Teachers Making A Difference: Issue 12 July 2023 Red, White and Teachers

Ph.D.

by Dr Cathy Coker

Remembering Independence Day

Happy Fourth of July Teachers.

What is the meaning of Freedom? Websters classic definition of 1828 says, “A state of exemption from the power or control of another; liberty; exemption from slavery, servitude, or confinement. freedom is personal, civil, political, and religious.”

On July 4, 1776, the 13 colonies claimed their independence from Great Britain, an event that eventually led to the formation of the United States. Each year on the Fourth of July, also known as Independence Day, U.S. citizens celebrate this historic event.

From 1776 to the present day, July 4th has been celebrated as the birth of American independence, with festivities ranging from fireworks, parades, and concerts to more casual family gatherings and barbecues. The Fourth of July 2023 is on Tuesday, July 4.

As you gather with your family on this memorable day extend a helping hand out to all those that have proudly served in our armed forces. These men and women now and in history laid the foundation to these liberties that we cherish so much as Americans.

need but at least we have the freedom to choose what we want to do with what we have. Nothing is holding us back to live the life that we choose to live.

My favorite song for this day is Lee Greenwood’s song, “God Bless the U. S. A.”. This song means so much to me! It reminds me not only of the freedoms I have and cherish, but of all the people that stood strong to insure our future even in the face of death! God Bless them all!

Take the time to listen to his song and then take a moment to thank God and our Countrymen that have given us our freedom!

https://www.youtube.com/watch?v=yH61hFsma24

Lyrics

If tomorrow all the things were gone

I worked for all my life

And I had to start again

With just my children and my wife

I thank my lucky stars

To be living here today

‘Cause the flag still stands for freedom

And they can’t take that away

And I’m proud to be an American

Where at least I know I’m free

And I won’t forget the men who died

Who gave that right to me

And I’d gladly stand up next to you

And defend Her still today

‘Cause there ain’t no doubt

Despite what we have gone through economically, spiritually, and physically today we still have the freedom to decide what we need to do with what we have. We may not be or have what we want or

I love this land

God Bless the U.S.A....

Editors: Dr. Cathy Coker

Rivette Pena

Designers:

Rivette Pena

Stephane Bowker

Contributing Photographers and Stock Libraries:

Adobe Stock

Unsplash

Andy Dominguez

Advertisements: Dr. Cathy Coker

Marketing:

Alicia Grace

Thank you to Stephane Bowker at Working Dog Resources for providing tailored training for the layout of Teachers Making a Difference.

Plan

I walked away after 27 years and didn’t look back.

Help a Student Learn to Read this Summer: Vowel Clustering Can Help

by Elaine Clanton Harpine, Ph. D

It’s summer, but the schools are saying that many students have suffered learning losses because of the disruptions caused by COVID.  The schools are also listing tutoring as one of the best ways to help children over the summer.  So, I am focusing my summer efforts on tutoring.

Here’s the first Helpful Hint:

Tutoring Hint #1:

Understanding letter sounds is essential for reading.  Not all reading programs teach children how to understand the relationship between letters and the sounds they represent.

Make learning fun this summer. As you teach letter sounds, add hands-on craft projects that focus on letter sounds in your tutoring sessions.

example above, it is very confusing to children who are struggling to read.  The brain identifies words by (and we learn to pronounce words by) the vowel sound in the word.  Therefore, we need to teach children to read by using words that have common vowel sounds:  at, cat, fat, hat, mat….  If we teach using the organizational structure that the brain uses, it makes it easier for struggling students to learn.  I call it vowel clustering.  The children in my reading clinics learn to decode and encode words by vowel sounds.  For example, the letter A has 7 sounds and 22 different ways to make those sounds.

This Mr. A puppet from my after-school reading clinic helps children to focus on the different ways to make the long A vowel sound.

