May 19, 2024 • 21 mins
Feeling that end-of-year academic fatigue setting in? Let's shake it off together! I'm Edward DeShazer, and in this heartening episode, we unravel the mystery behind the waning motivation as summer beckons and share a treasure chest of strategies to reignite the passion for learning. From the magic of outdoor lessons to the simple joy of brain breaks, we explore how to harness the excitement of upcoming festivities to keep students laser-focused. And for my fellow educators, I've got your back with pearls of wisdom on streamlining workloads and prioritizing well-being, ensuring we all cross the finish line with sanity intact!
As we prepare for our final bow of the school year, the emphasis is on inclusivity and appreciation for every member of the educational community. This episode isn't just about strategies and tips; it's a celebration of the connections we've made and the growth we've witnessed. Join me in reflecting on the unique contributions of parents, the importance of setting attainable goals, and the art of delegation. Together, let's make these last weeks a reflection of our dedication to education and connection, and set the stage for a well-earned break. So grab a cup of something comforting, find your coziest chair, and let's send off the school year on a note of triumph and togetherness.
www.EdwardDeShazer.org
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Episode Transcript
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Speaker 1 (00:14):
Welcome to the Teacher's Ed Podcast, a place
where the best and brightest ineducation come to learn, to
inspire, to connect and grow.
I am your host, edward DeShazer, and we are at the final
stretch of the school year.
As I shared before, this is astretch that can be pretty
(00:39):
difficult for educators becausewe get to the point where a lot
of our students are lacking themotivation, whether intrinsic or
extrinsic motivation, to reallyget across the finish line.
A lot of us are lacking themotivation.
It's starting to get nice outand we're just, you know, it's
(01:01):
that final push that can be verydifficult.
So I kind of want to spend thisepisode going through and
helping us really understand thelack of motivation, where some
of that stuff may be coming fromand how we can address it, not
only with our students but withourselves, so we can finish
these last few weeks strong,because I do think the last few
(01:23):
weeks of school is where and Idon't think that I am not
someone that thinks we, you knowwe need to go bell to bell and
teach with so much rigor and youknow all these things that you
just hear people throw thesewords around so often but I do
think that towards the end ofthe school year we waste a lot
(01:43):
of time that could be used tojust keep students engaged, to
refine some of the work thatwe've done over the year and to
really maybe refresh someconcepts and then send them off
in the summer with just a littlebit extra.
So a couple of factors that I'veseen just over the years when
(02:03):
working with students is one ofthe factors for lack of
motivation is.
Number one is fatigue.
I mean, we are feeling it aseducators and it's no different
for the students.
You know, after a long schoolyear, students are experiencing
mental and physical fatigue.
(02:24):
You, you know, especially whenwe get those high school
students.
They've had reports and examsand all of these things that
they've been getting done andthey're worn out, and it in a
state like Wisconsin.
For those that are listeningand don't know, I'm in the state
of Wisconsin and the seasonsthroughout the school year are
(02:45):
very drastic to where this timeof year?
For example, today it's 70degrees here.
It's much more difficult if Iwere a student to feel like I
wanted to work.
You know, I am done all my workfor the year.
It's starting to get nice outin a place like Wisconsin.
You know all these assignments,all these tests.
You know if you're in sportstrack, seasons are just wrapping
(03:08):
up and it can lead to bigburnout for our students.
The second factor that we oftensee is we have some upcoming
events, and whether that issummer break, whether that is,
you know, for me as a student Ihad football camps, whether it's
AU tournaments, whether it'sprom or graduation for some of
(03:29):
our older students, or, you know, eighth grade trip or a fifth
grade trip, or you know, you'retaking your family.
You know whatever is going on,our students are distracted
because they can see the finishline is right there, but they
can also see the events that arecoming over the summer.
And then the last one I thinkthe one that most teachers are
like should be the first one,but these aren't in any
(03:50):
particular order, I'm just kindof going in an order is the lack
of immediate consequences.
You know, towards the end ofthe year, the immediacy of
consequences for academicdiminish.
It's like my grades are alreadydone.
What are you going to fail me?
I've already done all the work,you know.
So that is something that hasstudents put very average effort
(04:13):
in towards um the end of theyear.
But there are some ways that Ithink we can work through these
as educators.
And this is not going to be along episode.
I'm going to go through thesethree and I I'll go through two
or three for teachers and thenwe're going to get y'all on your
way this beautiful Sunday.
But one of the things that Iwould encourage educators to do
(04:35):
when working with your studentsto really cross that finish line
and motivate your unmotivatedstudents towards the end of the
year is number one when we'retalking about fatigue and
burnout.
Students towards the end of theyear is number one when we're
talking about fatigue andburnout.
I think this is that time ofyear where we have to do more
interactive, more hands-on.
