The SIP Squad is hosting a two-part series on trauma-informed, restorative approaches to building and sustaining conflict positivity in our classrooms and across campus. In Part 1 of the series, we invite you to consider how restorative practices generally would create a more equitable classroom and campus. In next week’s Part 2 of the series, SIP 15.7, we’ll unpack specifically how you can incorporate restorative practices in your classroom.
Managing a classroom environment and getting to know your students on top of the robust list of tasks on your plate can be challenging. Making time to create and maintain a classroom atmosphere centered on curriculum and relationship may help you navigate various challenges, such as:
- Encouraging classroom engagement and connections
- Managing classroom discussions that become heated
- Creating shared classroom norms or guidelines
- Having a difficult conversation with a student about suspected plagiarism or cheating
Embedding restorative practices helps to create a classroom culture that normalizes conflicting perspectives and experiences through proactive and reactive approaches. For now, we invite you to consider how restorative practices generally would create a more equitable classroom and campus.
Take a SIP of This: Consider a Restorative Approach to a Conflict Positive Classroom
“Restorative practices” (RJ) is an all-encompassing term for the ways in which restorative justice is implemented. Amplify RJ’s definition states “Restorative Justice is a
philosophy and set of practices, rooted in Indigenous teachings, that emphasize our interconnection by repairing relationships when harm occurs while proactively building and
maintaining relationships to prevent future harm” (2020). Conflict of any kind can bring about harm or impacts those involved and can ripple out into the classroom. This relational-focused philosophy can be applied to many different situations, including community building, issues-focused conversations, interpersonal conflict, and addressing problematic actions in the classroom.
Restorative practices have become more widely adopted in various contexts: the legal system, workplace conflicts, community disputes, k-12 education classroom and behavior intervention, and in higher education.
The restorative justice philosophy is rooted in many indigenous cultures from around the world that offer a different worldview from dominant Western notions of discipline and punishment. Fania Davis in The Little Book of Race and Restorative Justice, speaks to African views of justice: “Though inherently good in the African-centered view, humans make mistakes. Yet, they are capable of learning and changing. African justice making, rather than an occasion to inflict punishment, is an opportunity to teach, learn, reemphasize social values, and reaffirm the bonds of our inherent interconnectedness” (23).
Restorative justice within a Western context has origins in 1970’s in the Canadian legal system. Within education, discipline systems reliant on punitive practices (zero-tolerance and exclusionary discipline) left educators looking for more meaningful ways to encourage learning, encouraging behavior change, and addressing the root of the problem. Additionally, punitive discipline has often resulted in inequitable outcomes for students of color and with disabilities. Higher education also adopted a more punitive-minded system of addressing issues via a Student Code of Conduct that mirrors legal system processes. Restorative alternatives within colleges and universities have been implemented in tandem with or in lieu of traditional student conduct responses.
However, restorative practices can be used in many capacities outside of systemic interventions in higher education!
A shift on how we think about accountability:
Restorative justice shifts dominant notions of accountability. In traditional or retributive justice systems, accountability is applied to the “responsible” party, often through punishment. Once the punishment is complete, the person responsible for the violation becomes accountable according to the system or mechanism that delivered the punishment. However, those directly impacted or involved in the situation may not feel as though accountability has been achieved.
Restorative justice encourages active accountability, where the responsible party takes responsibility for what happened and works to make things right by addressing the harms caused (Karp). To accomplish this restoratively, those who have been involved or impacted by the situation have a voice and role in repair by collectively identifying the needs of the parties (education, safety, accountability, and apology are just a few examples) and creating a plan to address them. Look for upcoming SIP 15.7 for ways to utilize RJ in your classroom or office.
Still Thirsty? Take another SIP of: Consider a Restorative Approach to a Conflict Positive Classroom
Check out these books, podcasts, articles and more on restorative justice:
- See what is happening with the Restorative Justice Coalition at MSU Denver.
