to affect both your emotional state and your physical health.

Helpful to read: How teachers can conquer anxiety, overwhelm, and the pressure to always do more becomes especially helpful—it focuses on small ways to create space in that constant pressure.

How teachers can conquer anxiety, overwhelm, and the pressure to always do more

You’re noticing physical symptoms of burnout

Burnout doesn’t stay contained in your classroom. It shows up in your body, your energy, your relationships. You might notice trouble sleeping, getting sick more often, feeling drained even outside of work. And when that happens, it’s often a sign that this isn’t something you can just push through anymore.

You might experience:

• Frequent fatigue
• Headaches or tension
• Trouble sleeping
• Getting sick more often

These physical symptoms are often the body’s response to prolonged chronic stress, and they’re an important signal that your current pace may not be sustainable.

You’re starting to question whether you can keep going

This is the moment many teachers don’t talk about out loud.

When the thought shifts from:
“This is hard” to “I don’t know if I can keep doing this.”

And if you’ve had that thought—even once—it’s worth paying attention to.

What Causes Teacher Burnout?

It’s easy to assume burnout is something you should be able to fix with better time management, more organization, or just trying a little harder.

But that’s rarely the real issue.

Burnout in the teaching profession is rarely about individual failure.

Most of the time, burnout isn’t happening because you’re not doing enough.

It’s happening because you’re being asked to do too much, for too long, without enough support or space to recover.

1. The workload is simply too much

Teaching isn’t just teaching anymore—it’s planning, grading, meetings, emails, data tracking, behavior management, and responding to diverse student behaviors, all layered on top of one another.

And even when you’re working efficiently, the list doesn’t shrink. Because the issue isn’t productivity. It’s volume.

As one idea puts it:

There are simply too many things demanding your time and attention.

And no amount of time management can fully solve that.

And what makes this especially challenging is that much of this work is invisible.

From the outside, teaching might look like a series of lessons delivered throughout the day.

But behind those lessons are hours of preparation, decision-making, and follow-through that often go unseen.

It’s not just the time spent working—it’s the mental bandwidth required to hold everything together.

And when that bandwidth is constantly maxed out, even small tasks can start to feel overwhelming.

We explore this more deeply in Fewer Things, Better: 4 Beliefs to Help You Focus on What Matters Most, which challenges the idea that productivity alone can solve burnout.

Fewer things, better: 4 beliefs to help you focus on what matters most

2. Being good at your job can actually increase your workload

The more capable you are, the more is often expected of you.

You might be given:

• More challenging students
• Additional responsibilities
• Leadership roles without reduced workload

Over time, this can lead to increased teacher stress, especially when expectations continue to rise without clear boundaries.

If this resonates, Why great teachers get saddled with the biggest workload (and how to advocate for yourself) offers a really honest look at this dynamic.

Why great teachers get saddled with the biggest workload (and how to advocate for yourself)

3. The emotional labor adds up

Teaching requires a level of emotional engagement that goes far beyond instruction.

You’re supporting students through academic challenges, personal struggles, and behavioral issues—all while maintaining a calm, steady presence.

That emotional output, repeated daily, contributes significantly to burnout symptoms and can impact overall teacher well-being if not balanced with recovery time.

You’re also navigating a wide range of student needs at any given time.

Some students need academic support. Others need emotional reassurance. Some are dealing with challenges outside of school that affect how they show up in your classroom.

Responding to all of that requires presence, patience, and adaptability—and that kind of sustained attention can be exhausting, even when you’re deeply committed to your students.

Over time, this emotional load becomes one of the most significant contributors to burnout, especially when it’s paired with high expectations and limited recovery time.

4. The pressure to do more never really stops

There’s always something else you could be doing.

Even outside of work hours, many teachers feel the pull to keep going—reviewing lessons, planning ahead, or thinking about what they could improve.

These long hours and constant mental engagement make it difficult to fully rest, which reinforces the cycle of burnout.

5. Some of the challenges are systemic

There are also factors that go beyond any one teacher’s control:

• Staffing shortages
• Changing expectations
• Increasing demands

Recognizing this matters because it helps you step out of the mindset that this is something you should be able to “fix” on your own.

How to Prevent Teacher Burnout

Burnout doesn’t always happen suddenly.

Which means there are ways to shift your experience before it reaches that point—but not by doing more.

By doing things differently.

Stay connected to what matters most

It’s easy to get pulled into the daily frustrations of teaching—the repetition, the interruptions, the paperwork.

But those aren’t the reason you became a teacher.

Reconnecting with your purpose, even in small ways, helps keep those frustrations in perspective.

Build support instead of doing everything alone

Teaching can feel isolating, even when you’re surrounded by people.

Having someone you can talk to—someone who understands—can make a significant difference in how manageable the work feels.

The full framework in 8 Keys to Avoiding Teacher Burnout includes practical ways to build that support and protect your energy.

8 keys to avoiding teacher burnout (part one)

Make space for a life outside of teaching

When teaching becomes your entire life, it takes more than it gives.

Having interests, relationships, and routines outside of work isn’t a luxury—it’s what helps you come back with energy

How to Overcome Teacher Burnout (When You’re Already There)

When you’re already burned out, the goal isn’t to push harder.

It’s to begin creating conditions that support your mental health, your energy, and your overall physical health.

Do fewer things, better

You are not going to get everything done.

And more importantly—you’re not supposed to.

Trying to keep up with everything is what leads to burnout in the first place.

Instead, the shift becomes:
What actually matters?
What doesn’t?
What can I let go of?

This approach supports both your effectiveness and your teacher well-being, because it allows you to focus your energy where it has the most impact.

Start here: Fewer Things, Better: 4 Beliefs to Help You Focus on What Matters Most

Fewer things, better: 4 beliefs to help you focus on what matters most

This doesn’t mean lowering your standards or caring less about your work.

It means being more intentional about where your energy goes.

Because when everything feels equally important, nothing gets the attention it truly deserves.

And that’s often where burnout intensifies—the feeling that you’re doing everything, but not doing anything well enough.

By narrowing your focus, you’re not giving less.

You’re giving more of yourself to fewer, more meaningful things—and that shift alone can start to change how your work feels.

Make small, consistent shifts

When everything feels overwhelming, big changes can feel unrealistic.

Small adjustments—like creating moments of stillness or removing unnecessary tasks—can gradually reduce stress and anxiety.

How Teachers Can Conquer Anxiety, Overwhelm, and the Pressure to Always Do More introduces this idea through simple, practical approaches.

How teachers can conquer anxiety, overwhelm, and the pressure to always do more

These small shifts also help rebuild a sense of control.

When you’re burned out, it can feel like everything is happening to you—that you’re reacting all day, without any real agency.

But even small choices—like pausing before moving to the next task, or deciding not to take on something extra—can begin to shift that dynamic.

And over time, those moments add up.

They create space not just in your schedule, but in your experience of the day.

Let go of the pressure to do everything perfectly

Burnout is often fueled by the belief that you should be doing more.

But sometimes, the most effective change is learning to let go.

As one idea puts it:

There’s a lot of power in letting go.

This is explored more deeply in Letting Go Instead of Trying Harder.

Letting go instead of trying harder

Change the story you’re telling yourself

Burnout isn’t just about workload.

It’s also shaped by the way you interpret your experience.

One teacher described this shift in a powerful way:

“I realized I was telling myself a story I didn’t want to live.”

That realization became a turning point.

Because when the story changes, the experience begins to change too.

You can see how this played out in From Burnout to Teacher of the Year: Pam’s Story of Loving Her Job Again

From burnout to Teacher of the Year: Pam’s story of loving her job again

Real Stories of Teacher Burnout and Recovery

Sometimes what you need most isn’t another strategy.

It’s reassurance that recovery is possible.

Pam’s story is a powerful example.

After nearly 20 years in the classroom, she found herself dealing with intense burnout—working long hours, experiencing significant stress, and feeling disconnected from her work.

She described it this way:

“I was exhausted, stressed to the max, and I truly just didn’t know how much longer I could make it.”

Her experience reflects what many educators face when chronic stress goes unaddressed.

But what changed things wasn’t one major decision.

It was a series of smaller shifts:

• Rebuilding her routines
• Practicing gratitude
• Engaging in meaningful professional development
• Changing how she viewed her work

One of the most important turning points came when she realized:

“The story I was telling myself was not one I wanted to live.”

Another important part of Pam’s experience was recognizing how much of her stress was tied to how she was approaching her work—not just the work itself.

She realized that she had been equating longer hours with being more effective, and that belief was keeping her stuck in a cycle of overworking without actually feeling accomplished.

When she began to track her time more intentionally, she noticed that multitasking was slowing her down, not helping her.

That awareness allowed her to make small adjustments—focusing on one task at a time, planning more intentionally, and giving herself permission to step away when needed.

These weren’t dramatic changes, but they were consistent.

And consistency is what allowed her to gradually rebuild both her energy and her confidence.

Over time, those changes supported both her mental health and her sense of purpose—and ultimately helped her rediscover her passion for teaching.

Should You Quit Teaching Because of Burnout?

This is a deeply personal question—and one that deserves space. Sometimes burnout is tied to a specific environment. Other times, it’s a sign that something more fundamental isn’t working. And sometimes, the answer isn’t immediate.

It might be the environment. A different school, role, or team can completely change your experience.

It might be time for something different. If the work itself no longer feels sustainable, it’s worth exploring what else is possible.

You don’t need a perfect next step

You don’t have to replace teaching with something you’re equally passionate about. Sometimes, a role that gives you more balance and energy is enough.

If you’re in this space, Is Teaching Still the Right Career for You? walks through how to think about that decision realistically.

Is teaching still the right career for you?

Final Thoughts

Burnout isn’t something you’re meant to just endure. It’s a signal that something needs to shift.

And while not everything is within your control, more is within your influence than it might feel right now.

You don’t have to figure it all out at once. But you can start somewhere.

And even small shifts, over time, can change how this feels.

The post How to Deal With Teacher Burnout (Without Quitting Right Away) appeared first on Truth For Teachers.

It’s a part of a volunteer effort I’m part of (the EDSAFE AI Alliance​). The task force brought together 70+ educators, researchers, policymakers, tech developers, and youth advocates to recommend guidelines for AI companion use in education.

Meaning, we have concerns about young people using AI chatbots and other artificial intelligence “companions,” and as leaders in our respective fields, we want to make sure lawmakers and tech companies are doing the right thing by our kids.

The situation right now

Most teens report having used AI chatbots, and about a third say talking to these tools feels as good as talking to real friends.

Even more concerning, 31% of high school students are using AI for personal conversations on school devices, which means the line between academic tools and emotional support has already blurred in ways most schools haven’t caught up with yet.

These tools remember what you tell them, engage emotionally, and are designed to keep you coming back. We’ve seen kids form attachments to these chatbots, we’ve seen the tools fail to redirect kids in crisis to actual humans who can help, and in the worst cases we’ve seen tragedies.

