A Simple Strategy to Help Students Improve their Writing



Want your student writers to find their voice and figure out their process? Of course!  If only it was easy. But there is a simple strategy you can use to let student writers help each other in this process.

(Hint, you're definitely going to want to download the freebie at the end of this post).

Everyone writes so differently. If only there was a one-size-fits-all approach we could teach, but alas, it seems that writing is a lot like infant sleep. You just have to figure out what works.  

That said, a little advice never hurt. As writers grow and learn a variety of approaches, they discover their own style. They blend the advice of this teacher and that teacher, this video and that book, this experience and that friend.

When you look back over your own writing history, do you notice that your writing style and process is a blend of your writing experiences and other people's advice? I do.


In the very first chapter of her book, Make Writing, Angela Stockman shares a story about a student storyboarding a plot with sticky notes, adding in arrows, scribbled notes, and ideas. Other students gathered to watch and ask her about her process. After watching the students learn from the storyboarder, Stockman began to incorporate an opportunity for students to share their process as well as their results with each other.



"This discovery inspired me to leave time for informal exhibition at the end of each session. We still celebrate works in progress and the things that writers create, but the purpose of the exhibition is very different: Here, learners demonstrate writing and making processes, thinking aloud, and giving their learning away" (26). 

Stockman's idea to have students teach each other about writing got me thinking. How could we incorporate this concept simply into any and every English classroom, whether or not the students were experimenting with the ideas of the maker space?

That's when I came up with the idea of the writers' display wall. Let students share their best process ideas in vivid color, and keep them on the wall all year long for their peers to see. Add the tips of all your classes, and soon students will have a menu of a hundred or so options to choose from when it comes to improving their writing process.



Ready to create your wall? The banner, brief instructions, and cards are all included in this downloadable freebie.  Simply print and put up the banner, then pass out the assignment and cards to your students. Put out flair pens, sharpies, or colored pencils so their cards will stand out on the wall.

Once your students have put up their advice, incorporate opportunities to do process research by looking at the wall. Since everyone probably can't fit in to browse it at the same time, make it a station during a prewriting day, or invite different sides of the room to go up one at a time during a drafting session. Have your students jot down two or three process ideas they'd like to experiment with. You could even have them reflect on what they tried as a postscript to their next writing assignment. 



Be sure to include your own advice, since you are undoubtedly a writer too. In fact, since you've been writing the longest, consider including several of your own cards sprinkled into the student mix.

One of the most memorable pieces of writing advice I ever received, which certainly has influenced me throughout my writing career, was from a professor my freshmen year of college. After giving me (and maybe everyone else in the class?) my first ever C on a paper, he went on a twenty minute rant in which he drew strange hieroglyphics on the board which were apparently a picture of the library and completely lost his cool as he yelled that we all "DO SOME RESEARCH!" But the really memorable part was when he said rough drafts are like a chair. Once you've got your chair built and looking beautiful, he said, it's time to rip it apart and build a boat.

Whew. Food for writing thought.

And now it's time for you to take action and go build a writer's advice wall with your students! Remember, everything you need to get going is just a free download away right here.

Want more creative, actionable teaching strategies you can use immediately?



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028: Get off the Engagement Hamster Wheel, Empower your Students



Do you ever feel like you're pursuing engagement, not empowerment, in your classroom? Do you ever feel like you're doing more work than your students? 

John Spencer used to too. But now he's all about empowering students to pursue their passions' nd helping teachers make that happen. Whether he's sharing "10 Creative Risks to Take with your Students this Year" via podcast, or adding video writing prompts and maker challenges to his youtube channel, you're going to be amazed by what he puts out into the teaching stratosphere. 

Once a middle school teacher who carefully wove creative practices into his packed schedule wherever he could, John Spencer now teaches teachers. In his own words, "I want to see teachers unleash the creative potential in all their students so that kids can be makers, designers, artists, and engineers."

In his book, Empower, he talks about a mindset shift in the creative teaching world from engaging our students to empowering them to learn and do what they truly care about. 

I think you'll recognize your own teaching journey in what he described. The incredible amount of work required to differentiate projects and outline details so that students would produce just what you hoped. The exhaustion of your teacher song and dance to be constantly introducing something new, something amazing, something your students can't help but love doing under your careful supervision.

