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Setting and enforced boundaries allowed to spend more time on the things that mattered and fit the other stuff in (if I had to). Taking Angela Watson’s “40 Hour Workweek”, I got faster and I started setting timers. I learned I wanted a life outside of school. Even in my third year of teaching, I spent 4-5 hours most Sunday afternoons at school planning and prepping. My first year of teaching I easily worked 80+ hours a week and couldn’t imagine myself teaching longer than four years. I promise.Īdditionally, this lesson planning routine did not just happen. Say it with me, “Routine.” I am not so meticulous that I live by the minute. Remember friends, this looks like a schedule BUT IT IS NOT. My life (personally, professionally, mentally, physically) works best when I don’t live in chaos. But I want that to be an exception not the rule. I don’t have to walk in Monday mornings at Level 25 panic. This means carrying around a pad of sticky notes, so regardless of where I am, the notes are written.įor me, creating these rhythms and lesson planning routines helps make my planning more intentional and more predictable. Saving 5 minutes of each side for socializing and picking-up/delivering student to specials) I set aside 5 minutes for positive notes or emails. Now, do I do it? Absolutely! I know that after school on Mondays and Wednesdays I take time to look at and give feedback on 3-5 writing journals (students I haven’t conferred with yet in the week) and then leave them open on students’ desk, so they know I’ve looked.Īt the end of each planning period (note – our planning is 45 minutes and I typically plan for 30. Before writing this post, I never sat down and said “Between 3:45 and 4, I look at writing journals. Let it be known this is a routine and not a schedule. Thanks for thinking of me.” Boundaries can be hard – for us and for others – and they also keep us safe and afloat. I don’t have any extra time right now, but as you have success, I’d love to celebrate you. It may sound like “Wow! That is a really interesting project/club/opportunity. It looks like setting an alarm and then, honoring that I need to leave good enough alone when it goes off. Shifting the amount of time and energy I invest in things that aren’t my big rocks is a huge key to my management of time. In my lesson planning routine, you will see my priorities.
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The other things? Morning tubs, duty, bookshelves, tech integration – sure they matter… but only after the big rocks are where and what they need to be.
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My big rocks are (1) Student safety – physical, emotional, mental and (2) Achievement – high expectations, access to grade-level standards, content. (Read more about “and” here.) So, within my workday I choose the “Big Rocks” and try to invest my time and energy into those things. I would love 5-7 more hours in my week to plan and prepare…and I also value me. I don’t need support in this area.).įor real, though, I am a real-life teacher doing her best. This post isn’t intended to be a measuring stick of who is doing is better/worse, who has the most difficult teaching situation, and/or an invitation to tell me I am doing everything wrong (Ha! My brain already does this enough. As human beings and teachers, we all function and thrive in very unique ways. We all teach in very different schools and districts, and we have very different lives. I have put off sharing my weekly planning routine for YEARS. It seems like everything we do in the classroom (and outside) matters, so how do we manage it all? How do we establish a sustainable weekly lesson planning routine while still maintaining our identities outside of the school building? Anxiety About This Lesson Planning Routine
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Building relationships with students matters. Intentionally planning instruction matters.