As educators, we know learning happens when students have relationships with teachers who know them and care about them. We know kids need friends and community members who don’t always agree with them. They need parents and family members who are there when things get hard.

AI can support kids’ wellbeing when it’s well-designed and purpose-driven, but when AI pretends to be a child’s friend, always validates them even when they’re wrong, and will keep pushing a dialogue at 2 am when kids should be sleeping?

That’s replacing the relationships kids actually need and potentially creating harm and dependence.

Our recommendations

We’ve focused specifically on AI tools designed for young people in educational settings (not consumer-facing products like ChatGPT.) The task force paper states, “consumer products that could underpin these educational products should also consider the guidelines and guardrails outlined in these recommendations.”

The distinction matters because we believe educational AI tools should be “grounded in learning sciences and instructional design” rather than optimized for engagement and market capture. They need to scaffold learning, not replace human relationships. (Of course, I’d personally like to see consumer-facing tools comply with these same precautions to protect adults, as well, but I’m staying in my lane.)

Download the research paper + guidelines

Over the last four months, the SAFE AI Companions Task Force developed guidelines for four groups:

For federal policymakers:

• Create comprehensive privacy laws that actually protect student data from being used to train AI models or target ads, going beyond FERPA and COPPA to address how these technologies actually work
• Require age verification that protects privacy using zero-knowledge proofs rather than collecting birth certificates and creating honeypots of personal information
• Establish a National Child-AI Safety Lab to evaluate tools and track incidents before products hit classrooms
• Fund research on how these tools affect child development, since right now the technology is moving faster than our understanding of its impact

For states:

• Require vendors to report verified incidents to designated school staff within 72 hours
• Create pre-approved vendor lists so districts aren’t all reinventing the wheel
• Make AI literacy part of the curriculum across subjects instead of siloing it in computer science, teaching kids to recognize when they’re being manipulated by design choices that prioritize engagement over accuracy
• Give families plain-language information about what AI tools their kids are using, delivered in formats and languages that actually reach them

For school districts:

• Vet AI tools using the Five Pillars of EdTech Quality (safe, evidence-based, inclusive, usable, interoperable)
• Set up monitoring for concerning patterns with clear protocols for false positives, because we can’t protect kids without oversight but we also can’t violate their privacy or create disciplinary consequences for technical glitches
• Only use AI tools that support specific learning goals rather than general “companionship”
• Train educators and communicate clearly with families, because implementation without understanding leads to exactly the kinds of problems we’re trying to prevent

For tech developers:

• Design for learning outcomes instead of engagement metrics, measuring success by whether students actually understand the material rather than how long they stayed on the platform
• Strip out features that build emotional attachment (romantic language, excessive empathy, relationship cues that make kids think they’re talking to a friend)
• Make it crystal clear to kids that they’re talking to technology, not a person, with persistent visual and verbal reminders
• Provide plain-language transparency about training data and how the tool actually works
• Work with learning scientists during design, not after launch when the architecture is already set

 

View this post on Instagram

 

A post shared by Angela Watson (@angela.watson)

Why I’m part of this

Since I provide AI Literacy training and professional development in schools (both in-person and via 40 Hour AI), I have voluntarily joined the EDSAFE AI Alliance. It’s a commitment to best practices, basically, and an agreement to follow the alliance’s guidelines (both those outlined in this task force’s recommendations for AI companions, and others that were established previously.)
Since other task force members and EDSAFE participants have made the same commitment, we’re not just putting out recommendations, but actually building products and providing services aligned with them.
What this means going forward

What this means going forward

I’ve spent over 25 years in education, so I know teachers are overwhelmed, districts are strapped, and families are trying to keep up with technology that changes faster than anyone can process. This paper gives us a framework that names what needs to happen at every level and grounds the recommendations in what we actually know about how kids learn and develop.

• If you work in a school or district, this includes checklists and toolkits you can use right now.
• If you’re a parent, there’s guidance on talking with your kids about these tools.
• If you’re in tech, there are design principles grounded in learning science.

Download the full report

This work matters because the stakes are real and because we can do better than just reacting after something goes wrong.

As Erin Mote, CEO of the nonprofit InnovateEDU, shared in her speech to us on Monday, our collective response to students’ use of social media was simply too little, too late, and we don’t want to repeat those mistakes with AI. She says,

“Our report argues for a fundamental shift: AI in education should not be built for sycophancy(prioritizing emotional validation and false intimacy) but for Socratic thinking (supporting learning through structured questioning). We believe AI must serve as a catalyst for human judgment, not a replacement for it. This paper is a call to action for policymakers, developers, educators, and parents to move beyond reactive fixes and design intentionally.”

You’ll hear more about this in future podcast eps, including an interview with Erin Mote, as well as two students who were on the panel at the event and advocating for change on behalf of their peers.

Let me know what you’re seeing with your students (or other kids you care about) and their relationship to AI companions.

The post 1 in 3 teens say AI feels like a real friend. Here’s how ed tech is responding. appeared first on Truth For Teachers.

For me, this has meant:

• My county adopted a new scripted curriculum with new standardized assessments.
• I have more teacher professional development that’s required.
• We have a new screener for literacy. If students show increased risk on the screener, we develop reading plans for students which are visible to parents. These students require 2.5 hours/week of intervention which includes biweekly progress monitoring.

As you can imagine, this is an increase in workload for everyone, but it weighs more heavily on some than others. For instance, there are significant differences in the number of students who require this intensive intervention across grade levels.

I have already completed LETRS, a common professional development program related to the science of reading, so I got a few hours cut off of my professional development required for this year. My reading specialist is handling most of my data entry for progress monitoring since she has the availability in her schedule to support me, but I know other reading specialists at other schools, especially Title I schools, that could not possibly monitor all the students.

I know I am not the only educator dealing with my particular changes. Different schools and districts across states all had different starting points. There are so many pieces that are affecting different states, districts, schools, classrooms, and teachers differently. These multiple factors could make changes more or less exciting, nerve wracking, anxiety producing, and so on.

I know for my situation personally, the biggest change this year was a new language arts curriculum. Next year, there will be a new math curriculum, too! These shifts happen on cycles all around the country, but I’m sharing some of these strategies with the knowledge that these may be bigger shifts than ever due to changes in legislation and more parental input on what we should or should not be teaching.

I am not going to delve into the pros and cons of particular curriculums or my personal understanding of the science of reading. My hope is that some of these ideas help you regardless of your frustrations, belief systems, or situation. Most of the country is undergoing some kind of curriculum upheaval, so we need to cope with these changes moving forward.

4 strategies I’m using to adjust to the curriculum changes I’ve faced this year

1. Focus on radical acceptance

Angela Watson has talked frequently on the idea of radical acceptance. Notably, she shares in episode 176 of Truth for Teachers how radical acceptance is tied into her book, Awakened: Change Your Mindset to Transform Your Teaching.

She also shared recently how radical acceptance and the phrase “we’ll see” can help us move forward into 2025 in episode 316 of Truth for Teachers.

When faced with these massive (and honestly, every change I’ve encountered even when it’s small has a cascading effect that feels massive) changes, the first reaction is likely not radical acceptance. The first reaction might be disbelief and wonder if it’s actually happening!

Then, we might think about what’s actually changing vs. what is not. We might be given vastly different information at different times. School leadership may be in the dark about certain changes and what’s actually coming, so there is only so much to know.

The reaction of radical acceptance is not going to come naturally. It is going to require our intentional focus. A few phrases I’ve told myself throughout the process include the following. Many are questions because I’ve needed to allow myself to ask questions in order to stay open to possibilities.

For example, I ask myself, “Why am I upset right now? What’s the real issue here?” When we looked at the first unit assessment, I was so annoyed by so many things, but it helped to dive deeper into what was bothering me the MOST. What could I ask for that would make me feel better vs. just saying this sucks?

Other helpful framings:

• I have the background knowledge to tackle this new curriculum.
• I will look for the positive and focus on the parts I like.
• I will allow myself to try the parts I don’t like so I know for sure what I need to change/advocate for.
• I can do hard things.
• I will make the time for fun even when it looks like I can’t.
• What CAN I do? (vs. What am I being told I CAN’T?).
• What will be the most similar to what I’ve already been doing?
• How does this align with my belief systems? (It was very easy to know what didn’t align!)
• Things might change. (and they have! We cut entire units and were given more buffer days, they added audio for student assessments, etc.)
• This is happening. It’s here.

2. Find the flexibility

The biggest shift for me personally has been moving from creating a lot of my own writing projects, selecting books to read aloud, creating my own book clubs, and having quite a bit of autonomy in my classroom, to having these projects and books all dictated for me. I am told which day I’m teaching what in this program. Everyone on a grade-level team is expected to be very tightly in sync.

It could not be more opposite from my first year of teaching. When I started, I had standards which were printed out in a binder, and I created everything myself. I designed entire units around standards. I was the only one who taught my particular content area, so I designed it, taught it, and assessed it all myself. I loved it! I loved the creative aspect of teaching. I love lesson planning – or even better, unit and project planning.

At my training for this curriculum, I was told I would not do lesson planning; I would only ever do lesson prep. This made me cringe! I felt my whole body shift because I was thinking, “You are going to destroy my creative spirit!” I believe the intention was to help teachers feel like they would have less to do and less to think about, but I didn’t want to be a mindless teacher!

This year, the manual told me to pick one read-aloud book on ONE day in the opening unit. I managed to pick a few more over the first several weeks of school, such as Halloween read-alouds and picture books about classroom community and kindness. It wasn’t easy to fit these into my day.

My curriculum started on day 1, as in the very first day of school. Absolutely nothing can interrupt my language arts block now. For example, speech IEP hours happen during math, and social emotional learning has to happen during science and social studies. I had to decide what parts of my lesson could be shortened or condensed in order to make time for these read alouds that I personally felt would add to my classroom community.

My teammate and I ended up searching for crossover between projects we loved doing before and projects that were part of this new curriculum. For instance, in the past, we had students research an animal and create a nonfiction book on a program called Wixie. This year, our first unit was all about habitats. Students were supposed to research one animal in one type of habitat. We opened up the requirements a little bit, shortened our list of expectations to align to the timeline of the unit, and still had students complete the project on Wixie.

The manual was expecting students to just write an essay on paper. We found more engagement and excitement for the writing project by having one paragraph per page in their online book. They were also able to add photos and images of the animal on the computer. We used the rubric from the manual to assess students, and we covered the same standards.

The overlap completely made sense. We as teachers were happy because it felt familiar to what we had done in years past. Students were happy because it gave them more creative freedom, and their finished projects looked fun and professional. No one criticized this choice because we met all the requirements of the curriculum.

This alignment between what we were doing before and what was required now really helped us. In future units, there might not have been an overlap, but we considered: what would make this feel like a final product? How might they illustrate this? How can we make it feel more fun? We found the flexibility where we could.

3. Search for engaging moments

Every morning, my first 1.5 hours are all whole-group language arts instruction. This is a long time to keep my 2nd graders engaged.