Let's consider breaking theroutine and doing some lessons
outside.
(04:55):
You know, if you're doing groupreading, why not allow them to
be outside and doing that groupreading and getting some fresh
air and finishing up the year,doing more project-based
learning and getting students tomove around in the classroom
and engage differently with thematerial that we've been giving
them all year and these type ofactivities our kids are antsy.
(05:17):
Imagine being you.
Don't even have to imagine thisis us as educators as well.
Like you're sitting in theclassroom.
It's 75 and sunny outside andyour teacher is sitting at the
board.
Us, our teacher is sitting atthe board.
Us, our teacher is sitting atthe board and we're trying to
teach them and all they couldthink about is man, I wish I was
outside.
So why not take the classroomoutside?
(05:37):
Let them get some fresh air.
Give your students more brainbreaks.
You already know I'm a bigproponent of getting kids moving
around.
Give your students more brainbreaks.
You already know I'm a bigproponent of getting kids moving
around.
Give your students more brainbreaks, and some of them, it's
like you know what.
We're going to go outside forfive minutes.
We're going to walk around ortake them out and do the actual
activity.
So that is one way that it notonly helps the fatigue and the
(05:59):
burnout for our students, but ithelps it for us too to be able
to get outside, do someactivities and just get some
fresh air.
The next one is that I mentionedis upcoming events.
How can we?
Because our kids are thinkingabout them.
That's what's on their mindregardless.
But how can we engage ourstudents with the events that
(06:20):
are coming up and applying it tosome of the work that we're
doing.
An example that I would probablyuse is you're a high school
math teacher and your kid's promis passed by now.
But one of the things that youcould do or have promised coming
up or you have family vacationis let's look at the travel and
(06:41):
look at the expenses and teachour students the math behind it.
Even if you have youngerstudents, you can teach them how
to add.
You know, a flight is $250.
We know they're not $250 rightnow, but a flight is, you know,
$250.
A hotel room is $175.
Food for you, your mom, yourdad, your sibling is $10 a
(07:04):
person.
That's now you gotmultiplication four times 10.
So there's easy ways that wecan do things that will get our
kids engaged, because it's likeoh, now I'm thinking and working
on something that I am excitedabout, but then I'm still doing
math and they don't even realizeit.
So there's multiple ways thatyou can do stuff like that.
(07:24):
Don't even realize it.
So there's multiple ways thatyou can do stuff like that just
to ensure that.
How can we get the activitiesour kids are thinking about
involved in the curriculum thatwe are doing?
Sorry for the interruption.
I want to take a moment torecognize the sponsor of the
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(07:45):
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Now back to the episode.
The last one that I discussedis lack of immediate
consequences.
This one can be so difficultbecause a lot of the students
already know like hey, I had allB's, like I've already done all
the work, there's not much leftthat you can do.
(08:28):
Or some kids are like what wehave some students in some
schools that are just like whatyou're going to suspend me.
There's two weeks left forschool.
You know there's little simplethings that we can do to even
wrap up with, you know, studentof the week in the classroom, or
putting the work that they'redoing, the projects that they're
working on, on the boardoutside the classroom and
finding little short-term goalsand milestones that we can link
(08:51):
to tangible rewards orrecognition for our students.
It could be.
You know, hey, if we all getall of X, y and Z done this week
, we're going to have a littlepizza party At the end of the
week.
You have the pizza party, whichis also a nice break for you.
It's a great way to feel likeyou are celebrating the end of
the school year with yourstudents, versus you know
(09:11):
they're leaving and it's sad.
It's a great way to celebratethe accomplishments of your
students.
And some of the lack ofmotivation for the educators
because this is a podcast foreducators Like we can work on
talk about the tips for theteachers, but the lack of
motivation for the teachers inthe school, the exhaustion in
(09:32):
the school.
I would encourage educators tofocus on your most critical
tasks.
And what is that?
You know if it is getting yourgrades done.
If it is, you know, any finalassessments, packing together
the students portfolio,portfolios, you know.
(09:55):
But other things that you canhave your students help like.
For some teachers, they got topack their classroom up every
year.
Why not?
So you don't have to feel sooverwhelmed.
Allow your students to help youwith that.
It's their classroom too.
They get the the to help youput it away and it's less things
that you have to do.
So I think the main thing that Iwould encourage an educator
listening today, or if you arelike man, I'm just exhausted
(10:18):
make a list.
I have a list in my phone.
I'm big on using the resourcesin my phone and in my iPhone
notes I have a list, or not, myiPhone notes.
On my iPhone there's a like alittle reminders, little
reminders tab and in there I putmy list down of and I can check
like, hey, are my grades done?
(10:38):
Are is this done?
