5 Natural Ways to De-stress Your Mind and Body

The following is a guest post by Cathy Baylis.


There are two types of stress: the bad stress that you’re all familiar with and a good one. Yes, you’ve read that right – there’s even positive stress. But, why is it important to know the difference? Well, when you identify your stressors, you’ll better manage the way you respond to them.

Stress can be good because it protects you when needed and it helps you focus when you need to stay on top of your game. On the other hand, negative stress harms your physical and mental health. It can cause depression, digestive problems, heart disease, and other unwanted issues.

Hence, it’s crucial to keep the good stress but to find a way to eliminate the bad. Here are five natural ways that will help every busy teacher de-stress their minds and bodies.

Organize and prioritize

As a teacher, you’re overwhelmed with preparing lessons, tests, school administration, managing students outside the classroom, tracking their progress and presenting the information to parents. You have many things on your plate on a daily basis which is your main stressor. An excellent way to reduce stress is to handle your school activities by organizing and prioritizing.

The best way to do this is to:

– Identify your goals. Determine your objectives for a day, week, month, and a year. That way you’ll have a clear focus.
– Prioritize. Set priorities according to your goals. You can use Urgent/Important Principle to prioritize your tasks.
– Set deadlines. If you don’t have a deadline, you’ll lose focus of your assignment, and it won’t get done.
– Use the calendar. Plan your time to get the most of it.

Exercise regularly

With so many activities and responsibilities, who has time for exercising? However, it only takes one step to break that vicious circle and introduce physical activity in your life. You’ll feel more energized and lighter which will prepare you to cope with stressful situations.

Another benefit that training brings is that it helps you take your mind off nerve-wracking thoughts. When you exercise, you are present and focused on body movements, so it’s like a meditation that has a therapeutic effect on your body and mind.

Invest in your health and go to the gym three times a week. It will be difficult at first, but it will pay off in the long run. If you don’t have time for exercising, consider this:

– Walk to the school if possible or at least park farther away from your room.
– Use breaks to stretch a little bit.
– Try walking meetings.

Eat healthy meals

Nourishing your body and mind with healthy food will give you fuel to tackle all your duties, no matter how stressful they are. Whenever you forget to eat or when you don’t have time to cook and you instead eat junk food, you harm yourself, which results in more stress.

Therefore, try to include or exclude the following food from your diet to lead a healthy life and keep stress in check:

– Eat more fruit, vegetables, and other food rich in fiber.
– Avoid too many caffeinated drinks which increase your adrenaline.
– Include superfoods, such as berries, dark chocolate, nuts, and seeds.
– Avoid nicotine because it only encourages anxiety.
– Eat complex carbohydrates, like whole grains, beans, and vegetables.

Get enough quality sleep

There’s a common misconception that stress causes inability to sleep well, but according to Harvard medical school, it’s actually the other way around – lack of good sleep inhibits you to deal even with the usual amount of stress, let alone intensive situations. As a consequence of poor sleep, you’re easily irritable and on edge, so nothing good can come out of it.

Implement the following pieces of advice to get enough sleep to rest well and be prepared to face all challenges calmly.

– Sleep eight hours per night. Give your body and mind time to rest and energize.

– Set a sleep schedule. Go to bed and wake up at the same time every day.

– Take naps if you need to charge your batteries for twenty minutes.

Nurture positive relationship with coworkers

A positive relationship with your colleagues has a significant impact on stress reduction. Talking with other teachers that you trust might not solve your issues, but it will help blow off some steam and help you feel better.

Likewise, friends at school can distract you and help you stop thinking about your problems.

But first, you need to form and nurture positive relationships:

– Leave your smartphone alone. Don’t spend your lunch breaks staring at your phone; connect with real people instead.

– Start the conversation. Don’t wait for someone to approach you, be the one who will ask first. Start with a simple “How are you?”

– Be an initiator. Propose a fun activity you can do together and bond.

Now, put these suggestions into practice. Start with one piece of advice and slowly incorporate the others. It will be hard. It will take some time. However, it will pave the way to a more peaceful life, so it will be worth it.

Cathy Baylis is a freelance content writer specializing in personal growth, career development, and education who writes for many sites including https://assignmentmasters.org/. Writing is not only her hobby but profession at the same time

How to Like Your Students More

Most teachers like their students. Ask them about their job and they’re likely to complain, but those complaints usually center around the adults they work with or for, the stupid policies made by people who never step foot in a classroom, the lack of respect they feel from society at large, and the shrinking autonomy they have thanks to canned programs, an over-focus on testing, and micromanaging administrators.