When I look at a lesson, one lens I put on is to specifically search for engaging moments. I want to look for the moments of turn and talk (some days more are built in than others) and consider when I might want to have students talk more.

• Instead of merely turn and talk, could I have them get up and find a quick partner? WIll there be a series of mini-conversations so they could find different partners and be up out of their seats?
• If they are writing several spelling words in a row, could I make it a game where they stand back to back with a partner and show one another their word to see if they spelled it the same way?
• Is there a manipulative we could use to mix it up?
• Could we stand for this activity?
• Could we move around the classroom to read with a buddy?

These are minor tweaks that do not require me to change the lesson plan or the standards taught or anything like that. I am just adding an element or swapping out a teaching tool or method.

When I am able to search for these engaging moments and adjust, students are so much happier! When I’ve tweaked a lesson to add more movement or turned something into a game, we have all had a better day for it. It has allowed me to find joy in lessons that otherwise could have been a source of anxiety or disappointment.

One concern that I and many other teachers I know had was that the anxiety of this new curriculum, the intense schedules, and the scripted structure would all get in the way of relationship building with students. At the start of the year, I (and others I know) felt that our classroom management suffered because we were so focused on figuring this all out that we couldn’t be as present in the room. These moments of fun engagement are what helped me feel present in the classroom.

4. Prioritize your time and set limits

Whenever there is a big shift in curriculum, pacing guides, standards, and so on, we as teachers want to become experts in it. The teachers I’ve seen struggle the most with this curriculum shift at my school were not new teachers but veteran teachers. Some of the most experienced teachers have had difficulty changing.

I do not believe this is because they are resistant to change. That would be an easy blame game. It’s not because they don’t want to do what’s best for students; it is the exact opposite. They are competent and caring and want to maintain excellent standards of their own instruction.

No one is going to give you the endless time you could spend perfecting the craft of this new curriculum. If you are a veteran teacher, take advantage of the fact that you have a lot of experience. You can jump in and probably do fine. It will not be up to your standards. It will not be the “best” you could do.

I have shared before about the trap of doing your best. Angela expounded on this in episode 271 of the Truth for Teacher podcast, “What could be possible if you aimed for B+ work?” I heard a speaker once say, “C’s get degrees” in response to the intensity surrounding academia. C’s are passing. When we are starting something new, we will not be A students, especially not right away. If we are protecting our sanity and our planning time, we will have to figure out how to do what’s necessary and be willing to learn from our mistakes.

When we first started with this curriculum, it seemed as if there was no possible way to teach a day’s worth of lessons in the time we had (and we had more time dedicated to language arts in our schedules!). Let go of the anxiety of being “behind” by skimming manuals/lessons/pacing guides for what’s important and prioritizing how to condense lessons.

One thing that was important in our understanding at my school was checking which skills were expected to be mastered within a unit, which skills were assessed, and which were only introduced. Look for connections between lessons and try to merge what you can to save time. Set limits around your planning so that you are prepared enough to move forward. It is not about doing the best you possibly can; it is about doing what you can.

One of my favorite sayings from the 40 Hour Teacher Workweek is “Relax your expectations to a level no one will notice but you.” When there is a curriculum overhaul, take heart that no one knows exactly what a “great job” is going to look like! Everyone is just trying. Set your standards to a level that shows you are personally making progress. It’s about moving forward and learning.

Finally, on a personal note, this whole school year I’ve been pregnant with twins. I have been trying to do a great job with this new curriculum. I do love to excel at my job. I enjoy mastering the art of teaching. I am also especially passionate about language arts. I have not been able to do everything to my standards.

When someone offered to help, I tried to think about what I could have them do. This new curriculum required a ton of copies, so twice I had a middle schooler who needed service hours make my copies for the next 3 weeks. It took them almost 1 1/2 hours, and I was able to just sit there in the workroom and do other things. I was just there if the copier broke or they needed help.

Sometimes things that seem like more work end up helping you (such as coordinating schedules for volunteers). I had a college student come observe me for a couple of weeks right before the holidays. It was a crazy time of year, but she helped me by pulling a few students to support them, organizing some papers, and just physically walking around to monitor when that was getting hard for me. She got a great experience out of it, and I benefited from the support.

These opportunities might have felt like more work initially, but I was so happy that I embraced them and made it work for me.

Months into the school year, I felt like I was finally adjusting. I have found that the teachers who were able to handle these changes and adapt the best have accepted the reality of the change the fastest. The aspects that I handled the best were the aspects that I accepted more readily. Being able to problem solve and adapt first requires a level of acceptance, and then we can move forward.

When I’m able to try new things and take a little time to reflect on what’s working and what’s still frustrating, that at least allows me to go to school and district leadership with solutions and ideas, and a better attitude.

This is a transitional time for teaching reading, and we can make powerful changes for students. I understand the frustration of change — especially when you were seeing success in your own teaching practices before — but if you want to last through the changes and feel joy in your classroom, it’s not too late. You can adjust. You can learn. You can do hard things.

The post 4 strategies for adjusting to new curriculum and assessment methods appeared first on Truth For Teachers.

That’s because teaching is a demanding, fast-paced profession, and most of us were never taught how to manage the workload strategically.

Unlocking Teacher Productivity is here to change that.

This live virtual cohort is designed to help you tap into your strengths, build sustainable systems, and make more space for the parts of teaching you love most. It’s a five-session experience that will guide you through practical, sustainable strategies that help reduce burnout and increase efficiency.

When and how the live cohort runs

The cohort begins Tuesday January 27, 2026, and runs weekly through February 24, 2026.

Each live session will take place via Zoom on Tuesday at 7:00 PM ET and will last 90 minutes.

All sessions are recorded, so you can revisit the content or catch up if you miss a live meeting.

This is a live, interactive experience—not a self-paced course—so you’ll get the benefits of real-time support, Q&A, and accountability.

What you’ll learn

During these five sessions, I’ll walk you through step-by-step strategies that help you:

• Prioritize high-impact tasks so you can focus on what really matters
• Streamline your lesson planning and grading systems
• Cut unnecessary tasks that drain your time and energy
• Implement productivity techniques like time-blocking, batching, and workflow automation
• Customize your approach based on your teaching style, personality, and workload

The emphasis is on helping you develop systems that are flexible, teacher-centered, and sustainable long-term—not just adding more to your plate.

What’s included

Registration includes:

• Access to five live Zoom sessions (90 minutes each) with me, Angela Watson
• Lifetime access to all session recordings
• A downloadable workbook with reflection prompts and planning tools
• A private online community for ongoing discussion and support
• Real-time Q&A and personalized coaching during each session

The cohort is priced at $495 per person, and team discounts are available. If your school is looking for high-impact professional development that respects educators’ time and provides long-term value, this is a great option to consider.

Who this is for

This cohort is ideal for:

• Teachers who are feeling overwhelmed and need practical support—not just theory
• Teachers who feel confident in their systems and want to optimize their workflows
• Teachers who want to create structures and routines that support work-life balance
• Instructional coaches, specialists, or school leaders looking to model effective workload management

Whether you’re in your first year or your thirtieth, this cohort will help you develop strategies that align with your specific context and challenges.

Why it works

Unlocking Teacher Productivity is based on over a decade of my work supporting over 60,000 educators through the 40 Hour Teacher Workweek program. The strategies shared in this cohort are time-tested and classroom-proven.

What makes this experience unique is the combination of live instruction, guided implementation, and peer support—all in a flexible virtual format.

Teachers will leave this experience with more clarity, more time, and more energy to do the work they care about most.

Ready to join us?

If you’re ready to shift out of survival mode and into a sustainable rhythm, I’d love for you to enroll. This is not about perfection or doing it all. It’s about finding a better way—one that honors your expertise and supports your well-being.

Registration is open now at RocketPD.com.

We begin January 27th! Let’s create better systems, together.

The post Unlocking Teacher Productivity: A live cohort experience to help educators work smarter appeared first on Truth For Teachers.

Introducing Truth for Teachers Retreats with Angela Watson

You spend your career taking care of everyone else. These retreats are where you finally get to be taken care of.

Our retreats are rejuvenating weekend experiences designed for PreK-12 educators and school-based staff. Over a weekend, you’ll learn practical, research-based techniques to manage stress and restore balance. Through both community connection and intentional solitude, you’ll explore what it means to pause, reset, and bring restorative practices into your daily life. You’ll leave not only refreshed, but equipped with a lasting toolkit of strategies to sustain your wellbeing back home.

See upcoming teacher retreat dates and locations

Our Core Truths

The word truth is in our name because we always begin with honesty. Teaching is both beautiful and demanding, and educators deserve spaces that acknowledge both. These are the truths that guide our time together:

1. The truth is that teaching takes an enormous emotional, mental, and physical toll. These retreats create space to acknowledge those challenges honestly, while also exploring sustainable practices that restore balance.
2. The truth is that your wellbeing matters just as much as your students’. These retreats are designed to give you permission to rest, reset, and carry simple wellbeing tools back into everyday life.
3. The truth is that lasting change comes from sustainable practices. That’s why these retreats aren’t just a weekend of relaxation, but an introduction to restorative practices you can continue at home, long after the retreat ends.
4. The truth is, you’re not alone. At these retreats, you’ll connect with fellow educators who understand your journey, and you’ll walk away with both community and a toolkit for resilience.

What to Expect

These aren’t your typical professional development sessions. There are no new strategies to implement, no action plans to create, no pressure to bring anything back to your classroom.

These retreats exist for one purpose: to help you reconnect with yourself, restore your energy, and remember why you love this work in the first place.

Throughout each 3-day experience (typically 4 PM Friday through early afternoon Sunday), you’ll be offered a variety of experiences. Everything is included in the retreat pricing and everything is optional: select as many activities as you’d like to try, and use your downtime to journal, meditate, walk the natural grounds of our retreat site, nap, or chat with other educators. You never have to participate in anything you’re uncomfortable with. Listen to your body and do what you need in each moment.

These are phone-free events: practice intentional connectivity by using your phone for calls, texting, etc. only in the privacy of your room. During our time together, we’ll be fully present with one another.

2026 Retreat Dates

Pennsylvania (Himalayan Institute, Honesdale)

Exhale and Renew: A Summer Retreat for Educators June 12-14, 2026

Restore in the Wild: An Autumn Retreat for Finding Rest October 23-25, 2026

North Carolina (INDIGO Retreat Center, Old Fort)

Awakened Retreat: Transform Your Teaching Through Mindful Practices July 24-26, 2026

Arizona

March 2027 (details coming soon)

Learn more or book teacher retreats

About the Facilitator

If you’re new here, welcome! I’m Angela Watson, a National Board Certified Educator with over 25 years of experience as a classroom  teacher and instructional coach.

I’ve been sharing best practices for productivity and mindset here on my website since 2003! I have a podcast, have published 6 books for teachers (including Awakened: Change Your Mindset to Transform Your Teaching and Fewer Things, Better: The Courage to Focus on What Matters Most), and developed countless online and in-person professional development opportunities.

