5 Tips for Classroom Fundraising When Traditional Routes Aren’t Cutting It

Guest Writer: Anica Oaks

Raising enough funds to bring additional materials and activities to the classroom isn’t always easy, and the traditional routes don’t always work. This is especially true if you’re teaching in a non-“core” curriculum subject like art, theatre, or sports.

Educators, it’s time to think outside of the box. When it comes to classroom fundraising, getting extra creative and utilizing digital resources can make a huge difference in terms of how many donations you pull in. Here are five tips to help you get creative with classroom fundraising.

Kick Off Some Crowdfunding

A lot of teachers are coming to rely on crowdfunding websites like Indiegogo, GoFundMe, and KickStarter for garnering funds. You’ve probably seen friends and family share these kinds of links on their social media pages.

Crowdfunding is a great way to reach people across the world—many people you otherwise wouldn’t reach at all. Crafting a crowdfunding site with a specific (and realistic) goal and time-frame can pull in a lot of attention from a wide array of social media users. This method of teacher funding might be new, but it’s proving to be effective for many teachers in need.

Host a Scavenger Hunt

No matter the grade level, students love to hunt for clues! Make it educational by including aspects of your current curriculum. Allow students to form their own small teams, and each team must pay an entrance fee before the day of the hunt.

Make it a school-wide event and get other teachers in on the action. Bring families in on it, too. You can even set up a donation table to add on to the proceeds from the entrance fees.

Create a Superhero-Themed Event

Superheroes (and super-villains) are totally in right now. If you’re a band or choir teacher, consider putting on a concert in which you play songs from DC and Marvel soundtracks. You can even encourage your students to dress in their favorite character’s attire.

Get some of your school’s best athletes, actors, and even some parents or guardians in on the action by having them dress up as Marvel and DC characters and have a Marvel vs DC “battle.”

Movie Night

This is especially fun for middle and high school students. Pick a Friday night and host a movie marathon. You can host the watch party in your school or even contact your local cinema and see if they’d be willing to sponsor the event. A percentage of the ticket and food sales could go toward your classroom or school’s needs.

Start a “Seed” Money Challenge

Start by giving each student in your class a small amount of money (even $1 will do), and ask them to come up with creative ways to turn it into more than that. Not only can you generate classroom funds this way, but you can get your students thinking with entrepreneurial mindsets.

Getting funds for your classroom doesn’t have to be hard, and it certainly shouldn’t be boring. Invoking your creative side and allowing your students to have some input can really take fundraising to the next level.

      

 

What Should You Do If Your Students Start Using Chatspeak in Assignments?

Guest Writer: Agatha Singer

As it always is with the matters related to teaching, your reaction to some issue should be determined on a case-by-case basis. Therefore, if your students start using chatspeak in their creative writing assignments you should stop and think. Why exactly are they doing this? In some cases, this can be considered a legitimate method of expression. But there are also situations where you’ll need to correct this issue before it turns into a bad habit.

Is Chatspeak the Enemy?

There is this trend for demonizing chatspeak today. Demonizing anything social media and Internet-related really. You can see hundreds of articles and hear dozens of impassionate speeches on how children are wasting away staring at smartphone screens, how they make dangerous connections through social media, or how hanging out online, in general, lowers the IQ of an entire generation.

It’s sad to admit that in a way, all of that is true. However, if you stop and think on the matter a bit more, you might remember that a few decades back you could hear all the same things about television.

And before that, there were radio programs, which ‘corrupted the innocent minds’ with scandalous stories.

And before that, people invented print and book burnings came right after that. During some of those, scholars, authors, and printers were burned or buried along with their works. One can only be proud that centuries of evolution made us less brutal and that today people prefer flaming through online comments as opposed to setting something on fire for real.

But do you see the pattern here?

Every time some new way to expand the limits of communication and entertainment comes along, a fraction of society resents it. In the majority of cases, this is the older generation, which grew up with the previous medium and is clearly struggling to master the new one. This begs to question whether the resentment comes from valid concerns over moral and ethical integrity or from one’s inability to adapt to change?

As a teacher, you have to adapt to the times and use the tools that appear every day to teach the skills that are timeless. For example, you can use comic books to teach creative writing and your students are bound to love those lessons much more than picking through some 15th-century poetry. You also can and should use language learning apps when working with ESL students. Acceptance of chatspeak is a part of this necessary adaptation to the times.

