6 Ways for Teachers to Earn Additional Money

The following is a guest post by Peter Hill, a famous writer that can involve in every sphere and professionally write about any topic. He has been working in California SMM agency as a journalist for more than 6 years. Contact him on Google+, Facebook and Twitter.

6 Ways for Teachers to Earn Additional Money

On average, teachers work 54 hours per week. They spend 43 hours at school, but they usually have 11 more hours of work to do at home. This job brings administrative responsibilities that are being covered outside working hours.

But there’s a problem: these extra hours of work are not being paid. In April 2018, thousands of U.S. teachers protested, demanding higher wages for themselves and more resources for the students. They are not addressing that overtime work because it’s hard to get it measured, but it’s no wonder why they require fair payment. The average annual salary for teachers in the U.S. is $45,890. The median wage for all U.S. workers is $44,564, but we’re talking about a 40-hour workweek in that case.

The conclusion is clear: teachers are not making enough money.

But they absolutely love what they do. So instead of quitting their jobs, they could use some tips on how to earn additional money while they keep doing what they love. For example, some teachers start blogs to offer their best essay tips, and eventually start generating income that way. Others work as guest bloggers for an academic essay writing service.

So where will you start? We’ll list 6 ways for teachers to make extra income without investing too much time in those activities.

 

  • Sell Your Lesson Plans

Teachers are so busy that they would gladly get part of their work done by someone else. And if you already have great lesson plans, teachers will be willing to pay for them. How can you make this happen? Easy: register at TeachersPayTeachers.com and start selling your original educational resources.

 

Did you know you could monetize your skills as a college essay writer, too? Of course you don’t support your students when they want to hire professional essay writers and present the work as their own. But that’s not what really happens on these platforms. When you become part of the best writing service, you’ll connect with students who really struggle with academic writing.

You’ll act as their tutor, providing tips as you help them complete the paper. It’s exactly what you do for your students. But when you work for a paper writing service, you’ll be able to expand your reach and earn actual money.

In addition, you can work as an editor for Paper Writing Pro Proofreading Service.  

Don’t underestimate this industry; it has a lot to offer.

 

  • Sell Photos Online

This tip works only for teachers with great photography skills and decent equipment. If you belong to that category, you can start earning passive income if you start selling your photos online. Here are few of the platforms you can explore:

 

  • Start Your Own Blog

You have lots of knowledge and experience to share. Your personal blog doesn’t have to be about teaching or education. That’s a great niche, but it’s okay to focus on something else if you don’t want your entire life to be related to it. You can start a blog about parenting, beauty, fitness, cars, history, or whatever else you’re really interested in.

A successful blog can be another great source of passive income. It will require a lot of work for you to make it good and popular. But, when you choose a niche you’re passionate about, you won’t feel like working when blogging. It will be a relaxing activity for you.

 

  • Get a Summer Job

You get a couple of months off in summer, right? You don’t have any teaching obligations during that period, so it’s the perfect opportunity for you to get a part-time job. You can work as an insurance agent, for example. You can also start freelancing. Platforms like Freelancer offer tons of opportunities for people with different skills.

Tutoring can also be a great summer job. If there are students in your area who could use extra classes during the summer, they can turn to you.

 

  • Pursue a Graduate Degree

If you want to start making more money as a teacher, you should encourage yourself to pursue your MA degree. Teaching is a career that offers opportunities for progress. You shouldn’t neglect them. If you gain a graduate degree, you’ll be able to teach at higher grades or move into administration.

Staff members, principals, and superintendents earn higher salaries than the average teacher. And if you earn a PhD and become a college professor, you can hit the $100K.

Don’t be overwhelmed by that goal. Believe in yourself! When you work hard to make progress in this career, it will happen.

It’s Okay to Have Bigger Goals!

Some people judge teachers for not being happy with the average salary. They say that you should teach because you love teaching; not because you want to earn money. They are very, very wrong! You love teaching, so that’s exactly why you want to make more money. You love this profession and in order to do it, you have to be able to make ends meet.

There’s nothing wrong with your aspirations. Fortunately, you have options.   

