I Love To Teach 101

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I Love To Teach 101

I’m a Teacher and I share teacher productivity resources to help teachers zero or halve their non-

20/01/2023

One way to love what you are doing, where you are, and even who you are, begins with acceptance.

With acceptance comes gratitude and soon you will be on your way to a new perspective.

Grab my Digital Gratitude Journal with mindset colouring sheets.

16/11/2020

Get your students being Kind by giving them the 'Be Kind' challenge.

Have you ever done something for someone else when you’re feeling the pain of loss? That’s being brave.

As teachers, if we are grouchy it rubs off on our students. When I’ve noticed it I’ve apologised to my students and asked to start the day again. I know it’s scary but students like it when we’re honest with them.

Each year I get my kids to do a 'Be Kind' challenge. One week they have to choose someone they don’t know and chat with them for 10mins each day. At the end of the week, they journal what they learnt about that person.

Another week they have to find someone they don’t know and do something kind for them but it’s impossible for that person to pay them back. Usually, it’s an elderly relative or neighbour.

Quite something to read what they say afterwards.

Why do this? Will one of the best ways to get out of your own head is to do something for someone else who can do nothing to repay your kindness.

No matter what’s happened, if you’ve got breath, you’ve got something to offer.

At any given time, someone has it better than us and worse. Doing something for others can shift our perspective from self-focused to others-focused.

Your perspective influences your bravery. It can even help give meaning to what you’re going through.

14/11/2020

Risk has challenges and rewards and taking risks could be all that’s between our students and a brave mindset. Taking risks on purpose makes our students bulletproof and less fearful.

Taking risks helps students build resiliency, reducing fear of failure and creating coping skills.

Our students learn to take risks when we encourage them to ask someone they don’t know to play in the school yard, or share something they’ve learnt with the class.

By doing these small things it doesn’t have a great impact if things don’t work out.

Taking risks requires students to step out in faith and sometimes gamble that things will go their way. Sure, they can calculate the level of risk, but sometimes there aren’t any guarantees.

So we need to encourage this risk factor so students can grow.

Students' emotions will give them a clue to their body’s response to taking risk. If they are fearful, the smaller risks they take the more they can experience the benefits and deficits that come up.

So make the risks in class like speaking and sharing possible for all students in your class. Do more pair shares before asking students to take the greater risk of sharing with the whole class.

Like anything new, the more often our students take risks, the more comfortable they can expect to become with taking them.

Be sure to celebrate the activities that go right in order to reinforce the benefits of taking risks rather than focusing on the opportunities for things to go wrong.

Over time students will feel smarter and better able to gauge risks worth taking rather than risks worth avoiding.

Encourage students to step out in courage and faith and take some risks and see what happens.

12/11/2020

Things Brave People Have in Common - (challenge day 7)

Facing challenges usually isolates people leaving them feeling like they are the only ones facing a difficult time. Surely that’s not the case.

How you manage a difficult time is unique. Being brave might look one way for someone and entirely different for someone else. It might seem hard to copy and paste the actions of brave people because what they are doing might feel foreign to you. You don’t have to focus on what you don’t have in common with someone else, just focus on what you do have in common.

Brave people have three core things in common

1. Core Beliefs
2. Community
3. Confidence

These three common characteristics translate to anyone facing difficult times. Though the methodology might seem different. Let’s take a look.

Brave people have rooted core beliefs- Part of a brave mindset includes core beliefs of optimism, hope, purpose. It’s easier to be brave and feel bulletproof when your core beliefs include positive baselines. You may not know what the outcome will be, but if you operate from a firm belief that things work out for the highest and best then you start to look for the good in the situation and expect the best.

Brave people engage community- Bravery can be enhanced by community. Being able to work things out while supported by others helps. Either plugging into an existing community or finding one that is specifically equipped to help with a current situation can make a big difference in how easily you can manage a difficult time.

Brave people build confidence- You don’t have to be confident to be brave, but the act of being brave and tackling tough situations builds the confidence you need. Your confidence can grow over time as you take action and push through. Even setbacks can feel valuable when you start to see that you’ve got what it takes to withstand the storm.

How you walk out your difficult time may look nothing like someone else, but you likely have more in common with brave people than you thought. These three core characteristics help you become bulletproof and face difficult times with bravery.

19/10/2020

n Aristotle's day discipline for scholars was harsh but they valued the learning none the less.⁠
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They came to love learning later on but we can improve on that by inculcating a love for learning.⁠

08/05/2020

A mother is your first friend, your best friend, your forever friend. Thank her!

12/02/2020

Perfection focuses on what's not working, this makes teachers tired. Progress looks at what is working, those aha moments when our students get something. This is teacher happiness.� Which do you strive for?

22/01/2020

Startup concept. Coffee cup, alarm clock and toast in the basket. After three weeks of continually being 20 minutes behind the clock when I worked my first teaching position, I decided that I had a 20-minute problem. So, I set my alarm clock to wake me up 20 minutes earlier than usual. Actually, I set it for 25 minutes. I wanted to make sure. Expectedly, things aligned, and I started being 5 to 10 minutes early to school. Way to be an example for the kids. Gradually I upped it to one hour before school started, rather than prep after school. Way to go!

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P. O. Box 217
Port Broughton, SA
5522

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https://ilovetoteach101.com/

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