Why Do Students Use Chatspeak?

Youths use chatspeak today because it’s fun, because it’s easy, because everyone is doing it, or all of the above. Simply put, this informal language helps them have more relaxed conversations.

This is what’s really important because even a sliver of a chance for kids to be less stressed is extremely valuable. The lack of free time, constant stress, and pressure have devastating effects on the youths of today. They push students to cheat, make them depressed, and drive hundreds of teenagers to suicide. Stress is the main enemy of students, and one cannot deny that a requirement to write properly articulated sentences all the time would add to it. Not by much, but everything counts in such a dire situation.

Bear in mind that the kids of today already write more than their predecessors did 20 years ago. This means that they spend a large part of their life developing that writing skill, which it is your duty to teach.

Yes, they are doing most of that writing with chatspeak, which has little in the way of grammar and spelling that can make anyone cringe at times. However, studies from the University of Alberta and Coventry University prove that using chatspeak does not affect students’ ability to learn and use proper grammar. It doesn’t even interfere with their essay-writing skills and doesn’t interfere with distinguishing between formal and informal language situations.  

Therefore, the point is that students are writing more and you should use this trend to nurture their creative writing talents. The trick is to teach them when using chatspeak is appropriate.

When Using Chatspeak in Assignments Can Be Appropriate

The use of chatspeak can be acceptable in creative writing if it’s a tool for creative expression. Therefore, if the character or situation from the work allows for such informal language, you shouldn’t scold your students for it.

After all, how is using chatspeak as a valid form of creative expression different from Burgess’ Nadsat or the vernacular in Catcher in the Rye? Both of those are nothing short of atrocious if you try to measure them against the neat formal flow of ‘good English’. However, those are the details that fill the books with life and personality.

As a creative tool, language is flexible and it’s a joy when students realize this and start bending it to find their own voice. That’s exactly what you should be teaching.

However, there is a different side to this coin. The situation when your student uses chatspeak might not be justified by the plot. In this case, you have a problem on your hands.

It’s a fact that informal language can leak into situations where it’s unwarranted. This can happen not only in writing assignments but also in everyday life. And when it does, the person using such vernacular is perceived as uneducated or rude.

This is what you should be explaining to your students who start using chatspeak all over the place. Impart on them the distinction between the kind of creative situations when this is acceptable and when it’s not. However, do your best to be both gentle and reasonable when doing this. Make sure you explain the issue in detail instead of throwing a blanket ban of chatspeak. This is how your students will be able to understand the nuances of situations where formal and informal language can be applied.

Overall, chatspeak isn’t the devil. Regardless of how much of a traditionalist you are personally, this type of language is the norm today, so you can’t pretend it doesn’t exist or diminish its role in modern society. Therefore, the best you can do is to help your students learn how to use it without offending anyone.

I’m Agatha Singer, a work-from-home mom of two little nuggets. My interests range from the latest business management trends to healthy living and adventurous traveling. I always stay open to new ideas and expertise to make my writings handy and captivating for you. I’ll be happy to see you on my blog: http://www.agsinger.com!

Teachers Pay Teachers Is Not the Problem

 

(A few disclosures: I have a Teachers Pay Teachers account. I think I have two products for sale. Last month, I made 24 cents. So this isn’t something vital to my financial survival. Second, I don’t often buy things from Teachers Pay Teachers. I’ve probably downloaded five or six freebies and purchased two or three products in all my years of teaching. I disclose these things so you know I don’t really have a vested interest in TeachersPayTeachers. But I do have opinions.)

Teachers Pay Teachers is a divisive topic in education. On the one hand, millions of actual teachers use it, not only to find materials to use with students but to make money selling their own content. On the other hand, TpT receives a fair amount of criticism from a second group of teachers and those connected to education who aren’t teaching classrooms full of kids. The following popped up in my Twitter feed a couple of days ago and it represents the general sentiment of many critics:

 

TpT has been on the receiving end of growing criticism like this for the last few years. There are concerns about copyright infringement. Critics contend that the available materials are worksheet heavy (‘worksheets are bad’ being a relatively recent piece of conventional wisdom promulgated by a subset of vocal teachers). Some sellers have been accused of ripping off fellow teachers by copying their freely given content and selling it on TpT. Of course, there are also teachers who don’t like that their fellow educators are engaging in capitalism and hoping to make a buck. (I imagine a Venn diagram of people who feel this way and people who believe teachers should donate hours of their time every week to their employer would only have one circle.)

