Preventing Teacher Burnout – Part 7: The Common Core Advantage

teacher burnout

Note: Parts of this post first appeared in my book, Exhausted.

Do you make your own clothes? Do you grow most of your own food? Did you build the car your drive? Not me. Those things are time-consuming, I don’t know how to do any of them, and I can go somewhere and buy all of them for less than I can make them (especially when you factor in the costs of inevitable mistakes).

Have you ever designed your own science unit? Do you make your own writing rubrics? Write your own tests? Ever create your own worksheets? Why?

Once upon a time, people did have to make their own clothes and grow their own food. And once upon a time, teachers did have to create their own instructional materials. They don’t have to anymore. Times change. And one of the biggest changes to education in the last twenty years was the adoption of the Common Core State Standards (CCSS) by most states.

It’s safe to say that the Common Core wouldn’t exist without Bill Gates’s money and influence. Gates once participated in an interview with the American Enterprise Institute, and spoke about his efforts to promote the Common Core:

“If [states] have two [sets of standards] they’re comparing, they ought to probably pick something in common because, to some degree, this is an area where, if you do have commonality, it’s like an electrical plug, you get more free market competition. Scale is good for free market competition.”

Scale is also good for teachers looking to spend less time making stuff.

Since nearly every state, even those that have nominally rejected the CCSS, has essentially the same learning expectations, there is now a mountain of available resources that align with the content educators are required to teach. Publishers have benefitted from the standards (as have sellers on Teachers Pay Teachers) because they can now sell to an entire nation of educators, not just those in their own states. Almost all of the online sites I use with my students did not exist before the Common Core State Standards.

No matter what you think of the Common Core or the motives of Bill and Melinda Gates and corporate publishers, every teacher should take advantage of the opportunity the standards provide to create less. There is almost never a good reason to spend your most precious resource making content anymore. Somebody somewhere has already invested the time and mental capital to do so. Take advantage of it, and spend your energies elsewhere.

The first place to start is your district-adopted curriculum. As much as teachers might resent being handed a program and told to use it, your district is doing you a favor when they do so.

To read more on this topic, check out this article: Expertise, Experience, and Ed Reform

I don’t love being told what (or sometimes, how) to teach. I resent the declining autonomy teachers have over the curriculum. But I’m also a realist and a pragmatist. I know that just because I create something does not make it better. I also know that when my district tells me what to teach and provides me the materials to use, they are freeing up hours of my time that I would have used locating or creating instructional materials. I can use that time for more important things. Stop looking for better lessons. Teach the ones your district paid for. Use your energy to bring life to them, not to create whole new units.

If your district hasn’t approved a curriculum, and you’re left to find lessons on your own, then hop on the Internet. Thanks to widely adopted standards like the Common Core and the NGSS, you’ll find no dearth of content. Don’t recreate the wheel. Use what someone else has already made.

Finally, If creating is really important to you — if it’s one of the main reasons you went into teaching — then go for it. Create as much as you want. Sell your stuff on Teachers Pay Teachers. There’s nothing wrong with creating content. Some people love to do it. The rest of us benefit from these creators’ work.

Just don’t complain about working 50-hour weeks.

Nobody is making you. There is no need to create yet another lesson on friction or another personal narrative rubric (I recommend a single point rubric, incidentally). That’s your choice. Recognize it as such. And if cutting hours off your workweek is a priority for you, then stop using your precious time making stuff that already exists.

If you’d like to learn more about how you can do fewer things better, check out Angela Watson’s 40 Hour Workweek Club. You’ll get new tips every week and access to a ton of resources to help you cut back without sacrificing effectiveness. In fact, prioritizing your time will help you be a better teacher.  It’s great stuff! If you’re not sure if the club is right for you, then click here to take the 12 question, personalized quiz to see what results YOU can expect with the club.

Preventing Teacher Burnout – Part 6: Ditch Homework

teacher burnout

Homework: It’s as American as apple pie, baseball, and crushing consumer debt.

