Latest / New Teacher Talk / Ep 126: Teachers...Check Your Stress Before You Wreck Yourself!

Transcript

Ep 126: Teachers...Check Your Stress Before You Wreck Yourself! · New Teacher Talk

0:02
Welcome to another episode of New Teacher Talk.
0:05
On our podcast channel we discuss the most common
0:08
challenges early career educators experience,
0:11
and we focus on creating a community of support and finding
0:17
answers whether you're teaching in a rural suburban or
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urban setting.
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As an extension
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to podcast channel, you can find us on our socials. Instagram @newtechertalk.
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And, Youtube at www.youtube.com/@newteachertalk1.
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I'm Dr.
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Anna,
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an early childhood generalist who mentors educators on
0:44
their journey toward National Board Certification.
0:48
And, I'm Dr.
0:48
Beth.
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My experience as an educator includes being a high school
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band director, mentor, and teacher educator.
0:56
Dr.
0:56
Anna and I are so excited to have Jolee Jones with us
1:00
today.
1:01
She is the Director of Organizational Development and E
1:04
xperiential Learning with the Douglas County School
1:08
District in Colorado.
1:10
What is special about Jolee's work is that she focuses on
1:14
stress, which we know as educators,
1:17
early career or even veteran teachers,
1:20
we all experience stress.
1:23
So she will be talking about checking your stress before
1:26
you wreck yourself.
1:28
Jolee,
1:29
we are so glad that you accepted our invitation to join us
1:32
today.
1:33
Thank you for having me.
1:34
I'm so excited to be here.
1:37
Why is the topic of stress and burnout so important to us?
1:43
Stress is everywhere. Stress is all around us,
1:45
and it's something that our teachers and our leaders
1:48
contend with on a day-to-day basis.
1:50
It's something they really can't get away from if they're
1:53
just walking through their life normally.
1:55
And since the pandemic,
1:57
we've really seen education burnout tick up to the point
2:00
that it is now the number one career in industry
2:04
experiencing burnout.
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I believe it's a median average of 2.65 years of teachers
2:09
staying in the same job before they decide to move or leave
2:12
the industry.
2:13
And that's really, really impactful for our industry.
2:17
And so why should teachers and recruiters be focused on
2:23
managing stress as we are starting into the profession or
2:30
as we're looking at candidates for our positions in
2:34
schools?
2:36
Stress takes us out of our best state.
2:39
If we give in to stress,
2:40
our teachers can't really give back to the kids.
2:42
They can't give back to their learning communities to help
2:45
one another grow and really helping education as a whole.
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And so as recruiters and leaders in this industry,
2:51
if we are really starting to look at how we can manage
2:53
this,
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it really helps the longevity of teachers to help them stay
2:58
focused and grounded in the work that they are doing.
3:01
Stress, when we give into it,
3:03
when we're not mindful about the stress that is impacting
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our lives,
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takes us out of our flow and our ability to impact
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students, our learning communities and those around us.
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We really need to be able to provide intentional strategies
3:18
for ourselves and for our teachers going forward.
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And let's be honest,
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when our teachers are more grounded and less stressed,
3:26
they can help their students do the same.
3:28
We're seeing this same issue with our students.
3:31
Recent book by Jonathan Haidt,
3:32
The Anxious Generation talks about this anxiety,
3:35
it has kicked up and a lot of it has to do with cell phones
3:38
and social media,
3:39
but it's also about the immediacy of how we're able to get
3:43
information, and our kids are stressed.
3:46
And so how do we help our teachers from the get-go manage
3:49
their stress again so that they can be there for one
3:52
another, they can be impactful and helpful,
3:54
supportive for one another and also our students.
3:59
What I really like about what you're sharing is it really
4:02
directly addresses the number one reason for why people are
4:07
leaving the profession and putting students at the center.
4:12
Let's go deeper.
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How should we think about stress to better understand it?
4:17
Stress is a big animal to tackle,
4:19
but a lot of the research is really starting to hone in on
4:23
the different ways that it impacts us.
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And so I've been using a model that was introduced to me
4:27
through The Energy Project,
4:29
a company that does a lot around our own energy and
4:31
capacity,
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and also in a recent book by Mo Godot and Alice Law,
4:36
Unstressable.
4:37
And they talk about the way that spiritual self is that
4:46
spiritual realm.