But I think making sure youprioritize the ones that are
most important so you're notdoing the little stuff like oh,
I got to get the bulletin boarddown, I got to do this, I got to
get these things Like, haveyour students help you where you
can.
Maybe there's another coworkerthat's not as busy that could
potentially help you as well.
But I think making sure that weare prioritizing what's most
(10:58):
important now and then thelittle bit of time we have with
some of our students, delegatesome of those little things that
they can help you do.
Whether it's packing up yourreading books, packing up
whatever stuff that you have todo, allow them to help you.
Kids love to help.
Kids love to have jobs in theclassroom.
So give them one final jobwhere they can help you and take
(11:25):
some of the things off of yourplate.
One of the other things thatteachers at this time of year
tend to struggle with is theadministrative overload.
So you know we talked about thegrade books.
You know whether it's gettingout communication to your
parents any end of the year,administrative deals, whether
it's your promotional paperwork,your you know theios, whatever
(11:47):
that stuff is.
That has to be done by acertain point.
Like I know at our school, wehave a certain deadline where
teachers have to turn all thesethings in.
It's critical that you just say, hey, you know what, 15 minutes
here, 15 minutes there.
I'm going to strictly focus onthat and this is not just a tip
that's great for the end of theyear, this is a tip that is
(12:07):
great for the entire year.
Like, let's make sure that weset aside specific time that can
be dedicated solely to theseadministrative tasks, because
then it doesn't feeloverwhelming when we're just
kind of going through themotions.
If you are just going throughthe motions in your classroom,
you will never find time,because as an educator, there
will never be enough time to doeverything that you need to do.
(12:28):
So let's make sure that we maketime for the things that we
have to do.
I'm going to say that againthere will never, as an educator
, there will never be enoughtime for the things that you
need to do.
So we have to make time for thethings that we have to do.
So let's make sure weprioritize that time and set
that time aside when we canspecifically say you know what,
these 15 minutes I'm gonnahammer out these last grades,
(12:51):
these 15 minutes I'm gonna do mylast end of the year.
You know, administrative duties, whatever those things are.
Let's make sure we set asidespecific time that's blocked off
, that we're not gonna allowanything to overflow in.
So, come those last couple daysof school or come those few
days after school, you are notoverwhelmed doing things that
could have already been done.
At that point you're justpacking up your car, moving
(13:12):
yourself wherever you have to door doing any of the little
things that you're able to do,because you've done all of the
big things.
And the last thing that I oftenknow and hear that teachers
struggle with is the emotionaltransition when students are
leaving.
You know so it takes.
We know, as educators, as we'vespent, you know, 180 days
(13:35):
working with students and we'resaying goodbye to students that
we've seen if you're an eighthgrade teacher, saying bye to
students that you've watchedgrow up as an administrator.
For me, I'm watching studentsleave our school this year that
have been with us for 10 years.
We have formed some incrediblebonds.
For some of them they areanchors in my life, as I'm so
(13:55):
used to seeing them walk in thedoor every single day and at
times that can lead to adecrease in motivation because
it's like man, the faster we getto the end of the year, the
faster I'm not going to seethese kids again, and that's
okay to have that feeling.
But I think, a great way ineighth grade you do it.
In high school you do it whereyou.
(14:16):
You know you have these bigrituals and celebrations that
allow you to culminate yourschool year.
But why not do that in thirdgrade?
Why not do that in fourth grade?
You know there's some activitiesthat I have done before I
encourage educators to do.
One of them is this is one thatI would encourage you to do
(14:37):
with your students, and I woulddo this sooner than later, a
start, stop and continue page.
It doesn't have to be.
I actually have a worksheetthat does this, but does not
have to be.
I actually have a worksheetthat does this, but does not
have to be a worksheet.
You can do this on a notebook.
Have them write down start,leave some space, stop, leave
some space, continue, leave somespace, have them do this twice.
There's two things that they cando as we're getting ready to
(14:57):
transition and start, stop andcontinue.
What is the first time through?
What is one thing that theyneed to start as they get ready
for the next year and a lot ofthis is geared towards, you know
, upper elementary, middleschool, high school students
what is one thing that they needto start doing better for
themselves, to be betterprepared for whatever the next
step is, whatever it's fourthgrade, fifth grade, ninth grade,
(15:20):
whatever that next grade iswhat is one thing they need to
start looking at?
Stop.
What is one thing they need tostop doing Like?
What is the one thing that Icontinue to do as a student all
year this year that reallyhindered my growth, whether it
was talking to my classmates,being distracted, whatever that
looks like and then, what is theone thing that they've done so
well.
(15:40):
Continue.
So stop, start, continue.
What is one thing they need tostop doing as they're
transitioning to the next grade?
What is one thing they need tostart doing better and what is
one thing they need to continuedoing?
Great.