But why do you assign it? Have you really thought about it, or are you assigning it because you think it’s expected, or because parents might think you’re “easy” if you don’t, or because your principal wants you to, or because it’s just what teachers do? You had it. Your kids have it. Why shouldn’t your students?

I don’t know whether homework “works” or not. There are all sorts of studies that people on both sides of the argument cite. I do know that grading it is a huge waste of time. There are only three reasons to grade student work:

1. to assess students’ learning in order to adjust instruction or intervene with students who don’t understand

2. to provide feedback to students on their work so they will use that feedback to improve

3. To report a grade that represents student knowledge or skill acquisition

Grading homework doesn’t do any of the above.

Once the work goes home, you have no idea who actually does it. You therefore have no clue whether the information you receive from grading it has any validity. A student who completes the work correctly may need more help, but you’ll never know because her brother did it for her. A student who understands the concept perfectly may not have completed the assignment at all because a.) it’s a waste of her time or b.) her parents weren’t around to make her do it.

Most students don’t care about your feedback once the work is done. For them, the assignment is over.  All of those comments you wrote in red ink might as well be invisible. Some teachers try to get around this by allowing students to improve their grade by fixing the areas in need of improvement. Whether you make this voluntary or required, most students balk at the offer. It’s like telling a chef who has prepared a meal to re-season the food and stick it back in the oven. They could, but they’ll resent it, and you probably still won’t love the final product anyway.

It’s wrong to use homework for report card grades. Grades should be summative. Homework is supposed to be practice. Practice is for getting better so that when the game is played we have a chance of winning. Practice is for making mistakes and learning from them. Students shouldn’t be punished for doing the very thing they’re supposed to do when they practice.

If you’re including homework as a factor in your students’ grades, you might very well be grading your student’s mother. Whether or not the homework gets done is more a reflection of the student’s family and not the student. Students shouldn’t be rewarded or punished based on how well or poorly they did in the parent lottery.

Maybe you’re assigning homework as a way to teach responsibility and time-management skills.  First, you should know that no study has ever been conducted to see whether homework increases students’ responsibility. Second, even if you believe that homework teaches important soft skills and keeps parents informed, you have to consider the trade-offs. Teachers complain about giving up hours of their personal time to grade student work, but don’t think twice about eating up students’ and parents’ nights assigning the stuff. Time spent on homework –for all parties involved — is time not spent on other things. 

I could go on, but so many other people in education already have. If you want more information check out the following three books, which go into much greater detail on why teachers should stop assigning homework:

Ditch That Homework

The Case Against Homework

The Homework Myth

Since this is a series for teachers who want to avoid burnout by cutting hours off their working career, let me be blunt. Even if you require homework (or your district requires you to assign it), you shouldn’t be grading it. Check it in or just throw it in the circular file. Don’t waste time on it because it doesn’t give you useful information. Getting rid of homework is an easy way to cut hours off the amount of work you take home, and it’s easily justified.

My personal feeling here is that if you’re not going to look at it (and there’s really no reason to, except guilt), then you shouldn’t assign it in the first place. If you don’t assign homework, you don’t have to grade it. Choosing to not assign homework is the easiest way to cut the amount of work you take home at night. You want your nights for yourself. That’s why you’re reading this series. Your students want their nights for themselves, too. So do their parents. Save them, and yourself, the time. Just ditch the homework.

If you’re interested in a more comprehensive program for cutting hours off your teacher workweeks, check out Angela Watson’s 40 Hour Teacher Workweek Club (Affiliate link). You’ll get weekly emails for a whole year that will help you focus on what really matters so you can do less, better.

Other Articles in this Series:

Part 1: Why Teachers Fail to Protect Themselves From Burnout

Part 2: Make a Plan

Part 3: Say No

Part 4: Slash Your To-Do List

Part 5: Optimize Planning Time

If you’d like to receive the remaining four articles in this series as they are published, please subscribe to Teacher Habits. New articles will be emailed to you.




Preventing Teacher Burnout – Part 5: Optimize Planning Time

teacher burnout

Every minute of planning time that you waste is a minute you will have to work some other time. So if you want to cut the number of hours you spend on teaching, do not waste a minute of your planning time.

