Linda Markley

Relationships

calling to make a difference, communication, creating community, making connections, Maslow before Blooms, Purpose, Resources, Strategies, teacher behavior, teacher choices, teacher hero, teacher mental health, teacher resources, teacher support, teacher value, teachers as role models, Wholehearted teaching

I was recently watching some episodes of the 2006-2011 TV series Friday Night Lights.

If you are not familiar with it, you can check out more about it here.

The main characters are Eric, a high school football coach, and his wife, Tammy who is a high school guidance counselor.

There are, of course, many themes that play throughout the show related to football, high school, education and life in general.

The thing I love the most is the theme of relationships and how building relationships and nurturing them is a key element to success both in and out of school.

Both Eric and Tammy understand that making connections and investing in the relationships with students are the most essential ingredients to creating a positive and thriving school environment and culture.

It is not about test scores, blue ribbons, trophies on the shelf or rankings on a list.

It is about being role models, showing up for kids, believing in them and walking beside them as they make their way on the path of life.

This is what we do as educators every single day in the classroom.

And with every single teacher I have ever spoken to, the greatest reward and the fondest memories and what keeps them going as an educator come from the relationships they have created and nurtured with their students.

It is understandably tough to reach out, be vulnerable and make connections with students.

It is sometimes a painful, energy and time sucking process, but the payoff is priceless, timeless and energizing.

What are some things we can do to create a classroom culture of 

nurturing relationships with our students and also, among our students?

(more…)

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Linda Markley

The I.N.P.U.T. Affect

Can do's, communication, Essential questions, i am enough, Intention, Introspection, Learning Lessons, making connections, Maslow before Blooms, Podcasting, Purpose, Resources, Sincerity, Spirit of teaching, Spirit practices, teacher behavior, teacher choices, teacher mental health, teacher resources, teacher self-care, teacher support, teacher well-being, Wholehearted teaching

Before you become too focused on whether or not I misspelled “affect” and that I really meant, “effect”, I will let you know that I fully intended to write “Affect” with an “A”.

The etymology of the word affect is from ad “to” + facere (past participle factus) “to make, do”.(etymonliine.com)

We use the word “effect” more to describe the result of something that affected us and our environment…the result of an action that was taken.

Actions DO have an effect on our affect…or is it the other way around?

The proverbial “chicken or egg first” enigma!

As an HSP (Highly Sensitive Person) and a language teacher, I have had many opportunities to study and experience first hand what I call the “INPUT” Affect.

Input is what we take from our outside environment and put into our inside environment.

In language terms, “input” is used to describe the words we take in and how we then interpret them based on our own personal values, meaning, experiences, etc.

This “input” can affect how we see ourselves and how we interact (take action) with the world around us and the world within us.

Just a little more context and information…in language terms, there are three modes of communication. The first, and most important one, is the interpretive mode. It powers up the other two modes of communication (interpersonal – two way exchange with another person, and presentational – one way communication).

Early in my career, I realized how important the interpretive mode was to effective communication and to motivating my students to take risks to use the language in personal and meaningful ways.

Then, I created an acronym for the word INPUT to help explain, retain and guide language teachers on their pedagogical decisions for lesson planning so that they could help their students have a more powerful language learning experience. 

(Of course I did because that is a staple in education and learning, right, to create an acronym! Lol!)

I have made this acronym the picture for this blog post to better explain what I mean by INPUT in terms of our personal, everyday lives.

Let me explain it a little more.

(more…)

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Linda Markley

Good News!

calling to make a difference, Can do's, communication, Essential questions, Introspection, Joy, Maslow before Blooms, Spirit of teaching, Spirit practices, teacher behavior, teacher choices, teacher mental health, teacher well-being, Wholehearted teaching

We all could use some good news in our daily lives.

Lord knows teaching is so hard and so full of “news” that can bring us down in a hurry.

How do we keep our “spirit of teaching” up and running?

I have tried a few things to help with that, and they are working.

I would like to share a few thoughts with you.

Take a minute here to ponder what habits or best practices might help you lift up your “spirit” of teaching. 

Okay, now here is what I have found has helped.