One mistake some people make in teaching letter sounds is to teach children by the first letter in a word, saying these words are similar:  bell, bike, ball, book.  Unfortunately, although each of these words starts with the same consonant sound—the letter B, the brain does not organize words by beginning letter sounds.  When you introduce new words that contain several vowel sounds as in the

Let’s look at an example from my tutoring book showing how to teach vowel sounds. This method works for children, teens, and adults. Go to:

https://www.groupcentered.com/reading-blog/ archives/07-2022

Do you know a child or teen struggling in reading? Let this summer open new doors of success. Tutoring can make the difference.

If you need help or have questions, contact me. I am always happy to help. Contact me at clantonharpine@hotmail.com

Have a great summer.

Dr. Elaine Clanton Harpine, Ph. D.

Reading failure is not just a school problem.  Reading failure has also been linked to bullying, violence, and crime.  The Department of Education states that 85% of juveniles (teens) going through the juvenile court system are “functionally illiterate” because they cannot read or read very poorly.  The Department of Education also found that 70% of adult inmates in American prisons are unable to read above the fourthgrade level.  In the same study, the Department of Education states that 21% of the general adult population can only read at or below fifth-grade level.  The Nation’s Report Card , which has been tracking reading failure for about 30 years stated that 90% of students who dropped out of school, dropped out because they were failing in reading.  The National Center for Educational Statistics also stated that 40% of graduating high school seniors who received diplomas and participated in graduation ceremonies were not prepared for college because of poor reading ability.  Over 60% of students in 4th, 8th, and 12th grade have been listed as struggling or failing in reading. Help a student learn to read this summer.

Educator’s 1st Responders Tool Kit

Produced and adapted by:

https://bit.ly/RuezArt RuezArt@gmail.com

Paul Ruez, M.Ed.

Educator: Workplace & Restorative Skills that Work Former Combat Photographer Correspondent

If you are new to my work, welcome, thank you and now jump in and let your creativity flow.

Welcome back if you have been following. Updates continue to be made. The “You’re Dead” Conflict Resolution Play is more user friendly. Also, it’s now usable in both play form and also, the Skit by itself, as a very short ice breaker.

Enjoy the journey…. Take it slow, there’s a lot in here. To make this easy, I suggest you begin using just these three tools: 1) The Jabberwocky and 2) The “You’re Dead” Conflict Resolution skit, and, 3) The Horse Frog Lesson

There are many valuable tools here. These three are just starters. Bite off what you can chew. Adapt to meet your needs as you replay these tools.

As you dig deeper into the Took Kit you’ll find some tools are more developed than others. Please let me know how you use them and remember that I’m willing to help.

Keep a journal of notes to help fine tune the Tools. Share what works. Let met know what does not.

The Jabberwocky

1st I suggest you use the Jabberwocky right away and work it… https://bit.ly/fightjabberwocky

Download this linked video into your computer.

I suggest you also move lessons and content onto your personal (not school) Google Drive and or removable device so you will have a copy that no one else controls.

Suggested Jabberwocky Introduction:

1. Remind students that you all are learning new things. Why? To make life easier and more rewarding and this learning also includes you too, the teacher.

2. Ask how many knew that teachers also take classes, read books and watch videos to learn how to get more knowledge and learn to teach? Spin off on what they come back with.

3. Let them know that you have learned some really cool things to help make life easier and more successful and will give it to them as the year progresses. And, you will be presenting this knowledge in a way that everyone will learn together, including you the teacher.

4. Let’s begin, who has faced down their Jabberwocky in a dark alley?

What’s a Jabberwocky?

5. Watch this…. https://bit.ly/fightjabberwocky

The “You’re Dead” Conflict Resolution skit

2nd Read intro at this link and see the Skit on page 9

https://bit.ly/Learn-Conflict-Res-The-Play

The Horse Frog Lesson

3rd it is time to play with the Horse Frog Lesson

Run this essential ice breaker several times

during the year. Project to show the image in its horizontal view and then switch to the vertical view. Get a volunteer to write down students’ answers to the question of “what do you see?” Students

will ask each other where they are seeing something. This is a great opportunity for interaction.