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So we're not getting into religion,
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for some people that is religion,
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but how does it impact our non-spiritual self?
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From that mental standpoint,
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we get stuck in incessant thoughts, negative thoughts.
5:00
You have one thought in a day, a student says something,
5:02
a co-worker says something to you,
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and your mind is off to the races.
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And that thought keeps coming back to you,
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and that is actually providing stress for us.
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Emotionally, a lot of us, I don't know how many times,
5:17
we've all been in a conversation, you pass someone,
5:19
you say, how are you doing today?
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Fine.
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Fine is indicative of us pushing our emotions down.
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We're not working through our emotions.
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I might be really stressed.
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I might be frustrated with somebody.
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I might be happy about something,
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but this other thing that's coming in,
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this other situation that has occurred is coloring it all.
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And I just say, I'm fine.
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That's not us dealing with our emotions.
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And then there's the physical aspect.
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We have all experienced neck, back, shoulder pain.
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Any kind of chronic pain that we have is more than likely
5:54
associated with stress.
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There are research numbers that 70 to 90% of all doctor
6:01
visits are somehow related to stress.
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That's staggering.
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So it may not be the reason that you go in, but ultimately,
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that's the underlying reason for that doctor visit.
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And then spiritually.
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Spiritually is when we start giving in to other people's
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demands.
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So part of this is about boundaries,
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but this is also living authentically within ourselves.
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When we start doing things for other people,
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because we want to people please,
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we're trying to take care of others.
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But what we end up doing is giving ourselves away.
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The things that were priority for us and that were
6:37
important for us,
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our passions suddenly become secondary to other people.
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And what that does is it really pushes down our spiritual
6:45
self,
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the thing that gives us drive and passion in the things
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that we do.
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And so when we think about stress from those four different
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modalities,
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it can really allow us to start to dig in a little bit
6:57
better, a little bit more finite, a little more nuanced,
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and start to address the stress little by little.
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So it's not this big abstract concept of stress.
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How do I handle my stress?
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Well, let's look at each one.
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How do I start to deal with that physical pain?
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Maybe I go out to the gym,
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maybe with the mental piece of that,
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maybe I do some meditation.
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And there's a lot of different strategies that we can start
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to grab a hold of and start to utilize,
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but we have to really start to break stress down into
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smaller pieces.
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Jolee, that makes so much sense to me.
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I've never thought about breaking stress into those finite
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areas.
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When you were giving examples,
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it made me think about how each one of those impacts a
7:49
teacher in a day.
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That lesson didn't go well.
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Or I got this nasty gram from someone in the morning,
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and it's colored my whole day.
8:00
And I keep going back to it and replaying it in my mind
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rather than just saying,
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I'm going to let go of that until I have more mental
8:10
capacity to deal with it and think about it.
8:15
Or maybe just set it aside because it really isn't
8:18
important.
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But I've made it important.
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Yeah, we add a lot of extra noise into our own stress,
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right?
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With those thoughts,
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be it just small kind of passing thoughts or the obsessive
8:30
thought that really digs in, right?
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Especially as a new teacher, if you mess up a lesson,
8:37
you struggle with a lesson.
8:39
And then maybe you get feedback from that and maybe you
8:42
struggle taking feedback.
8:43
And now that thought is just in there.
8:47
I'm never going to be right as an educator.
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This is not what I should be doing.
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I was all wrong about it.
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And that obsessive thought creates stress,
8:55
creates a cortisol buildup in our body.
8:59
And maybe that's part of why we're seeing this turnover
9:01
rate at 2.65 years, right?
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Before they're changing jobs or they're leaving the
9:07
industry altogether.
9:09
It's an obsessive thought that has taken root.
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And how can we stop that?
9:14
And it's interesting that you say 2.6 years,
9:18
because that's just prior to when you might get tenure in
9:23
the district.
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And is it the fact that I'm not sure they're going to ask
9:28
me back and that would crush me?
9:31
Or is it that if I go further, I'm committed, I'm here?
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Mm hmm.
9:39
So thinking about that aspect of stress and that critical
9:44
point in one's career,
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I almost wish we could do some more research into that
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topic.
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There's so much that's there, right,
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around stress and how we can start to impact that,
10:00
how we start to think about what is an impact or a lever
10:04
early on in an educator's career,
10:07
that how do we support and take care of them holistically?