(more…)

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Linda Markley

Circles of Support

Spirit of teaching

We love circle metaphors, right?

You know…the circle of life, like in the Lion King?

The circle is both an image and a metaphor of completeness and equality.

A circle is a container, a vessel of protection and safety whose boundary helps encourage sharing and confidentiality.

A circle is a powerful thing, and we use it often to express complex concepts.

“To come full circle”

“To go around in circles”

“To circle the wagons”

“To circle back around”

“Circle of influence”

Powerful images of circles: clocks, wheels, rings, coins, compass, life buoy, medicine wheel… 

It tells us that everything is just going to keep going round and round and come back again so that we can enjoy it more, try it again and get better or just know that we are not hitting a dead end.

This all leads to my idea about having a “Circle of Support”. This could be people and/or things that we surround ourselves with in order to feel complete and like we are enough.

From now until the end of the semester, it is a whirlwind of demands for teachers.

We have got to have our circle of support together to help us get through the holidays, the end of the semester and the end of another calendar year!

So, who can be in your circle of support?

(more…)

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Linda Markley

Mind Your Vowels and Consonants

calling to make a difference, Can do's, communication, creating community, Introspection, making connections, Spirit of teaching, Spirit practices, teacher choices, teacher mental health, teacher self-care, teacher well-being, teachers as role models, Wholehearted teaching

In the last blog post, I talked about teacher behavior in the classroom.

To follow up, I would like to offer up some guidance on how to perhaps become more aware of our behaviors and in turn, make more powerful choices for better, more desired outcomes.

You have probably heard the idiom “mind your p’s and q’s”, right?

So, where did it come from?

In jolly old England, many people, especially working men, would escape to the pub after work to de-stress and forget about their problems.

Many wives would tell them: “Now, if you go to the pub after work, mind your p’s and q’s” (probably because they were not in agreement with their husbands going to the pub).

They didn’t want their husbands drinking in excess until drunk and out of control. 

In England, beer is served in pints or quarts, thus the p’s and the q’s.

The wives were advising (warning?) their husbands to pay attention and be aware of their choice of size and quantity of beer they were consuming.

Well, I thought to myself, what could I come up with the help teachers/people remember the choices they have and to “mind them” (aka pay attention and be aware of our options and choices)?

Mind your vowels and consonants.

Vowels = A E I O U 

So, now we would have:  AFFIRM, ENGAGE, INVITE, OPTIMIZE, UNITE for the steps in our relationship building process with others to produce more harmonious and agreeable results?

AFFIRM the other person’s existence, beliefs, similarities, differences…who they are, but also to learn more about who we are

ENGAGE them in conversation and activities that give them, and you, permission to be curious, explore and learn more toward greater acceptance

INVITE them to join you and Venn Diagram what you have discovered and shared with each other so that you can harmonize your interpersonal interactions

OPTIMIZE the strengths in each other to be able to support, inspire and celebrate each other and see your place in the bigger picture of things (humanity)

UNITE and collaborate and grow together for the greater good of everyone whose lives you touch in order to bring hope to others  

Vowels are the connectors to consonants. The word “consonant” is from Latin, meaning “one sound”. 

Vowels allow us to make utterances, create words and communicate to others our needs, desires, hopes, dreams, affirmations, inspirations, and so on.  

So, if we apply our vowels in all our relationships, we can create one sound together…harmonize…and bring sweet music to the world.

Just think of the power teachers have to bring sweet music into the hearts of children when they create their classroom culture on the relationship “vowels” (like the A E I O U above) and also create connections to a community of “one sound” that will harmonize greater understandings of peace, love, joy, grace, compassion, respect, validation and belonging into this world.

AFFIRM

ENGAGE

INVITE

OPTIMIZE

UNITE 

A E I O U

You can do it too!

 

Image credit:

“Alphabet 20” by Leo Reynolds is licensed under CC BY-NC-SA 2.0.

 

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Linda Markley

Resources and Support

calling to make a difference, creating community, Essential questions, Maslow before Blooms, Resources, Teacher Appreciation, teacher resources, teacher struggles, teacher support

More and more funding for resources and support for teachers is being reduced, or worse, eliminated altogether.