But perhaps the most persistent criticism, and the one reflected in the tweet above, is that TpT is a terrible source of instructional content. Like Mrs. Boyd, some hold this view with the same certainty that they believe cigarettes are bad for your health and Howard the Duck is a shit movie. The value judgment that wafts off of so many of these folks’ criticisms is that no good teacher would use anything from Teachers Pay Teachers.

Yet many teachers do. Why? For those who believe TpT is a heaping pile of steaming instructional garbage,  the only possible answer is that teachers lack access to quality curricula. And while that may be part of the answer, the more complete answer is that many teachers simply don’t share the opinion that TpT is an educational junkyard. For teachers in actual classrooms, there are a number of reasons why TpT is a valuable resource, and there are other reasons why critics’ disdain of TpT is misguided.

Why Teachers Use Teachers Pay Teachers

They Have No Curricula

Certainly, there are teachers who have no curriculum at all but are still expected to teach the standards. The recent report on Providence schools from Johns Hopkins makes this clear. Researchers wrote:

“Teachers, principals, and even students noted the lack of an established curricula as problematic. When asked about the fact that there were supposed to be just four curricula vetted by the district, we were told about multiple impediments: in one school, the new curriculum materials did not arrive until November and included no appropriate materials for IEP students. In other cases, it was clear that ambivalence about using a particular curriculum started at the top. In one school, the principal told us that the school had purchased Eureka [a math curriculum] but that s/he was “not a fan of programs” and so ‘considers Eureka more of a resource than a curriculum.’ Nevertheless, this principal intended to purchase three new ELA curricula next year.”

The report continues:

“In one school, the principal listed almost 20 different curricula, between math and ELA, that are in use.

“We use what we can find,” said an elementary school teacher in a group interview. Teachers in several schools told the team that they would “trade autonomy for a curriculum.”

This is what teachers do. They use what they can find. And it’s really easy to find things on Teachers Pay Teachers. Something is better than nothing, and TpT offers these teachers what their employers haven’t.

They Have Poor Curricula

Like the content on Teachers Pay Teachers, not all curriculum is created equal. Some of it stinks. And some districts purchase odiferous products. Teachers are the people who have to use the smelly lessons and they quickly learn just how offensive the emissions are. If teachers are stuck with stinky curriculum, they have two options: Keep using something that isn’t working or seek out better resources. That such a high percentage of teachers search for resources on Teachers Pay Teachers says less about these teachers’ unprofessionalism and more about how deficient they find the curricula they’ve been asked to use. If anything, the use of Teachers Pay Teachers indicates teachers’ earnest desire to find resources that engage and educate, not that they’re abdicating their instructional responsibilities. The graphic above could easily be seen as a good thing.

To Break the Monotony

While the above graphic was a lamentation for Mrs. Boyd, she ignored the stat on the top line: 83% of teachers use their district-adopted curriculum. My assumption about the 17% who don’t is that they may not even have a district-adopted curriculum. That means most teachers are willing to use the curriculum provided to them and do so regularly. That many of them also use Teachers Pay Teachers and Pinterest suggests that they sometimes find those curriculums lacking. How might they lack? In my experience, the programs can get monotonous over the course of a 180-day school year. Also, some lessons are boring. Sometimes, teachers feel the need to change things up and make lessons more engaging.

I teach bar graphs to my third graders. To understand them better, we create them. The way this is done in the Go Math! program is boring and it’s not a skill that students learn with one lesson. So I have a choice: Keep teaching students how to make bar graphs using the district-adopted curriculum, which is unengaging, or come up with something a little more exciting. If I’m feeling creative that day — a likelihood that becomes less and less so with each passing school day — I might come up with an original idea. More often, I google something like “Fun bar graph lesson for third graders.”

Guess which two websites show up at the top of the search results.

To Reteach or Extend

Some programs are good but don’t have enough. I may need to teach students how to create bar graphs three times but the program may only have one lesson and some remediation and enrichment ideas. Sometimes, students just need to do the same thing a few times in slightly different ways. Since my program doesn’t provide these additional opportunities, I have to look elsewhere. Twenty years ago, I would have made a trip down the hall and asked the old veteran in her swivel chair to check her file cabinet. These days, the Internet is faster and its file cabinet is larger.