However, most teachers, over the course of a long career, experience a year where they don’t exactly love their students. To be more precise, they may love a lot of their students, but there are enough they don’t like that the scales are tipped just enough to make going to work feel like a chore one must endure. Enter a teacher’s lounge and you will likely hear one of the following from these teachers:

“My class this year, they just can’t (fill-in-the-blank).”

“I hate to say it, but I have an unlikeable group of kids this year.”

“They don’t respect anyone else’s stuff.”

“All they do is needle each other all day and then tattle.”

“This group is driving me to drink.”

If you happen to have one of these classes this year, I have advice: First, don’t admit it. Teachers never admit they don’t like their students to anyone who is not a fellow teacher. That’s the first rule of being a teacher. Second, there is a way to start liking them more. Take a page from Ben Franklin.

Today, we remember Gentle Ben as an affable polymath, a founding founder of our great country, a writer of wise aphorisms, and a weirdo who flew kites in the middle of thunderstorms and sat around nude in front of open windows.

So it’s hard to understand how anyone could dislike him. But back in the 1730s, when Franklin was running for political office, he encountered a wealthy influential legislator who seemed to hate his guts. The man would not speak to him and he threw his considerable political weight behind Franklin’s opponent, supporting him at every opportunity and denouncing Franklin and his wacky ideas.

Franklin sought to woo the man to his cause, and he soon discovered a piece of information he could use as leverage: the man loved books. The man loved books so much he had amassed an extensive collection of rare and expensive ones. Franklin recalled an old maxim:

“He that has once done you a kindness will be more ready to do you another, than he whom you yourself have obliged.”

Franklin wrote to his rival, asking him to borrow a particularly rare book and promising to return it within a few days. The book promptly arrived and Franklin did as pledged. He appended an effusive thank-you note to the return package.

Franklin explains the effect of this favor seeking in his autobiography:

When we next met in the House, he spoke to me (which he had never done before), and with great civility; and he ever after manifested a readiness to serve me on all occasions, so that we became great friends, and our friendship continued to his death.

The “Ben Franklin Effect,” as it has since been named, is a psychological phenomenon that has been confirmed in multiple studies. One showed that when a researcher asked participants to return the money they had earned in an experiment as a personal favor to him, they tended to rate him as more likable afterward. Another found that asking someone for assistance solving a puzzle made the helper feel closer to the person asking for help.

You’re more likely to like a person to whom you grant a favor, and you’re more likely to do that person additional favors, which will solidify the perception that you like him.  Researchers surmise it’s because of cognitive dissonance; our brains can’t reconcile our helpful actions with dislike, so we assume we must like the person for whom we did a favor and we act accordingly.

The Ben Franklin Effect can be used to improve relationships in any sphere. Salespeople use it to build rapport with clients by asking them for assistance in rating products. Employees can use it to get along better with colleagues. Dale Carnegie cites it in his bestselling book How to Win Friends and Influence People. Even dog owners can use it to like their dogs more. Praising your dog and giving her treats will result in you liking your pet more.

Your brain expects your actions to match the beliefs you have about yourself. So whenever your behavior is in conflict with your beliefs, your brain will change how you feel, since it can’t do anything about what you did. If you do something nice for someone you think you don’t like, your brain will simply amend how you feel about that person.

Unfortunately, the opposite is true. If you’re an asshole to someone you care about, your brain will convince you that the person must have deserved your shabby treatment and you will attempt to confirm that new belief by looking for faults so you can justify liking him less. Your brain thinks like this:

Why would you treat somebody like that? You’re a good person, so what the hell? Ah, I know. Since you are a good person (there’s really no denying it, just think of all the good things you’ve done!), then surely you must have had a damn good reason for saying what you said. And since that reason cannot possibly be that you’re not the wonderful person you know yourself to be, then it must be that the other person isn’t what you thought she was. Something is obviously wrong with her. She deserved it, obviously. In fact, come to think of it, she’s awful, and I can think of many awful things she’s done!

Soldiers who kill enemy servicemen may look for ways to dehumanize them after the act. Jailers come to look down on their prisoners. The atrocities at Abu Ghraib prison during the Iraq War can probably be at least partially explained by the phenomenon.