5 Jobs That Help Kids in School

The following is a guest post by Ron Stefanski. Ron is the founder of JobsForTeensHQ.com and has a passion for helping teenagers find jobs.  He created the website because he feels that teenagers need to focus on their professional passions much earlier in life and aims to teach them how they can do that.  When he’s not working on his website, Ron is a college professor and loves to travel the world.  

 

Five Jobs That Help Kids in School

This story will be familiar to high school teachers everywhere. A teenager picks up a part-time job to make a little spending money, but the hours end up being more than they can handle. They become stressed and overstretched. Something has to give. They drop behind on their studies. Pretty soon that straight A student is falling asleep in class and failing assessments.  Well, forget that story. The job market for teens is more flexible than ever, and some opportunities may even benefit them in school! Point students in the direction of these beneficial job opportunities, and you may even see an improvement in their performance.

  • Blogging

Writing is one of the most critical skills that children learn in their school years. Whether students are below, at, or above grade level, they can all benefit from continued work on writing. There are several digital resources to help students gain writing skills, but nothing compares to practice. A student who earns extra cash with a blog has to have excellent writing skills in a variety of forms, from persuasive to informative.

Successful blogs need consistent content, giving teens the motivation to create a daily writing habit. To make this job opportunity even more beneficial, blogs should focus on a topic that requires research, citations, and planning. Students not only benefit from writing practice, they will gain valuable research skills that can transfer to other areas of study.

  • App Development

Many schools offer computer science classes, and the benefits to other STEM courses are apparent. Students who learn to code are better problem solvers, critical thinkers, and develop a growth mindset. Why not encourage teens to profit from this beneficial study? If they are working to develop a helpful app in a computer science class, they can sell that app for passive income. Games and apps could even take on an educational aspect themselves, helping develop study habits or memorize formulas. Technological literacy will soon be a skill that students will need to thrive in our world. Teens who are interested in computers and code should be given every opportunity to practice those skills and explore career options.

  • Video Game Testing

Balancing fun, school, and work can be a real challenge for teens, who often make decisions based on instant gratification rather than long term planning. Your average high school student would rather skip homework than their daily Xbox session. Why should teens divide their time when they could be getting paid to play? Job opportunities in the video game industry are popping up for teens as young as 15. If work is the same as play, teenagers won’t be as tempted to skip studying.

How exactly is that helping them in school? Video game testers are doing more than playing a few levels of a new game. They are building creativity. They have to test every move and strategy a player might take in every level. Watching for glitches and analyzing game play requires critical thinking skills and problem solving, skills kids need to thrive in the classroom. Finally, testers write detailed reports of their findings so that coders can fix bugs and glitches. Technical writing practice is great for students.

  • House Sitting

House sitting might be the most educationally beneficial job a teenager can take on. Don’t believe me? Try studying in a house where your family is asking you to finish chores, your friends drop by unannounced, and your siblings keep screaming at each other across the house. Life in a family home can be distracting, if not chaotic. Not only is it impossible to get rid of distractions, there are so many familiar habits to fall into. How many times have you sat down for “one episode” of your favorite show and ended up binge watching a whole season?

For a teenager who needs a quiet place to focus, away from distractions, housesitting can be a life saver. When you housesit, you are getting paid to stay in someone else’s home. While they may have some of the same distractions you’re used to, like television, the unfamiliar setting makes it easier to ignore them. Plus, it is generally seasonal work that pays very well, freeing up most of the year to focus on academics.

  • Tutoring

As a teacher, you know the value of peer to peer teaching. You have your students do it in the classroom all the time. Tutoring is a great job opportunity for teens that helps them synthesize content and develop their own study skills. New digital platforms make tutoring more accessible to students at different levels. Even if a teen isn’t top of their class, they have probably mastered most of the skills that got them through middle school. Teenagers can work with elementary and middle school aged students to help them develop better study skills and master familiar content.

Tutoring is a flexible gig, allowing teens to make their own schedules but often paying significantly more than minimum wage. Plus, they can capitalize on their time by completing their own homework while working. Some schools will even offer opportunities for students to tutor during the school day.