To Have a Life

Some critics of Teachers Pay Teachers bemoan the fact that teachers aren’t designing their own lessons. They make the specious claim that teachers should be customizing lessons because each class is different and only a teacher who knows her students well can design an optimal lesson for those students’ particular needs. This argument is usually self-serving and detached from reality. People are far more alike than they are different. Third graders sitting in a Montana classroom are not different enough from third graders sitting in a Michigan classroom to justify the creation of customized lessons. Most teachers know this, which is why they’re perfectly fine using lessons created by other people, whether those people work for Pearson or are teachers in a neighboring state.

While I have argued that canned programs and easily available Common Core-aligned lessons have destroyed teacher motivation by removing autonomy from the classroom and robbing teachers of one of the more enjoyable aspects of the job (the creation of materials), I’m also a realist who knows that we would quickly accelerate the pace at which teachers are quitting if we expected them to still create all their own materials with all of the other expectations we’ve placed on them in the last 20 years. Most teachers have zero training in curriculum design, and for the sake of their own energy and mental health, they should take advantage of the fact that there are hundreds of lessons on nearly every topic at the click of a mouse. Chances are strong you’re not going to create the best bar graph lesson on the planet. Hundreds of better ones already exist; teachers should use them and save their time for the ridiculous number of other things they’re expected to do. 

Returning to the bar graph example, once I’ve decided I want to teach students how to make bar graphs in a more engaging way than that offered by my district-adopted curriculum, I now have a second choice:  I can create my own more exciting bar graph lesson or I can save my time for other things, especially since I know full well that there are probably hundreds of more exciting bar graph lessons on the Internet. I might even have an idea. I want students to graph the colors of Skittles in those little fun-size packets you get at Halloween. I could create my own bar graph template thing or I could click a few times, maybe spend a buck, and print out 25 of them in about two minutes. As someone who has to teach reading, writing, science, social studies, and math lessons every day, I can tell you that this is no choice at all. When I google “Skittles bar graph lesson,” guess which website shows up first? Why in the world would I spend my most precious resource making something that already exists and that’s probably better than anything I’m going to design? (And if you think you can make a better lesson than the hundreds already out there, then I invite you to read The IKEA Effect of Lesson Creation.)

Why Teachers Pay Teachers Is Not the Problem

It’s important to remember that Teachers Pay Teachers is a marketplace. As such, it’s no different from a Moroccan bazaar or a supermarket. Just like Amazon and your local Piggly Wiggly, there are some shady players operating within the marketplace and not everything available is of high quality. You can buy fresh fruit or a box of donuts. A good pillow or a flat P.O.S. A standards-aligned, high-engagement lesson on reducing fractions or a fluffy waste of time with lots of cutting and coloring. It’s up to the consumer to find what they need.  Any criticism of Teachers Pay Teachers is almost always a criticism of the buyers and sellers using Teachers Pay Teachers. The solution is not to remove all the junk but to educate consumers on junk’s identifying characteristics.

Some TpT and Pinterest critics lament that teachers are neglecting better resources for the ease of TpT. They point to excellent content on other websites. They share links and try to convince teachers that this site over here has excellent NGSS resources, and they’re free! This blog over here written by this high-performing math teacher is excellent and she shares free resources that align tightly with the standards. The state of Florida has links to standards-aligned content that’s been rated by some other website as high-quality.

But that’s the problem! TpT is like Amazon for many teachers: it’s the first place they check and it often shows up at the top of Google’s search results.

My local hardware store might be selling better nails at a lower price, but I’m still probably going to get my nails from Amazon because it’s faster, I’ve purchased other things from them before and been pleased with the results, and I don’t have to search high and low for the nails.

If there are people out there creating great stuff for teachers, they should be selling or giving away that stuff on Teachers Pay Teachers, just like brick and mortar stores list their products on Amazon. Content creators must go where the customers are, not expect the customers to find them, no matter how good (or inexpensive) their stuff is. That’s why my books are available on Amazon and I don’t sell them out of my garage. If Teachers Pay Teachers is where teachers are going to look for resources, then people who make excellent resources should offer their content there, not try to convince millions of people to visit thirty different websites which are always changing.

Inconsistent Arguments

Finally, every criticism of teachers who use Teachers Pay Teachers runs into a logical consistency problem.