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I think a lot of districts do a wonderful job of, again,
10:16
creating those learning communities and making sure that
10:18
we're supporting from a curriculum standpoint and giving
10:21
them new teacher orientation and all the things that we're
10:25
used to seeing,
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but how do we start looking at this and really making it
10:30
more, I would say, meatier,
10:32
something to chew on a little bit more?
10:34
Wellness programs are great.
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I think that we can do more with it.
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I think that's what I'm working with our wellness and
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benefits department to kind of in the background,
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like how do we really beef this up a little bit so that
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we're taking care, again, of our leaders, our teachers,
10:49
the new teachers that are coming in,
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even our staff that are supporting our district.
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The spaces that we don't always put forward within our
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systems, they're crucial.
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They're a critical part.
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And when one department is struggling,
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but that department is supposed to be helping our teachers
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through IEPs or even busing,
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then it impacts the entire system.
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And so we have to have a more holistic view of stress and
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its impacts and how it leads to burnout long-term.
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So what we want is something called just-right stress.
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And in that just-right stress, that is where we find flow.
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It's just a touch of discomfort, right?
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And with a touch of discomfort, we get our stretch zone.
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We're just outside of our comfort zone.
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And again, that's where we activate flow state.
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So most of us have experienced that joy of working on a
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project or working through a problem.
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And all of a sudden, maybe we're trying for a new skill.
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And at first, it's challenging.
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It's uncomfortable.
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But as we dig into it,
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and as it starts to get a little bit easier,
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time slips away, focus narrows, and at the end of it,
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and on the other side, we're like, Oh, that was fun.
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I enjoyed that process.
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We feel invigorated by it.
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And that's just right stress, right?
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That the level of challenge just exceeded our abilities.
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And so we had to push that ability up,
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we had to learn and create a higher level of ability in
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order to meet the challenge and eventually exceed it.
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Right.
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And that's what flow is all about is making sure that
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equation of challenge and ability is rightly matched.
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You know, Jolee,
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you've piqued my interest because when it comes to stress,
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people often talk about distress and eustress,
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you stress can be good stress,
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but you've taken that another step further, much further.
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This notion of just right stress,
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the flow. That really has made me take pause and think
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deeply about what you're saying.
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So thank you for that.
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Leaders, sometimes, again, because stress is so huge,
12:59
right, and we see our staff struggling with stress,
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sometimes from a caretaking perspective,
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we want to remove all the stress, we want to make it easy,
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and what that actually does is it keeps people in their
13:10
comfort zone or even below it, right,
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and so they're not actually using their skills.
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And there's another fabulous book,
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some other research that I've done around oxytocin,
13:19
and it's Paul Zach, I believe,
13:21
and he wrote a book around trust and trust within the
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workplace.
13:26
And he talks about one of the best things a manager can do
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is to create trust, is to create that just right challenge,
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right, he says when we do that as managers,
13:35
when we push our people and say,
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I know this is going to be hard for you,
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I really think that you are capable of doing it,
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it creates, we have actually have oxytocin, that trust,
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that love chemical that releases within us, and we go,
13:50
okay, and we rise to the challenge, right,
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we may struggle a little bit,
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but that just right stress, puts that in that flow state,
13:57
and we become closer to our manager for giving us that
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opportunity.
14:03
And then on top of that, right,
14:04
you have now a new relationship.
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When we have relationships and connection,
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we also take care of that emotional and that spiritual
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realm of stress,
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that becomes a strategy to help lessen stress in those two
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areas.
14:20
What I appreciated that you said about the idea of the
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relationship and posing a task that might be challenging,
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but the really important part that the employee needs to
14:33
hear is, but I believe in you, and you can do this.
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Absolutely.
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And too often we only hear that first part, this is hard.
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You're on your own, go for it.
14:50
And we forget that we've got people there that believe in
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us and can support us in these things that are hard.
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Belief is powerful.
15:01
It truly is.
15:03
And the idea of those relationships that we feel that we
15:07
are a team approaching this hard thing.
15:12
And that when you might stutter,
15:15
I'm here to help you and encourage you and to offer my
15:21
thoughts and my help.
15:24
Mm-hmm.
15:25
It might be there,
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but I'm not always so sure that early career teachers and
15:30
teachers in general always feel that authenticity coming
15:35
back at them.