Teachers have always had to buy materials and supplies and pay for them out of their own very tight personal budget.

Teachers have always had to write grants and jump through fiery hoops of paperwork and accountability just to get money to fund everyday needs in the classroom.

Why???

And I SHOUT more loudly WHY???

We are a wealthy nation capable of providing for teachers.

So, why are teachers taking their precious time, money, energy and other resources to seek the support they need to teach?

Why do so many reply on social media to The Spirit of Teaching’s post to share their Amazon Wish List for back-to-school?

And, they share with heartfelt pleas and deep gratitude for “anything you can do to help out my kids is greatly appreciated!”

I don’t see any other employees in my community of businesses purchasing their own supplies, resources and begging for support in order to do their jobs.

So, once again, I ask WHY??? 

Do you have an answer or solution?

(more…)

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Linda Markley

Teacher Behavior

calling to make a difference, Essential questions, Intention, Introspection, Spirit of teaching, Spirit practices, teacher behavior, teacher choices, teacher mental health, teacher self-care, teacher struggles, teacher support, teacher vulnerability, teacher well-being, teachers as role models, Wholehearted teaching

I have always been a big cheerleader and supporter of teachers.

That is why I founded The Spirit of Teaching and my podcast, Teacher Tales.

However, in the past year or so, I have been losing faith and hope as I witness more and more inappropriate behaviors on the part of some teachers…

…in fact, too many teachers!

Let me explain and give some examples. (more…)

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Linda Markley

A Matter of Time

Essential questions, Maslow before Blooms, Spirit of teaching

Time is an interesting thing to ponder. 

The singer Jim Croce wanted to “save time in a bottle”, like a Genie with magic powers that could grant three wishes.

Aeschylus, a Greek playwright, declared that “time brings all things to pass”.

The famous Greek statesman, Pericles, claimed that “time is the wisest counselor of them all”.

President John F. Kennedy advised us to “use time as a tool, not as a crutch”.

Albert Einstein told the world that “time is an illusion”.

Benjamin Franklin simply stated that “time is money”.

J.R.R. Tolkien proclaimed that “all we have to decide is what to do with the time that is given us”.

But for me, the most meaningful and powerful quote about time comes from The Little Prince:

“It is the time you have spent on your rose that makes your rose so important.”

In other words, time is a valuable resource, and if we truly love something, we invest time in it.

So, time matters, and if we invest our time wisely on what really matters and what is truly important to us, it will pay a lifetime of personal dividends of the heart.

How is that?

During the school year, teachers never feel like they have enough time to cover everything they need to during a class period, a day, a grading period, an entire school year…

During the summer, teachers never feel like they have enough time to catch up on the things at home that they didn’t have time to do during the school year.

Everything is a matter of time and the concept of time is an enigma.

So, what should we do?

We do the best we can given the circumstances, resources, conditions, capabilities and TIME that we have.

Whether it is in the context of school, a lesson, a school year or our life here on Earth.

Time is forever flowing, and so should we.

Summer is coming to a close for many teachers, and this is causing a great deal of anxiety for many.

We cannot make time stop.

We cannot control the passing of time.

We cannot control what time brings us with each passing moment.

All we can do is enjoy and savor each moment we have to learn, grow, connect, love, share and live from our beating hearts!

So, teachers, let go of the shackles of time and be free to enjoy the rest of your summer break!

And also, I hope you can do the same during the school year!

 

Image credit: Unsplash 

Mete Yıldırım

https://unsplash.com/photos/a-person-holding-a-small-pocket-watch-in-their-hand-sgc0vuR1H2w

 

 

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Linda Markley

Summertime FUN!

Essential questions, Joy, Maslow before Blooms, Spirit of teaching, teacher burnout, teacher mental health, teacher self-care, teacher support, teacher well-being

Do you remember the Beach Boys song entitled “Fun, Fun, Fun”?

You can refresh your memory here, and you don’t have to own a T-Bird to relate!

