Stressful Saturday: Keeping calm as a casual teacher

At times it can be oh so tempting to
hug those 'darlings' just a little too tight.

The holidays are meant to be a time for refreshing, relaxing and preparing for the next term, right? Well, we are back from holidays now, but I felt like my holidays were anything but those things. We hurried around with friends, travelling while we could, and returned home with time to spare to prepare. Only, I found that every time I began to think about work, the butterflies in my stomach would start.

Reflecting on my work, I felt like I was doing well, learning fast and aware of what I needed to develop. However, when I thought about facing another class, having another day of demands placed on me and the inevitable behaviour management required, I just wanted to cry.

Naturally, I hopped online to search for stress relief strategies. I know my teaching practice is developing well enough, so I figured I just needed some help in keeping my inner peace while growing. However, everything I found was general stuff I have heard before, or specifically designed for full-time teachers. For me to make the best of my time and find some peace, advice on displays and coordinating with parents didn't help a whole lot. In fact, it was almost all irrelevant. So, I approached a fabulous relief teaching community on facebook for advice, prayed, and developed my personalised stress management plan.

Step one - identifying causes of stress:

• As an early childhood teacher, students are not as independent as older grades, requiring constant supervision and help. It is not rare for at least five students to be asking for me (to go to the toilet, spell something, find out what to do, have help getting started) as well as at least one student who needs my attention due to their behaviour. Such intensity keeps me on my toes, but exhausts me both physically and emotionally, in the immediate and later on.
• By the end of two days, my body is exhausted. I dread those full weeks which leave me unable to enjoy my weekend due to pain and/or sickness. At time, two days on my feet is enough to make it painful to walk from the bed to the bathroom the next morning.
• Arriving home, it is difficult to leave work at work, even with no further planning or marking to do. As a perfectionist, I can't help but dwell on what I did, what the students did, how the day could have gone smoother, etc. This sometimes results in better solutions for the future, improving my practice, but some days it simply robs me of my peace and makes it impossible to relax.
• As well as being a teacher, I am a wife and a writer. This means, when I get home, I need to think about food, shopping, cleaning, blogging, researching, and pumping out the minimum pages required to complete my novel. Then of course there is this thing I have heard of called a social life, as well as exercise and taking care of oneself. It is a lot to balance, especially when half of it is still new.
• Work is uncertain, so my income is uncertain. Thankfully I have a husband who earns a regular wage. However, we are still setting up and both of us desperately crave a keyboard since I had to sell my old one. So while we could scrape by without my earnings, it is still incredibly helpful and I can't help but feel the pressure to earn a decent income. This is hard to guarantee when schools often don't call until the morning they would like you to work.

Step two - identify specific actions which can relieve each cause of stress:

• Continue to reflect on, research, and improve behaviour management plan and find ways to reduce constant demands for my attention.
• For spelling, I tell students that I will not help, they can take their best guess using strategies we discuss, ask a friend, or look for the word in their environment. If they still get it wrong, I don't mind because it means they are making an effort, taking risks, and learning.
• For the toilet, before allowing students into class, I check they have gone if they need to, and then have a name system, where they write their name on the board when they leave and rub it out when they are back, so I know where they are. If a student's name is already on the board, other students must wait until they come back. 
• For students who can read, I may write up activities they can do when finished. Otherwise, if a small group finishes at roughly the same time, I put one or two students in charge of an activity.
• For some jobs, even young students can be placed in charge. I had a revelation during the holidays that it is perfectly okay, to take a step back and allow a student or two to even run the class! This means I can help students one-on-one or mark writing up the back while a student leads a game of spelling bingo, or something else the class is familiar with. This is particularly useful in those odd left-over minutes when the class has actually managed to finish and pack up a bit early and has time for a game. Even better, this job can be given to a 'bossy' or 'naughty' student to give them a responsibility, allow you to keep an eye on them and the activity at the same time and maybe the other students will see that student in a new light. As an extra bonus, if the whole class is engaged, allowing me to mark, I can have a few more minutes to finish my food during lunch time!
• Some misbehaviour does not need addressing immediately. This was a tip from my fabulous facebook community. Sometimes, if the problem is inattention during mat time, it can be as simple as saying, "Student X, please think about your behaviour." If the behaviour continues, or begins to distract other students, it can be addressed by saying, "Student X is not making the right decision. So we will focus on our learning and I will talk to them later." Talk to them later? That's actually possible! Some behaviour is not dangerous and only compromises one student's learning, so the class can continue in their learning, and when they have moved onto an independent activity, then I can address the issue with the student quietly.
• This term, I have begun a new routine coming home that seems to have helped a lot. Lately, I don't play the radio or any music in the car, and simply reflect on the day, cry if need be, or problem solve. Then, as soon as I come in the door, I let my hair down, take out my earrings, remove my shoes, change into comfy clothes, gather some food and collapse on the couch to do something that will relax and distract me. No work clothes, no work papers, no work thinking. The day is done. If I need extra time to reflect, it will often happen later when I am calm and refreshed.
• My final causes of stress have all been managed with one last, extreme discussion. I actually cried talking to my husband about it, expected resistance and was blessed with amazing support. I am no longer working five days a week. I am available five days a week, but I shall turn down work if I have had two hectic days in a row or am feeling knocked out. We have actually agreed that three to four days of work is perfectly okay sometimes. There will be a time when this is not all so new and overwhelming, the book is finished, my muscles and immune system have built up and my husbands work has also calmed down so he can help around the house a little more. When that time comes, I will be more able to work a full week and will be able to build up to a contract or permanent full-time position. Until then, we shall get by fine and I shall take care of myself and my other commitments. I have to remind myself that being unable to work full time does not make me weak, incompetent or less qualified than 'everyone else'. This simply means I have a full life that requires some balance. As for the money concerns, we will be okay. We are incredibly blessed that my husband has reliable work that will support us, so anything I get is simply a comfort or safety net. With this attitude, I can turn down a single day's work, without apology, also knowing by now that I have some relationship with these schools and they will continue to book me.

Step three - Find a few general stress relief strategies for those moments that can't be avoided:

• Grab a treat, whether it's a chocolate, a massage, or one day of refusing to do housework. Rewards, bribery and distraction are a great way of recovering after a particularly rough day or week.
• Take a breath. There may be times when a mistake is made and the class is a rowdy one, so chaos reigns. If it's just off-task noise and not dangerous behaviour, take a step back, turn around, and breathe before returning to the situation.
• Remember why you do this, and if you couldn't care about the potential you are trying to unlock or the love you have for kids, count the dollars you are earning, remember what it will pay for, then even tell the kids. It's good for them to realise sometimes that you care, you are trying to help, but if they don't care, you still get paid and they lose out on what you are offering.
• Play some music or do some exercise. Doing this as a class at times can help the students too. Release those negative hormones, work up some positive hormones, lose yourself in the moment and relax.
• Redefine the stresses as challenges or goals and determine to make the experience a positive learning experience rather than something that happened separately to you.

Here are a few websites with some extra advice on stress management:

• Dealing with Stress - Stress Management Society
• 10 Ways to Reduce a Teacher's Classroom Stress - Worksheet Library
• 101 Ways to Cope with Teaching Stress - Smart Teaching

What do you do to reduce stress during difficult times?

Marketing Monday - Job searching the right way and a template

Quick apology for the lack of a post last week. I am officially working now and was called in a few times, so it's been a tad busy around here. So here is the belated post that had been intended for last Monday!

Last weekend, I was researching marketing tips and tricks, preparing for that time when my book is finally complete (and this weekend I began my official author facebook page!). When reading about USPs (unique selling propositions or points), something finally clicked. When we are job searching, we should be branding and marketing ourselves just like a company or product, so some of these basic marketing principals should be applied! Sure enough, I googled USPs and found that job seekers were encouraged to use them. So how have I applied this new knowledge?

Firstly, let me explain the idea of a USP. Basically, it describes what is unique and worthwhile about a product, brand or person. It answers the question: why should I pick you rather than one of the other candidates? During my Uni course, we had discussed interviews and the process for applying for jobs. We had talked about dressing professionally, giving a good first impression, presenting a strong resume and answering questions as well as we could. However, we all received this training, so what sets one of us apart from the others if we all applied this? A USP helps us stand out among our peers in order to gain the attention and hopefully the position! And this does not involve brightly coloured paper!