So that's a great way for ourstudents to reflect on the
things that have happened in theclassroom, the things that have
worked, the things that didn'twork for themselves, and then
the things that they can now dobetter and plan for for the next
(16:02):
year.
The second time through.
I would encourage them to doone for you, through.
I would encourage them to doone for you.
What is one thing that you know,mrs Smith, that I want Mrs
Smith to start doing?
You know, maybe it's gettingthe work back to me faster,
(16:24):
maybe it's more verbal praise inthe classroom.
So having them do these, sothose same three things for you
as an educator, and have themgive that to you, this is a
great way for you to getfeedback that won't hurt your
feel, won't hurt your feelings.
So what is a great thing thatmiss?
What is one thing that I wouldlike miss Smith to start doing?
You know, maybe it's giving thefeedback doing whatever,
whatever that may look like.
What is one thing is as Iremember I'm writing this to the
(16:45):
student what is one thing thatI want my teacher to stop doing?
Maybe it's hey, the lesson onwhatever felt long and it wasn't
engaging.
And then, what is one thing thatMs Smith needs to continue
doing?
What is the thing that myteacher is doing great that they
need to do for the next class?
This is just an incredible wayto get feedback from your
(17:06):
students so they can have aclear, so you can have a clear,
so you can have a clearunderstanding.
It's like we need to know whatworked and what didn't work.
We have a good idea from ourperspective what worked, what
didn't work, but our studentsmay give you a perspective of
you know what.
Something that we thoughtworked well did not work well
for a lot of our students.
And that's where you're able toget that a safe way for them to
give you feedback, where youcan take it and read it after
(17:26):
they're gone and reflect on itand really look at what we're
doing.
And, administrators, I wouldencourage you we're going to be
doing this at our school withour staff, because I need to
know what for them, what aretheir start, stop and continues,
and for the leadership, fromthe teacher's perspective to the
admins.
What are the things that, asadministration, we need to start
(17:48):
doing?
What are the things we need tostop doing and what are the
things we need to continue doing?
How we have to get feedbackfrom the people that we serve,
whether we are teachers servingstudents or whether we are an
admin serving your teachers andstaff.
We need to find these thingsout so that we can better
prepare the next year for how wecan better serve the people
(18:10):
that we are serving.
You know we got a few weeks leftof school.
Some are graduating, some aregoing through prom, teachers are
tired, some are questioning ifthey're going to continue to do
what they're doing.
I'm not here to tell you tocontinue to teach if you're
burnt out, but what I am goingto continue to say is teaching
is if you feel that teaching isyour purpose, I would encourage
(18:33):
you to continue to beintentional with everything that
you do.
Don't continue to put things onyour plate that shouldn't be on
your plate.
Stop saying yes to people inthe classroom or your
administrator, or your family oryour friends when you know that
you're in a season where youjust have to say no, because we
all know there's a teachershortage.
(18:53):
There's not some brand new waveof teachers that are coming in.
So we have to make sure that,if this is what we are going to
continue to do as educators, wehave to be intentional so we can
be the best us, so we cancontinue to push forward for our
students.
Administrators, we have tocontinue to make sure that we
are supporting our teachers thebest we can continue to making
(19:16):
the environment that they are infeel safe, caring, loving,
supportive, in a spot where theycan thrive and be true to
themselves.
Our teachers it, our adminsdeserve it.
Our students deserve it.
I appreciate you all for tuningin Next week's episode I'm
excited about.
I have a friend of mine who isa superintendent, who is going
(19:38):
to be sharing some incrediblegame with you all, so I'm
looking forward to that.
If you have not, as I alwayssay, make sure you like, make
sure you subscribe, make sureyou download, make sure you
share this with someone else.
Share this with a friend, sharethis with a colleague, share
this with whoever in educationthat you think could benefit
from this.
(19:58):
Go back If this is your firsttime listening.
Go back and find anotherepisode.
These kicked back off a couplemonths back.
There's even episodes that goall the way back to 2020.
For those that don't know, thisstarted in 2020 because of
COVID and it's taken.
I've taken a lot of breaks, butnow I'm consistently.
Now I personally have thebandwidth to consistently do
this, so I'm excited to continueto pour into you all.
Every Sunday, new episode comesout every Sunday Like,
(20:21):
subscribe, share, do all thatstuff.
If you don't follow me onInstagram, please connect with
me there.
Edward at Edward DeShazer, Ilook forward to continue to
serving you all.
I look forward to continue topouring into you.
If you ever can leave a comment, shoot me an email with if
there's a topic or a guest thatyou think should be on here.
I'm always looking for otherdynamic thought leaders in the
space of education who want toget on here and share.
(20:42):
If it's a principal, if it's aneducator, you could be a
paraprofessional.
Don't think, because you're nota superintendent or because
you're not an executive director, you're not some administrative
position that you don't havesomething to give.