Many teachers do. Angela Watson, in her 40 Hour Teacher Workweek Club, calls them “unintentional breaks.” Over at Smart Classroom Management,  Michael Linsin says, “Most teachers prepare inefficiently. They get distracted.”

We tell ourselves we’re working all day but sometimes we’re actually chatting with colleagues, making personal phone calls, checking personal emails or Facebook, or just sitting there staring off into space and trying to catch our breaths. It’s understandable. Teaching is exhausting and sometimes we just want a break.

But if your goal is to cut down on the amount of time you spend on the job so you have more time to spend on the rest of your life, then maximizing your planning time has to be a priority. You can’t do anything about the number of hours you are required to spend in your classroom with students. So if you’re looking to eliminate taking work home, then a large part of that has to be optimizing your planning time.

Personally, I hate donating time. Unlike money, I can’t make it back. So I protect my hours vigilantly. For me, that means making the most of the 45 minutes my school district gives me, as well as using class time to complete some of my professional responsibilities (a topic I’ll address in Part 10 of this series). Here is how I optimize my planning time:

Make a To-Do List Before Going Home

The last thing I do before walking out the door is sit down at my desk and write down the things I will do when I arrive the next morning. That way, as soon as I roll in, I can get right to work and start checking off items. Remember to consider each item carefully and ask the three questions all time-saving teachers must ask:

1. Is it necessary?

2. Is there a more efficient way to do it?

2. Could students do it instead of me?

To read about slashing your to-do list, see Part 4 of this series.

Come In Early

Most days, I have two planning times. The first is contractual. I get 45 minutes of planning time when my students are in specials. The second is voluntary. While this series is about avoiding burnout by cutting your hours, the one part of the day where you will need to donate some time to your district is before school. No matter how efficient you are, there just isn’t enough time in the contractual day to do everything you need to do. But if you arrive an hour before school and leave within 30 minutes of dismissal, you’ll still be on track to work 40-hour weeks, as long as you don’t take work home and remember to say no to additional responsibilities that will sap your energy and detract from your effectiveness in the classroom.

Here’s how my schedule breaks down:

8:00  Arrive at school

8:50  Students enter

8:55  – 9:40  Contractual Planning Time

9:40 – 12:20  Teach

12:20 – 12:55  Lunch

12:55 – 3:51  Teach  (20-minute supervised recess included)

4:20   Go Home

Each day works out to eight hours and twenty minutes, minus a duty-free 35-minute lunch, which puts me at seven hours and 45 minutes. I usually have one 45-minute staff meeting every Wednesday morning, so altogether I typically work 39.5 hours in a week.

Coming in an hour early means I have an hour and 45 minutes each day to do all the parts of my job that don’t directly involve kids (planning, checking papers, sending and replying to emails, finding and gathering resources, making copies, assigning things online, etc.)

If at all possible, your voluntary planning time should take place before school. That’s because one hour in the morning is worth two in the afternoon. As I explain in my book, Exhausted, people are more productive in the morning. They benefit from a full tank of willpower. They’re less likely to give in to distractions and temptations. They also benefit from Parkinson’s Law, which states that work will expand to fill up the time available. By coming in before school, you are up against a deadline. The students are going to arrive at a set time. This will force you to be more efficient.

Prioritize your to-do list

Upon arriving at school and reviewing my to-do list, I put first things first. Anything I can’t do while students are in the room gets done first. This usually includes all the copies I’ll need for the week and assigning things in Google Classroom. It may involve preparing resources for social studies or science for that day. I may need to locate a picture book that introduces a new unit of study. Goals for the day are written on the board, since my district cares about that sort of thing.  If I’m making a video for a flipped lesson, I usually make it before school on the day of the lesson.