15:37
I trust you because we're having a lot of hearing non-trust
15:43
from the public,
15:45
from outside noise that we aren't good enough that we have
15:50
to give you a pre-packaged curriculum.
15:52
We can't let you tinker in your work.
15:57
We don't believe in you.
15:58
And I think that when teachers hear that enough,
16:02
that's when that idea of self value and that trust in
16:08
yourself and it comes back to those four points you've
16:12
talked about.
16:13
I don't feel good.
16:15
My emotions are in a tizzy.
16:18
My mental space isn't here.
16:20
Am I really good enough?
16:21
Am I really capable?
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I don't have that thought that yes, I can travel on.
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My spirit is crushed.
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And I'm weighed down physically by all of this.
16:37
Yeah, it becomes heavy really fast, right?
16:40
The distrust that a new teacher,
16:42
even seasoned teachers feel when they're not feeling that
16:46
support from a community, from leadership,
16:49
maybe from a curriculum department.
16:51
Maybe it's just their own thought in their head.
16:53
Maybe that's not actually true, right?
16:56
But again, the thought creates the emotion,
16:58
creates more thoughts, creates more emotion.
17:02
And then we have a physical manifestation of it.
17:05
It is this vicious cycle.
17:08
And one of the things that came out within my reading and
17:10
my research around this is that we are not set up.
17:14
Our nervous systems are not set up for the kind of stress
17:17
that we encounter in modern day.
17:20
Modern day stress no longer starts with the tiger or the
17:24
saber-toothed tiger chasing us, right?
17:26
Modern day stress starts with a thought, right?
17:28
This wonderful thing that sits at the top of our body,
17:32
our brains, doesn't stop.
17:35
It is constantly going.
17:37
And so when you have those thoughts that are just creating
17:40
noise, that are creating obsession, to again,
17:43
look at trust, look at relationship and say,
17:46
I do believe in you.
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I trust you to do this.
17:49
Be creative.
17:50
Creativity and innovation and education.
17:53
I would say that nine times out of 10,
17:55
when you ask someone about their favorite teacher,
17:57
it was that teacher that did something out of the box,
18:00
right?
18:00
That wasn't doing the cookie cutter.
18:02
And so how do we get back to a place of that?
18:04
Where we calm everyone's stress, including our communities,
18:09
including our leadership and say, it's okay.
18:12
We know that we can still innovate and still take care of
18:16
our students and our teachers and everyone in really,
18:20
really wonderful and intentional way.
18:23
Absolutely.
18:24
So what are some ways that we can navigate stress in our
18:29
professional and personal lives?
18:32
There are a number of ways that we can,
18:33
we can dig into that, but, uh,
18:34
a simple framework that I like to use,
18:37
it's the three L's it's limit, learn, and listen.
18:42
And, and really think about this as a cycle.
18:44
So it just continues to go and go and go.
18:46
It's not linear in its fashion,
18:49
but first we want to start with limit.
18:50
So how do you take stock of the stressors that are actually
18:55
impacting your day?
18:56
Right.
18:57
And, and break your day up into smaller pieces.
18:59
I think, again, if we look at it whole from a whole day,
19:02
go, oh, I can't even start to imagine everything.
19:06
So start with your morning,
19:07
and there are stressors from the moment we wake up.
19:11
A lot of us, you know,
19:12
we have our phones as our alarm clock.
19:15
And so we might be in a beautiful state of REM sleep or
19:18
having a wonderfully weird dream and that alarm goes off.
19:21
Right.
19:22
And it jolts us that right there is an immediate stressor.
19:26
And then I am guilty of this as well.
19:28
This is still one of those areas that I'm working on is I
19:30
grab my phone and I start scrolling and look at whatever
19:33
notification came through in the night that is not relevant
19:36
for me.
19:37
I don't need to see some random news story about what's
19:40
happening with snowpack in the mountains.
19:42
I don't need that at 6am.
19:43
Right.
19:44
But I do that right away.
19:46
And we, a lot of us do that.
19:48
It's a really staggering number of people that pick up
19:50
their phones in the first four minutes of being awake.
19:53
And then you go to make coffee.
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You go, you know what?
19:56
I forgot to pick up coffee last night.
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Now I have to add that coffee run into my commute.
20:02
That's a stressor.
20:04
Just a small nuisance, but it's there.
