It’s 3:15 pm on Friday and I’ve just finished doing a “sweep” around my wing to be sure that all students have made it off campus safely. As I’m heading back to my classroom, I say goodbye to all the teachers and staff members that I pass. Pushing open my door, I take a deep breath. The weekend is here! It’s time to unplug and just breathe!
However . . . as I sit down at my desk and look around the room, I’m reminded of all the things I have to do before Monday morning. Just because the students are gone, that doesn’t mean I’m “off duty”. Unplugging will just have to wait.
I need to get my grading done so my students can see how they did and make corrections. I can’t forget to write my weekly newsletter so the parents know what’s going on next week. Then I need to message my parents who have students on behavior plans so we can set goals for Monday. I have to play Tetris with the desks and change up the seating chart . I’ve got to get over to the copy machine and make copies before it inevitably gets jammed. I need to review the new reading curriculum so that I know the ways it’s asking me to teach. After that, I have to modify it, and find or create supplementary resources to meet the needs of my students. I also need to lesson-plan for math, writing, science, social studies, and social emotional learning. With that in mind, I have to analyze the data from this week’s lessons and create my small groups for targeted instruction. Oh, and I have to attend that Saturday professional development class. And then . . . well, the list keeps going.
My mind starts to wonder. I begin to think about how crazy it would be to actually be “done” when I leave the classroom. Not just the physical things that need doing, but the emotional impact and mental energy that is always in use. There’s always something to do. There’s always something weighing on my mind. There’s always some plan, or class, or research, or grading that needs to be done. That “To-Do List”? It’s never really finished. It just seems to be getting longer and longer.
My thoughts switch over to the phrase “self-care”. I’m reminded of the emails and PDs that center on taking time for yourself. I laugh at the fact that nothing has really changed in order to make space for this to happen. I’m told to focus on self-care while, at the same time, being asked to take on more tasks and responsibilities because it’s what’s best for my students. If I don’t do these things outside of contracted time then it’s my students who will suffer. They say “teaching is a work of heart” but never mention the guilt that comes in when you try to take time for yourself.
These are the thoughts that run through my head while grabbing my bag. As I pack up my computer, my basket of ungraded work, the curriculum books I need to study, and of course, my giant coffee mug (which I’m sad to admit is MUCH larger than my water bottle) I knock something that falls to the floor.
It’s a bracelet!
As I pick it up I see “Miss Roberts is the best teacher EVER” written around the side. On that same corner of the desk is a thank you note from a student. I can’t help but smile. My students see me as someone who they can count on, someone who can help them, someone who’s “THE BEST”!
Aren’t they worth my best effort?
This job. . . it can be hard. Having to straddle the line of what policy says, what’s best for your students, and creating time for yourself and family can be an extreme tight rope routine. We are asked to do far beyond what other jobs require for a fraction of the respect, the time allowance, and definitely the pay. That’s not okay and it needs to be addressed. At the same time, I’m going to keep doing what’s best for my students. And burn out? That’s not what’s best. It’s time to focus. It’s time to prioritize. It’s time to stand up and be a voice for myself, my students, and teachers across the state. Throughout this year, join me as I create balance in my teaching practice and navigate my way through Arizona policy and teacher expectation. Let’s start by taking some time to unplug and just breathe!
Are you with me?
Eriann Roberts
Eriann Roberts is a 4th Grade Gifted and Accelerated Teacher and Spirit Line Coach at Hartford Sylvia Encinas Elementary in the Chandler Unified School District. She has been teaching for 9 years and is currently working toward achieving her National Board Certification under Middle Childhood Generalist. She holds a Bachelor's degree in both General Elementary Education and Special Education from Northern Arizona University. Eriann is a member of the Arizona Teacher Solutions Team as well as the CUSD Equity Team.
Comments 4
Oof! That list of tasks to do after the kids leave on Friday is so real. I can definitely relate to how difficult it can feel to juggle all of our paid teaching responsibilities, unpaid teaching responsibilities, professional learning, family, friends, personal time… I agree, too, that taking care of yourself and doing what you need to NOT burn out is good for you AND for your students. I am excited to see where this journey takes you!
I am with you! Love this!
This is just so inspiring! You are so right, the amount of mental energy that teaching requires is a lot to deal with. I’m with you in standing up and speaking out!
I’m so bad at this. Every Friday people ask me what I’m doing over the weekend, and every Friday it’s the same answer: nothing. I coach, so there’s always practice and then trying to catch up on what’s leftover on my desk that week. I’ll recharge in November?