There’s a concept Angela Watson shares in her 40 Hour Teacher Workweek Club that saves enormous amounts of time. She calls it “task-batching,”  and all it requires is some organization and preplanning. A lot of the time, teachers do things as they pop up. They need 25 copies of a math worksheet, so they hit print and run to the copier to get them, only to repeat the process seven or eight times throughout the week. Angela recommends batching similar tasks together. If you’ve planned out your entire week, you ought to be able to make copies for everything, all at once, saving yourself endless trips to the copy room. Same goes for digital assignments. Assign everything for the entire week in Google Classroom and use a numbering system to keep track of them, as Alice Keeler recommends in this post. Do the same with email. Instead of replying as you receive them, schedule time in your day to do nothing except read and respond to email.

Fortunately, there are a number of things you can do with students in the room.  In the last article of this series, I’ll explain how I create time during the day to chip away at work I used to take home.  Grading papers, providing students feedback on their writing, and digitally assigning things can all be done at nearly any time of the day.

Be Antisocial

My wife is a lot nicer than me. She has one of those friendly faces that induce strangers to walk up to her and ask for directions. They never ask me.  That might explain why teachers rarely swing by my room to talk, while, if my wife wants to get any work done, she has to go somewhere else or hide in her room with the door shut and the lights off.

And that’s just what you may have to do. If you’re a friendly person like my wife, it’s going to be harder for you to optimize your planning time. Coworkers like to chat and planning time seems to be a favorite time. If you’re an antisocial grump like me (especially in the morning), people tend to avoid you. Which means you can work without being distracted. Set clear boundaries, either with your words or your actions, and you’ll be able to use your planning time to get work done.

Remember the goal. If you want to cut hours off your workweek, you’ll need to make sacrifices. Save the socializing for lunch. Get your work done during planning time.


The rest of this series:

Part 1: Why Teachers Fail to Protect Themselves From Burnout

Part 2: Make a Plan

Part 3: Say No

Part 4: Slash Your To-Do List


This article is a part of a 10-part series on preventing teacher burnout by cutting hours off your workweek. A new article will be published each day. If you’d like them emailed to you, subscribe to Teacher Habits.

All links to Angela Watson’s 40 Hour Teacher Workweek Club are affiliate links.


Preventing Teacher Burnout – Part 4: Slash Your To-Do List

teacher burnout


Part One: Why Teachers Fail To Protect Themselves From Burnout

Part Two: Make a Plan

Part Three: Say No

Teachers have a lot to do. But how much of it really matters? What’s impactful? What will make a difference in your classroom? How much difference will it make? These are questions that teachers who hope to work fewer hours must ask. They must be willing to question everything they’ve done and everything they think they know about teaching.

In my book, The Teacher’s Guide to Weight Loss, I share how when I was growing up my mom never cooked fajitas. I didn’t have a fajita until I got to college. And when I had them there, I got them from a Mexican chain restaurant. I soon discovered that all of these restaurants served the meal in nearly the same way. You’d get a pile of steaming hot meat and vegetables served to you in a sizzling cast-iron skillet. You’d get three or four soft-shell tortillas wrapped in foil or hidden in tortilla-sized plastic container. You’d get a plate of toppings, some rice, and a pile of refried beans.

No matter where you went, you pretty much got the same amount of food. And it was usually more than I needed. When I started making fajitas at home, I made them the same way I was served them at restaurants, right down to the too-large portions and sides.

The same thing happens with teaching. We all grew up attending school and seeing teachers at work. We’re all conditioned to think certain things about the way we do our jobs. We accept timeworn practices like assigning homework, lecturing, and grading papers not because we’ve thought about them and declared them effective but because we haven’t thought about them all. They are the way things have always been done. They are the default.

But the way things have always been done isn’t really working for teachers. We’ve got a nation of stressed out, exhausted, disengaged educators who are counting the years to retirement or getting out altogether. Even many of our very best teachers jump ship at the first real opportunity.

If you want to stop burnout before it starts to sink its voracious teeth into you, you must start challenging the way you do things.

When looking at your to-do lists, ask these three questions:

Is it necessary?

Is there a way to accomplish it that will take less work on my part?

Can students do it?