(continued on next page)

See further tips and photos of class in action in the Read Me First file: https://bit.ly/Horse-FrogLessons

Facilitate their understanding of the word “perceive.” APPLY during the year where there is a disconnect in behavior. Instead of coming down with the heavy hand of authority and domination, just relax and state your objective observation of their chosen behavior and ask... “are you seeing a frog and I’m seeing a horse?”

There are many similar Horse or Frog images on the web. The Face vs Vase is another. I suggest having others available. If enough of your students have already worked through the Horse Frog exercise in another class, you might find it useful to have those students explain it, present it / do the Horse Frog and then you move on to another like the Face v Vase.

Working the Horse Frog. After they understand the Horse Frog, I would add this – say to the students “You have been in classrooms most of your lives now. You have met all sorts of different people, adults and students along your journey.” “Think about a time when one of your teachers and you were looking at the same thing but the teacher saw a frog and the you saw the horse.” (Remember to have a scribe typing this Into your Google Doc) ”Ok now, we all have had this experience because it is at the root of all conflicts, so let’s get some examples. Tell, without judgement, us what actually happened.”

Have fun, enjoy the journey and keep in touch. I’m here to help. Paul

Paul Ruez, M.Ed.

Educator: Workplace & Restorative Skills that Work RuezArt@gmail.com https://bit.ly/RuezArt

442-287-3746

Oceanside High School (ret)

Former Combat Correspondent & Photographer

The American War in Vietnam

Proven Lifelines

Whether you are new to your career and wonder if you can make it through the day, or are a veteran teacher with only a few years to go, these resources are gold. Without these three I would not have made it to retirement.

Enjoy your journey and keep learning how to connect from the heart because that’s what it takes .

1. (Book) Harry & Rosemary Wong: 1st Days of School.

Some may call this ‘old school’ but it works. Very practical basics and beyond. Logical practical mix of the head and heart for the first days and all others.

2. (Book) Marshall Rosenberg: Life Enriching Education.

Essential Conflict Resolution strategies and tactics from the father of NVC (Non Violent Communications). I consider this the Gold Standard / the Heart & Soul for connecting with students and others.

https://puddledancer.bookstore.ipgbook. com/life-enriching-education-products 9781892005052.php

AUDIO SPECIAL: https://bit.ly/ NVC4Educators

Download and listen again and again. This is Rock Solid.

Sample lesson: https://bit. ly/4stepConflictRes

3. (Book & Videos) Fred Jones: Tools For Teaching http://Www.FredJones.com Kimo Marquardt, former Oceanside High School Principal, gave the book to all teachers and provided initial training. I consider this another Gold Standard for the essential mechanics of classroom management.

Plan Less Expect More

by Elizabeth Breau, Ph.D.

The best learning often takes place unexpectedly. I entered teaching at the university level, and although I put a great deal of thought and effort into designing my syllabi for each class, I almost never planned my lessons. Instead, I began most classes with a version of the question, “So, what did you think of the reading?” Usually, a thoughtful discussion would ensue.

I had similar experiences at an all-boys Catholic school. I gave periodic plot-based reading quizzes to ensure the students actually read and assigned essays about each book, but I gave no thought to what would happen during each class period. Discussion usually took care of itself, as when the boys in a summertime high school gender studies class debated the masculinity of male soccer players who shaved their eyebrows.

When I took my one and only public school teaching job, however, my habit of winging my way through class based on how the students responded to the assignment came to a wretched end. Suddenly, I was required to submit two weeks of carefully structured lesson plans and indicate how they matched various curriculum standards.

My first non-university teaching job was at a Jewish day school whose seventh and eighth grade English teacher had quit six weeks into the school year because the eighth grade boys were so awful. There were no books. I knew absolutely nothing about what a seventh or eighth grade curriculum should look like, so I taught Peter Pan, Treasure Island, Black Beauty, and The Outsiders because I had read them at that age. No lesson plans were required, and although I eventually added grammar and vocabulary components to the curriculum, I continued not to plan how I would teach the books until I arrived in class.