If you think teachers should collaborate with colleagues in their building or via social media and share materials they’ve used successfully with students, then why would you have a problem with Teachers Pay Teachers, where teachers do the exact same thing but on a larger scale? Why would the size of the user pool change the quality of the lesson? Why would the fact that the products cost money negatively affect their quality?

If you believe teachers are, in fact, capable of creating excellent lessons, then why would you assume teachers are not offering excellent lessons on Teachers Pay Teachers?

If you think teachers are only buying garbage from Teachers Pay Teachers, then how can you have any confidence that they will be able to distinguish garbage from high-quality materials outside of Teachers Pay Teachers?

If you believe teachers should create their own lessons instead of downloading them, then why would you have confidence that teachers who can’t recognize quality content on Teachers Pay Teachers would be able to create quality content on their own? That’s like expecting a person who doesn’t know how to assess the quality of a car to be able to build a good one on their own.

 

There are many problems with education today. Too many students receive low-quality instruction. We would be better off if districts ensured their teachers knew the standards, provided those teachers with high-quality, standards-aligned curricula, and trained their teachers in its effective use. But blaming Teachers Pay Teachers for providing a marketplace where well-meaning teachers do what they’ve been doing since the beginning of formal education is directing your ire in the wrong direction. Teachers, almost all of them, want their students to learn and they do what they can to provide the best education within limits that are usually beyond their ability to control. Teachers Pay Teachers does nothing more than provide these teachers with a place to find materials other teachers have used. That some of those materials are good and some are bad doesn’t make Teachers Pay Teachers a problem; it makes it the same as every other marketplace.

 

 

 

Are Phones Distracting Teachers Too?

 

Guest Writer: Frankie Wallace

 

It’s hard to find anyone without a smartphone nowadays. Adults and kids alike seem to be glued to these handheld devices around the clock. While smartphones are meant to keep us connected and help us access useful information and tools, they can also end up causing a lot of problems — especially in the classroom. 

In 2015, Apple sold 300 million devices, which equates to just under 1 million devices being sold each day. The smartphone trend hasn’t stopped from there. In 2019, the number of smartphone users is expected to increase to 2.5 billion. It’s not just adults using these devices, either; about 56% of kids ages 8-12 in the U.S. have a smartphone, and that number increases when it comes to teenagers. It’s no surprise that smartphones in the classroom have become a problem in recent years. 

Cell phones can obviously be a distraction to students in school with so many apps, social media, and the ability to text friends. They’ve become such a problem, in fact, that some schools have pushed to ban them from the classroom. But is it just students who are distracted by smartphones, or are teachers struggling too? 

What Are the Risks of Too Much Smartphone Use?

Smartphone addiction is real, and the risk of it affecting adults is dangerously high. Don’t think you have a problem? Consider this: On average, smartphone users look at their device 80 times a day. This includes checking it right before bed and right when you wake up.

Reaching for your phone so often can be triggered by a variety of things, including the need to feel connected to social media, games, shopping, or even checking on work. Any type of content you could want is in the palm of your hand. Teachers certainly aren’t immune to this problem, and it’s important to understand the risks involved with too much smartphone use. 

The physical and mental implications of too much smartphone use include higher stress levels, anxiety, and sleep deprivation. If you can’t stay away from your phone, you also run the risk of being easily distracted, which can have fatal consequences. Smartphone use is a common problem when it comes to distracted driving. Even a few seconds with your eyes off the road to read a text message or to check Facebook can lead to a car accident. 

If you’re a teacher, the temptation to check your phone regularly can be even stronger, especially if you see kids with their phones out all day. Maybe you have a few minutes of silence while your students complete a test. Or maybe you’re itching to see what your friends have posted on social media in the last few hours and it distracts you from your lesson. Keep some of these risk factors in mind if you start to feel overly connected to your mobile device. If you feel like you’re struggling to stay away from it, you may need a more drastic solution. 

Do You Need a Smartphone Detox? 

Whether you’re constantly using your smartphone to access school-related information outside of school hours or you’re frequently being distracted by using your phone for personal reasons while in the classroom, you may need to evaluate your relationship with technology — a key component of having a healthy work-life balance. If you feel like you have too much of an attachment and don’t want to develop some of the issues listed above, it could be time for a digital detox. 