- A Culture of Care in Education Spaces podcast with Tom Cavanagh from This Restorative Justice Life
- Castro-Harris, David Ryan Barcega. Amplify RJ, March 2020.
- Collins, Cory. Toolkit: The Foundations of Restorative Justice. Learning for Justice, Spring 2021.
- Davis, Fania E. The Little Book of Race and Restorative Justice. Good Books, 2019.
- Karp, David. R. The Little Book of Restorative Justice for Colleges and Universities. Good Books, 2015.
- Reiken, Rose. Restoring Students’ Right to Learn: An Alternative to Punitive Discipline. School Discipline, 2022.
- More reading from the University of San Diego Center for Restorative Justice: Research and Theory
Thirsty for a Strong Instructional Practice?
Students come to college for many reasons, including learning more about the world, becoming better people or improving their self-confidence. But they also have reasons related to economic mobility such as bettering employment opportunities, making more money or getting a good job (Lumina Foundation). Faculty members are experts in their disciplines and are not expected to be career advisors, but they can bridge the connection for students between their coursework and career goals. Making this connection and showing students that faculty members are interested in helping students prepare for their careers make students more motivated to learn and be engaged in the classroom (Ritzer & Sleigh, 2019).
By graduating from college, students can achieve their educational and personal goals as well as goals related to their careers. By connecting the content and activities in their courses to career competencies and identifying the needs of students’ communities, faculty members can support the mission of Metropolitan State University of Denver and aid in the 2030 Strategic Plan to be a civic and economic catalyst.
Some disciplines have a direct connection to specific careers, while others create infinite possibilities. No matter the discipline or industry, there are certain skills that students will need for job interviews and in the workplace. The National Association of Colleges and Employers developed eight top career-readiness competencies by speaking to career-services, university-relations and recruiting organizations.
The NACE career-readiness competencies are:
- Career- and self-development
- Critical thinking
- Equity and inclusion
Take a SIP of this:
Make Clear Connections on your Syllabus
The syllabus is a great place to acknowledge that you value helping students build career-readiness skills that they will need in the future. For example, start by naming and defining the ones they will develop in your course. Then, explicitly link those skills to assignments by adding a table outlining each skill and the related class activity or assignment; or by mapping the skills onto your list of assignments. The Classroom to Career Hub is also a great resource to include in your syllabus to raise awareness about the career-preparation services and events hosted by MSU Denver. A blurb on C2 Hub services to go in your syllabus can be found here.
Modify Existing Assignments or Activities
Explicitly connect NACE competencies to assignments by outlining how they use each skill or by encouraging reflection. Asking students to reflect on which skills they have developed through the assignment and how those skills could relate to their current or future work or passions can help them find the connections between what they are doing now and will do in the future. Though they may not be writing essays for their future employment, they may need to write emails, memos or reports (communication). They will have to develop novel ideas, solve problems and research (critical thinking) as well as meet deadlines and follow instructions (professionalism).
Another reflection exercise to connect course activities to career-readiness is to ask students to create or answer interview questions or prompts using course assignments. For example, “Tell me about a time you worked with others from different backgrounds.” Or, “Describe the role you usually take on a team.” Students can brainstorm examples of how they would answer such prompts using the course assignments as their answer.
Consider adding career-focused assignments or activities
To further students’ Career- and self-development NACE competency, consider adding an additional assignment that requires interaction with the C2 Hub or professionals in the field. Résumé reviews can be completed with an advisor or through the VMock platform for instant feedback. C2 Hub staff members can review students’ cover letters or LinkedIn profiles, complete mock interviews or meet with them to discuss career and graduate-school options. If you require students to make an appointment with the C2 Hub, please inform April Peterson, assistant director of Career Engagement. You can also encourage students to have an informational interview to learn more about career paths from an alumni advisor. Additionally, C2 Hub staff members can come to your class to present a variety of topics. You can request a presentation for your class by visiting this link or registering for the Don’t Cancel That Class initiative.