It's so easy to pursue engagement, not empowerment. Not don't get me wrong, engaging students is a WONDERFUL thing to do. But it's nice not to have to think about it every single second. Nice when students feel engaged without a lot of help and guidance from you during parts of your curriculum. 

As the book goes on, John Spencer and his co-author, A.J. Juliani, introduce many ways to give yourself a break from what can feel like a hamster wheel. 

They show us how to build springboards that allow students to pursue their own passions, using the tools and skills of our discipline to make an impact on the world.


I think you're going to love what John shares in this podcast episode. You'll be amazed at how POSSIBLE it is to empower your students and take the pressure off yourself at the same time. 



Get ready to find out how you can take doable, small steps towards a more creative, empowered classroom. It's so easy to feel overwhelmed by new teaching philosophies, or to feel trapped by the system at your school. That's why I started off by asking John about a story he once told in his podcast, a story about finding "the wiggle room." I hope it will help you find some wiggle room of your own. 

You can listen below, or on iTunes, Blubrry, or Stitcher.


Here's a little outline of the conversation, in case you listen when you can't take any notes. First the visual, a sketchnotes version of our conversation, and then the print outline. 



We started by diving into the concept of WIGGLE ROOM. So many teachers feel frustrated, locked into teaching systems that seem to have no room for creativity. 

"There's almost always more freedom than we think," said John, then shared several examples from his own teaching. 

In one course, he had a rigid mandatory language block with his ELLs, but he was able to teach all the skills required by having his students do inquiry-based podcasts they called "Curiosity Casts." 

In another, he transformed a mandatory grammar hour replete with workbooks to a Genius Hour project in which the students learned the skills by writing their own "Geek Out Blogs." 

From there we began talking about his book Empower, and about an amazing metaphor he used to describe the various methods of teaching. 

  • Baskin Robbins Teaching: The 31 Flavors. Teachers do the work, providing students with varied and engaging lessons. 
  • Coldstone Creamery Teaching: Personalized Learning. Students have lots of choice but it is all highly programmed, they do not control the process.
  • Froyo Teaching: Students have lots of control over both process and content. 

As we dove deep into Froyo, John reiterated that "empowering students is NOT extra work." It's unpredictable, full of adventure, exciting. 

Next I asked how teachers might begin to dive into this realm of empowered learning. 

John suggested starting simply. After all, "it's a process!" He suggested choosing one area of your curriculum and one project.

For example, take a wasted day, in which the nature of your school calendar is going to dictate that not much is accomplished. Try out a wonder day

Or launch a genius hour project and try "geek-out blogs." 

Maybe give maker challenges a try. 

There's no need to rewrite everything you're doing. Just experiment. Try one thing and see how students like it. See how you like it. See if you are indeed able to cover the standards you need to cover while also empowering students to pursue their own passions a bit more. 

We also talked about design thinking, and how it is actually a very natural fit for the ELA classroom. 

"Students should be designing something," he said. "They should own the entire process." 


In essence, the design thinking model he described included four steps:

1. Questions
2. Research (this is key, and the part that suits ELA classrooms especially well)
3. Ideate
4. Present / Launch

And the secret sauce is empathy. Students must be thinking deeply about the audience for whom they are creating. 

Finally, we talked for a moment about the charge to teachers John once made on his podcast, to change the narrative of our schools to be more positive. 

Everywhere I look in schools I see amazing teachers doing amazing things, yet the phrase I so often hear is "our struggling schools." Ick. 

While there may indeed be bureaucratic struggles, testing struggles, financial struggles, and political struggles, there are also incredible things happening, and our news media isn't telling that story. So let's tell it ourselves. 

Start telling the world about the amazing things happening in your classroom in your social media. And use the hashtags #applaudingourstudents or #greatkidsgreatschools so we can all come and celebrate with you. Because we ARE the change we want to see in the world, and it's time to tell everyone. 


Ready to learn more about John Spencer and his work? 


You can find his amazing blog right here, and then I suggest sprinting (virtually) straight over to his youtube channel over here. After six or seven productive hours watching all his videos, you'll be ready to subscribe to his podcast on iTunes here. Or you can always find him on Twitter or Facebook





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Thriving through Late Winter in the ELA Classroom


As the year begins, the school year stretches onwards shiny and golden. Everyone is fresh and excited. Then comes the beauty of fall, the rush of Halloween and the cozy holiday period.

And then... January and February.