The tenured teachers in my department circulated a template that everyone used without ever changing any of the pre-printed goals or standards. I filled it in as often as I had to and ignored it as much as possible. However, my wellhoned teaching style, which had won me stellar reviews and an award at previous jobs, was also stymied by word wall requirements (I taught in four different classrooms) and being written up for “not displaying student work.” So, instead of actually teaching The Bluest Eye, I had to create an arts and crafts assignment that wasted weeks of class time and taught nothing.

Poster projects yielded similarly dismal results: one or two paragraphs of text surrounded by pretty pictures and crooked block lettering does not encourage critical thought about a complex novel in nearly the same way that an essay does. It’s coloring, and coloring is generally not considered part of a rigorous high school English curriculum.

he had not yet turned any of it in. Six weeks later, after several more quizzes and short assignments, he asked to “see my F.” I showed him his B+.

Elizabeth Breau, Ph.D. (she/her), is an awardwinning writing coach and private English tutor. Her book, History According to SAT: A Content Guide to SAT Reading and Writing, won a silver medal in the teen category from the Nonfiction Authors Association. You can reach her at historyaccordingtosat.com.

Instead of dumbing down English instruction with arts and crafts and No Fear Shakespeare, I suggest that English teachers raise standards instead of continuing to lower them. Tell the story of Romeo and Juliet ahead of time if you must, but teach it in its original Elizabethan English. Read Huckleberry

Finn in the original and ask the students whether they think it should be censored or discussed. Expect more of them, not less.

One student at that public school tried to drop my AP Literature class because he was failing. I refused to sign the form because I did not know whether he was capable of doing the work since

Dr. Don Parker

Dr. Parker’s specialty is supporting school leaders and teachers to build trusting relationships with students. He provides strategies to improve culture and climate to enhance the education experience for staff and students.

With over 25 years of experience, Dr. Parker has held the roles of...

• Teacher | Dean of Students

• Asst. Principal of Student Life

• Asst. Principal of C & I

• Asst. Principal of Activities & Athletics

• School Principal

Dr. Parker holds a Doctorate Degree in Education and his Superintendent License. His PD is offered nationally through keynotes, workshops and corporate retreats. He is also the author of, Building Bridges: Engaging Students Through the Power of Relationships.

SPEAKING TOPICS TESTIMONIALS

Building Trusting Relationships with Students

• Effective strategies to diffuse challenging students’ misbehavior through relationships.

• Foster a relationship building mindset.

Building Resilience in Students

• Recognize risk factors.

• Employ protective factors for A.C.E. students.

• Teach students to demonstrate resiliency after making poor choices or unintended mistakes.

Enhancing Culturally Responsive Teaching

• Provides educators with tools to check biases.

• Advance culturally responsive teaching skills.

Burning Up Instead of Burning Out: Educator Wellbeing

• Enhance physical, mental and emotional health.

• Recognize signs of burnout and secondary trauma.

• Proactively manage anxiety and stress.

Dr. Parker presents on many different topics in a variety of areas. We never have a problem filling his sessions, as his outstanding reputation precedes him. The evaluations for his sessions are always excellent.

- Dr. Vanessa Kinder Executive

Director

South Cook ISC Chicago Heights, IL

Dr. Parker's workshop is one of the best that I've ever been to. He gave us practical strategies that for sure will help us build relationships with our students.

- Mr. Darryl Powell Principal Pulaski Heights Middle School Little Rock, Arkansas

RICHA PARASHER

AFS Volunteer and Freelance Qualified Facilitator (Virtual) and Educator

Email: richaparashersharma@gmail.com, WhatsApp: +91912 6877404

LinkedIn Profile: www.linkedin.com/in/richa-parasher-sharma-47141b17

I am an experienced educator and researcher with over 15 years of experience. I consider myself as empathetic, sincere, hardworking, smart working, efficient, compassionate, respectful, with good management skills, problem solver, committed and passionate. I am technically sound, good at working remotely and offline. I always give my hundred percent in whatever work I do. I believe that work life balance is very important for a sustainable living. My mission continues focusing on exercising values and creating impact both professionally and personally.