Seeing the damage we do to other people is difficult to reconcile with the self-image most of us have, so our brain tricks us into seeing our victims as people deserving of the damage we have caused so that we can continue to see ourselves as good.

The implications for the classroom are obvious. If you want to like your students more, consider that you might have the directionality wrong. Don’t wait to like them and then assume that your actions will match your feelings. Turn it around. Regardless of how you feel about your students (or even two or three students), act as though you like them and your brain will convince you that you do. Do your students favors. Buy them donuts for no reason one Friday morning. Surprise a student with a book you know they will love. Tell a student with whom you have a poor relationship something that you honestly admire about him. The act of doing so will cause you to like him more.

Just beware that it works the other way, too. If you spend all day yelling at your class, if you complain about them at every opportunity, if you scold, criticize, and ridicule, then you shouldn’t be surprised that you don’t like your students very much. Such actions guarantee that you never will.

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Till the Heels Fall Off

The following is a guest article by Anthony Meals, an 8-12 grade agricultural educator from Kansas. He’s in his fifth year of teaching and blogs at ProfilesinLearning.org.  You can also find him on Twitter here: @Mr_Meals. This article was originally published on Anthony’s site. It’s republished here with permission. 

Personal fashion isn’t a strong suit of mine. Typically, I don’t buy my next pair of black dress shoes till I’ve gotten as much mileage out of them as possible. I vividly remember walking with students at a National FFA Convention a few years back beneath the bridge between Lucas Oil Stadium and the Convention Center in Indianapolis. Suddenly, on my next step and without warning, my foot dropped hard. I looked back and saw that my right shoe heel had ripped off completely. The timing couldn’t have been better, though! We were walking to the charter bus and it was our last evening in Indy…so I didn’t have to try thinking of how I’d need to patch my heel for a few more days of walking! 😉

Then there was my students’ favorite shoe incident my first year teaching. We got to work on landscaping projects around our community and I was shoveling up old landscapes in my dress shoes, competing with a group of boys to clear a section out the fastest, when my right heel got stuck on the shovel. We got some great laughs and figured out an epic story for the Payless ShoeSource salesman.

Though these shoe incidents bring back great memories and joys, the metaphor speaks to a lie…a lie that was destroying my passion for working with young people, a lie that almost destroyed my marriage, a lie being widely peddled by society.

This lie: It is a badge of honor to work yourself till the heels of life fall off. 

It earns no badges to be burned out. It earns no badges to neglect the most precious relationships of your life. Yet, what do societal pressures say? MORE. MORE. We don’t remove spinning plates. Instead, we try to find ways to balance them all and then maybe add a few more.

I won’t mislead you. I’ve been a very slow learner of this and there are times even now that I am struggling. This year has been a hard reality check; I cannot be it all for all people. Though I thrive off my current schedule, it is by no means healthy for me or my young family, notwithstanding that it is in no way sustainable. I’m wearing out the heels of my life much too fast and I’m only 27.

All of us need to be strong, healthy models for those newly entering our teaching profession. We need to be teaching them how to be strategic in saying ‘Yes.’ We need to provide opportunities for personal reflection and growth.

I’m blessed that my school administration has allowed me to come down to San Antonio this whole week for the National Association of Agricultural Educators Conference. It has recharged my battery and equipped me with tools to enhance my teaching, but above all, it’s expanded my support network in the profession. This week is shaping up to be a game-changer, but the goals I’m developing for myself look different than ever before.

I’m looking at strategically scaling back in different facets of my work life, starting this spring semester. Putting First Things First at home, so Annelle stops getting the leftover pieces of me…

The following observation will come off as harsh…please be aware it is for me not my readers…

What did I do with the shoes I wore out? Did I idolize them? Hang them on a plaque?

NO, THEY GOT THROWN IN THE DUMP…IN TATTERED PIECES! They served only a fleeting purpose…

ouch…this cannot be my life!

We must start talking about teaching differently because it is unlike any vocation. Our goal should not be to seek balancing competing silos. This compartmentalizing is wrong. We need a holistic view of an educator. Many of us find our life’s mission in this field, so how do we harmonize that with our desires and need for family and personal development?

I don’t have the answers. I’m a young pup, but I know that I need to be better. I know that I can be better! It starts with the first step in harmonizing my schedule to reflect the values of my life.