Do you ever feel like February is three times as long as any other month? Like the only thing that could possibly make life feel OK again is for spring to come and the awkward endless cold days of late winter to be over?

It's no accident I moved to California from Northern Minnesota when I turned eighteen and left for college. As beautiful as my hometown of Duluth was, I just couldn't cope with the long freezing winters. California beckoned as a golden utopia.

But I fell in love with someone who loves the seasons, and eventually he convinced me to move to Pennsylvania.

"You should see the gorgeous campus," we told our friends, "and there's a farm stand right down the road where we can buy fresh peaches and tomatoes and eggs."

"Talk to me in February," said one good friend.

And she was right. For me, February is the toughest. I've been trying for a while to rewire myself to appreciate what is good about winter. When the frigid air hits my face and I want to hide in bed, I remind myself to say "what a beautiful crisp day," or "don't you love to see the snow sparkle in the sun?" When gray creeps in through the windows and cold breezes through the cracks in the doors, I remind myself that I love cozy blankets and warm apple cider. I'm trying to use the power of neuroplasticity (did you know you can actually reprogram your mind to respond to things differently by changing your patterns of thought and behavior?) to make myself appreciate winter.

It's kind of working. But this year, I'm rolling out my new plan to take it a step further. To make February a highlight of the year. And I want to take you with me.

I am SO EXCITED to introduce... The Phooey on February ELA Teachers' Club! If you decide to join me on the ride in this totally free club, here's what I'm planning.

 

Every few days in February, you'll get an e-mail from me with an idea for how you can improve your month. I'll be rolling out fun freebies week by week to help you on your way.


In the first club e-mail, I'll be explaining how to have a Phooey on February Party with your teacher friends, and linking to a free download of invitations, a hosting checklist, and some fun decorations. You can host a potluck in your teacher's lounge, a dessert and wine party at your house, or an appetizers extravaganza. There are invitation options for them all. Not only will you be brightening your own February, you'll be lifting the spirits of everyone you work with!

Soon after you'll be invited to try out classroom strategy challenges, launch a book drive at your school for the Prison Library Project (again, you'll be able to download everything you need for free), and try out my ideas for FUN workouts instead of the old elliptical grind.



You'll be invited to participate in The Chocolate Cake Challenge as well, trying out my favorite recipe for chocolate cake and posting a picture of your creation for a chance to win one of our many club giveaways. I can't wait to see how you decorate yours!


You'll get e-mails with podcast playlists to brighten your commute and book recommendations to liven up your night time reading.

You'll find out what teachers are loving on Netflix right now.

My goal, if you hadn't noticed, is to make FEBRUARY FABULOUS this year!



When you participate in the various activities and challenges, you'll be invited to post a photo or tell the story in the challenge thread in my Facebook group, Creative High School English. Then I will draw prize winners for each. At the end, any one who participates in any challenge will be eligible for the final giveaway.

Ready to dive in? Join the club right here.  Can't wait to see you in there! I haven't been so excited about February since, well... EVER!
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027: Harnessing Twitter for Better Class Discussions



As English teachers, we are all looking for vibrant discussion strategies that will empower our students to share what is in their hearts and minds. 

We are also aware that our students do more and more of their conversing via text and Snapchat. 

As I was reading an article a couple of months ago on my friend Jenna's site, Doc Cop Teaching, I was really impressed by her idea for having classroom panel discussions, in which several students sit on a panel to discuss key questions, while the rest of the class maintains a backchannel discussion as audience tweeters.

Doesn't it seem like an ideal combination of teaching the skills we want while recognizing the power of Twitter?

Grab your earbuds, because Jenna is about to teach you EXACTLY how to do it. Get ready to harness the joys of Tweeting for good in your classroom. 


You can hear the full episode below, or scroll down to find a link to Jenna's full post on the subject and some of my key takeaways.



Because we are discussing a subject that Jenna has already written extensively about on her own blog, I'm going to point you over to her wonderful blog post (and free resources) for getting started with this discussion strategy.

Here are a few key takeaways for you:

#1 Talk with students in advance about what is expected of the audience Tweeters participating in the backchat on Today's Meet during the panel discussion. Reminding them that every comment will still be there at the end for everyone to see, and that respect and kindness are mandatory, is critical. Use the prep for this activity as a chance to teach about having integrity in social media and online chat in general.