For 2026, I’m bringing a long-term dream into reality, and conducting teacher retreats to share what I’ve learned about restorative practices. I’m blending my professional expertise with my personal expertise in meditation, nature, mindfulness, art and music therapy, and more. I hold accredited certifications as a Restorative Yoga Teacher, Sound Healing Practitioner, and Forest Therapy Guide.

My vision is for everything I do at these retreats to be replicable by you at home, so you can create sustainable resiliency practices in your everyday life.

Retreat Highlights

Everything is included in the retreat pricing and everything is optional: select as many activities as you’d like to try, and utilize your downtime to journal, meditate, walk the natural grounds of our retreat site, nap, or chat with other educators. You never have to participate in anything you’re uncomfortable with: listen to your body and do what you need in each moment.

The activities and schedule offered vary by season and location, but may include:

• Japanese Forest Bathing (Shinrin-Yoku): Participate in a guided, meditative stroll through nature to experience proven benefits for reducing stress and restoring focus
• Mindful Walks: Learn to transform everyday movement into a calming, centering ritual
• Workplace Stretching: Gentle, accessible postures designed to release tension and renew energy in sitting postures while at work
• Restorative Yoga Postures: Learn stretching routines to release tight muscles and unwind in the evenings
• Breathing for Stress Relief: Practice simple, science-backed techniques to calm the nervous system anytime, anywhere
• Sound Bath Meditation: Immerse yourself in soothing sound vibrations for deep relaxation
• Mindfulness-Based Art Therapy: Try techniques like Zentangle and mandala designing which NIH studies have shown to positively impacts cognitive focus, emotional well‐being, and brain activity
• Art for Stress Release: Explore playful, no-pressure art-making as a form of personal expression and joy
• Tea Ceremony: Learn how to incorporate a mindful ritual of slowing down and savoring presence during a hot drink of choice after work
• Foot Rolling Self-Massage: Discover quick, easy techniques with a massage ball you’ll get to take home to relieve physical fatigue and pain in your feet after standing all day.

Sample Mindfulness Mini-Seminars

Join our group for 30 minute mini-seminars with teaching from Angela, discussion opportunities, and reflection time on topics such as:

• Practicing Presence — how to anchor yourself in the here and now
• Sitting with Boredom — learning to rest without reaching for your phone
• Experiencing Awe — cultivating wonder as a form of resilience
• Harnessing the Power of Diffuse Attention — using daydreaming and mind wandering to tap into creative problem solving and divergent thinking

Connection & Community:

• Shared meals: A simple but nourishing breakfast, lunch, and dinner are provided.
• Evening campfire gathering: Share stories, laughter, and inspiration with other educators who understand your journey.
• Plenty of downtime: Have a cup of tea in the lounge and chat or read, wander the hiking trials alone or with a new friend, or use your time how you need.

Certificate of Completion

All attendees will receive a Certificate of Educator Wellbeing and Restorative Practices, acknowledging participation in training focused on mindfulness, restorative wellness, and practical stress-management strategies for teachers. This certificate can be added to your professional development portfolio or used to demonstrate continuing education.

Retreat Extension: Your Online Resource Hub

Your retreat doesn’t end when you go home. As part of your registration, you’ll receive exclusive access to a private online resource hub with resources to help you continue implementing your resiliency practices:

• A guided forest bathing meditation you can use in nature at home
• A sound bath recording for deep relaxation at home
• Step-by-step home guides for each practice and experience from the retreat
• Printable reminders and suggestions for self-guided routines

This ensures you can revisit what you learned anytime, and gradually weave these restorative practices into daily life.

Who These Retreats are For

The retreats are designed for PreK–12 educators who want:

• Practical, easy-to-use strategies to manage stress
• Time for rest, renewal, and reflection
• A supportive community of like-minded teachers
• Tools to carry wellness practices beyond the retreat and into everyday routines

No prior experience with yoga, meditation, music, art, or anything else is required—everything is beginner-friendly and adaptable. Neurodivergent folks and those with disabilities are welcome. 

See upcoming retreat dates and locations

FAQ

Where are the retreats held?

Our home base is the Himalayan Institute in Honesdale, PA (in the Pocono Mountains, approx. 2 hours by car from NYC and Philadelphia). This location was selected for its proximity for Angela, affordable accommodations and amenities for teachers, and relaxing natural setting on 400 acres of forest land.

Angela will travel to other 2-4 additional locations throughout the year to accommodate teachers in other regions of the country. We choose locations offering “conscious simplicity” so you’re comfortable and safe, but not in expensive luxury resorts.

When are the retreats held?

All year round!

Is there any religious affiliation?

No. We draw on wellbeing practices from around the globe and articulate the history of these practices while presenting them within a secular context. Some of our retreat locations may be founded by practitioners of an organized religion, but our group’s retreat interactions will be entirely secular. Everyone is welcome.

What is the cost?

Costs are based on the location and time of year, but are designed to fit with teacher budgets. The retreat costs are paid directly to Angela; you can then book your accommodations (which include 3 meals a day) through the resort and select the room type you prefer.

Can I bring someone who’s not an educator?

Sure! A friend or relative who also needs to develop resiliency and stress management techniques would be a great companion for this retreat. Just make sure they know we’ll be “talking shop” a bit, and the needs of educators will be centered.

Can I get my school to pay for this?

We accept purchase orders and are happy to work with your district or school leaders to arrange payment. A letter of interest you can submit to your admin will be provided here soon.

Can you come to my area to conduct a retreat?

I’m open to suggestions for sure! If you can get a group of educators together in your area, or book me for a school-based retreat or organization/union-sponsored teacher retreat, even better! Fill out the form below, and I’ll put together a custom proposal for you.

The post Teacher Retreats: Upcoming opportunities for educators appeared first on Truth For Teachers.

But as we continue to see schoolwide attendance and other disruptions in 2025, how can we make our teaching more resilient in the current climate?

I first heard about resilient pedagogy from Angela Watson in the summer of 2020. The idea immediately resonated with me, not just for what it could do in the current context for the 70 ELA teachers I led as their curriculum coordinator, but as something that I had been reaching for as a teacher all along.

Even now that I am back in the classroom full-time, I think of resilient pedagogy often and plan with it in mind. This is my updated thinking on that original article.

What is resilient teaching or resilient pedagogy?

Dr. Rebecca Quintana from the University of Michigan defines it this way:

Resilient teaching is the ability to facilitate learning experiences that are designed to be adaptable to fluctuating conditions and disruptions. This teaching ability can be seen as an outcome of a design approach that attends to the relationship between learning goals and activities and the environments they are situated in.

Resilient teaching approaches take into account how a dynamic learning context may require new forms of interaction between teachers and students, content and tools. Additionally, they necessitate the capacity to rethink the design of a learning experience based on a nuanced understanding of context.

I would argue that there have always been “fluctuating conditions and disruptions,” especially on a student-by-student level as they navigate their own crises and traumas. Since the pandemic, we continue to see this through significant K-12 attendance issues. With this comes fluctuating behavior and academic performances. Finally, depending on what state you’re in, you may be subject to ever-constricting legislation.

While we cannot control everything, resilient pedagogy offers us three principles to follow.

1. Extensibility

Plan for what’s known in the start-up world as the “minimum viable product.” In our context, that means:

Plan for the priority standards. 

This is easy to forget in the rush “back to normal.” Instead of biting off more than you can chew, slow down. Take your time. Focus on the essentials. If your school or team has already selected priority standards, that’s great. Hold each other to them if you feel the need for speed.

If you don’t have these set, I suggest finding a highly reliable source to follow. You don’t need to select the priority standards from scratch. That is not a minimum-viable-product. You just need a short, thoughtful list. Check with your discipline’s professional organization to see their recommendations.

Choose a small set of instructional routines.

We can lose a lot of time planning up one-off lessons. Plug your content into a consistent set of approaches. This may seem boring, but things are often less consistent to students than they seem to us. They have multiple teachers, even in elementary school, and if they are frequently absent, then things may seem even more inconsistent to them (even if it happened every day they were gone). This is also supported by cognitive load theory, as it lessons students’ extraneous loads.

Make a minimum-viable list.

Start with your assessment and make a list of the absolute prerequisite tasks. When a student is gone a lot, only chase them through this small list–forget the rest. I post a list on my Canvas page at the beginning of each unit. It has helped me make peace with student absences that are beyond my control and help me focus on what really matters, which makes me a better teacher.

Wait for favorable conditions.

Add standards or change routines only when conditions are favorable. If you feel tempted to sit down and create a grandiose Kahoot or escape room, ask yourself if conditions are favorable. Do you have the time and emotional bandwidth to do that? Have your students demonstrated that they can accept a change in routine in stride?

[INSERT IMAGE FROM THE AUTHOR]

If you feel tempted to speed up to cover the curriculum or add one more focus to a unit, ask yourself if conditions are favorable. Do you have the time and resources to create more content? Have your students demonstrated a capacity that they are ready for more?

2. Flexibility

I have a rotating cast of students gone every day and multiple that I haven’t seen in weeks. It is really hard to keep straight who was here for what, and I don’t have the ability to sit with students gone for extended periods of time and catch them all the way up. If that’s you too, then flexibility will be important.

[INSERT IMAGE FROM AUTHOR]

Flexibility is the ability to make it so almost all students can access the content, regardless of time. Part of this is anticipating that not everyone will be there the day of the lesson. Here’s how to be flexible and extensible.

Post videos of lessons.

There are several ways to simplify this:

• Find good enough ones through a website like Khan Academy.
• If you teach with a team, you could divide up the videos to be made for lessons you teach every year.
• Make learning through video a key routine and teach all students to do it that way.

Read shorter texts.

In general, my classes read stories, poems, essays, and articles. When we read something longer, I have key scenes available so that students who have been gone can get caught up quickly. These also become the parts they can draw evidence from if they need to write about the text.

Break up paper writing.

In my last drama unit, students needed to write an analysis essay. They wrote a paragraph about each act after we read each act. At the end, they put these together with an introduction and conclusion to make a full paper. This strategy increased the likelihood that they missed less reading and less writing. For more tips on ending late papers for good, check out my article:

6 practices that ended late work in my ELA classroom and finally got students writing

3. Redundancy

Even with an extensible, flexible plan, the chosen methods will not work for every student. This principle ensures that there are multiple ways for students to access the curriculum. These multiple ways should be set, however, so that they are still extensible. They should be the simplest options for you to regularly provide.

Give students various ways to do the reading (e.g. online, print, audio, or translations).

Many online text sources, like CommonLit, provide these options for you.

Give students a few set ways to participate.

For example, they can write their answer, share it aloud, or express it nonverbally. Whatever ways you choose, include them in any lesson plan. If you teach the lesson live, also provide a video or notes resource for students to review. This is really covered by the flexibility principle.

Cover the same content over multiple days and watch for evidence of understanding.