Meet with the C2 Hub’s Faculty Engagement Unit to learn more
Contact Interim Director of Faculty Engagement Pam Ansburg, Ph.D., to schedule a course consultation on embedding more career preparation into your course.
Still thirsty? Take Another SIP of:
- The NACE career-readiness competencies, including sample behaviors for each competency.
- Find example syllabi that address NACE career-readiness competencies.
- Students decide to go to college for many reasons, many related to career and economic mobility.
- Receive more advice for faculty on How to Help Your Students Prepare for Life After College.
- Dig into the survey data on how faculty and staff members can increase students’ confidence going into the workforce.
- Goodwin, J.T., Goh, J., Verkoeyen, S., & Lithgow, K. (2019). Can students be taught to articulate employability skills? Education+ Training. https://www.emerald.com/insight/content/doi/10.1108/ET-08-2018-0186/full/pdf?title=can-students-be-taught-to-articulate-employability-skills
- Ritzer, D.R., & Sleigh, M.J. (2019). College Students’ Value Judgments of Workplace Skills. Psychology Learning & Teaching, 18(2), 154–164. https://doi.org/10.1177/1475725718794999
Thirsty for a Strong Instructional Practice?
Faculty members are the frontline workers looking out for Metropolitan State University of Denver students every day. When our students face challenges, faculty members are often there to support them and provide or connect them to resources that can help them navigate their situation and stay on track with school. Sometimes, though, the extent of support that a student might need may be beyond the scope of what a faculty member can reasonably provide. When that happens, the faculty member needs to connect with the CARE Team.
Take a SIP of this: Connecting with the MSU Denver CARE Team
The CARE Team itself is not a department or program on campus. Instead, it is a response effort that is managed by the Student Care Center and the Dean of Students Office. Staff members in these areas identify the appropriate office on campus to respond to referrals and then collaborate to address the needs of the involved student. The CARE Team is a multidisciplinary unit that meets throughout the semester to offer insights and come together on case plans for high-level student needs. The meaning of the acronym “CARE” reflects the mission of this project: Consultation. Assessment. Referral. Education.
How does the CARE Team referral process work?
Once a faculty, staff or community member files a CARE referral, a case manager from the Student Care Center or a staff member in the Dean of Students Office is assigned and will begin outreach. The first step is always to connect with the person who filed the referral. From there, the case manager contacts the student.
What should a faculty member do after filing a CARE referral?
The CARE Team recommends that faculty members connect with the case manager to provide additional information and to stay connected if the situation changes. For example, if the referral mentions that the student has been absent and has not responded, which is out of character, but then the student reengages with the faculty member, this is an important update to share with the case manager. This can be accomplished by calling the Student Care Center, or the faculty member can reach out directly to the case manager assigned to the student.
What is the feedback loop on a CARE referral?
Faculty members are invited to contact the case manager, the Student Care Center or the Dean of Students Office at any point to ask for an update. The CARE Team is not a confidential resource, but it does respect students’ privacy and will provide updates and share what the student feels comfortable with.
Why is our students’ mental health and general well-being
For our students to thrive, we must provide holistic support and prioritize the students’ humanity. When students are struggling with basic needs, mental health or any number of other issues that prevent academic success, the CARE Team would like to get them connected to resources as soon as possible to ensure that they have more access and are given the best chance to excel in the classroom.
If you are unsure whether to file a report, please consult with the Student Care Center or the Dean of Students Office. We are here to help and can help with engaging with students and filing a CARE referral.
Still thirsty? Take another SIP
Check out this EAB blog on “Why a coordinated care network may be the key to improving the student experience.”
Thirsty for a Strong Instructional Practice?
Reading is so last year. Or maybe so five years ago. One of the most frequent complaints that the SIPsquad hears is that students don’t complete their reading for class anymore. And frankly, we struggle with reading these days as well. Is it laziness or lack of interest in the material? Perhaps it is pandemic fatigue or brain fog or just the multitude of distractions (digital and otherwise) that interrupt our day? Bottom line, how can we help students make meaning of the material in our classes through reading?