EXPERIENCE

OCTOBER 2018 – TILL PRESENT VOLUNTEER AND FREELANCE QUALIFIED FACILITATOR, AFS INTERCULTURAL PROGRAMS

Certified and Trained Facilitator for the various A FS International programs

• STEM Academies: a 12 week virtual program, 2 live sessions per week.

• STEM Accelerator award winning program: Diversity Abroad’s excellence in diversity & inclusion in international education (EDIIE) awar d in 2022, for the category of outreach, marketing & recruitment. A 12 week virtua l program, 2 live sessions per week. Currently, I am facilitating this program.

• Student learning journey: Facilitated five sessions of SLJ and three advanced sessions. It is basically the program for participa nts who are on their exchange program to their host country or will be going to t he host country.

• Effect+ ( for AFS international for Educators and India)

• Global You Changemaker program, advanced certifica te on global citizenship for social impact 12 week virtual program with 6 live s essions, facilitated 2 times for different cohorts. This course promotes the skills necessary to create positive social impact in one’s local community and the world. the program explores design thinking, tools for problem solving, and social innovation co ncepts and practices through online modules, skills assessments, and interactive discussions with a global cohorts guided by facilitators

• Global competence course (GCC): self-paced program with 4 live sessions

• Pathways to global classroom (for AFS INDIA): Two days’ workshop

• Facilitator for level W training for AFS INDIA.

• Attend various trainings and meetings from time to time.

MAY 2022– MAY2023

PRIMARY TEACHER, VANDYA INTERNATIONAL SCHOOL, INDIA SCIENCE AND MATH’S TEACHER

Embracing the Joy of Learning: Making Maths and Science Captivating for Students

by Santosh Kumar

Introduction

Mathematics and science are often viewed as dry subjects, laden with formulas and facts that students must memorize. However, these subjects are meant to be exploratory and thoughtprovoking, encouraging critical thinking and problem-solving skills. To instill a genuine interest in mathematics and science among students, it is crucial to move beyond rote memorization and promote conceptual understanding. This article will outline effective strategies to make learning maths and science an engaging and captivating experience for students, fostering a lifelong love for these subjects.

1. Emphasize Real-Life Applications

Students are more likely to engage with maths and science when they understand how these subjects relate to their everyday lives. Teachers should strive to present practical examples that showcase the relevance and applicability of concepts. For instance, when teaching geometry, relate it to architectural designs or sports strategies. Similarly, highlight how scientific principles govern technological innovations or medical advancements. By making these connections, students can grasp the significance of maths and science in their world, sparking curiosity and enthusiasm.

2. Encourage Hands-on Experiments and Activities

Engage students in hands-on experiments and activities that enable them to experience concepts firsthand. Science experiments, math puzzles, and interactive simulations can make abstract ideas more tangible and memorable. Encourage students to actively participate in the learning process, allowing them to explore, observe, and draw conclusions. These experiences foster a deeper understanding of concepts and encourage students to think critically and analytically.

3. Foster a Collaborative Learning Environment

Promote group discussions, collaborative projects, and peer teaching to create a supportive and interactive learning environment. Encouraging students to work together allows them to exchange ideas, explain concepts to one another, and tackle challenges collectively. Collaborative learning nurtures communication skills, enhances problem-solving abilities, and instills confidence. Additionally, students can learn from their peers’ unique perspectives, making maths and science a dynamic and engaging subject.