If you're a parent and you'relistening to this, you're like.
You know what?
There's some dynamic thingsI've done.
I would love to have you onEmail me at ed at
edwarddeshazerorg, and I wouldlove to schedule time to have
(21:05):
you come on and record.
I will see you all next week,sunday.
Until then, take care, makesure we are going through these
(21:27):
three tips, because we got topush through this last week.
The best we can have a greatweekend.
Rest of the Sunday and we'llsee you next week.
You.
Welcome to the Teacher's Ed Podcast, a place
where the best and brightest ineducation come to learn, to
inspire, to connect and grow.
I am your host, edward DeShazer, and we are at the final
stretch of the school year.
As I shared before, this is astretch that can be pretty
(00:39):
difficult for educators becausewe get to the point where a lot
of our students are lacking themotivation, whether intrinsic or
extrinsic motivation, to reallyget across the finish line.
A lot of us are lacking themotivation.
It's starting to get nice outand we're just, you know, it's
(01:01):
that final push that can be verydifficult.
So I kind of want to spend thisepisode going through and
helping us really understand thelack of motivation, where some
of that stuff may be coming fromand how we can address it, not
only with our students but withourselves, so we can finish
these last few weeks strong,because I do think the last few
(01:23):
weeks of school is where and Idon't think that I am not
someone that thinks we, you knowwe need to go bell to bell and
teach with so much rigor and youknow all these things that you
just hear people throw thesewords around so often but I do
think that towards the end ofthe school year we waste a lot
(01:43):
of time that could be used tojust keep students engaged, to
refine some of the work thatwe've done over the year and to
really maybe refresh someconcepts and then send them off
in the summer with just a littlebit extra.
So a couple of factors that I'veseen just over the years when
(02:03):
working with students is one ofthe factors for lack of
motivation is.
Number one is fatigue.
I mean, we are feeling it aseducators and it's no different
for the students.
You know, after a long schoolyear, students are experiencing
mental and physical fatigue.
(02:24):
You, you know, especially whenwe get those high school
students.
They've had reports and examsand all of these things that
they've been getting done andthey're worn out, and it in a
state like Wisconsin.
For those that are listeningand don't know, I'm in the state
of Wisconsin and the seasonsthroughout the school year are
(02:45):
very drastic to where this timeof year?
For example, today it's 70degrees here.
It's much more difficult if Iwere a student to feel like I
wanted to work.
You know, I am done all my workfor the year.
It's starting to get nice outin a place like Wisconsin.
You know all these assignments,all these tests.
You know if you're in sportstrack, seasons are just wrapping
(03:08):
up and it can lead to bigburnout for our students.
The second factor that we oftensee is we have some upcoming
events, and whether that issummer break, whether that is,
you know, for me as a student Ihad football camps, whether it's
AU tournaments, whether it'sprom or graduation for some of
(03:29):
our older students, or, you know, eighth grade trip or a fifth
grade trip, or you know, you'retaking your family.
You know whatever is going on,our students are distracted
because they can see the finishline is right there, but they
can also see the events that arecoming over the summer.
And then the last one I thinkthe one that most teachers are
like should be the first one,but these aren't in any
(03:50):
particular order, I'm just kindof going in an order is the lack
of immediate consequences.
You know, towards the end ofthe year, the immediacy of
consequences for academicdiminish.
It's like my grades are alreadydone.
What are you going to fail me?
I've already done all the work,you know.
So that is something that hasstudents put very average effort
(04:13):
in towards um the end of theyear.
But there are some ways that Ithink we can work through these
as educators.
And this is not going to be along episode.
I'm going to go through thesethree and I I'll go through two
or three for teachers and thenwe're going to get y'all on your
way this beautiful Sunday.
But one of the things that Iwould encourage educators to do
(04:35):
when working with your studentsto really cross that finish line
and motivate your unmotivatedstudents towards the end of the
year is number one when we'retalking about fatigue and
burnout.
Students towards the end of theyear is number one when we're
talking about fatigue andburnout.
I think this is that time ofyear where we have to do more
interactive, more hands-on.
Let's consider breaking theroutine and doing some lessons
outside.
(04:55):
You know, if you're doing groupreading, why not allow them to
be outside and doing that groupreading and getting some fresh
air and finishing up the year,doing more project-based
learning and getting students tomove around in the classroom
and engage differently with thematerial that we've been giving
them all year and these type ofactivities our kids are antsy.
(05:17):
Imagine being you.
Don't even have to imagine thisis us as educators as well.
Like you're sitting in theclassroom.
It's 75 and sunny outside andyour teacher is sitting at the
board.
Us, our teacher is sitting atthe board.
Us, our teacher is sitting atthe board and we're trying to
teach them and all they couldthink about is man, I wish I was
outside.