Providing multiple opportunities for students to show what they know about the same thing deepens their understanding and helps include absent students.

Where to start?

You choose! Start with what you need right now to build your resilient teaching.

Maybe you know you’re “doing too much” as the kids say, and you need to scale back to essentials. Start with extensibility.

Maybe every absent student throws you off-course and you don’t have an elegant plan to get them (or yourself) back on track. Go for flexibility.

Maybe there’s a core group of students that isn’t getting it and you want to layer in another modality to deepen their understanding. Redundancy would be good to use for that.

No matter what, I wish you resilience all year long.

The post Resilient teaching, revisited: what it means post-COVID appeared first on Truth For Teachers.

I am an elementary school teacher of about 6-ish years. I’ve worked in various towns and school settings throughout a few different roles as a long-term substitute, SPED paraprofessional/teacher assistant, and K-5 classroom teacher. I also have experience counseling and supervising children and staff in after-school enrichment programs and teaching STEAM education through coding, engineering, and robotics. I have a B.S.Ed in Elementary Education with a focus on Geography and a master’s degree in Curriculum & Instruction, with a concentration of Trauma & Resilience in Education. Apart from teaching, I enjoy exploring nature, cooking, and spending time with my husband/highschool sweetheart, our son, and kitty Puma.

I began as an eager new teacher and started burning myself out from the very beginning, coming into work as the custodians were opening the school up around 6:30 am and leaving as the last person in the parking lot around 6:30, sometimes 7 pm, when it was well past dark, most of the time! The entire day was also stressful with severe behavior issues and lack of classroom management.

Not only that, but I would come home after about an hour-long commute only to lesson plan, ponder, and critically study my next day’s plans step-by-step to the point where I was rehearsing my entire day. My monkey mind would continue before I was able to get a few hours of sleep in which felt like a millisecond before I was back at it again.

That all was extremely exhausting and toxic as it took a toll on my well-being, relationships, and made me sick with chronic migraines, anxiety, and much more… until I found Angela’s website, books, completed her 40 Hour Workweek program and made some life-changing tweaks.

I am very passionate about teaching and am always listening to podcasts, reading teacher books, or completing webinars about education. I know… I’m such a “nerd” for teaching! I’m currently at home taking care of my baby boy and somehow I already miss teaching, always looking for new opportunities (hence this blog post!) My favorite topics include classroom management and social-emotional learning, so I am extremely eager to share my ideas with you below and look forward to connecting!!

If you’re reading this post, I think it’s safe to assume that you yearn for a trusting and positive classroom environment, regardless of your role and point in your teaching path. Focusing on intentional communication with students and responding to behaviors will help students be successful, while helping reduce teacher and peer stress.

Staying regulated and maintaining a calm, safe classroom environment

Have you ever found yourself “flipping your lid” while teaching… or “managing”? I know this has been the case for myself and many other educators.

When I began teaching, I found myself realizing just how difficult and complex it all really was (and is… while only getting more challenging in my opinion!) With diverse student backgrounds, cultures, and personal learning styles, it is important to consider the variety in communication styles that students need to succeed. Students dealing with trauma and special needs are additionally vulnerable to specific language in the classroom.

Children today, more than ever before, are exposed to a myriad of societal expectations and are dealing with various anxiety or self-esteem issues leading to low confidence in the classroom and contributing to behavioral struggles. Students rely on us as adults and educators to care for them and keep them safe.

We, as educators and caregivers, hold high expectations for students, expecting them to “behave”, or be respectful, kind, engaged, and so forth. However, what about the adults?

We must earn students’ trust and desire for all of those quality traits. We cannot simply expect them to be a certain way and do specific things just because we said so.

Sure, it may work for some kiddos, but most likely will fail at times and fail all the time for some students. By proving to students that we care for them and only want the best for them, we can then set a foundation for a caring community that’s built on mutual respect and trust. Just as we expect students to show us through actions, we must also show them through our behavior in modeling appropriate, kind, and respectful language.

Additionally, it’s invaluable to consider that students all come from different and unique backgrounds, cultures, and households. This means that their relationships and customs may vary significantly based on generational trauma, family or cultural norms, religious practices, or simply depending on how their parents and/or grandparents were raised and choose to raise them currently. These all can make an impact on how students perceive the way you communicate with them, different behaviors, and interactions with peers as well.

Research has shown us that there are different cultural communication norms for people around the world. This includes body language, voice tone, emotions, expression, etiquette, word choice, and more.

For example, students may not understand their emotions and/or managing or discussing them if it is not something that is acceptable or expected as “normal” at home. Some cultures favor eye contact, while others may specifically avoid in their perception of respect.

Creating a promise to students that establishes your role in the classroom community

In my experience, creating a promise for students will help set the tone for a positive class environment and demonstrate teamwork, which will be a valuable topic all throughout the school year. It also opens up opportunities for students to ask questions or share emotions that they may be anxious or worried about.

Peers can also create new connections with one another as they realize their classmates are just as human and curious as them. Creating a classroom promise WITH and FOR students can help set the tone for a great partnership all year long. Here’s the “teacher promise” that I created the first week of school:

This was created alongside our whole-class team “promise”, which served as guidelines or rules for students to follow all year long. Students took ownership in collaborating on ideas they felt were important for creating a successful community in order to have a great year and signed it as a sort of “contract”. Feel free to utilize my wording or build your own unique classroom promise through inspiration!

Tips for intentional language that creates classroom community

1. Be cognizant of the tone you want to portray when speaking to students.

Try to use a neutral tone of voice. Nobody likes to be yelled at. I typically tell my students to imagine what it’d look and sound like if adults were walking around yelling at each other and shouting demands or calling each other names. They usually laugh and realize how silly and ridiculous it would be, allowing themselves to change their own behavior. Why would it be okay for us to raise our voices at students? Of course, they are not our colleagues or friends. However, they deserve respect and guidance, which should not entail making them feel embarrassed, belittled, or scolded. Sure, focusing on different tones depending on the situation and student can be helpful as well.

For example, if you know that a particular student needs quick directions in a strict manner in order to be successful, a gentle voice may not be exactly what they need. On the other hand, some students may prove they have an extra difficult time if spoken to in a demanding type of manner. Trying to frame it in a more encouraging, gentle tone may actually help in their situation. Obviously, you know your students the best, so do what you think is best for them. Sometimes, it takes a few trials and errors in different strategies to really learn what works best and is most supportive of their needs. When in doubt, going with a neutral tone is your best bet. Being transparent with students and their families usually helps, too, as you remind them you’re all on the same team!

2. State what you are observing, rather than labeling students.

Instead of thinking of them as disrespectful, unkind, or unengaged, think about how you’re expressing what you are seeing or feeling. Taking a moment to observe will help you respond rather than react to the situation. Students are not setting out each day to make your life miserable, so try not to take their actions personally. Instead, think about what the behavior itself is contributing to. Is a student disrupting the work of others because of xyz? Are their choices wasting time that they can be using to complete work? Did they say or do something that upset someone? Try expressing this so students realize how their choices impact themselves and others around them. It’s often not obvious to children as empathy and logic is something that develops overtime, with age and experience.

3. Consider the underlying functions of the behavior.

Are the students’ needs met? Are they trying to get out of work because maybe it’s too hard, or something else is bothering them? Are they trying to achieve something like access to a tangible item or seeking attention? Think about the main behavioral functions: attention, escape, access, and sensory need,s and ask yourself how you can empathize with the student and which words you want to select to validate the student’s feelings, while attempting to guide them towards a successful outcome. Whether it’s getting their work done, joining the class, or following a different direction, the language you choose here can make or break the situation. Also, remember that it’s not always black and white. The student may be struggling with multiple functions and may not always be consistent in their choices.

4. State the consequence.

Tell the student what will happen due to their behavior. For example, explain what the outcome will be if they choose to continue a behavior and/or what a better, more positive choice may entail. Think about the logical consequences here. If a student does not do their work in class, it must be made up during another time, such as homework or Fun Friday. If the student chooses to join the class as they’re lining up for lunch, they will get to eat lunch and play at recess. Try to avoid empty threats. If you know that you are just trying to scare the student into obeying and are not intending to follow through with the consequence, don’t say it. If you fully intend to call home to discuss a student’s behavior and it is a reasonable consequence, then by all means, it may be something worth expressing to your student and can give them the boost they need.

5. Explain why.

Try to explain your statement, direction, or idea to the student. Scolding a student, demanding a behavior or direction, and then shutting down their responses with “because I said so!” can make them feel even less encouraged to follow your advice. Validating their feelings or thoughts will show students that you are actually listening, which we know is an important aspect of effective communication. Explaining to students the logical reason of why/what/how their choices impact themselves and others can help enforce a positive, trusting relationship between you and your students. It can also show students what appropriate communication looks like and encourage problem-solving in the situations and conflicts that your students encounter with peers. Helping students see the cause/effect relationship between their choices and consequences can help build their emotional intelligence and social-emotional skills as well. For example, you may choose to say something like your choice to _____ caused _____, and now that means ______. You can now choose to _____ or _____. This can cause students to experience big feelings as they realize what their choices caused, but it is necessary and can help guide students’ development.

Now, you don’t have to allow a lengthy conversation or go down a rabbit hole of discussing feelings or experiences, comparing parents or teacher, or even negotiating with a student to try to get them to do as you say. Instead, simply offering a reasonable response can help the “oh, that makes sense… I guess I really should…” pop into students’ minds. Of course, this may never be the case with some children, especially depending on their age, maturity, and thought process. However, it can help remind students that you are there because you care and love them, and what you are saying has its purpose in helping support them, not because you’re out to get them.

Replacing knee-jerk reactions with thoughtful, intentional language

The following phrases may not seem “bad” per se. However, they come across as vague and therefore, give students some wiggle room in interpreting their meaning in their own perception and putting them into action in a way that may not be successful or even relate to what you meant.

You’ve probably heard the term “positive reinforcement” somewhere along your teaching journey. As with behavior and classroom management, your language can focus on this sort of strategy as well.

You may not realize how your word choice may come across to a student, especially if it’s something you have a habit of saying or are simply used to as your “go-to” phrases. For example, you may say something like “STOP ______!”

Rather than demanding something of students, which may trigger their defense mechanisms and possibly a power struggle, try to describe the desired behavior in a more positive framework. This will sound less like you are trying to control or boss them around, which can be an issue for many students, depending on their experiences and personalities, etc.