There are a lot of teacher conferences that happen over the summer, and my social media feed has been full of posts from teachers having “fun, fun, fun” at these conferences.

Summer is for fun, and I hope that everyone is finding something that they enjoy and find fun to do.

The word for fun in Spanish is “divertido”, related to the words “divert” and “diversion”.

The etymology of fun is from the Old English word fun meaning “to cheat or trick”.

So, to have fun means…

…to do something that is a diversion from the ordinary or from what we normally do.

…to do something that diverts our attention from our troubles, sorrows, preoccupations, etc. and directs us more toward things that will relieve us of these burdens.

…to do something that cheats time and tricks our minds into a state of bliss and mindful musings.

What is fun to one person may not be fun to another.

So, what are some things we can do to have fun?

(more…)

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Linda Markley

Place Value

calling to make a difference, Spirit of teaching, Teacher Appreciation, teacher support, teacher value

Teacher Appreciation Week was just celebrated last week.

What did you do for a teacher to show them how much you appreciate and value what they do?

What value do you place on education and the educators that do so much to make a difference in the life of a child, and therefore, this world in which we all live?

To explore this very critical topic a little, I want to play around a little with these two words:  PLACE and VALUE.

In Math, place value refers to the value of a digit based on its position in a number.

For example, in the number 463,  the digit 4 has a place value of 400 because it is in the hundreds place. The digit 3 has a place value of 3 because it is in the ones column.

Sometime I think about place value in terms of how we rate, rank and value teachers in the education profession.

I could change the syntax of the words and ask “what VALUE do we PLACE” on teachers?

This totally changes the meaning, doesn’t it?

When we place a value on a teacher based on their student test scores, it seems like we are just ranking them and putting them in a place among other numbers and digits.

So, a teacher whose student test scores are ranked 26th out of 30 schools in the district will not have much value placed on what they have done and on who they are as a teacher.

There are so many mitigating circumstances and uncontrollable variables that can affect those scores, and therefore, that ranking. 

Zero is the absence of value, and is just a placeholder. 

YET, it can seem to add great value to a number.

For example, 5…50…500…and so on.

Which has more value?

It seems to me that the more zeros, the more value???

Wait, what???

That’s not how math works!

The more zeros a student has, the more value?

Hmmmmm, I say, scratching my head!

What do I mean by all this? (more…)

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Linda Markley

Authenticity

Spirit of teaching

How much of what goes on in the classroom today could be considered “authentic” and not contrived, prescribed, manipulated and not “real”?

Authentic = directly from Medieval Latin authenticus, from Greek authentikos “original, genuine, principal,” from authentēs “one acting on one’s own authority,” from autos “self” (see auto-) + hentēs “doer, being”  (etymonline.com)

First of all, how many lessons and learning experiences in the classroom are on the computer, not relative to the student’s life, not created by the teacher nor delivered in a genuine way?

So many lessons are created by the district and mandated for teacher use in the classroom.

Teachers who don’t have time nor the desire to create their own lessons got to TPT.

Too many teachers are also just “page turners” and just go page-by-page from a textbook.

No creativity. No personalization nor customization nor meaningful connection to the context and real world of the students.

Why?

Too much work?

Too afraid given the current “witch hunt” that is going on in schools?

Don’t know how?

Don’t care?

Don’t have the resources?

Have no choice but to follow the prescribed and mandated curriculum?

Secondly, how many educators can “act on one’s own authority”?

In other words, how many teachers can actually be creative and add their own personal “spices” to the lesson “recipe” they are given by a textbook or the district?

How many authentic learning experiences are students having in the classroom
 that are going to engage, inspire and prepare them 
for their real world experiences outside of the classroom? (more…)

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Linda Markley

Teacher Mental Health

professional development, Spirit of teaching, Spirit practices, Strategies, teacher burnout, teacher mental health, teacher resources, teacher self-care, teacher struggles, teacher support, teacher vulnerability, teacher well-being, Wholehearted teaching

As a long-time attendee of teacher conferences, I can say that the topic of teacher mental health was never a topic for a session of professional development.

This has certainly changed in the past decade, especially after the pandemic!