Here’s a sample to-do list for a hypothetical third-grade teacher. See which things you can slash from the list without negatively impacting students. Are there things you just don’t need to do so you can have more time to do things that really matter, or, better yet, so you can have that time for yourself? Are there things students can do themselves?

  • Plan next week’s lessons
  • Create weekly parent newsletter
  • Update the class Weebly
  • Check student reading response logs
  • Send Remind message about today’s homework
  • Tabulate the percentage of students who did at-home reading and update the class chart.
  • Find games for the class Halloween party
  • Copy math homework sheets
  • Change the monthly calendar to November
  • Change bulletin board for the magnetism unit
  • Respond to emails
  • Copy math tests
  • Design the next science unit on magnetism
  • Locate materials for magnetism lessons
  • Copy spelling worksheets
  • Create an anchor chart for spelling patterns
  • Create a writing rubric for persuasive essays.
  • Find persuasive essay exemplars for practice scoring with writing rubrics

When you make cutting hours from your week a priority and you create a plan to make it happen, you’ll start looking for ways to optimize your teaching practice. You will question how necessary things are. You’ll ask if something that will take an hour is twice as impactful as something that takes 30 minutes. You’ll recognize that every decision involves a trade-off.

Starting with your to-do list forces you to ask the one question every teacher must constantly ask:

Why are you doing what you are doing?

Take the parent newsletter, a staple of most elementary classrooms. It takes you 15-20 minutes to create each week. How many parents read it? Don’t know? Find out. Put a simple request at the end of it. Even if parents do appreciate the information, do they need all of it? Would a simple three-sentence email sent to a group list get the job done just as effectively?

A colleague of mine got rid of her weekly newsletter and now only writes one a month. Not a single parent said a word about it.

Are you changing bulletin boards because the students benefit from them, or because you’re worried about what others think when they pop their heads into your room?

Does your classroom website help students learn? Does anyone other than you look at it? If not, why are you wasting time on it? Be honest with yourself. Are you doing it because it makes you look like a better, more tech-savvy teacher, or because your principal is a techy guy and you want to impress him, or because you’re lying to yourself that parents actually check it, or because what you really want to do is web design and not teach? If it’s not helping students, quit doing it. 

Is changing the classroom calendar the best use of your time, or could you have a student who regularly gets his work done early do it instead? Do you even need a calendar? If so, would printing off an already-made one suffice?

Why are you creating a writing rubric from scratch for your persuasive essay unit when there are a hundred available on the Internet that are just as good as anything you’re going to make? Do you really think your rubric creating skills are that much better than everyone else who’s made one and uploaded it?

Why are you still doing weekly spelling lists? Do they work? Are you doing it because parents like and expect them? Are you doing it to kill ten minutes every day? Are you doing it because it’s in your ELA program? Are those good reasons?

Can’t you create anchor charts while you’re teaching the lesson, instead of preparing them ahead of time?

You can ask these types of questions of everything on your list, and you should if you’re serious about cutting hours from your workweek. Minutes add up, and the fewer of them you spend on unimportant things, the more you’ll have for the good stuff. Become obsessive about questioning everything you do that sucks your time and you’ll end up with more time.

In case you’re wondering, here’s what the above list would look like if I had my way with it:

  • Plan next week’s lessons
  • Create parent newsletter
  • Update class Weebly
  • Check student reading response logs
  • Send Remind message about today’s homework
  • Tabulate the percentage of students who did at-home reading and update  the class chart.
  • Find games for the class Halloween party
  • Copy math homework*
  • Change the monthly calendar to November
  • Change bulletin board for the next science unit
  • Respond to emails
  • Copy math tests
  • Design next science unit
  • Locate materials for science unit
  • Copy spelling worksheets
  • Create an anchor chart for spelling patterns
  • Create writing rubric for persuasive essay.
  • Find exemplars for practice scoring with writing rubrics

Some explanations:

  • I actually create a weekly parent newsletter, but that’s because I enjoy it. Still, were I pinched for time, this is something I could remove and replace with an email or Remind messages.
  • I’ve had class websites. Huge waste of time. I use Google Classroom for everything now.
  • I don’t require reading response logs because they’re a good way to make reading a chore.
  • I send Remind messages, but not about homework. I only give homework to those parents who requested it for the year (11 out of 22)
  • I don’t track at home reading. I have in the past but those who read would have anyway and those who didn’t weren’t inspired to by my tracking of it.
  • Let parents plan the class parties.
  • I copy math homework for the parents who want it, which is a significant reduction over what I used to do.
  • The only calendar in my room is the lunch calendar, which works perfectly well.
  • I reserve bulletin board space for student work and class information.
  • There’s no point in designing your own science units when others have already done this work or when your district has adopted a science curriculum. Use what’s there. Even if you could make one that’s better, it wouldn’t be worth your effort.
  • No weekly spelling lists. They don’t work.
  • Find a rubric online or in your writing curriculum or check with a colleague.

When you look at every part of your teaching practice with a critical eye, you’ll find you’re doing a lot of things and you’re doing many of them for poor reasons. Slashing your to-do list is a way of saying no to those things that don’t accomplish your primary goal of educating the students in front of you. Break out of default mode and question everything. You’ll increase your focus and decrease the amount of time you spend on the job.

Angela Watson cares about the same things I do. She wants teachers to have long, fulfilling careers making a difference for kids in their classrooms. To that end, she has created the 40 Hour Teacher Workweek Club. While you may not get down to 40 hours right away, you will carve out large blocks of time from your typical workweek. Like me, Angela is a big believer in to-do lists and prioritizing. As part of her club, you’ll get resources that will help you do just what I wrote about above. Check it out. The enrollment window closes January 9.

If you don’t want to miss the rest of this series, subscribe to Teacher Habits. You’ll receive an email each time a new article is published.

Preventing Teacher Burnout – Part 3: Say No

teacher burnout

In part one of this series, I discussed why it is that teachers fail to protect themselves from burnout, even though high numbers of teachers report being stressed, exhausted, and disengaged at work.

In part two, I previewed the strategies I use to work 40 hours per week. I also talked about the importance of having a plan if you’re serious about cutting your own hours back.

Today, I’ll share my number one strategy for working fewer hours. Like many solutions, it’s simple but powerful.

Say no.

Many people have a hard time saying no. They have good reasons. We’re social creatures who are wired to cooperate. Society reinforces this biological urge to get along. No feels negative. Saying it disappoints other people. Pop culture contributes with messages about having no regrets, being a doer, and squeezing every drop out of life. For a lot of people, just the thought of telling someone no makes them uncomfortable. They agree to every request and then wonder why they’re stressed out and tired all the time.

Teaching is hard. Putting more on your plate makes it harder. The easiest way to lower your stress, which will make it less likely you will burn out somewhere down the line, is to do less work in such a stressful environment.

First, you have to give yourself permission to say no.  That requires a shift in mindset. No feels bad. It’s by definition a negative word. It means letting others down. It’s these negative thoughts and associated fears that lead people to say yes when they don’t want to.

Instead, think of it this way: When you say no, you are also saying yes.

  • When you say no to joining a committee, you are saying yes to having more time to prepare high-quality lessons or provide students with valuable feedback.
  • When you say no to attending an after-school night, you’re saying yes to your own family, your own interests, and your own energy levels, which will, over time, lengthen your career.
  • When you say no to solving another teacher’s problem for them, you’re saying yes to empowering that teacher to solve the problem herself.
  • When you say no to things that don’t impact your students, you are saying yes to things that do.

When you say no, you say yes to the opportunity to say yes to other things.

That’s because every decision you make has trade-offs. Saying no simply means you’re acknowledging this fact.  You can’t do everything and you shouldn’t try. Do a few important things, and do them well. If you do, you’ll be in excellent company.

Warren Buffett said, “The difference between successful people and very successful people is that very successful people say no to almost everything.”

Steve Jobs: People think focus means saying yes to the thing you’ve got to focus on. But that’s not what it means at all. It means saying no to the hundred other good ideas that there are.”

Seth Godin: “Just saying yes because you can’t bear the short-term pain of saying no is not going to help you do the work.”