Detoxing from your smartphone can take many forms. It probably won’t be easy, which can tell you just how “addicted” you really might be. Try some of the following tips to try to make the process feel less overwhelming:

  • Hide your phone away during school hours so it’s out of sight.
  • Turn it off when you’re in school.
  • Download an app to keep you off your phone.
  • Practice being more mindful and living in the moment.
  • Leave your phone at home during the workday.

 

If you’re really struggling with a smartphone addiction, you may benefit from simply not having one. If you feel as though your phone has taken over your life in a negative way and you need a long-term break, you might consider getting rid of your phone entirely. If you decide to take this route, consider destroying your phone to make sure no one else gets their hands on any of your private information. 

How Can Teachers Use Smartphones for Good? 

It’s important to understand that smartphones aren’t all bad. Some schools and teachers have embraced the fact that they can be beneficial tools in a learning environment. In fact, some have actually started giving their students smartphones so they can do everything from sending emails to teachers to keeping track of their schedules and homework. 

Teachers can also benefit from using smartphones. They can keep track of their own schedule, remain connected with students, and even discover digital learning resources like flashcards, tests, and games that they can show to their students. Because this generation is growing up surrounded by technology, kids may be more likely to show interest in something educational if it’s presented to them in a familiar way, such as through an app. 

Smartphones aren’t going anywhere, and they’ll likely continue to become an even bigger part of our everyday lives. While they are unavoidable, it doesn’t mean they have to cause problems. If you’re a teacher, keep your job and your students your top priority. As long as rules and boundaries are set in place with smartphone usage in a school, both teachers and students alike can use them for good.

How Teachers Can Manage Stress

 

Guest Writer: Anna Kucirkova

When your body reacts to a situation and causes mental, physical and emotional pain, we call that stress. Despite stress being a negative thing, it can also be a source of motivation leading to increased productivity. When stress affects a person severely, it’s called chronic stress. Chronic stress is not beneficial at all and it leads to some serious damage. The best way to deal with this type of stress is by learning how to manage it. Below are some methods to overcome stress and its effects.

Effects of Stress

Stress will manifest its self either physically, mentally, or emotionally. Stress will also affect communication.

physical issues

Some physical issues that result from stress include stomach upset, muscle pains, energy loss, headaches, nervousness, and insomnia, among others. Symptoms may vary from a person to another because the body responds differently when subjected to stress. Long term stress can lead to heart-related diseases and panic attacks which feel like a heart attack. Many people also experience eating disorders, which can lead to obesity, irregular menstrual cycles, hair loss, ulcers, acne, or diseases affecting your digestive system.

emotional effects

Stress has been known to cause depression and anxiety. Excessive worrying can lead to a person feeling overwhelmed and a loss of self-esteem, which can then lead to the avoidance of others. People affected by stress are normally moody and easily irritable, making them little fun to be around. According to mentalhelp.net, chronic stress can be a major cause of thinking problems(cognitive), bipolar disorders, personality, and behavior changes.

communication

When it comes to communication, stress can manifest itself in a number of ways. Stress may lead to high emotions due to anger or frustration. It can also be a major reason a person isolates himself from other people. This cuts all communication and the person is unable to get the help that he/she needs.
A stressed person can easily misjudge someone trying to communicate with them. Stress can also be a reason why a person is unable to speak in public due to anxiety.

How to Curb Stress

know the cause of stress

The first step is actually establishing the cause of the stress. Since everyone has different stress triggers, it is better for one to know his or her own triggers and then try working on it.

increase communication

Most people experience stress because of hiding problems for themselves. For example, in the workplace, you can talk to your boss about a task you are finding difficult to accomplish. In academics, you can try to seek help in areas you don’t understand instead of stressing about it. Also in your relationship communicate early about things affecting you to avoid building tensions and having a meltdown. By expressing oneself, stress levels will go down. If you are experiencing long term stress, a professional therapist might help you feel better.

Other Ways to Reduce Stress

Exercising

Exercise will help reduce tension, anxiety, depression and also relieve stress. Your overall life quality will improve generally if you work out.

Eating healthy

Overindulging in caffeine, alcohol, sugars, and nicotine increases the stress levels in your body. Foods rich in vitamins and magnesium help your body to have strength when you experience stress.

Meditating, praying, and getting enough sleep are some of the other actions you can take to manage stress. Also, indulge in a hobby and some fun activities.

Since stress is a part of our life, the best we can do is manage it. Following the above steps will help you manage stress, resulting in a real life change.