4. Incorporate Technology and Multimedia Resources

Leverage the power of technology and multimedia resources to enhance the learning experience. Interactive educational websites, educational apps, and virtual reality simulations can bring abstract concepts to life, making them more engaging and accessible. Additionally, incorporating multimedia elements such as videos, animations, and visual aids can help students visualize complex ideas and promote better retention. By blending technology with traditional teaching methods, educators can captivate students’ interest and tap into their innate curiosity.

can connect with them on a more personal level, fostering a sense of admiration and curiosity.

5. Integrate Problem-Solving and Critical Thinking

Shift the focus from memorization to problemsolving and critical thinking. Encourage students to explore multiple approaches, analyze patterns, and apply logical reasoning to arrive at solutions. Present open-ended questions and real-life scenarios that require creative problem-solving skills. By nurturing these cognitive abilities, students develop a deeper appreciation for the subject matter, understanding that maths and science offer exciting challenges to overcome.

6. Highlight Famous Scientists and Mathematicians

Introduce students to the stories and contributions of famous scientists and mathematicians. Learning about the struggles, breakthroughs, and achievements of notable figures can inspire students and humanize these subjects. Discuss the context in which these individuals made their discoveries, emphasizing the creativity and perseverance required for scientific and mathematical advancements. By showcasing the human side of these disciplines, students

7. Encourage Curiosity and Exploration

Nurture students’ natural curiosity by encouraging questions, exploration, and independent research. Provide opportunities for students to pursue their interests within maths and science, allowing them to delve deeper into topics that intrigue them. Assign open-ended projects that promote independent thinking and creativity, enabling students to take ownership of their learning journey. By empowering students to follow their curiosity, they will be more inclined to explore maths and science beyond the confines of the classroom.

Conclusion

Transforming maths and science from mundane subjects to captivating areas of exploration requires a shift in teaching approaches.

By emphasizing real-life applications, hands-on experiences, collaborative learning, technology integration, problem-solving, and critical thinking, we can ignite students’ passion for these subjects. By fostering curiosity, providing relatable context, and highlighting the accomplishments of great thinkers, we can change the perception of maths and science, transforming them into fascinating and empowering disciplines that encourage lifelong learning.

Brown Bagging It

Chocolate Coconut Energy Bites

INGREDIENTS

• 2 cups medjool dates pitted (roughly 20 dates)

• ▢2 tablespoons maple syrup

• ▢3 tablespoons cocoa powder

• ▢1 ½ cups rolled oats

• ▢¾ cup sweetened shredded coconut

Directions

1. In a large bowl, cover the dates with 2 cups of boiling water and allow to sit for 10 minutes. Remove dates from water, shaking off excess, and place in a food processor fitted with a steel blade.

2. To the food processor add the maple syrup, cocoa powder, 1 cup of rolled oats, and ½ cup of shredded coconut. Process until smooth. If mixture doesn’t process, add water 1 tablespoon at a time until it does.

3. Scrape down sides and add the remaining ½ cup of rolled oats. Pulse several times until mixed in.

4. Place food processor into the fridge and chill the mixture for at least 10 minutes.

5. Roll into 1 tablespoon sized balls, and toss to coat in remaining ¼ cup of shredded coconut.

6. Store in the refrigerator

7. Enjoy!

Journey To Real Vision was founded by Chris Shaffer who spent 40 years working in a corporate environment and has over 20 years in a coaching capacity. Chris specializes in self-discovery. When you don’t know who you are, you don’t know your worth. You have to make time to understand more about yourself. So, why work with me?

 You will discover at least 1 new thing about yourself during our initial free discovery session;

 I provide additional resources for deeper self-discovery that no one else offers;

 I ask the right questions to help you maximize your potential – you will see clear results by your 3 rd session; and

 I am relatable, empathetic, and a deep listener.

I offer 1-2-1 coaching plus mini-courses, workshops, and a membership program WOW “Women of Worth” which includes the self-paced YOU-niversity that has over 50 courses.

I specifically created an educational course that is tailored specifically for individuals working in the education industry. Below is an outline of the mini-course:

You can schedule a free self-discovery call by visiting www.journeytorealvision.com and clicking on the purple button directly from the main page of the website. Included in your free session is a Strengths + Core Values assessment.