#2 Don't worry if you are not 1:1 with tech devices at your school. Students can use phones, iPads, or computers to participate in the Today's Meet chat, and they can also easily share devices and take turns contributing to the conversation. Today's Meet is easy to set up, and once you get the hang of it, you may find you want to use it in many other ways in your classroom as well.

#3 Jenna shares a great idea for getting feedback from students on this and any other teaching strategy that you roll out to students. She asks students to spend a few minutes giving their opinion in what she calls "focus groups," sure to command their interest far more than something like "feedback survey."


Ready to learn more about Jenna Copper ("Doc Cop") and her work? 


Jenna Copper is many things to many people. She is a full time high school English teacher, teaching the senior English classes at her school and advising the senior class with her husband, a history teacher. She is also an adjunct college professor, in charge of the online English program for the university where she got her PHD. She is a literary theory pro, master grader, and all-around expert English teacher. Did I mention she has two adorable young daughters? Talk about a busy life! 

Learn more about her teaching strategies on her website, Doc Cop Teaching, or join the almost nine thousand other teachers enjoying her amazing Instagram profile

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For your Classroom Bookshelf: The Hate U Give


Sometimes as an English teacher, I get a little jealous of the hands-on nature of the other disciplines. 

As I walked through the National Air and Space Museum with my children over the holidays, I drooled a little over the active learning potential of STEM, and the innovation and technology adventures that come along with it. 

But then I remember the power of books. The way reading can change a person's life, and keep changing it, forever. The way writing gives us true voice, and lets us share what is most vitally important to us with others. 

I have always told my students that when they read, they gain a chance to empathize with people whose stories they might never otherwise have understood. That by reading they grow as people, becoming more compassionate, wiser.

The Hate U Give, by Angie Thomas, did this for me. Though I have followed along with the Black Lives Matter movement, and certainly been upset and distressed as I heard about the various sad events, I didn't understand it that well. Not really. The story of Starr and her friend Khalil changed my understanding of America and racism.  


Everyone at my school, in every grade, read The Hate U Give last summer. I haven't talked to a single student who didn't like it.

The narrator, Starr, who closely reflects many of the experiences of the author, Angie Thomas, is in every way relatable. As we join her at a party in the opening of the novel, it's easy to relax and follow along with her commentary on the social scene and her various friendships. Which makes what happens next all the more stunning.



The shocking violent event at the beginning of the novel paves the way for all that follows. While it would be easy to give up on this book at that painful moment, the rest is what makes it an amazing read. Starr cannot give up, and she does not. As we read on, we watch her come to many realizations about her friends, family, school, and society. They filter through her daily life, her interactions with her best friends and her boyfriend, her family and her community. As a reader, I was riveted. And I was changed.


Putting The Hate U Give on your reading bookshelf, or incorporating it into your curriculum, is a powerful thing to do for your students. For those who might feel their stories are unrecognized or misunderstood, Starr's stunning tale can't help but make a difference. For those who have not faced an uphill struggle for safety and recognition, Starr's story is eye-opening. Either way, it's a win.

The Hate U Give joins a short list of books in my mind that have truly powerful teenage voices, talking about things that really matter. I'd put it in the group with The Fault in Our Stars, The Outsiders, Go Ask Alice, The Perks of Being a Wallflower, and Slam, as some of the most popular student choice selections for books that take on a significant issue in teenage life.



I had the pleasure of hearing Angie Thomas lecture last month on our campus. She captured students' attention immediately by saying, "I'm going to ask you to change the world. What do you have to do? SPEAK UP." She went on to share her experiences growing up in Mississippi. She talked a little bit about a civil rights leader who died in her neighborhood, and a little about seeing a picture of Emmett Till as a child. 

But the main focus of her reflections on her early youth was on hip hop. While she listened when her mom said "because of the color of your skin, not everyone is going to value you the way I do," what she listened to more was rap, or as she called it, "Urban America CNN." Because she felt seen and understood by hip hop artists, as if they knew that what really worried her was not racism but the drugs and gangs in her neighborhood, and sometimes where she was going to get her next meal. 

She did NOT see herself in the books she was reading. She did NOT relate to the main characters in The Hunger Games and Twilight, the two most popular series that came out as she grew up. Nope, she saw herself in the words of Tupac. 