The number and variety of sessions on teacher mental health and well-being as well as teacher burnout has increased tremendously and, quite frankly, are quite well-attended at conferences.

I,  myself, present often these days on this very topic, and as a result, have gathered quite a bit of research on the topic.

  • 21% of teachers report poor mental health (American Federation of Teachers) 
  • 75% of teachers experience stress (Education Support) 
  • 41% of teachers experience anxiety (American Psychological Association) 
  • 44% of teachers report feeling burnt out (National Center for Education Statistics) 
  • 25-74% of teachers experience clinically significant burnout (ResearchGate) 
  • Teachers are more likely to experience burnout than other professions
  • 68% of teachers feel overwhelmed by their job (NEA) 
  • 48% of teachers are dissatisfied with their job (EdWeek Research Center) 
  • 55% of teachers plan to leave the profession earlier than expected due to burnout (Education WalkThrough) 
  • Teacher mental health has been declining in recent years 
  • The COVID-19 pandemic has exacerbated mental health issues among teachers 
  • Younger teachers are more likely to experience mental health problems 

And it is just getting worse by the day.

The mental health of teachers is declining. The Spirit of Teaching is committed and dedicated to helping teachers with the struggles and the challenges that they face every day in the classroom.

Here is how we are helping. (more…)

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Linda Markley

Bring Your A-Game

calling to make a difference, Can do's, i am enough, overwhelmed, Purpose, Spirit of teaching, teacher self-care, teacher vulnerability, Wholehearted teaching

Teaching is demanding, difficult and overwhelming at times.

As we explored in the last blog post, teachers are “in the arena” all the time.

So, how do we “stay in the game” let alone “bring our A-game” in such trying, demanding times?

The term “bring your A-Game” originated in the mid twentieth century and was used mostly to describe athletes.  

According to an online idioms dictionary: 

“It refers to bringing maximum effort, focus and undeniable commitment.

It is an encouragement to do your best…no excuses.

When you bring your A-Game, it means that

you are leaving nothing on the field, court, home or work center.

You are giving it your all.”

Let’s explore this and put it all into perspective.  (more…)

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Linda Markley

Daring Greatly!

calling to make a difference, Can do's, creating community, i am enough, Learning Lessons, Maslow before Blooms, Purpose, Spirit of teaching, Strategies, teacher hero, teacher self-care, teacher vulnerability, Wholehearted teaching

The most influential quote by Teddy Roosevelt for me is the following:

“It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; who errs, who comes short again and again… who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly.”

Yes, go ahead…read it again…and again…and again!

Print it onto a poster. Hang on a wall. 

Put it on your desk in a picture frame.

Put it in your lesson plans every.single.day!

It is powerful!  And inspiring!

Teacher are in the arena not only during school hours, but also after school hours.

How can we manage this and not feel like we are a target or 
like we are going into battle or part of a public “spectacle”?

(more…)

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Linda Markley

Overwhelmed?

communication, creating community, i am enough, Introspection, Maslow before Blooms, overwhelmed, Spirit of teaching, Spirit practices, Strategies, teacher self-care

I am hearing this word used more and MORE these days to answer the question, “How are you doing?”

I get it, especially for teachers!

The word “overwhelm” comes from a combination of the Old English word ofer meaning “beyond, past or more than” and the Middle English word whelmen meaning “to turn upside down”. (etymonline.com)

In the 15th Century, the word “overwhelm” came to be used to mean “to submerge completely” and probably was used to describe boats and other sea-going vessels that were “washed over and overset by a big wave”. (etymonline.com)

As always, word origins and etymology helps us gain insights and make connections that can possibly help us with solving problems and finding solutions!

Yay for the power of language!

But here is also a graphic, “picture”, that will help use see how the feelings and subsequent use of the word “overwhelmed” to describe these feelings has grown over time.

Amazing, huh, but not surprising given our current culture of technology, the internet, social media, etc.

Another way to help people understand a concept is to use a metaphor or analogy to which people can relate.

So, using the imagery of a boat sailing along on calm seas, and all of a sudden, a big wave comes and washes over it and the boat is now submerged, off course and struggling to “right itself” can be a powerful metaphor for the teacher to understand how they are feeling and, subsequently, how to manage the “vast ocean and rough seas” of teaching.