As I began to reflect on this, I wondered what my personal USPs were and how I could present them. All my research seemed to define the 'what' and 'why' of USPs, but didn't make the 'how' too easy for me. If this is crossing your mind, I will be honest with you: being unique and finding what is unique about you is not easy, but it can be done and is worthwhile. Let me share how I worked this out for myself.

I began with my flag page, a passion test which I have discussed in a previous post. I chose to only use my top five motivations. I believe that these introduce me in a unique way, set me apart from my peers, and give insight into what kind of teacher I am. I have seen many resumes begin with a statement of belief, and many of them end up looking the same, but my motivations are unique to me and will not be found on every second resume.

I then listed a few of my unique strengths, experiences, beliefs and even a few quotes that people have said about both myself and my teaching. Basically, it is the details that make each of us unique. We can all say, "I believe that engaging students is important, so I do A, B, and C." However, our A, B, C may be very different. Then again, finding a different way to present this may draw just a little more attention. For example, "it is a habit of my students to request homework." This is strong, personal and slightly more unique evidence.

Similarly, reading through statements of belief, you will find many will look very similar, especially if those writing the resumes have the same training. For example, if I had stayed in Tasmania and worked in early childhood, I would have been submitting my resumes with others who had gone through the same course, and many of us would have been singing the praises of learning through play and a variety of experiences. In order to avoid this, my belief statement is incredibly short and specific. I have limited myself to one statement on why I believe casual teaching is important. As a casual teacher, this is relevant and displays the commitment I have to the job. It also provides some insight into how I approach my short teaching blocks, but it doesn't leave the person at the other end wading through the masses of paper to get there. Their time is important and they won't waste it searching through something that looks the same as everyone else's!

If you have just read through all this and you're still feeling clueless as to what your USP is. Stop. Here is another question which may help: What do people say about you? Often, if people compliment you or your work, it is because it is commendable and not seen in everyone, especially if this comes from a colleague. During my final practical, my colleague teacher commented on things I was tempted to shrug off. She saw this, stopped me, and told me that she was telling me because it was a rare thing to find among even final year students. That means, what she was saying about me was my USP, or at least one of my USPs. Remember what people have said about you in the past, and it is likely that a future employer will find it an attractive trait as well.

As my final reflection on the topic, I wondered how to present this information. By now I had a variety of USPs for different areas. I had already had my interview with the one school that bothers interviewing casuals, so I had missed the opportunity to present it in that form. It didn't seem appropriate to slip into my brief resume (I am told that for relief work, one page is sufficient!). If there is a particularly strong, short USP, it is suitable for a cover letter and should be included to get attention as quickly as possible, but I had too many USPs to put them all on the cover page. Finally, looking through the amazing Relief Teaching Ideas community page on facebook, it clicked. I had never understood the appeal of brochures or what I would include in them, other than the usual resume stuff. However, a brochure is perfect for quickly presenting USPs in an interesting, easy-to-read manner. Slipping it into my job application pack wasn't going to be a problem. Personally, I prefer to keep things professional, rather than colourful and attention-grabbing, even as an early-childhood casual, and designed the brochure to be simple and in line with the style of my resume. If others like to get their creative on and that works for them, awesome. I have also heard of people attaching a photo to the front of their brochure and there have been mixed reactions to this, from the principal who finds it unprofessional, to the one who finds it personal. So I here I have provided a basic format, based on my own brochure, along with guidelines for including specific USPs, but I would love to see how others personalise it to fit their own style and preferences. If we are using this to present USPs, it makes sense that each would look unique!

So without further ado, here is the USP brochure format I used:

External side of brochure

Internal side of brochure

Want to read more about USPs and job searching? Click on the links below:

• Social Hire - What Can Lady Gaga Teach You About Your Career? - This is more of an interest article, but with your new knowledge of USPs, can you guess what hers is?
• BL Copywriting - The Only Way to Answer, "Why Should I Buy from You?" - Read this for some great information and a free download to figure out your own USPs.
• Harrison Barnes - The Kick-Ass Marketing Secret of the Most Successful Job Applicants and Employees - I couldn't help but laugh at this article. It is an amusing an informative read on USPs and their value when job searching.