"What Dr. King did for a generation," she said, "Tupac did for mine." She shared a poem by Tupac,  "Did you hear about the rose that grew from a crack in the concrete?" Like so much that Tupac has written, it touched her deeply, as the image of the rose resonated with her own life experience. 

By the time Angie Thomas attended a small, mostly-white Christian college, she had gotten very good at blending in, code switching so that she could be herself as she left for school in the morning and be the perfect chameleon as she arrived at school. 

Until the death of Oscar Grant. As she put it, "before Trayvon, there was Oscar Grant." When this young unarmed black man died in Northern California at the hands of the police, she heard so many voices at her school blaming Oscar Grant for his own death. 

She channeled her frustrations, her stories, and the voice that hip hop had strengthened within her into writing The Hate U Give. The story of Starr and Khalil closely parallels the story of Angie and Oscar. 


Wondering about this note-taking method? Check out The Ultimate Guide to Sketchnotes in the ELA Classroom here. 

Thomas wrapped up her lecture with another charge to our students. Prefacing it with a smile and the fact that she knew it was corny, she said "The most important letter in social justice is 'u.'"

It was obvious that our students loved her. She spoke eloquently and frankly, showing exactly how you can be honest about things that really matter, exactly how you can channel your own creativity and voice into changing the world.

So are you ready? Ready to pick up your copy and add it to your choice reading library? Or better yet, add it to your curriculum (be prepared for some mature language)?

When I shared this title in my Facebook group, Creative High School English, one teacher soon reported back that one of her students who had never liked reading had quickly finished it and was asking for more like it. Hurrah! That's what we're going for. I hope it will be one of your students next.

Need a fun activity for your independent reading program? Something that will let you check in with your student readers quickly and easily, without feeling like the book police? Try out "Book Hashtags." Sign up below and I'll send it to you today.



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Episode 026: My Teacher Mistakes and How to Avoid Them


This episode of the podcast has been surprisingly fun to put together. There’s nothing like a lot of time and distance to make mistakes seem kind of funny. 

It makes me genuinely happy to think of saving you from some of the mistakes I’ve made. So many of them have simple fixes, or can be avoided through awareness. I hope by listening to this episode (or reading this blog post) you’ll save yourself from many of the difficult or awkward situations I’ve been in in my teaching career. 

You can listen here (or on iTunes) or read the post below instead! 


Let's start with some of the specific, easily fixable mistakes. 

#1 Lecturing on the First Day

You may have heard me talk before about the disastrous mistakes I made on my first ever first day of school. It was my one and only day of lecturing - what a disaster! I realized right away that the first day should reflect the type of teacher you are; there is no need to lecture if you plan to teach through creative activities and projects. I wrote a full post with the solution to this mistake that practically caused me to leave teaching, and you can find it right here.

#2 Same Class, Different Day! 

As a new teacher, there is SO MUCH to keep track of. Between managing the attendance and grading for every section, juggling the reading, planning the lessons, attending all the meetings, showing up for every tutoring session and athletic practice, and making a good impression on parents who think you are a student, there is rarely time to dust yourself off and look at the big picture. When I started teaching I had never heard of a teacher planner. Now they are everywhere you look. In my first year I was making my own weekly schedule each week on a piece of white paper, then typing up a daily schedule every night that took me through the day minute by minute. But even with this time-consuming effort, I still managed to mix up my sections one week and teach the same class for a second time. That's why I say, find an incredible teacher planner you love and let it be your best friend. Don't monkey around with notes on your phone, notes on your hand, notes on your iPad, and post-its all over your desk. Just cleave to the planner. 

#3 Making Things Due just before Term Ends 

At the end of my first term teaching, a few things happened. I collected four sections worth of massive creative projects. I realized that it was going to take me about fifteen hours to write the comments I was required to complete for each student with the grade reports. And my computer crashed. Whee! After days of staying up until midnight to complete everything, I finally finished my grading and comments at three in the morning the day they were due. Never again! If you schedule major papers and projects to be due a week or two before the end of term, you'll be able to spread out your grading and your final grade report processing. Students will appreciate it too, as many teacher stack assessments into the final week of term and it is overwhelming for everyone.

#4 Not Using a Rubric

It wasn't until my third or fourth year that I discovered just how much time, commenting, and arguing a really well-designed rubric can save you. Putting in the effort to design some you really like for creative projects, major papers, presentations, and performances will save you dozens of hours later on. On a similar note, be sure your rubric is general enough to cover all the iterations of your projects. I used to create seven or eight separate rubrics when I gave creative projects with many different options. So unnecessary. 