On any given day of the school year, teachers feel submerged and like they are drowning in an ocean of paperwork, emails, parent and admin demands, challenges of not having enough resources or support to do their jobs, not being appreciated enough and being criticized too much (sometimes quite viciously and inhumanely by parents).

Every day becomes an emotional roller coaster ride for teachers in the classroom.

And as in the real world, these roller coasters are becoming higher, more complicated and more scary to endure for more than a few minutes.

This submerged, drowning feeling like they are all alone in a little boat in a vast ocean of rough weather, rough seas and no help in sight is causing many teachers to send up an S.O.S. signal of despair, disappointment and disillusionment.

Other teachers are just jumping ship altogether.

So. what can we do to help teachers “right their boats” (a boating expression used to describe the process/action of turning the boat right side up after it has capsized)?

But more importantly, what can teachers do to not get overwhelmed and capsize?

How can they navigate the rough seas of teaching for more “smooth sailing” ahead?

Warning: there is a big wave of sailing metaphors ahead, but don’t jump ship yet! Read on… (more…)

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Linda Markley

Magic and Sparkles

calling to make a difference, communication, creating community, Maslow before Blooms, Passion, Spirit of teaching, Spirit practices, Wholehearted teaching

Everything is better when magic and sparkles are included!

And I mean that is true for both in the classroom and outside in the real world.

It’s not just found at Disney World or Disneyland.

To hook students and to also encourage them to keep trying when they were struggling or stuck on a concept or problem or content to learn, I break out my Disney Magic Hat and magic wand and wave it in the air above the student.

I tell them that I am creating happy “Disney Magic” to help them get over any obstacles or hurdles that they are experiencing.

Do you remember as a kid how magical the effects of sparklers are during the Fourth of July or when they are placed upon a birthday cake like they do in other countries.

It creates awe and inspiration and celebration and hope in our hearts.

It is magical.

I don’t allow glitter, which does indeed sparkle, in the classroom because it is too hard to clean up.

So, how do I create “magic sparkles” in the classroom for my students

 as well as outside the classroom for myself?

(more…)

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Linda Markley

Are You Listening?

calling to make a difference, communication, creating community, Learning Lessons, making connections, Maslow before Blooms, Passion, Podcasting, professional development, Resources, Spirit of teaching, Teacher Appreciation, teacher hero, teacher self-care, teacher vulnerability, Wholehearted teaching

Along with all of the resources provided by the Spirit of Teaching, I have also been doing a podcast called Teacher Tales.

The purpose of the podcast is to let teachers share their stories or “tales” of teaching with the hope that their stories, insights, words of wisdom and experiences will serve as lessons as well as sources of inspiration to other teachers.

It is also a form of advocacy and legacy-building effort for the profession as these stories serve as insights to what it is really like to be a teacher. The public often has a skewed viewpoint, and the podcast can help those who are not teachers see things more clearly and realistically.

As each podcast guest teacher shares their story, a theme of main ideas and some really inspiring lessons seem to come through for the listener.

For example, in Teacher Tales Episode #5, I talk to Meredith, a dear friend and fellow conference “junkie”. Meredith is an amazing teacher and human being whose positive energy, authenticity and sense of humor lifts you up and takes you away on a magic carpet ride to a “whole new world” of teaching (a little Aladdin-style), but at the same time she reminds teachers to stay real and set one priority in this moment that will help us find balance and sustainability in what we do.

It is a little like reminding us that wherever we go, Abu is always along for the ride. You remember Abu, right? That mischievous little monkey who is a kleptomaniac, gets frustrated rather easily and hates to be made a fool of. At the same time, Abu is loyal, unselfish, big-hearted, empathic and benevolent.

Hmmmm, sounds like a metaphor for teaching. As teachers, we want to take those students on that magic carpet ride of learning. We want to help them see the world in a whole new perspective that will uplift their efforts and their view of themselves.

However, we also need to remember Abu is always with us on that journey.