So why not take the classroomoutside?
(05:37):
Let them get some fresh air.
Give your students more brainbreaks.
You already know I'm a bigproponent of getting kids moving
around.
Give your students more brainbreaks.
You already know I'm a bigproponent of getting kids moving
around.
Give your students more brainbreaks, and some of them, it's
like you know what.
We're going to go outside forfive minutes.
We're going to walk around ortake them out and do the actual
activity.
So that is one way that it notonly helps the fatigue and the
(05:59):
burnout for our students, but ithelps it for us too to be able
to get outside, do someactivities and just get some
fresh air.
The next one is that I mentionedis upcoming events.
How can we?
Because our kids are thinkingabout them.
That's what's on their mindregardless.
But how can we engage ourstudents with the events that
(06:20):
are coming up and applying it tosome of the work that we're
doing.
An example that I would probablyuse is you're a high school
math teacher and your kid's promis passed by now.
But one of the things that youcould do or have promised coming
up or you have family vacationis let's look at the travel and
(06:41):
look at the expenses and teachour students the math behind it.
Even if you have youngerstudents, you can teach them how
to add.
You know, a flight is $250.
We know they're not $250 rightnow, but a flight is, you know,
$250.
A hotel room is $175.
Food for you, your mom, yourdad, your sibling is $10 a
(07:04):
person.
That's now you gotmultiplication four times 10.
So there's easy ways that wecan do things that will get our
kids engaged, because it's likeoh, now I'm thinking and working
on something that I am excitedabout, but then I'm still doing
math and they don't even realizeit.
So there's multiple ways thatyou can do stuff like that.
(07:24):
Don't even realize it.
So there's multiple ways thatyou can do stuff like that just
to ensure that.
How can we get the activitiesour kids are thinking about
involved in the curriculum thatwe are doing?
Sorry for the interruption.
I want to take a moment torecognize the sponsor of the
Teacher's Ed podcast, be WellTeacher Box, a gift box to help
teachers intentionally focus ontheir wellness.
(07:45):
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There's two books, there's acandle, some shower steamer,
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Code Teacher Zed all one word.
Now back to the episode.
The last one that I discussedis lack of immediate
consequences.
This one can be so difficultbecause a lot of the students
already know like hey, I had allB's, like I've already done all
the work, there's not much leftthat you can do.
(08:28):
Or some kids are like what wehave some students in some
schools that are just like whatyou're going to suspend me.
There's two weeks left forschool.
You know there's little simplethings that we can do to even
wrap up with, you know, studentof the week in the classroom, or
putting the work that they'redoing, the projects that they're
working on, on the boardoutside the classroom and
finding little short-term goalsand milestones that we can link
(08:51):
to tangible rewards orrecognition for our students.
It could be.
You know, hey, if we all getall of X, y and Z done this week
, we're going to have a littlepizza party At the end of the
week.
You have the pizza party, whichis also a nice break for you.
It's a great way to feel likeyou are celebrating the end of
the school year with yourstudents, versus you know
(09:11):
they're leaving and it's sad.
It's a great way to celebratethe accomplishments of your
students.
And some of the lack ofmotivation for the educators
because this is a podcast foreducators Like we can work on
talk about the tips for theteachers, but the lack of
motivation for the teachers inthe school, the exhaustion in
(09:32):
the school.
I would encourage educators tofocus on your most critical
tasks.
And what is that?
You know if it is getting yourgrades done.
If it is, you know, any finalassessments, packing together
the students portfolio,portfolios, you know.
(09:55):
But other things that you canhave your students help like.
For some teachers, they got topack their classroom up every
year.
Why not?
So you don't have to feel sooverwhelmed.
Allow your students to help youwith that.
It's their classroom too.
They get the the to help youput it away and it's less things
that you have to do.
So I think the main thing that Iwould encourage an educator
listening today, or if you arelike man, I'm just exhausted
(10:18):
make a list.
I have a list in my phone.
I'm big on using the resourcesin my phone and in my iPhone
notes I have a list, or not, myiPhone notes.
On my iPhone there's a like alittle reminders, little
reminders tab and in there I putmy list down of and I can check
like, hey, are my grades done?
(10:38):
Are is this done?
But I think making sure youprioritize the ones that are
most important so you're notdoing the little stuff like oh,
I got to get the bulletin boarddown, I got to do this, I got to
get these things Like, haveyour students help you where you
can.
Maybe there's another coworkerthat's not as busy that could
potentially help you as well.
But I think making sure that weare prioritizing what's most
(10:58):
important now and then thelittle bit of time we have with
some of our students, delegatesome of those little things that
they can help you do.
Whether it's packing up yourreading books, packing up
whatever stuff that you have todo, allow them to help you.
Kids love to help.
Kids love to have jobs in theclassroom.