Paulo Coelho: “When you say yes to others, make sure you are not saying no to yourself.”

Meghan Trainor: “Nah to the ah to the no, no, no.”

Even Jesus said no. 

Many teachers will claim that they don’t have a choice. They have mandatory meetings to attend. They are contractually obligated to chaperone a dance, or three sporting events, or attend graduation. Some claim that even though certain work isn’t technically mandatory, it’s strongly encouraged.

All of that may be true. I, too, have meetings I must attend, parent-teacher conferences to run after school hours, and an open house every fall.

But there are a number of opportunities that teachers accept when they shouldn’t. When teachers say they “have to,” they often mean that the repercussions of not saying yes are uncomfortable. Or, more likely, the fear of such repercussions is uncomfortable. Elaine St. James, in her book, Living the Simple Life: A Guide to Scaling Down and Enjoying More, says:

“There are often many things we feel we should do that, in fact, we don’t really have to do. Getting to the point where we can tell the difference is a major milestone in the simplification process.”

And simplifying your job will help you cut hours off it.

An entire book could be written on why and how teachers should say no (in fact, I’m writing one), so for this article, I’ll stick to knowing when to say yes and when to say no. It’s actually very easy.

Say yes to opportunities that:

  1. Excite you
  2. Further your goals

Tim Ferriss goes so far as to say, “If it’s not a hell, yeah, it’s a no.” Saying yes to only those things that excite you or that further your goals is a way of prioritizing, and all teachers must do more of it. We simply can’t do everything, so we must choose.

Let’s practice:

Would you like to join the March is Reading Month Committee?

Say yes if the idea of meeting with others to design fun activities around reading is exciting to you or if you think that joining such a committee will further one of your goals. If you feel like you should, or if you’re worried what others will think if you don’t, or if you haven’t joined a committee this year but you know Joyce is on three so you probably ought to and this one doesn’t sound so bad …say no.

I’ve really been impressed with how you use technology in your classroom. Would you mind sharing some of those ideas with the staff?

Your body does this thing when it’s presented with an offer. It is either immediately excited or it wants to get the hell out of there as fast as it can. Listen to your body. If the very mention of an opportunity gets you excited, then say yes. If you love technology and like sharing ideas with others, then this one is a no-brainer. If you love technology but the thought of presenting to your colleagues creates a pit in your stomach, say no (and maybe offer to make a video or send out links to the stuff you do). If the idea of spending time on any of it makes you instantly resentful — if you immediately start figuring out when in the world you’ll find time to pull it all together — then say no. It’s not a priority right now and other stuff is.

Remember, saying no means saying yes. What could you do with the time you would have spent on this committee or doing that presentation or attending that event? The reverse is also true: Saying yes is saying no. So if you’re a teacher who just can’t stomach the thought of telling people no, consider this: every time you say yes to something, you are also saying no to lots of other things. Saying yes to donating your time over here means you don’t get to use that time over there.

If you’re a teacher who always says yes, then when you return to work after the break, say no to something. Say no to anything. Don’t apologize. Don’t give excuses. As Susan Gregg says, “No is a complete sentence and so often we forget that.” No is empowering. Try it. You might like it.

If you want more ideas on how to prioritize, check out Angela Watson’s 40 Hour Teacher Workweek Club. Over the course of a calendar year, she’ll give you tips in the areas of lesson planning, grading papers, communicating with parents, establishing routines, and many others, all with the aim of helping you cut hours from your typical workweek. It’s great stuff, which is why Teacher Habits is an affiliate partner and all links to the club are affiliate links.

If you want to read more about prioritizing, acknowledging trade-offs, and the importance of saying no so you can focus on your greatest contribution, check out Greg McKeown’s excellent book, Essentialism. It will change how you think about no.

The rest of the series:

Part 1: Why Teachers Fail to Protect Themselves From Burnout

Part 2: Making a Plan


If you’re interested in keeping up with this series, the easiest thing to do is subscribe to the blog. I’ll email you each new article as it’s published.