Instead of…

• Get in line right now!
• Do your work right away!
• Get it moving.
• If I have to say it one more time!!
• Stop talking/doing ___!
• Don’t do that!
• You lose recess.
• You’re being disrespectful/disruptive/rude, etc…
• That’s it! I’ve had enough.
• Don’t you dare… ______

Possibly try…

• I notice that… ________
• We are working independently on ____ right now.
• I expect you to ____ (e.g. work on ____ or complete ___ problems.)
• We’re all in line ready to head to_____. You are also part of the team and need to be in line.
• This is not your best behavior. I know you can do better. It’s up to you to make a better choice. I’m here to help, but cannot do it for you.
• Your tone of voice is disrupting the other team. The expectation is to ________ remain using table talk voices.
• Are you having a tough time?
• It seems like you’re struggling.
• How can I help you?
• This behavior (name it) is not an acceptable/safe/kind choice. You can choose to ____ or _____.
• This ___ is not an option. I expect you to _____.
• _____ is not okay.. Because…
• The Calm Corner is available to you/for you to… (make a better choice, handle your emotions, calm down before joining us, etc…)

Although these examples are not absolutely perfect for every situation ever, you can customize, combine, and choose bits and pieces that work for you and your students. They are meant to help you brainstorm and encourage you to be the best teacher you can be in order to help students be their best and successful, which they have the potential for.

 

View this post on Instagram

 

A post shared by Angela Watson (@angela.watson)

Modeling intentional language throughout the instructional day

In addition, intentional language and communication are certainly not only effective for managing the classroom or handling behaviors in isolation. When we think of social-emotional learning or life skills, we hope to instill these values in our students all day every day, right? We don’t only teach it in isolation for a set number of minutes and just call it a day. Same goes with how we choose to communicate and shift our thinking.

Throughout our day, regardless of our educational role with students, we are constantly enforcing and encouraging positive behaviors and guiding students to develop socially and emotionally. Here is where I find the most opportunity for intentional language and interactions.

For example, when we encounter a challenge or mistake during instruction or peer conflicts, I take this moment to say something like “mistakes help us…” where students would respond with “LEARN!” because it’s something we’ve consistently integrated in our classroom culture.

It’s helpful for students to see you modeling appropriate social-emotional skills and language as they are still learning this process. For example, rather than reacting to a behavior or stressful situation and raising your voice or handling it in a way you may later regret or was simply ineffective, try pausing.

Show students that you are human and maybe say something like “I’m feeling frustrated because _____. I don’t want to ‘flip my lid’, so I’m going to take a couple of deep breaths to help us get back on track. Let’s do it together.” *IN & OUT* as a class.

This also can help reinforce the concepts of “flipping your lid” that I taught students during the first week of school about their “upstairs vs downstairs brain,” along with growth mindset topics. This can be modified to your own flow in your classroom!

We can definitely incorporate more intentional language during instruction, as well. For example, let’s say we really want students to be engaged or to memorize certain vocabulary terms. Trying to incorporate chants or fun ways students can repeat or respond to this during instruction can help.

Also, responding to students’ interactions with one another or efforts in applying their skills is another great opportunity for intentional language. For instance, maybe you choose to praise a student with “good job” or “excellent”, which is great.

However, naming a more specific compliment may give students feedback for what exactly is expected and also make the praise feel more genuine to the student. Maybe choose something like “You worked really hard I that. I can tell you put a lot of effort in because…” or “I notice how you…”

Instead of telling a student he or she is incorrect or off track, try something like “Does anyone have another idea to add onto ____’s thinking?” or maybe guiding the students with a question relating to your topic that will help.

The more cognizant you become of your communication with students, the more your mind will select and create intentional and careful language that will help support and strengthen your relationships with students. In turn, this positive partnership will automatically improve your classroom management skills, student engagement, social-emotional and academic growth, and much more.

We know that today, more than ever, students struggle with more special needs, trauma, and the desire for constant gratification (hello, technology). Therefore, we’re up against a lot of competing for your students’ attention. Showing students that you are here to work with them and not against them will make their lives and yours much more enjoyable and rewarding and let’s face it, teaching is extremely hard!

Although you can’t expect to make a significant shift in your thinking and communication overnight, small steps will certainly guide you in the right direction to making a big difference over time.

10 things I no longer say to my students

This is one of my favorite quotes that I chose to print out and post right by my desk. I hope it resonates with you as much as it did with me.

The post Say it with care: How to use intentional language to build classroom community appeared first on Truth For Teachers.

Why? Sometimes the barriers are real, such as not having access to green space near your school.

However, a lot of times the barriers are in our heads, it’s because we don’t think we are “outdoorsy” enough or know enough about nature to take kids outside.

I’m here to challenge you, even if you don’t consider yourself to be an outdoorsy teacher, to get outside with your students. You don’t need to wear the latest gear from outdoor retailers, like bugs, or know the name of every plant in the schoolyard to get outside. You just need a tiny push to stretch your own boundaries and start thinking about learning outside of the walls of your classroom. The more you get outside, the more you will learn and the more comfortable you will be with it.

Now, you might be asking why you should go through all of the extra efforts of taking learning outside when you’re perfectly happy inside the four walls of your classroom.

The reason is simple: the benefits of outdoor learning are amazing and will not only benefit your students, but you as a teacher as well. It’s time to take learning outside and start reaping the many benefits.

How nature nurtures the whole child (and adult)

When thinking about the benefits of outdoor learning, I like to break things into 3 broad categories… physical benefits, mental health benefits, and social/emotional benefits. The benefits you see will depend on how you approach outdoor learning. You will also see more benefits as your students become more comfortable with learning outside and increase their time outdoors. You can read more about the benefits of outdoor learning here.

Building bodies: The physical benefits of outdoor learning are what likely come to mind first when people think about taking students outside. In the outdoor setting, your students are moving more and are moving in a way that feels natural to them. As they move about outside they are building their gross motor skills as well as their stamina. Students are also able to release the pent-up energy from being indoors in the classroom when they have more freedom to move outdoors. The uneven ground challenges students’ balance and coordination, especially if you can take your students to a naturalized area, such as a wooded area of a park. Students are also able to build fine motor skills by picking up tiny objects, such as rocks, sticks, or insects.

Calming brains: Not only do our bodies benefit from being outdoors, but our brains do as well. Being outdoors provides a mental break from the over-stimulating classroom. Nature has a way of providing the “just-right” amount of stimulus for our brains to feel content and relaxed. Time in nature has also been shown to reduce symptoms of anxiety and depression. You may even find that your students are able to focus better on academic tasks once you take learning back indoors.

Fostering relationships: Additionally, our students benefit socially and emotionally through outdoor learning. During time outdoors, students are often more easily engaged in cooperative activities. Students naturally have to work together to overcome challenges or complete tasks. Additionally, students’ communication skills are enhanced by spending time outdoors as they describe really cool discoveries or give instructions or directions to others. While outdoors, students are often completing tasks that are difficult which improves their resilience, and self-confidence.

Changing the future: One final bonus benefit of taking learning outside is the relationship that students will begin to build with nature and the Earth. Students are only able to build a relationship with the Earth if they have opportunities to spend some time getting to know her. The best way to allow your students to get to know and love nature is by spending time in nature. So many of our students don’t have opportunities to get outside, so we can take a step towards fostering these relationships by getting outside the classroom. By providing our students with the opportunities to build a relationship with the Earth, we are influencing the future by creating students who care about the Earth and want to protect it.

10 easy, low-prep outdoor activities to do with students

Outdoor learning doesn’t need to be something that is time-consuming or hard. In fact, starting out simply is probably the best way to go. As you gain confidence and comfort in your own ability to take learning outside, you can start to build your practice into something bigger and longer.

As you start your journey into outdoor learning, you will need to remember that outdoor learning is something that is new for your students as well. Your students may not be accustomed to learning outside. (They may not even be accustomed to going outside, let alone learning outside.) Give yourself grace as you try new things and stretch yourself beyond your comfort zone.

Remember, you don’t need to be an expert on nature (or even anything related to being outdoors) to take your students outside. You simply need to have a willingness to try something new. In fact, not being an expert shows your students that they don’t need to be experts either to enjoy being outdoors. They can simply get outside and experience nature and build relationships with nature in their own way.

1. Do your morning routine, sharing circle, morning meeting, or team-building activities outside.

I know a lot of teachers who began their outdoor teaching practice by simply starting their morning routine outside. This removed the barrier of having a tricky transition for the students and allowed them to start out the day peacefully and without a morning rush. Simply taking the morning routine activities, your sharing circle, or your morning meeting outside is a quick and easy way to build in some outdoor time into your day. You can then begin to build on this and extend your time outside as your students become more comfortable with this routine.

2. Take a read-aloud outside

Whether it’s a picture book or a novel, taking your read-aloud story outside and allowing your students to find a comfy spot is a great introductory activity to getting outside. I like taking read-alouds or stories outside as there is very little equipment or preparation required. Bringing some blankets outside for students to sit on adds a layer of comfort but also provides a visible boundary for where you want students to be.

3. Take your independent reading outside

For older students, taking a novel study or their independent reading outside is another great low prep and minimal equipment activity. Simply provide some boundaries for your students, set the expectations for their reading time, and set them free.

4. Try doing nature journals or a nature-based writing activity

Nature journals can take many forms, from pre-made guided journals (like you might purchase and print out) to an open-ended notebook. At first, your students may need some guidance and prompts. However, as time goes on and your students get the feel for journal writing, you might be able to allow more freedom. Additionally, if you have specific writing intentions for your students (such as descriptive writing), you can either create or purchase outdoor-themed writing activities.

5. Take a learning game outside

I love inventing games. Active games are a great way to check for understanding of curriculum content while also engaging students through movement. Often the games that I create are simple (and sometimes even made up on the spot.) For example, in a game I call, “agree or disagree” I will assign 1 tree as the “agree tree” and another as the “disagree tree.” I will then give a statement and students will have to run to whichever tree they feel best suits their own understanding. Sometimes I even have students invent their own games to demonstrate a concept.

6. Take an art activity outside

Let nature inspire your art. So many artists have been inspired by nature, so why not let nature inspire your own budding artists? Taking simple, nature-inspired art activities outside can help students build their observation skills and connection to nature. Try to find activities that don’t involve a lot of materials, such as sketching or watercolor painting.

7. Invite local experts to help facilitate activities

If you feel like taking learning outside is too far outside of your comfort zone, why not seek out the help of an expert? Your community may have experts who offer programs that allow you to take your students outside with support. Local conservation centers, outdoor learning centers, or even environmental programs may have field trip opportunities or visiting guests that can support you in taking learning outside.

8. Take science outside

What better way to learn about ecosystems, weather, or tons of other scientific phenomena than by experiencing them firsthand? There are so many ways that you can take your science curriculum outdoors in ways that are both meaningful and more impactful than any textbook could provide. Your science curriculum or textbooks may even have some great activities for you to try.

9. Explore your community

Learning does not just take place in our schoolyard but can take place in our community as well. You can theme your community walks to whatever best meets your curriculum. It can be as simple as looking for letters or numbers for the “littles,” discovering the services and businesses that are in your community for your older students, to more in-depth community analysis for high school students. Getting to explore the community helps students to feel like they are a part of it and helps them get to know their “neighbours” better.

10. Just play!

Play is an essential part of learning and growing. If you teach younger students, simply finding time for students to play outside in a natural setting (not on a playground) is a fabulous way to integrate outdoor learning. A few props, such as stuffed animals, can help students really get into their outdoor play.