What is your USP? Was it easy or hard to define? How do you present it to potential employers?

Holidays! Bring on term two! (After I enjoy my short break though please)

While I had planned on continuing blogging during my holidays, I think it's time to own up. I plan on gathering my resources and continuing engaging in personalised professional development through other social media, but the blog is taking a little break. Life is still busy and I have projects gathering around my ears. Though readers be warned, I shall be back with a vengeance at the commencement of term two. In the meantime, enjoy your holidays and please feel free to connect with me via Twitter, Google+, or Pinterest. Hoping you also find the time to catch up on work, projects, and relax!

How do you believe holidays should be spent?

Wonderful Wednesday - When the paperwork is finally approved

Today I am keeping it to a short update as I will be busy with putting together the last few details needed to prepare me for casual work.

This morning I was sitting and indulging in a few too many episodes of Bones when I noticed the little number on my phone indicating I had three unread emails. Oh the joys to discover I have finally been approved for casual work after three months of paperwork! By now I have become quite friendly with certain staff at one school in particular and my hopes are riding high. As such, my blog posts will be changing up a little as I become more organised. You can be expecting to see insights and reflections on organisation, open-ended resources and plans, a CRT creation list and more coming soon. However, this will wait a little while as I am planning on writing about augmented reality tomorrow which has got me far too excited and inspired.

Please excuse me while I go do another dance in celebration. Finally, work is possible!

Welcome to my new, purpose-filled diary!

Pookie the pooch

Two months ago, my fiancé finally arrived after being away for most of the year, Christmas happened, my wedding happened, I moved out of the state, New Years happened, I moved into a new house with my new husband and tried to settle in. Finally, here I am. It has taken this long to get my name changed (with my husband's African name, our marriage certificate was a mess, making the process just a bit longer) and get approved to start work in a new state. I'm missing my puppy so much I'm taking him for walks in my dreams. Now I shall endeavour to find work as a casual teacher in this city which is now home. Stick around for long enough and you'll  probably hear about the joys I experience moving state yet again in September/October. So this is your update on my recent life - lots of changes and growth!

So why have I started a blog? Let me start my answer with a story...
In my first year of uni, I added another education student on Facebook for a collaborative project. As a result, I was scrolling through my newsfeed when I noticed a pornographic photo on my wall. Shock horror! This girl had submitted a photo to a magazine and someone she knew had spotted it, uploaded it and tagged her. This is not something a teacher wants online (or anywhere) while trying to apply for jobs. Worse still, I imagined a parent or student googling her out of curiosity. As a teacher, online identity can be incredibly important, especially in this age of ICT smart children!

While reading an article about online identity, I decided to google myself with my new name. My old name was shared with a few other randoms unless I threw in my middle name (thank you mum and dad for getting all sentimental and using my Oma's name), but it seems this new name is all mine to form online as I wish (thank you hubbie for being African)! Then I read this post from workcoachcafe.com to learn about building up my online identity. One of the suggestions was to create a blog, which would open my professional beliefs, skills and knowledge for the world to see and judge as they will. While I have no porn photos to try and hide away in page 10 of a web search, I figure there's no harm in boosting the good, honest information available about me on the internet. So here I am.

As I am not one to go into things blindly, I continued to read and stumbled across 15 Reasons I Think You Should Blog. Two of these reasons include improving communication skills and improving thinking skills through reflection. Now if my self-reflection improves my teaching, I can do that anywhere, as I have in the past, but making it public also opens my thoughts up for other's to possibly learn, comment and build on my thoughts. I love the idea of pursuing life-long learning and improving practice whenever possible, whether for me or someone else, so I'm thinking I'd be a fool not to try!

So with my head barely out of wedding planning mode, now I'm thinking:
Something bold,
Something new,
Something borrowed,
Something true...

Care to join me on my adventures?