#5 Not Having a Classroom Library 

In my second job I taught mainly students who spoke English as their second language, which spurred me to start an independent reading program to help them fall in love with reading in English, thus hopefully improving their vocabularies and writing skills. It was wonderful, and it made me realize I should have gotten started with a classroom library much sooner. These days I consider myself a Public Relations Agent for books, and I love touting the wonders of my favorites to students. If I could go back in time, I definitely would have started this program on day one of my teaching career.

#6 Grading Everything 

I began teaching with the expectation that whenever a student wrote words on a paper, I should read those words. And comment on them. And give a grade to them. NOOOOOO! After six or so months of drowning in piles of papers, I realized the wonders of the check, check minus, and check plus. Then I discovered how much older kids like stickers. And stamps. I still have my Bulgarian "DOBRE" ("good") stamp that I special ordered while I lived in Sofia. There is no need to grade every tiny thing. There is not even a need to grade every major thing. You can have students choose their favorite work for you to grade, or do several rounds of peer feedback and self assessment before you take over.

Now, moving into the big picture mistakes.

#1 Being Afraid to Say No 

The first advice (and most frequent) that I received as I began my career was that it was OK to say no. OK not to advise every club, OK not to let the robotics team meet in my room during lunch, OK not to help create costumes for the school play, etc. And I thought I was doing pretty well with this one, until I took a step back and realized that although I had said "no" two or three times to requests from students, I was still working sixteen hour days routinely.

That was when I realized I was never saying no to my inner super teacher. The one who thought sacrificing all my sleep for student engagement was a totally perfect trade. The one who felt I should watch fifty slam poetry video clips to be sure I had picked the best three for class. The one who was willing to make cookies at eleven o'clock at night for our Transcendental Illuminations party the next day. 

While I love my inner super teacher, I eventually learned I would have to shut her up sometimes if I wanted to stay in the profession. By the end of my first year I was in tatters, crying on my steps one evening as I tried to decide whether to quit teaching. In the end, I decided to stay put, but I made myself a full page list of rules and boundaries that were going to keep me going. Though I can't remember any of them now, they represented a change in mindset. Engaging and empowering students is as important to me as ever, but now I know that won't be able to do that if I can't continue in the job!

#2 Not Taking Time for Yourself

I'm sure you've spotted that this one is pretty much another way of putting the first mistake. But it's a big of a twist. My mom has been quoting me the words of one of her first mentors for many years. They were working in a pastoral care program in Seattle together, and my mom rather memorably brought one of the homeless women she was trying to help home to her new husband, suggesting that she might need to live with them for a while. "Care," her mentor said, "so you can continue to care." He was a minister, and together with his wife, he adopted eighteen children over many years. So he knew a thing or two about caring. 

As teachers, if we don't care for ourselves, there will be nothing left for us to give our students. Personally, I need to work out almost every day with good music or a good podcast in my ears. I need to eat food that I like. I need to see the people I care about for a while. It's not so much to ask! Think about what needs you have that you must honor. Then honor them. It's that simple. 

#3 Avoiding Big Conversations 

I'm not a big fan of confrontation. When my husband has an issue with someone at work, he will seek them out and talk about it. By the end of the day, he's generally to be found smiling as he relates the way they worked it out. When I have a problem with someone at work, I try to pretend it isn't happening. 

For some reason, this coping strategy hasn't paid off. Somewhere in the middle of my career, during a stint with a fairly dysfunctional faculty, I realized that the drama going on around me was all but ruining my job. 

I'm getting better, little by little, at having the conversations I need to have. At defending my choice reading program against people who think YA is a waste of time. At explaining that I didn't know about a certain directive that was never explained to me and that's why I didn't complete it. At asking for a few minutes to talk to a colleague who I feel has judged me unfairly. 

It's not easy for me. Really not easy. But to ignore these issues is to ruin some of the joy that I find in teaching. Because I need to have good working relationships with my colleagues to be happy in my job. And chances are, you do too. So convincing yourself to be honest and direct, even vulnerable when necessary, just might be worth it.




Ready to take your teaching to the next level? Hop into my Facebook group, Creative High School English, and share your questions and best practices with more than a thousand other creative English teachers around the world! 


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