If you’re experiencing burnout, exhaustion, frustration, and a lack of direction in your career, please make time to schedule an appointment. I will support, guide, and encourage you to discover more about yourself. If you have questions, please feel free to email me: chris@journeytorealvision.com.

I Walked Away After 27 Years and Didn’t Look Back

by Rivette Pena, MACI

What do I do now? Not just with my time but all my teaching stuff. I’ve collected quite a bit over the last 27 years. Do you ever stop being a teacher? For the better part of 3 decades, I’ve gotten up with the goal of educating young minds. Now what? Well let’s take a step back.

The beginning of the end.

As I looked at my classroom for the last time, (not knowing it was going to be the last time), I left with a to do list for when I would come back. Tragedy struck and I didn’t return. I was filled with such hatred for a job I had given my all to for 27 years, for a district I’d been a part of for 20 years. I never wanted to set foot in that building again. And I never did.

You see my daughter was very ill and she had a toddler at home that she was responsible for. She was 20 years old and according to the district and my principal she was old enough to take care of herself. I could not keep missing to take care of her. The friday I left, my principal met with me and told me if I missed another day I could be fired. If my test scores dipped, I could lose my job. I was department head and had been at the school for 20 years and this was how I was being treated.

The next morning my daughter passed away with her daughter in her arms. I will never forgive myself for not leaving work when she asked me to.

The Bitter End

I never went back to clean my classroom or say goodbye. My friends understood and anyone else I really didn’t care either way. There would be no retirement party for me. There would be no celebration of my time at my school. I would be replaced and the district wouldn’t even remember me.

Questions

Why did I devote so many years and so much effort into a district that didn’t even appreciate my loss? I was a higher paid experienced teacher that could easily be replaced by a first year teacher making the minimum salary. I had already felt the push.

Why did I sacrifice time with my family? Why did I put in so many unpaid hours? Why did I spend so much of my own money on my classroom? Why did I defend public education? Why did I prioritize my job over my family?

I’ll tell you why. Teachers have been brainwashed into believing that all of those things are expected of you and they just come with the job.

NO! Stop believing that. Stop living for your teaching job.

A new beginning

Now is my time to put me and my family first. Don’t make my mistake. Say NO!

• No, I can’t tutor on my own time, my family needs me.

• No, I can’t spend my own money on school supplies and decorations, my family needs the money.

• No, I can’t come to work when I’m sick.

• No, I can’t work today my children need me.

• No, I won’t grade papers at home.

• No, I won’t teach virtually while on maternity leave.

Live for yourself and your family. When all is said and done, that’s all you have.

Some may wonder, what kind of teacher that makes you. Well it makes you a well balanced teacher. A rested teacher who has the patience to deal with the events of the day. A teacher who teaches with energy and devotion to her students while she is at school. She manages her time

efficiently. She spends 20 to 30 minutes after school to put in grades and/or prepare for the next day. Then she leaves and does not take work home with her.

Classrooms are self-sufficient. Students manage the day to day operations: attendance, distributing papers, grading, distributing materials. Students regulate the condition of their surroundings. They clean up after themselves.

Impossible you say?

Come back for my next article on classroom organization and management.

Conclusion

Prioritize. There is a life beyond teaching. It is not a vortex that you can never be free of. You can still do the job you love and have an outside life. You don’t have to live only part of the summer. Live guilt free. And for heaven’s sake do not fall for the old, it’s all part of the job. And if you are single with no kids, that doesn’t mean you deserve any less. Your time is still yours. Prioritize yourself.

What kind of weather does a turkey like?

1. 10 oranges for $5.55 How much for 1 orange?

8. How many miles per hour?

9. How many gallons per minute?

2. 170 miles in 2.5 hours. How many miles per hour?

3. 27 students to 3 teachers. How many students per teacher?

4. 126 inches in 7 weeks. How many inches per week?