So give them one final jobwhere they can help you and take
(11:25):
some of the things off of yourplate.
One of the other things thatteachers at this time of year
tend to struggle with is theadministrative overload.
So you know we talked about thegrade books.
You know whether it's gettingout communication to your
parents any end of the year,administrative deals, whether
it's your promotional paperwork,your you know theios, whatever
(11:47):
that stuff is.
That has to be done by acertain point.
Like I know at our school, wehave a certain deadline where
teachers have to turn all thesethings in.
It's critical that you just say, hey, you know what, 15 minutes
here, 15 minutes there.
I'm going to strictly focus onthat and this is not just a tip
that's great for the end of theyear, this is a tip that is
(12:07):
great for the entire year.
Like, let's make sure that weset aside specific time that can
be dedicated solely to theseadministrative tasks, because
then it doesn't feeloverwhelming when we're just
kind of going through themotions.
If you are just going throughthe motions in your classroom,
you will never find time,because as an educator, there
will never be enough time to doeverything that you need to do.
(12:28):
So let's make sure that we maketime for the things that we
have to do.
I'm going to say that againthere will never, as an educator
, there will never be enoughtime for the things that you
need to do.
So we have to make time for thethings that we have to do.
So let's make sure weprioritize that time and set
that time aside when we canspecifically say you know what,
these 15 minutes I'm gonnahammer out these last grades,
(12:51):
these 15 minutes I'm gonna do mylast end of the year.
You know, administrative duties, whatever those things are.
Let's make sure we set asidespecific time that's blocked off
, that we're not gonna allowanything to overflow in.
So, come those last couple daysof school or come those few
days after school, you are notoverwhelmed doing things that
could have already been done.
At that point you're justpacking up your car, moving
(13:12):
yourself wherever you have to door doing any of the little
things that you're able to do,because you've done all of the
big things.
And the last thing that I oftenknow and hear that teachers
struggle with is the emotionaltransition when students are
leaving.
You know so it takes.
We know, as educators, as we'vespent, you know, 180 days
(13:35):
working with students and we'resaying goodbye to students that
we've seen if you're an eighthgrade teacher, saying bye to
students that you've watchedgrow up as an administrator.
For me, I'm watching studentsleave our school this year that
have been with us for 10 years.
We have formed some incrediblebonds.
For some of them they areanchors in my life, as I'm so
(13:55):
used to seeing them walk in thedoor every single day and at
times that can lead to adecrease in motivation because
it's like man, the faster we getto the end of the year, the
faster I'm not going to seethese kids again, and that's
okay to have that feeling.
But I think, a great way ineighth grade you do it.
In high school you do it whereyou.
(14:16):
You know you have these bigrituals and celebrations that
allow you to culminate yourschool year.
But why not do that in thirdgrade?
Why not do that in fourth grade?
You know there's some activitiesthat I have done before I
encourage educators to do.
One of them is this is one thatI would encourage you to do
(14:37):
with your students, and I woulddo this sooner than later, a
start, stop and continue page.
It doesn't have to be.
I actually have a worksheetthat does this, but does not
have to be.
I actually have a worksheetthat does this, but does not
have to be a worksheet.
You can do this on a notebook.
Have them write down start,leave some space, stop, leave
some space, continue, leave somespace, have them do this twice.
There's two things that they cando as we're getting ready to
(14:57):
transition and start, stop andcontinue.
What is the first time through?
What is one thing that theyneed to start as they get ready
for the next year and a lot ofthis is geared towards, you know
, upper elementary, middleschool, high school students
what is one thing that they needto start doing better for
themselves, to be betterprepared for whatever the next
step is, whatever it's fourthgrade, fifth grade, ninth grade,
(15:20):
whatever that next grade iswhat is one thing they need to
start looking at?
Stop.
What is one thing they need tostop doing Like?
What is the one thing that Icontinue to do as a student all
year this year that reallyhindered my growth, whether it
was talking to my classmates,being distracted, whatever that
looks like and then, what is theone thing that they've done so
well.
(15:40):
Continue.
So stop, start, continue.
What is one thing they need tostop doing as they're
transitioning to the next grade?
What is one thing they need tostart doing better and what is
one thing they need to continuedoing?
Great.
So that's a great way for ourstudents to reflect on the
things that have happened in theclassroom, the things that have
worked, the things that didn'twork for themselves, and then
the things that they can now dobetter and plan for for the next
(16:02):
year.
The second time through.
I would encourage them to doone for you, through.
I would encourage them to doone for you.
What is one thing that you know,mrs Smith, that I want Mrs
Smith to start doing?
You know, maybe it's gettingthe work back to me faster,
(16:24):
maybe it's more verbal praise inthe classroom.