I’ll finish with a final anecdote:

My wife loves her pairs of boots. One pair in particular she has taken great care of and has taken to be resoled over the past ten years close to three times. They are still functioning like new and show little wear. Yet, she uses them constantly!

I’m not disposable. It’s not a badge to view my life as disposable, even if my time seems to be filled with worthy work…I need to be resoled. Lord give me the resolve, strength, and courage to do so!


Original Article: Till the Heels Fall Off

Don’t Let Them Smash Your Pumpkin


I stumbled across Joe Rogan’s podcast interview with Smashing Pumpkins’ frontman Billy Corgan a while back and Corgan says something about the music industry that may sound familiar to many teachers.


“Even if you were successful, it was set up to make you feel like you weren’t successful…that was the manipulation. I once said to somebody who is a very famous name in the business, ‘It’s like you guys find the needle in the haystack and then you spend the next 20 years telling them they’re not a needle in a haystack.’ You would think you’d be surrounded by people who are telling you you’re talented, you’re special, we want to help you because the more you succeed, we’ll succeed and we’ll all succeed together.  It was the exact opposite.”

I’m not going to pretend that every teacher is a rock star. Very few of us are needles in haystacks in the way Corgan describes. Most of us aren’t headed to the Teachers’ Hall of Fame (that exists, right?).

But teachers, even those who aren’t exceptional, are doing a job that is increasingly unattractive.

Today’s young people do not want to be teachers. A 2016 national survey of college freshmen found that the number of students who said they would major in education had reached its lowest point in the past 45 years, with just 4.2 percent intending to major in education compared to 11 percent in 2000; 10 percent in 1990; and 11 percent in 1971.

In my state of Michigan, the total number of college students studying to become a teacher is down more than 50 percent since 2008. My alma mater, Michigan State University, whose College of Education’s elementary and secondary graduate programs have been ranked #1  in the nation for 23 consecutive years by  U.S. News & World Report, saw its teacher-prep enrollment fall 45 percent between 2010 and 2014.

Parents don’t want their kids to become teachers, either. For the first time since they started polling the public in 1969, PDK found that a majority of parents do not want their children to teach. Two-thirds of those polled said that teachers were underpaid.

Even teachers don’t think other people should become teachers. In a survey of 53,000 educators from the state of Georgia, nearly 70% said they were “unlikely” or “very unlikely” to encourage graduates to enter the profession.


So when school districts are fortunate enough to get someone who not only wants to do the job but also shows some talent for it, you would think the leaders of such districts would, at the very least, make those teachers feel appreciated, just as you would think an executive at a record label who was lucky enough to sign a Hall of Fame band* would do everything he could to make sure the band was successful.

Instead, too many teachers get 20 years of being told they’re not good enough. They’re forced to attend professional development sessions that imply the way they’re doing things is wrong. They’re subjected to checklists documenting their every shortcoming. They’re forced to teach unproven programs with “fidelity” because administrators trust corporate publishers more than their teachers. When test scores are analyzed, it’s rarely the successes that district leaders want to talk about. The unrelenting message many teachers receive is that they lack.

Related: The Most Offensive F-Word in Education

So it appears there’s at least one thing that education has in common with the music industry: Even when a teacher is successful, the system is set up to make them feel like they’re not.

It’s baffling.

Record companies make more money when their musicians do well. And musicians are more likely to do well when they’re told they’re special, they’re talented, and that they’ll be supported because when they succeed, everybody succeeds.

School districts enhance their reputations when their students do well. And students do well when teachers feel appreciated and supported. Everybody wins.

Since there’s no good reason for record company executives and school administrators to treat people they hired this way, there must be a bad one. I suspect it’s power. Implying that you’re not good enough is, as Corgan states, a form of manipulation. Those at the top of a hierarchy like it there and they don’t like thinking too much about the substructure propping them up. If they can get you to doubt yourself, they can control you. And if they can’t, they’ll find other ways to put you in your place. 

Just ask Rafe Esquith.

So what do you do about it? For starters, don’t believe the criticism. Ignore the insinuations that you don’t know what you’re doing. As for feedback, decide whether it’s given in the genuine interest of helping you improve or if it’s just a form a manipulation.  If the latter, then nod your head, agree to agree, then go back to your room and do what you know works. Exercise your teacher’s veto.

The Smashing Pumpkins didn’t succeed because they listened to the advice of people who could never do what they did. They succeeded in spite of those people. Teachers should do the same. Ignore the naysayers. Don’t let the bastards get you down. Don’t let them smash your pumpkin.