Bring back joy by teaching outdoors: A how-to guide

How to take your first steps toward outdoor learning

The idea of taking learning outside can be daunting. You may have even tried to take things outside in the past only to say, never again. However, outdoor learning is a journey. Nothing goes perfectly the first time and you may encounter challenges that you never thought about before. Here are a few tips to help you get out the door.

1. Start small

Outdoor learning is something new for both you and your students. In the past, students may have only ever played outside and don’t know what it looks like or feels like to learn outside. Your students will need time to get the idea that outdoor time can be learning time too. Try short, easy activities first then build on from there. Also, keep your boundaries small at first. As your students get more comfortable and you build trust, you can expand your boundaries.

2. Set boundaries and expectations ahead of time

Speaking of boundaries, set your outdoor learning boundaries and expectations ahead of time. Don’t wait until your students are outside and running around to let them know what you expect from them. Instead, take some time in the classroom (or in a controlled space outside) to set expectations and explain where you will be going.

3. Be patient

Trying something new is always a bit scary. Be patient with yourself and give yourself grace. I still have lessons that didn’t go according to plan. Take the information you learn from that and use it to grow. Don’t give up, just keep on learning!

4. Be prepared

Have what you need for both safety and your lesson ready ahead of time. Additionally, have a plan in case the weather doesn’t cooperate with you. There are so many times when I have had lessons go sideways simply because I forgot something. Additionally, check you outdoor site ahead of time to ensure that it is safe for your students. Check out this free outdoor learning tool kit for templates and tools to help you prepare for outdoor learning.

5. Ask for help: there are people who would love to get outside with you!

You may feel like you are the only one taking your students outside. I’ve felt that way so many times. Remember, there are people out there to connect with who can help you overcome your barriers or problem solve specific challenges. If costs are a barrier, look for local grants or sponsors to help you purchase equipment.

6. Practice building respect and relationship with the Earth

No matter how you choose to approach outdoor learning, make building relationships with the Earth a priority. Set a good example of what respecting nature looks like. Additionally, build in time to talk about how nature helps us in so many ways. Remember, you can help build a generation of citizens who want to help the Earth, simply by getting outside.

How you can teach outdoors (even in the winter!)

Now it’s time to get outside…

It’s time to start taking those first steps towards getting outside with your students. Remember, you don’t need to consider yourself to be outdoorsy to take your students outdoors. You don’t need to know the names of every bird species or plant in your school yard or be an ecosystem expert. Once you start getting outside with your students you will begin to notice the benefits for both yourself and your students.

By getting outside with your students, not only will you be helping them to develop in a more wholistic way, but you will also be building citizens of the future who care about the Earth and have a desire to protect it. Be curious and adventurous and take the first steps towards changing the world and getting outside with your students.

The post 10 easy ideas for taking your students’ learning outdoors appeared first on Truth For Teachers.

It’s incredible to see students using artificial intelligence to brainstorm creative project ideas, get instant feedback on their writing, or even generate unique artwork—but how do we ensure they’re using it responsibly?

As educators, we have a unique opportunity to guide students in harnessing AI’s potential while teaching them to think critically about its limitations and impacts. In this article, I’ll share practical strategies to help you teach students how to use AI responsibly, ensuring they become thoughtful, tech-savvy learners in an AI-driven world.

Teaching Students AI Literacy

Before students can use artificial intelligence responsibly, it’s crucial they understand how it operates. Many students interact with AI daily—whether it’s through personalized playlists, virtual assistants, or autocorrect on their devices—but they often don’t realize it, or grasp the mechanics behind it. To teach students responsible AI use, we need to first demystify the technology.

1. Start with Simple Definitions

Explain that AI, at its core, is technology designed to learn from data and make decisions or predictions based on that information. Compare AI to a very fast and complex version of human learning: just like people learn from experiences, AI learns from data.

You can use accessible analogies to explain this. For instance, when a student uses a streaming service like Spotify or Netflix, AI pays attention to the types of songs or shows they prefer and recommends similar content. This is much like a friend who knows their preferences and suggests what they might like next. AI’s power lies in its ability to recognize patterns and continually refine its predictions.

2. Discuss How AI Gathers Data

Students need to understand that AI isn’t a magical decision-maker. It’s powered by vast amounts of data collected from different sources. This includes everything from what users click on to the questions they ask a virtual assistant like Siri. Explain how AI gathers and processes this data to “learn” and improve its responses.

For example, when students use search engines or social media, AI is constantly collecting information about their interactions to improve the accuracy of the results they see. This can be a fun opportunity to let students brainstorm how their favorite apps might be using data.

3. Explain Machine Learning

Machine learning, a core part of AI, allows AI systems to improve over time without explicit programming. Introduce this concept by explaining that machine learning enables AI to get better with practice, much like how students improve their skills the more they study a subject. The more data AI has, the better it becomes at recognizing patterns and making decisions.

Use examples like how a smartphone’s autocorrect function learns from a student’s typing habits. Over time, it adjusts to suggest the correct words they tend to use. The phone isn’t programmed for every possible word; instead, it learns what the user typically writes and adjusts accordingly.

4. Cover the Limitations of AI

It’s important that students understand that AI isn’t perfect. It can make mistakes because it’s only as good as the data it receives. If the data is biased, incomplete, or inaccurate, the AI’s outputs will reflect those flaws. You can encourage students to think critically by asking questions like, “What happens if an AI system is trained on biased data? How might that affect its recommendations?”

Ways That AI is Changing the World

Once students understand how AI works, the next step is to show them the real-world impact AI has across different industries. Teaching this can inspire students to think about the broader implications of AI and how it will affect their future careers and daily lives.

1. AI in Healthcare

AI is transforming healthcare by improving diagnostics, treatments, and even predicting health outcomes. For example, AI systems can analyze medical images more quickly and accurately than a human doctor, helping to detect diseases like cancer earlier. Chatbots and virtual health assistants can provide patients with basic health advice, and wearable devices use AI to track heart rates, steps, and sleep patterns, giving real-time health feedback.

This is a good moment to ask students questions like, “Would you trust an AI doctor? Why or why not?” Such discussions can help them consider the ethical implications of relying on AI for critical decisions.

2. AI in Retail and Shopping

AI is everywhere in retail, from personalized shopping recommendations to virtual assistants like Alexa. When students shop online, AI is constantly analyzing their behavior—what they click, what they add to their cart, and what they leave behind. AI-driven chatbots answer customer questions and even help with purchasing decisions.

Students can explore how AI impacts their shopping experiences: “How does AI make online shopping easier? How might it influence your decisions without you even realizing it?”

3. AI in Transportation

Self-driving cars are one of the most recognizable examples of how AI is changing transportation. Autonomous vehicles use AI to process real-time data from cameras, sensors, and GPS to navigate roads, avoid obstacles, and make split-second decisions. AI is also improving public transportation systems by optimizing routes and reducing traffic congestion.

Ask students to imagine what their future might look like if self-driving cars become the norm. Would they feel safe in one? What are the potential benefits and risks?

4. AI in Education

In the classroom, AI is helping both students and teachers by personalizing learning experiences. AI-powered platforms like DreamBox or Khan Academy adapt their lessons based on how well students are doing. For example, if a student is struggling with a specific math concept, AI will offer more targeted practice problems. AI also helps teachers by automating grading, identifying student needs through data, and suggesting resources.

Teachers can have students reflect on the benefits and challenges of AI in education: “How might AI help you learn better? What are the risks of relying too much on AI in school?”

5. AI in the Workplace

AI is reshaping jobs in nearly every field. In manufacturing, robots powered by AI are working alongside humans to assemble products faster and with fewer errors. In offices, AI automates repetitive tasks like scheduling, data entry, and customer service. As AI becomes more advanced, it’s essential for students to consider how it will impact their career options.

Engage students with questions like, “What jobs might be replaced by AI? What new jobs might AI create?” This helps students think critically about the future of work and the skills they will need to thrive in an AI-driven world.

6. AI in Everyday Life

Students may not realize it, but AI is all around them—in their smartphones, smart home devices, and even social media filters. AI helps predict the weather, provide driving directions, and even powers the voice recognition features of their virtual assistants like Siri or Google Assistant. By exploring these everyday uses, students can see just how much AI has integrated into their routines.

A fun way to engage students is by asking, “What AI tools do you use every day without even thinking about it? How do they make life easier or more fun?”

AI’s Possibilities

As educators, we want to inspire curiosity and excitement about the future, but we also need to encourage healthy skepticism and critical thinking. I like to talk with students first about the possibilities, and then the limitations:

• Efficiency & Time-Saving: AI can handle repetitive or time-consuming tasks that humans might find tedious. Think about autocorrect, voice-activated virtual assistants, or even AI-powered chatbots that answer common customer questions. For students, this might mean using AI tools to help brainstorm ideas for a writing assignment or improve the clarity of their grammar.
• Creativity & Innovation: AI can also help foster creativity. For example, AI tools like DALL·E and Canva are helping students and professionals create stunning visual designs with minimal effort. AI-generated music and art are pushing the boundaries of human creativity by suggesting ideas that people may not have thought of on their own. Ask your students to imagine: How might AI help them get creative in their school projects or even hobbies outside of school?
• Problem-Solving: AI excels at analyzing large amounts of data and finding patterns. In fields like healthcare, AI is already helping to diagnose diseases earlier and more accurately than doctors alone. It’s used in finance to detect fraudulent transactions, and in education, it can personalize learning paths to fit the needs of individual students.

AI’s Limitations

• Bias in Data: AI can only be as good as the data it’s trained on. If the data is biased or incomplete, the AI’s decisions will reflect those biases. This can lead to unfair outcomes—like facial recognition systems being less accurate for certain races or genders—or search results that reinforce harmful stereotypes. It’s critical to have conversations with students about the ethical use of AI and how bias in data can impact the world around them.
• Lack of Human Intuition: AI is great at analyzing data, but it lacks human intuition, emotion, and judgment. It can’t always understand the nuances of human behavior or relationships. For example, an AI system might be able to tell you which book you might like based on your reading history, but it can’t have a conversation with you about why you loved that book. In fields like teaching, counseling, or customer service, there will always be a need for human connection.
• Dependence on Algorithms: While AI can be a helpful tool, we need to be careful not to become overly dependent on it. Students should understand that not all tasks should be automated. For instance, using AI to write a complete essay might seem tempting, but it can prevent students from developing their own critical thinking and writing skills. Encourage students to consider: “What tasks should I do on my own, and when is it okay to ask for help from AI?”
• Privacy Concerns: AI relies heavily on personal data, and this raises concerns about privacy and data security. Students should understand the importance of being cautious about the information they share online, especially when using AI-powered apps or tools that collect personal data.

Do’s and Don’ts for Responsible AI Use

By establishing some key do’s and don’ts, you can help students understand how to make ethical choices when using AI in school and in their daily lives. These guidelines will give them a framework for evaluating when and how to use AI tools, both for academic work and personal projects.