Take a SIP of This: Supporting Students’ Engagement with Reading in our Classrooms
Contrary to common belief, our 21st-century students have not stopped reading. They continue to make sense of the world through words in print and in other modalities for pleasure and for learning in our courses. To do this, students have developed comprehension strategies that go along with the ways in which they are reading.
For those outside of the field of reading and literacy discourse, it is common to place blame or responsibility on technology and online “reading” (print and other modalities) for students’ apparent lack of engagement with reading in our classrooms. However, the move away from reading print-based texts in academic spaces is more complicated and complex than that. It is connected to multiple factors:
- The reader’s confidence in making meaning with the content in the text
- The reader’s interest in reading the text for learning purposes
- The reader’s meaning-making strategies to support the reading task
- The teacher’s practices in supporting the reader during the reading event and back in the classroom after the reading.
When it comes to reading to learn, the responsibility falls on the course instructor to support students’ confidence, interest and meaning-making strategies. Check out these tips to help you engage your students with reading in your classroom:
- Ask students what they read and how they read it on the first day of class. It is important that this exercise be driven by genuine curiosity and that the students don’t feel shame about their answers. Establishing a good environment for reading at the beginning of your class can make the rest of the semester more successful.
- With this information in hand, you can make decisions about instructional strategies that will support your students’ engagement with reading in your class, in print and in other modalities. When a reading assignment is given, invite students to make sense of the content with instructional strategies that support comprehension of the content and support the engagement of the reading.
Try these strategies*** in lieu of your traditional methods to enhance reader engagement in your class:
Graffiti board: Put a big sheet of paper on a table. Each group member takes a corner of the paper and writes and sketches their thoughts about the reading in a graffiti fashion. The responses, comments, sketches, quotes and connections are not organized. The major focus is on recording initial responses during or immediately after a reading.
Anomalies: Write down questions or ideas that surprise you about the reading. Once you finish reading, look back over your questions to identify the ones that you are still wondering about or that you wonder how others would respond to that question. Discuss the questions and generate new anomalies. This strategy would be particularly useful in STEM classrooms.
- Ask students to consider their goals for reading in your class and to identify ways of achieving those goals. For example, some students may need to minimize distraction to read a print text with high comprehension, while others may need to play music in the background to boost their focus. Encourage students to reflect on their personal reading practices and adopt strategies to support them.
- Partnering the reading with a quiz or writing a summary is an old practice but still widely used in classrooms in K-12 and in higher ed. So designing and providing other strategies of engagement (there are hundreds to choose from) is crucial.
This strategy*** can be helpful for assessing reading comprehension:
Save the last word for me (invitation; text-based response): As you read, note passages or quotes that catch your attention because they are interesting, powerful, confusing or contradictory and highlight them on your Reading Log (or other comprehension strategy). On another piece of paper, write your response or why you found that particular passage noteworthy. In the group, one person shares a quote (only) and the rest of the group briefly discusses their response to that quote. When the discussion dies down, the person who chose and provided the quote shares with the group why they chose it. That person has the last word, and the group then moves on to another person who shares a quote, starting the process again.
- Lecturing about the reading material once students return to the classroom reinforces the belief that students don’t really need to read in the first place. More constructivist methods where students bring their ideas about the reading to classroom discussion will reinforce the students’ ownership of the reading and the significance of the content they’ve read. And such methods reinforce the relevance of students’ transactions with the reading, which builds confidence in and ownership of learning complex content in our courses.
Try this strategy*** to have students construct their own “reading guide” by identifying what they think are the most salient aspects of the reading:
Quotables: Choose several important quotes from the reading. During discussion/analysis, print your quote in 14-point or larger font size and staple it to the “Quotables” bulletin board. Be sure to cite the quote clearly on the front. We want to get there quickly during our discussion.