So having them do these, sothose same three things for you
as an educator, and have themgive that to you, this is a
great way for you to getfeedback that won't hurt your
feel, won't hurt your feelings.
So what is a great thing thatmiss?
What is one thing that I wouldlike miss Smith to start doing?
You know, maybe it's giving thefeedback doing whatever,
whatever that may look like.
What is one thing is as Iremember I'm writing this to the
(16:45):
student what is one thing thatI want my teacher to stop doing?
Maybe it's hey, the lesson onwhatever felt long and it wasn't
engaging.
And then, what is one thing thatMs Smith needs to continue
doing?
What is the thing that myteacher is doing great that they
need to do for the next class?
This is just an incredible wayto get feedback from your
(17:06):
students so they can have aclear, so you can have a clear,
so you can have a clearunderstanding.
It's like we need to know whatworked and what didn't work.
We have a good idea from ourperspective what worked, what
didn't work, but our studentsmay give you a perspective of
you know what.
Something that we thoughtworked well did not work well
for a lot of our students.
And that's where you're able toget that a safe way for them to
give you feedback, where youcan take it and read it after
(17:26):
they're gone and reflect on itand really look at what we're
doing.
And, administrators, I wouldencourage you we're going to be
doing this at our school withour staff, because I need to
know what for them, what aretheir start, stop and continues,
and for the leadership, fromthe teacher's perspective to the
admins.
What are the things that, asadministration, we need to start
(17:48):
doing?
What are the things we need tostop doing and what are the
things we need to continue doing?
How we have to get feedbackfrom the people that we serve,
whether we are teachers servingstudents or whether we are an
admin serving your teachers andstaff.
We need to find these thingsout so that we can better
prepare the next year for how wecan better serve the people
(18:10):
that we are serving.
You know we got a few weeks leftof school.
Some are graduating, some aregoing through prom, teachers are
tired, some are questioning ifthey're going to continue to do
what they're doing.
I'm not here to tell you tocontinue to teach if you're
burnt out, but what I am goingto continue to say is teaching
is if you feel that teaching isyour purpose, I would encourage
(18:33):
you to continue to beintentional with everything that
you do.
Don't continue to put things onyour plate that shouldn't be on
your plate.
Stop saying yes to people inthe classroom or your
administrator, or your family oryour friends when you know that
you're in a season where youjust have to say no, because we
all know there's a teachershortage.
(18:53):
There's not some brand new waveof teachers that are coming in.
So we have to make sure that,if this is what we are going to
continue to do as educators, wehave to be intentional so we can
be the best us, so we cancontinue to push forward for our
students.
Administrators, we have tocontinue to make sure that we
are supporting our teachers thebest we can continue to making
(19:16):
the environment that they are infeel safe, caring, loving,
supportive, in a spot where theycan thrive and be true to
themselves.
Our teachers it, our adminsdeserve it.
Our students deserve it.
I appreciate you all for tuningin Next week's episode I'm
excited about.
I have a friend of mine who isa superintendent, who is going
(19:38):
to be sharing some incrediblegame with you all, so I'm
looking forward to that.
If you have not, as I alwayssay, make sure you like, make
sure you subscribe, make sureyou download, make sure you
share this with someone else.
Share this with a friend, sharethis with a colleague, share
this with whoever in educationthat you think could benefit
from this.
(19:58):
Go back If this is your firsttime listening.
Go back and find anotherepisode.
These kicked back off a couplemonths back.
There's even episodes that goall the way back to 2020.
For those that don't know, thisstarted in 2020 because of
COVID and it's taken.
I've taken a lot of breaks, butnow I'm consistently.
Now I personally have thebandwidth to consistently do
this, so I'm excited to continueto pour into you all.
Every Sunday, new episode comesout every Sunday Like,
(20:21):
subscribe, share, do all thatstuff.
If you don't follow me onInstagram, please connect with
me there.
Edward at Edward DeShazer, Ilook forward to continue to
serving you all.
I look forward to continue topouring into you.
If you ever can leave a comment, shoot me an email with if
there's a topic or a guest thatyou think should be on here.
I'm always looking for otherdynamic thought leaders in the
space of education who want toget on here and share.
(20:42):
If it's a principal, if it's aneducator, you could be a
paraprofessional.
Don't think, because you're nota superintendent or because
you're not an executive director, you're not some administrative
position that you don't havesomething to give.
If you're a parent and you'relistening to this, you're like.
You know what?
There's some dynamic thingsI've done.
I would love to have you onEmail me at ed at
edwarddeshazerorg, and I wouldlove to schedule time to have
(21:05):
you come on and record.
I will see you all next week,sunday.
Until then, take care, makesure we are going through these
(21:27):
three tips, because we got topush through this last week.
The best we can have a greatweekend.
Rest of the Sunday and we'llsee you next week.
You.
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