Do’s:

• Do use AI to brainstorm and generate ideas.
  AI can be a great tool for jump-starting creativity. Whether it’s coming up with essay topics, brainstorming projects, or getting feedback on ideas, students should feel encouraged to use AI as a resource for inspiration and support.
• Do use AI to help with research and fact-checking.
  AI-powered search engines and tools like language models can help students find information faster. Encourage students to use these tools to locate relevant sources, check facts, and gain a deeper understanding of complex topics.
• Do give credit when AI assists in your work.
  Students should be transparent about when and how they use AI. If an AI tool helped them generate an idea or solve a problem, it’s important to acknowledge that in their work. Teaching students to credit AI sources reinforces honesty and integrity.
• Do use AI to practice and improve skills.
  Whether it’s learning a new language or improving writing skills, AI can provide personalized learning experiences. Encourage students to use AI for skill-building exercises, like grammar checks or language practice apps, to supplement their learning.
• Do think critically about the information AI provides.
  Just because AI provides information doesn’t mean it’s always accurate. Teach students to critically evaluate the outputs of AI, cross-check facts with reliable sources, and consider the potential for bias in AI-generated content.

Don’ts:

• Don’t use AI to complete assignments for you.
  It’s important that students understand AI should be used as a tool to assist learning, not as a shortcut. Submitting AI-generated content as their own work deprives them of the opportunity to develop their own skills and understanding.
• Don’t rely solely on AI for decision-making.
  AI can offer suggestions, but it can’t replace human judgment. Students should understand that AI is a tool to assist with tasks, not a substitute for their own thinking. For important decisions, human intuition and reasoning are still essential.
• Don’t ignore privacy concerns when using AI.
  Many AI tools collect data to function effectively. Students should be cautious about the personal information they share with AI platforms, understanding the importance of protecting their privacy and data.
• Don’t use AI in ways that harm others or spread misinformation.
  AI can be used to create misleading information, like deepfakes or fake news. Students should understand the ethical implications of misusing AI for manipulation or harm and avoid participating in such activities.
• Don’t let AI replace human effort in creative or personal tasks.
  While AI can assist in many ways, some tasks require a personal touch or creative input that only humans can provide. Encourage students to maintain ownership of their personal and creative projects, using AI to enhance their work, not replace it.

How to Determine When AI is Okay to Use for Assignments

One of the most important lessons for students is learning how to discern when it’s appropriate to use AI for schoolwork. To help them with this, we can guide students in referring to a simple continuum that shows varying levels of AI use. This chart provides a structured approach, so students can make informed decisions about how and when to integrate AI into their assignments responsibly.

Here’s a breakdown of the continuum:

• 0: No AI Use Allowed
  Some tasks should rely entirely on the student’s own thinking and skills. These might include personal reflections, creative writing, or assessments where the goal is to evaluate the student’s understanding. For these assignments, students should work independently without using AI assistance.
• 1: AI-Assisted
  In this stage, AI can be used as a helper to assist with brainstorming or editing, but the final product should be the student’s own. For example, a student might use AI to generate ideas or get feedback on grammar, but they should still write the essay or complete the assignment on their own. AI tools should be supplemental, not the main creator of the content.
• 2: AI-Enhanced
  This level allows for AI to be used for specific tasks within an assignment, like organizing research, generating examples, or providing detailed feedback. However, students must be transparent about their AI use and cite it properly as a source. In these cases, AI adds value to the project but does not replace the student’s own work or analysis.
• 3: AI-Empowered
  For more open-ended or exploratory assignments, full use of AI may be allowed. Students might use AI for tasks like creating visuals, generating full reports, or conducting comprehensive research. In these instances, students need to acknowledge the AI’s contributions and ensure their work is still meaningful and accurate, even if AI played a significant role in shaping it.

While it’s important for you as the teacher to spell out where an assignment or task falls on the continuum, it’s also good to teach students how to self-reflect:

• “Is this assignment about showing my personal understanding and skills, or is it more about creativity and problem-solving where AI can help?”
• “Can AI assist me in improving my ideas, or will it take over and do most of the work?”
• “Am I using AI to help me learn, or am I relying on it too much to complete the assignment for me?”
• “Am I giving credit where it’s due by acknowledging the AI’s role in my work?”

Encouraging students to use this continuum will empower them to be more thoughtful about when and how they use AI for academic tasks. It emphasizes balance—showing students that while AI can be a helpful tool, it’s important to use it in a way that enhances their learning rather than replaces it.

Want a done-for-you solution?

Teach students how to use artificial intelligence responsibly and ethically with a no-prep 3 lesson mini unit!

What’s included:

• 40 professionally-designed slides that are fully editable, and guide you through the lesson implementation, including interactive partner, group, and whole class practice activities
• 5 student reflection pages which can be printed or used digitally
• A short teacher’s guide with instructions
• An editable AI use continuum to convey to students when they can and can’t use AI for assignments in your class

Each lesson is designed to take only 20 minutes of class time, but can be extended if you’d like to encourage additional discussion.

Students will learn:

• How AI works
• Ways that AI is changing the world
• AI’s possibilities and limitations
• Ethical issues to consider with AI
• Do’s and don’ts for responsible AI use
• How to determine when AI is okay to use for assignments

Watch the video preview here to see every slide and activity in the unit.

NOTE: This resource is included for members of 40 Hour AI at no cost, and can be downloaded from the membership site.

The post Teach students how to use artificial intelligence responsibly appeared first on Truth For Teachers.

Designing high-quality assessments and giving students thoughtful, timely feedback on their work can take hours every single week.

So, I wanted to share one of my favorite tools for automating student assessment. It’s a free Google Chrome extension called Brisk Teaching that’s powered by artificial intelligence.

There’s tons of other things you can do with Brisk beyond assessment, including generating lesson plans, creating slideshow presentations, and designing activities for students.

But today, I’m doing a deep dive on just the assessment piece, because there’s a lot to explore. We’ll look at using Brisk for student feedback, rubric generation, and quizzes.

Disclosure: Brisk Teaching is a proud sponsor of Truth for Teachers. They’ve compensated me for sharing this post, but I do not get paid referral commissions for sign-ups. All opinions are my own, and I only share resources that I use myself and recommend for others. Brisk is one of the top tools I’ve always recommended to teachers in my 40 Hour AI program, and I’m proud to partner with them to bring you this article.

1. Give better student feedback more quickly

Giving students high-quality feedback on their writing is super time-consuming.

You can use Brisk Teaching to quickly give students feedback on work submitted through Google Docs. There are a lot of different types of feedback you can give with Brisk, but the Glow and Grow is free and a great place to see exactly how this process works.

If you haven’t installed the Brisk Teaching Chrome extension, click the button in the top right-hand corner of the site’s homepage to add it. Then follow these steps:

1. Open a Google Doc where student work is submitted.

2. Click on the Brisk Teaching icon in the lower right corner.

3. Select “Give Feedback” and choose either “Glow and Grow.”

4. Select the grade level, language, and standards if applicable.

5. Review the generated feedback including “Glow” (positive feedback), “Grow” (suggestions for improvement), and “Wondering” prompts for deeper thinking.

6. Edit the feedback as needed for clarity or conciseness.

7. Copy and paste the feedback directly into the document or insert it as a comment.

8. Optionally, use the “Next Steps” feature to provide students with specific suggestions for improvement based on the feedback received.

A few tips to help you get the best results:

• Select standards from within the dropdown if you have a paid account; copy/paste standards in if you have a free account

• You can give targeted feedback aligned to a rubric if you have a paid account.

• Avoid overwhelming students with too much feedback; customize the amount based on the student’s needs and capacity. Brisk generates 3 pieces of feedback for each aspect of assessment: you can delete the one (or two) you find less helpful, or ask it to generate only 2 piece of feedback.

2. Generate customized rubrics in minutes

Customized rubrics are an excellent tool for teachers because they provide a clear, personalized framework for assessing student work. Every class is unique, and rubrics tailored to specific assignments and student needs ensure that evaluation criteria align with learning goals. They help students understand exactly what is expected of them, reducing confusion and promoting more focused effort. A well-designed rubric also allows teachers to offer more meaningful feedback, highlighting both strengths and areas for improvement in a structured way.

Additionally, customized rubrics make the grading process more efficient and consistent. By establishing specific criteria beforehand, teachers can assess student work more objectively, minimizing subjectivity and bias. This not only makes grading easier but also ensures fairness, as every student is held to the same clear standard. In the long run, customized rubrics support both student growth and teacher effectiveness, creating a more transparent and productive learning environment.

If you haven’t installed the Brisk Teaching Chrome extension, click the button in the top right-hand corner of the site’s homepage to add it. Then follow these steps:

1. Open a new Google Doc.

2. Click the Brisk Teaching icon that appears in the bottom right-hand corner of your document.

3. Select the rubric option.

4. Choose the language, grade level, and scale for the rubric.

5. Click “Brisk It” to generate the rubric.

6. Save the rubric for future use or make edits as needed.

3.  Reduce the time it takes to create quizzes in Google Forms

In the video above, teacher Chelsea Howells demonstrates how she uses Brisk Teaching’s tool called AI QuizMaker to generate quizzes in Google Forms.

Brisk Teaching’s AI quiz maker is a fantastic tool that enhances the feedback process for both students and teachers. With its ability to create customized quizzes quickly, teachers can assess student understanding in real-time and tailor their instruction accordingly. The AI quiz maker allows for instant feedback, showing students what they got right (the “glow”) and where they can improve (the “grow”). This immediate response keeps students engaged and gives them clear insight into their progress without waiting for manual grading.

The tool also supports differentiation, as it can adjust quizzes to fit the varying needs and skill levels of students. This personalized approach ensures that each student is challenged appropriately while receiving constructive feedback that fosters growth. By integrating technology like Brisk Teaching’s AI quiz maker into the classroom, teachers can streamline assessment and make feedback more dynamic, helping students thrive through the balanced “grow and glow” model.

If you haven’t installed the Brisk Teaching Chrome extension, click the button in the top right-hand corner of the site’s homepage to add it. Then follow these steps:

1. Open a new Google Doc.
2. Click on the Brisk button and select “Create” then “Quiz.”
3. Enter quiz details like topic, questions, and grade level.
4. Choose question types and desired language.
5. Opt for Google Form for quiz presentation.

Need help getting started?

The short overview video above by Chelsea will introduce you to more features Brisk offers, show you how to install the Chrome extension, and give an overview of the free and paid pricing plans.

Once you install the extension, Brisk Teaching integrates automatically with Google Classroom so the icon will appear whenever you are working in Google Docs. So, you don’t have return to the Brisk website when you want to use the tool–it’s already there, automatically!

The Getting Started page on Brisk is a solid place to begin and get an idea of what you can do with the tool.

The post 3 tips for more effective, efficient student assessment appeared first on Truth For Teachers.