- The meaning-making strategies that students use when reading for pleasure will often be similar to those used when making meaning out of your course content. Students may have a high level of confidence in their meaning-making strategies when they read for pleasure, so make that skill transferable by asking students to reflect on their personal strategies and how they use them when reading more challenging texts. For example, many students continue to use a highlighter when reading content texts, often highlighting the majority of the pages in the book/article. This means they will have to reread all of that highlighted text. Instead of highlighting, students can be guided to annotate in the margins of their books (or on sticky notes they can attach to the pages) and note connections they are making between the ideas and (1) their lives/lived experiences (text-to-self), (2) other texts they have read in and out of the content they are learning in your class (text-to-text) and (3) world events/situations/social constructs that are relevant from the student’s perspective (text-to-world).
*** The strategies listed in this section come from Short, K.G.; Harste, J. and Burke, C. (1996) “Discussion Strategies for Literacy,” Heinemann.
Still thirsty? Take another SIP of supporting students’ engagement with reading in our classrooms
If you have time in your class, start the semester by having your students write a literacy biography. Students can articulate and share how they learned to read and the significance of reading in their lives as well as the struggles they have experienced in their lives and, quite possibly, continue to experience as college students. This may help you design and guide literary instruction in your classroom, embracing how human beings read the word and the world (Freire, 1987).
- Shor, I. and Freyre, P. (1987) “A Pedagogy for Liberation,” Greenwood Publishing Group.
And check out these related SIPs that are archived at The Well:
Find Seven Years of Strong Instructional Practice Articles Loaded with Teaching Tips and Strategies
Each week, the Early Bird invites readers to take a “SIP” of a Strong Instructional Practice. The SIP topics are inspired by issues and challenges faced by faculty members here at Metropolitan State University of Denver and open the door for participation in national dialogues on pedagogy and higher ed in general. The tips and strategies shared in the SIPs can be employed by faculty members in any discipline and are accompanied by a bevy of resources to further enhance these Thursday articles.
If you enjoy the SIPs and are thirsty for more, take a drink from the Well – the MSU Denver repository of the past seven years of SIP history. Visit the Well to search SIPs by topic or simply peruse the archives. Here are a few classic articles to get you started:
Thirsty for a Strong Instructional Practice?
Spring is beginning with students and faculty members alike feeling frazzled and distracted. We are trying to be bright-eyed and bushy-tailed, but after two years of the pandemic, the Marshall fire, the December mass shooting in Denver and upheavals in housing, employment and health for many folks, we are struggling to bring our best selves to the classroom.
Way back in spring 2019, which the calendar says was only three years ago but may feel like a lifetime ago, we offered SIP 9.7 on spending 30 seconds at the beginning of a class having everyone take a few deep breaths. What was helpful in the seemingly simpler days of Spring 2019 to enable faculty members and students to shake off the distractions of the world outside the classroom and focus on the class may be a way for us to bring more of our best selves.
You may be rolling your eyes and thinking, “Another mindfulness technique? Is this hippy-dippy stuff really appropriate in a rigorous learning environment? We’re all adults here – do we really need to do these silly things to get down to the business of learning?”
Take a SIP of this: Opening up to Grounding Techniques
Those are the exact thoughts one member of the SIP Squad had recently when they entered a professional-development event being conducted remotely. The facilitator began by saying, “Let’s take a moment to ground in. Close your eyes; take a deep breath; shake your arms and legs a bit to release the tension. Give yourself permission to let everything else go for the duration of this workshop.” The SIP Squad member felt their eyes rolling involuntarily and was about to spend the 30 seconds everyone else took to “ground in” by scrolling through social media on their phone … and then that SIP Squad member thought, “Oh, what the heck. I’ll try it.” They put down their phone; they closed their eyes; they took the deep breath; they shook out their arms and legs to release the tension; they gave themself permission to let everything else go for the duration of the workshop. … And you know what? That SIP Squad member became a believer in grounding techniques.