5. 2¼ cup for 9 batches. How many cups for 1 batch?

6. 600 km in 5 hours. How many km per hour?

7. $5.10 for 17 apples. How much for 1 apple?

10. How many miles per hour?

11. How many dollars per hour?

What kind of weather does a turkey like?

1. 10 oranges for $5.55 How much for 1 orange?

8. How many miles per hour?

9. How many gallons per minute?

2. 170 miles in 2.5 hours. How many miles per hour?

3. 27 students to 3 teachers. How many students per teacher?

4. 126 inches in 7 weeks. How many inches per week?

5. 2¼ cup for 9 batches. How many cups for 1 batch?

6. 600 km in 5 hours. How many km per hour?

7. $5.10 for 17 apples. How much for 1 apple?

10. How many miles per hour?

11. How many dollars per hour?

Math Activities for Middle School and Algebra I

Ideal for :

Engaging Classwork Activities

Self Checking Digital Activities

Assessments

Homeschool Practice

I mine cal and mental bility Scavenger Hunt

Embracing the Power of Detachment: Letting Go of Expectations and Embracing Karma

by Santosh Kumar

Introduction:

In our fast-paced, achievement-driven society, we are often conditioned to set high expectations for ourselves and others. We seek success, happiness, and fulfillment, and we attach these desires to specific outcomes. However, this attachment to expectations can often lead to disappointment, frustration, and unhappiness. Embracing a mindset that involves having little to no expectations and focusing on the concept of karma can offer a refreshing perspective and bring about a sense of peace and contentment.

The Power of Letting Go:

Letting go of expectations does not mean that we stop caring or striving for our goals. It means that we release our attachment to specific outcomes and learn to appreciate the journey rather than being fixated on the destination. When we let go, we open ourselves up to a myriad of possibilities and opportunities that may have otherwise gone unnoticed. By accepting that life is inherently unpredictable, we become more adaptable and resilient, ready to embrace whatever comes our way.

Karma: The Universal Law of Cause and Effect:

The Pitfalls of Expectations:

Expectations, by their very nature, impose limitations on our experiences and interactions. When we have rigid expectations, we create a narrow path for ourselves, often ignoring the beauty and possibilities that lie beyond it. When these expectations are not met, we experience disappointment and negative emotions. This constant cycle of expectations and disappointments can have a detrimental effect on our overall well-being and prevent us from living in the present moment.

Karma is a concept deeply rooted in various spiritual and philosophical traditions. It suggests that every action we take has consequences, shaping our present and future experiences. By focusing on karma, we shift our attention from the outcomes to the intentions behind our actions. When we act with kindness, compassion, and integrity, we create positive energy that is likely to be reciprocated in some form. This understanding encourages us to cultivate positive habits, treat others with respect, and contribute to the wellbeing of the world around us.

Finding Contentment and Peace:

By letting go of expectations and embracing karma, we find ourselves liberated from the burden of constantly seeking external validation or specific results. We learn to detach our

happiness from external circumstances and take responsibility for our own actions and reactions. This inner shift leads to a sense of contentment and peace that is not reliant on external factors.

Living in the Present Moment:

When we release expectations, we become more present in our daily lives. We learn to appreciate the beauty in ordinary moments, fostering a deeper connection with ourselves and those around us. Instead of anxiously anticipating the future or dwelling on the past, we learn to immerse ourselves fully in the present moment, finding joy in the simple pleasures of life.

Conclusion:

The path to happiness lies in embracing the power of detachment by letting go of expectations and focusing on karma. By relinquishing our attachment to specific outcomes, we free ourselves from unnecessary suffering and open up to a world of possibilities. As we shift our focus towards the intentions behind our actions, we can create a ripple effect of positivity and contribute to a more harmonious existence. Ultimately, by living in the present moment and embracing the concept of karma, we can find true contentment and lead a more fulfilling life.

Study, study, succeed

by C&P Educational Consultants

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