* The Smashing Pumpkins are not actually in the Rock and Roll Hall of Fame, but neither is Motley Crue, so the Rock and Roll Hall of Fame clearly has no clue what it’s doing.


Autocomplete, Buffets, and How Schools Are Set Up to Fail

There are all sorts of fun things you can do with Google’s autocomplete function. You can start typing strings of words and see what pops up. (I just tried “what do people” and Google suggested “see in Birdbox?”) You can play Google Feud, which is more fun than you might expect.  You can also read this:

But if you hate fun and would rather be frustrated, then start a query with the words, “Schools should teach” and be prepared to be blown away by the sheer number of problems people think schools should attempt to fix (which is weird, considering how many of those same people seem to have little faith in schools’ ability to teach anything).

If you follow “Schools should teach” with every letter of the alphabet, you will soon understand exactly how schools are set up to fail and why teachers feel like pulling their hair out trying to keep up with the expectations.

To save you the trouble, here is what Google “suggests” schools teach:

cursive writing skills


life skills



sex education

character education

home economics

religious education

reading with only digital materials (I didn’t make that up)

students how to fail

students to protect the environment

classes on friendship

you how to be happy

intelligent design

emotional intelligence

practical skills

world religions

abstinence-only education

a second language


sign language


foreign languages

financial skills

good behavior

gun safety




how to cook


conflict resolution



mental health


media literacy

At least there’s nothing that starts with ‘q’ or ‘z’.


More is not better

You may have noticed that reading, writing, math, social studies, spelling, and science do not appear. I didn’t omit them. Google did. Which says something, though I’m not sure what.

You may have also noticed that a lot of what people want schools to teach are important things. In fact, you may have agreed with many of the items on the list above. If so, you can understand why legislators, school board members, and superintendents eagerly accept responsibility for so many subjects and skills. It’s hard to be against teaching kids manners, or conflict resolution, or handwriting.

The problem isn’t any one thing on the list. The problem is the list in its entirety. It’s like my diet. No one food is making me fat, but when you put them altogether … well, let’s just say I need to reread my own book.

While most schools don’t try to teach everything, they also don’t do a very good job of drawing some firm lines about what they will and will not teach. My guess is that most schools take a stab at about 80% of the items above and many others that aren’t included (it doesn’t take much effort to come up with things not suggested by Google).

Schools suffer from the same fallacy that buffets and genre-mashing movies do: They believe that more is better. Click To Tweet

A larger variety of food will appeal to more diners. Offering crab legs, lasagna, and sirloin steak pretty much covers everyone, doesn’t it? Who wouldn’t love a buffet?

Mixing genres will attract more moviegoers. Because if you like buddy movies,  comedies, and mysteries, then why wouldn’t you want to see the new Sherlock Holmes movie starring Will Ferrell and that other guy?

Offering more to students will make more of them (and their parents) happy. We’ve got something for everyone! Latin, cooking classes, mental health screening, boater’s safety, and AP Chemistry!

The problem with that kind of thinking is that when you do more things you invariably sacrifice quality.

If you want a good steak (or good crab legs or lasagna), you don’t go to a buffet. Buffets offer a lot of food, but none of it’s the kind of thing that’s going to impress a date.

If you want a good movie, you don’t watch Netflix’s genre-mashing Brightwhich Rotten Tomatoes said, “tries to blend fantasy, hard-hitting cop drama, and social commentary — and ends up failing painfully on all three fronts.”

Critic Brian Lowry called the movie a “bloated, expensive mess.” The New York Times called it “a loud, ungainly hybrid that does not serve police procedurals or fantasy spectaculars very well.”

One can easily imagine a similar review for the many public schools that make the same mistake of trying to please too many people:

“The school tries to blend rigorous academics with conflict resolution and proper etiquette, along with a focus on life skills such as tax preparation and gun safety — and ends up failing painfully short of the mark on all six hundred fronts. Three thumbs down.”

Our public school system might aptly be described as a “bloated, expensive mess” that doesn’t serve its students, their parents, or the people working inside of it very well.

When you try to do too much, you end up doing very little well.

We should stop asking schools to solve every societal problem. Until we do, we shouldn’t expect any more from them than we do from a buffet dinner or the latest Hollywood mash-up. Schools won’t get much better until Google completes the phrase “Schools should teach” with the word “less.”


Schools Should Do Less