A grounding technique is a strategy that helps an overwhelmed person connect with the here and now. Faculty members and students who use a grounding technique will likely find it easier to table their anxieties and worries and focus on teaching and learning. We enter the physical or virtual classroom with all sorts of distractions in our heads. Some have anxieties connected to the pandemic, perhaps about a symptom being experienced (Is it a cold or Covid? Does the negative test result mean I don’t have Covid or does it mean I tested too early? Where did I get it? Whom have I been in contact with?). Others may be worried about perennial concerns (How am I going to pay that bill? Why did they say/do that to me? What am I going to do about X?). Even folks with no worries (do those people really exist?) have social, work and family lives beyond the classroom that pull their attention away. Grounding techniques can help us check that baggage for a while and focus in on the present moment in the classroom.
For the science behind the magic of a few deep breaths and tips on how to integrate 30 seconds of deep breathing into your classes, read SIP 9.7. Here are some other grounding techniques that work well in face-to-face and online learning environments:
- Invite everyone to stretch. This can be done sitting or standing. Folks can reach their hands up and their legs out or down, or they can bend or stretch from side to side. This gets blood flowing and can help sleepy folks feel more alert.
- Read a guided visualization. This can help folks release anxiety and feel calm. There are many guided visualization scripts available on the Internet.
- Ask students to notice their physical surroundings. Talk them through becoming aware of the chair under their bum, how the floor feels under their feet, how the keyboard feels under their fingers or how their writing tool feels in their hand. This helps people focus on their immediate environment and helps pull them out of their distracting thoughts.
Still not convinced that spending 30 seconds of class time on one of these strategies is worthwhile? Be like the SIP Squad member and try one. Give it 30 seconds. We’ll wait. …
How did that feel? We bet you feel a little more focused, a little more relaxed, a little clearer.
Still thirsty? Take another SIP of opening up to grounding techniques:
- “Understanding Trauma: Learning Brain versus Survival Brain,” https://www.youtube.com/watch?v=KoqaUANGvpA
- Vilvens, H., Frame, D., & Cohen, P., (2021). “Promoting the Inclusion of Mindfulness and Contemplative Practices in the College Classroom,” Pedagogy in Health Promotion, 7 (2): 148-158, doi:10.1177/2373379920925849.
- Clarabut, J, (2019). “Why Relaxation Is So Important,” Wellbeing People. https://www.wellbeingpeople.com/2019/04/15/why-relaxation-is-so-important/
- “The Science of Mindfulness,” (2020, Sept.) Mindful. https://www.mindful.org/the-science-of-mindfulness/
- Röttger, S., Theobald, D. A., Abendroth,J. & Jacobsen, T., (2019). “The Effectiveness of Combat Tactical Breathing as Compared with Prolonged Exhalation,” Appl Psychophysiol Biofeedback 46 (1):19-28, doi: 10.1007/s10484-020-09485-w
- Albrecht, N.J., Albrecht, P.M., & Cohen, M., (2012). “Mindfully Teaching in the Classroom: A Literature Review,” The Australian Journal of Teacher Education 37(12):1-14, https://files.eric.ed.gov/fulltext/EJ995268.pdf
- Renshaw, T.L., Cook, C. R., (2016, Nov. 23). “Introduction to the Special Issue Mindfulness in the schools -Historical Roots, Current Status, and Future Directions,” special issue of Mindfulness in the Schools – Historical Roots, Current Status, and Future Directions, Introduction, https://doi.org/10.1002/pits.21978.
- Kim, J.H., (2017). “Mindfulness: The Next Frontier in Battling Officer Stress,” Dispatch 10 (12). https://cops.usdoj.gov/html/dispatch/12-2017/Mindfulness_Next_Frontier_of_Battling_Officer_Stress.html
- Vanderbilt University’s Center for Teaching offers excellent resources on using mindfulness techniques in the classroom.