What, you say? How is that? (more…)

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Linda Markley

Teacher Inosculation

calling to make a difference, Can do's, communication, creating community, Learning Lessons, making connections, Purpose, Resources, Spirit of teaching, Spirit practices, Strategies, teacher self-care, teacher vulnerability, Wholehearted teaching

I came across an article recently entitled “Nature’s Eternal Embrace: The Extraordinary Bond of Inosculation” by Hasan Jasim. 

You can read the article here.

I have found myself longing to be outside in the healing context of Mother Nature.

But alas, it has been so hot, buggy and uncomfortable to spend more than five minutes outside. So, I have found myself hibernating and somewhat isolating in reading things and also in my thoughts.

First of all, it reminds me of how we do this as teachers in our classrooms.

For whatever reasons, we isolate in our classrooms with “our kids” and don’t get outside much to interact with our colleagues or teammates.

I witnessed the danger of this firsthand when a first year teacher in my school struggled to adjust to all the demands of teaching, and isolated herself in her classroom. She was afraid to get help because she felt she would be judged as not enough or incompetent.

After three months, she had a nervous breakdown and had to leave the profession.

This had a HUGE IMPACT on me.

I felt I had not done my part as a “seasoned veteran teacher” to help her.

Small things such as…

Stop by her classroom and see how she was doing.

Ask her how I could support her in her new teacher role.

Encourage, inspire and uplift her…just listen and offer hugs and words of affirmation.

Something, somehow to let her know she was not alone and that we had ALL been there (and maybe some of us still were!)

I decided I needed to do something to help connect with these new teachers and build a supportive school community…as much for the newbies as for those of us who were perhaps struggling with burnout and our own form of isolation.

Now, what does all of this backstory mean and how does it connect to Mother Nature, teachers and this new word “inosculation”? (more…)

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Linda Markley

Please help a Teacher

calling to make a difference, Can do's, creating community, Joy, making connections, Passion, Purpose, Resources, Spirit of teaching, Teacher Appreciation

It is that time of year when teachers and children are going back to school.

A new school year.

A new beginning.

When we start something new, we may need help, support, encouragement, inspiration, resources and materials.

We are building bridges to new connections, new relationships, new learning adventures, new pathways, new opportunities…and so on.

And we may need help doing this.

Teachers do this every.single.year.

They have a reset, restart, renewal to start building those bridges, connections, relationships, etc. again.

They need help. They are “looking for the helpers”, as Mr. Rogers says, for support, encouragements, inspiration, resources, materials, and so on.

Please HELP A TEACHER.

Here are some suggestions:

(more…)

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Linda Markley

Imperfections

calling to make a difference, communication, creating community, i am enough, Learning Lessons, Maslow before Blooms, Passion, Purpose, Resources, Spirit of teaching, Spirit practices, teacher vulnerability, Wholehearted teaching

A little like Bruno, from the Disney film, Encanto, we don’t talk about imperfections in the classroom.

We are all aiming for and expecting that A+, perfection, right?

Even though we say “C” is “average”, we don’t accept nor strive for average.

Everything is about competition and being the BEST!

In the movie, Encanto, which, by the way is a brilliant film with so many underlying meanings and symbolism (like most Disney films) there are several themes addressed: identity, power dynamics, family, generational trauma, healing and forgiveness.

Just a side note, Disney films originated with taking fairy tales, fables and myths from other cultures and turning them into films for story-telling purposes of teaching lessons (like the original intention of these genre of literature).

So, let’s talk about Bruno, even though “we don’t talk about Bruno”!

Bruno represents the perceived “imperfection” of the Madrigal family, and he is willing to talk about it. 

Unfortunately, he is perceived as “not a good person” because of that and is villainized by his family. So, he exiles himself from the family and lives in fear of his own potential.

Identity crisis, power dynamics, generational trauma…

Think of how much this plays out at home and in the classroom every day…with students and with teachers, especially since the pandemic.

Why don’t we talk about these issues? Why can’t we be vulnerable?

When we perceive that we have imperfections or we are told that we do…repeatedly…

we begin to believe them.

Then, what?

(more…)

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