The school year is up and running, and you’re probably preparing for the first set of assessments for your class. By now, you’ve likely determined which students need extra…extra help on assignments, extra attention from you, extra activities to keep them challenged and, of course, EXTRA help with behavioral issues! And, then there’s the elusive kid who needs EXTRA of all of the above! So the question is, are you proactive or reactive with your classroom management?

Not everyone can be an excellent educator. It takes a special kind of person to genuinely love a child like they are your own, because that is truly what it takes.

As the new school year kicks off, students arrive to newly decorated classrooms and (mostly) refreshed and reenergized educators approaching yet another new year armed with new ideas and the optimism only a new school year can bring! “It’s going to be a great year, our best year yet!” we all whisper to ourselves believing that the lessons learned from past classes paired with the information we gained from books and seminars over the summer will be the true difference makers we hope they’ll be! And we’re right on many levels. Things will be different, better, and more student-focused. However, each year, like a mother forgets the pain of childbirth, we, teachers and school staff, forget the physical and mental fatigue that inevitably comes with doing this job well. Alas, it is my suggestion that part of our strategic plan this year from school boards and superintendents to building administrators, teachers, and paraprofessionals includes a preventative plan to ensure we care for ourselves, for one another, and strive to protect school staff’s mental health and prevent burnout. In this post, we will walk through how education has changed, why support is needed, and how both administrators and educators can help.