- University of Hawaii’s Hawaii Community College also offers suggestions for using mindfulness techniques in classes.
Thirsty for a Strong Instructional Practice?
The end of the fall semester at Metropolitan State University of Denver – which to many was another challenging, stressful, sometimes-chaotic one – it is a great time to remember the critical need to prioritize self-care and wellness. The importance of unwinding to give yourself time for a healthy, revitalizing winter break must be near the top of your to-do list. Or even better: Throw out that to-do list and work on your personal wellness to rejuvenate.
Take a SIP of this: Rejuvenation
Take the time for a temporary respite every day, even if it is only 15 minutes. If you can, let that time grow to 30 minutes, an hour, an afternoon, a day or, if you dare, a week. Allow yourself to put down your responsibilities, work or problems. Did you know that getting away from everything teaches you exactly what you love? It is rejuvenating, therapeutic and healthful to step away. When was the last time you took time just for you? Take a step back to care for yourself.
In the early stages of the pandemic, we had “too much time” and some folks even became bored. People started new hobbies such as baking bread or fine-tuned their golf game; some even learned to play cribbage. Then, life started to get back to a sort of new normal, and life’s realities ramped up again. Let’s remember the slower pace that life can be. Schedule your self-care and commit to your schedule. Know that you can control only the controllable and that you can control yourself. To help you rejuvenate over the winter break, below is a list of possible ideas to help you unwind.
- Say “no” to more things without feeling guilty.
- Do one thing every week that scares you. Challenge and grow yourself – you’ll feel better as a person, and your confidence will soar.
- Learn breathing techniques. Take a deep breath and hold it for five seconds. Slowly release the breath, and wait five seconds before taking another breath. Do this multiple times a day.
- Schedule two-week or monthlong holidays throughout the year, just because.
- Schedule days in your month to do absolutely nothing.
- Allow buffer time (30 minutes to an hour) in your schedule, so you’re not rushing from one thing to another.
- Be a little unpredictable; be spontaneous.
- Do what you love. Give yourself time to be creative.
- Pamper yourself. Get a massage. Spend a day at the spa or give yourself a manicure and enjoy a long hot bath. Add bath salts and fragrant bubbles to your bath.
- If it is at all possible, turn off your cellphone and computer without having a panic attack.
- Create a self-care ritual that includes exercise, meditation, reading, writing or saying affirmations.
- Make time for meal breaks, including breakfast, lunch and dinner. Turn technology off, don’t try to multitask and just enjoy your meal.
- Practice extreme self-care weekly as a non-negotiable. Have a checklist with your favorite self-care practices and tick them off as you complete them throughout the week.
- Keep a journal at the end of each day. Share your thoughts and feelings for the day. Write in your journal like you’re talking to your best friend – let everything out.
- Keep a gratitude journal – listing three positive/gratitude items a day may change the way our brain is wired to see more positive things.
- Practice daily meditation and/or yoga. Attend an introductory class at the gym or use a yoga app.
- Take a few minutes to review SIP 12.10: Prioritizing self-care and SIP 13.8: Taking care of ourselves first.
- Take time to care for you. Making your revitalization a priority will reinforce the teacher you want to be.
Still thirsty? Take a SIP of this:
Rankin, J.G. (2016). First Aid for Teacher Burnout: How You Can Find Peace and Success (1st ed.). Routledge. https://doi.org/10.4324/9781315622477
Schwartz, T. & McCarthy, C. (2007). Manage Your Energy Not Your Time. Harvard Business Review. https://hbr.org/2007/10/manage-your-energy-not-your-time
Skovholt, T.M. & Trotter-Mathison, M. (2010). The Resilient Practitioner: Burnout Prevention and Self-Care Strategies for Counselors, Therapists, Teachers, and Health Professionals, Second Edition (2nd ed.). Routledge. https://doi.org/10.4324/9780203893326