Schools can’t teach everything, and parents want their teens to learn the valuable life lessons that come with work experience. When teens decide to work, it is important that they know there are options that will help, not hinder, their studies.

 

 

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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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.

Corgan:

“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.

Source

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.

 

Go For The Bananas

 

The story goes like this:

Five monkeys are put in a room by some scientists. A ladder is in the middle of the room. At the top of the ladder sits a basket of bananas.  Each time a monkey attempts to scale the ladder to get the bananas, the scientists douse all the monkeys with cold water. After a few attempts, the monkeys get the picture and give up.

Then, the scientists remove one of the monkeys and replace him with a new one. This new monkey, unaware of the others’ experience, goes straight for the bananas. But knowing they’re all about to get soaked, the others pull him back and beat the hell out of him, sending the clear message that ladders are not for climbing. The scientists continue replacing monkeys. Each new monkey is similarly deterred. Eventually, the group is composed of five new monkeys, none of whom has ever been sprayed with water.  Still, none will go for the bananas.

Imagine a new monkey entering the group and seeking advice from the sage monkeys who have years of experience in the habitat. “Hey, fellas. What’s with the bananas, and why aren’t any of you eating them?”

“Oh, we don’t climb the ladder.”

“Why not?”

“We just don’t. Bad things happen when the ladder is climbed.”

Without questioning the conventional wisdom, each new monkey remains one degree away from ground-level truth, the information he needs to make good decisions.

Simply by asking “why,” the entrenched behavior of the monkey community could be turned on its head. It’s possible that circumstances have changed — perhaps the scientists got bored and left or maybe they’ve changed the experiment — and they won’t be sprayed with cold water when attempting to go for the bananas.

The story appears to be completely made up and spread by the Internet. That’s okay. Aesop made up a bunch of stories and we have no problem telling them because we recognize that they contain valuable lessons. Fables are good for that, whether they star talking ants and grasshoppers or sadistic scientists and monkeys.

This one’s especially good for teachers today because just about any time I write about working less or saying no or not sacrificing your personal life for your school life, I get something like the following response from a few teachers:

“But I have to say yes or I’ll get fired (or evaluated poorly or shamed or scolded or choose-your-own-negative-consequence).”

Almost all of these teachers are acting like monkeys. I’ve taught nearly 20 years, and while I have seen teachers let go, moved into undesirable positions, written up, treated poorly by principals, and dinged on their evals, I have never seen those things happen to an otherwise effective educator and pleasant person who simply said no more often.

There may have been a time when teachers were metaphorically doused with water for protecting their own time, but I’ve never seen it. Most of us are just like the new monkeys. Even though we have no first-hand experience of being punished for saying no, we go on believing that doing so is dangerous.

What’s Good About Teacher Shortages

There’s a lot of talk right now about teacher shortages. The topic is usually used to highlight everything that’s wrong with education today.  Writers pointing to the shortage hope to create a sense of urgency to fix systemic problems so that teaching can be more attractive and schools can choose from better candidates. But not everything about the teacher shortage is bad.

Combined with our robust economy, the teacher shortage gives teachers more leverage than they’ve had since I started in education.  When schools know they’ll be scrounging to fill open positions and might have to hire someone who they normally wouldn’t consider, it makes them less likely to let teachers go for frivolous reasons. Smart districts will try to keep their teachers happy, knowing that if those teachers leave they will have a difficult time replacing them. Since many people do not want to do the job, those who do have power.

Rahm Emanuel famously said that you should never let a crisis go to waste. The teacher shortage crisis presents an opportunity for educators to flex some muscle. It won’t last forever, so while it does, teachers should fight to protect their time. At the very least, they should demand to be paid for their work. They should say no if districts don’t offer additional pay for additional responsibilities.

The circumstances have changed, as has the balance of power in many places. The time is now for teachers to climb the ladder.  And if you can’t bring yourself to do that, then you can at least stand back and watch when others place their feet on the rungs. You’ll probably see that there is no one waiting to soak you with water.

Stand up for yourself. Say no. Get what you want. Go for the bananas.