20:07
And so how do you start to look at your day and start
20:11
again, break it down?
20:12
What are the things that just make me go, right?
20:15
Write it down.
20:16
And when you start to look at that, then you can say, okay,
20:19
what can I take away?
20:21
Well, I can dust off that old alarm clock.
20:24
It's sitting in a box somewhere downstairs.
20:26
And use that and leave my phone outside my room.
20:29
Immediate stress or stress relief, right?
20:32
I don't,
20:32
I'm not tempted now to look at my phone because it's not
20:35
there.
20:38
Right.
20:38
And so that's an easy, easy one to do.
20:40
If you're worried about your commute, right,
20:42
you're constantly leaving right at the last minute,
20:44
you know, if I leave by 730, I'll be right there on time,
20:47
but you're never on time.
20:48
Right.
20:49
Because there's construction and there's an accident.
20:51
So leave 10 minutes earlier.
20:53
There are simple things that you can do to limit the
20:55
stressors that are in your day to day.
20:58
Right.
20:59
And so how do you start to limit those things?
21:00
So take an inventory and look through and say,
21:03
what are one or two of these?
21:05
Start small.
21:05
That's what I would say to you is start small.
21:07
And start to take those off the list and remove it and
21:10
practice it.
21:12
The next one, learn.
21:13
This is not just about the knowledge within a book or an
21:17
article or that type of thing.
21:18
This is also about practice.
21:20
We have to practice what we learn.
21:23
Otherwise it is just, we're going to dump it, right?
21:25
Our brain will go, you don't need that anymore.
21:27
And it will flush it out through its natural way that it
21:30
works.
21:31
And so when we start to practice this new stuff,
21:34
I often talk about in other trainings that I do.
21:36
Like if I have been to so many conferences where I am fired
21:41
up, I am learning new things,
21:43
I'm writing them all down in my little notepad,
21:46
and I'm going to do this,
21:48
I'm going to incorporate this into my work.
21:50
And then I put that notebook aside and then I literally
21:54
found five notebooks from old conferences I had gone to
21:57
about a year ago.
21:58
And I was like, oh,
22:00
look at all these fabulous ideas that I had.
22:02
I put none of it into practice.
22:04
So what you have to do in this learning part of this
22:06
framework is to put it into practice.
22:09
But again, don't overload yourself.
22:11
You're not going to fix stress in one week, right?
22:15
So start to practice those things,
22:16
make those things a habit and then listen.
22:20
The last one is about listening to your mind, to your body,
22:23
to your emotions and to that spiritual self, right?
22:26
What is your gut and your intuition telling you to do?
22:29
So many of us ignore that intuition to the point now that
22:33
we are unfamiliar with how it actually feels in our body.
22:37
So how do we start to recreate that connection with our own
22:39
selves?
22:40
And what is your emotion telling you?
22:42
Do you have heat in your chest when you have to walk into a
22:46
particular meeting?
22:48
Oh, that's information for you, right?
22:50
Do you feel your gut tighten when you talk to a certain
22:54
person?
22:55
Do you feel tingling and lightness when you go into the
22:58
classroom?
22:58
All right.
22:59
And what does that mean?
23:00
It can mean different things.
23:02
For me, my gut tightening tells me no.
23:04
When I feel that tingling in my upper body, it means, yeah,
23:08
we're in a happy place and we're excited to be here,
23:11
even if it may be uncomfortable.
23:12
So we have to start listening.
23:14
And when we go through that cycle of limit,
23:16
learn and listen, we'll eventually end up back at limit,
23:21
right?
23:21
Because we've started to shift our entire world.
23:24
And when we start to shift our world,
23:26
it opens up new possibilities.
23:27
And we can go back to that stressor list.
23:30
And maybe we create a new stressor list for our morning,
23:33
our afternoon, our evening, maybe our weekend is separate.
23:36
And we say, this no longer serves me anymore.
23:40
In this new realm,
23:41
this new place that I've come to in this work,
23:46
this thing now stresses me out.
23:48
Maybe it gave you solace before, but maybe now it doesn't.
23:51
And so you can now limit that and you start that cycle over
23:54
and over again.
23:56
So it becomes just, it's ongoing.
23:58
And so you get to a place where you're really limiting the
24:01
stress and the things that you cannot limit,
24:03
the things that are there like that morning commute,
24:06
like the person that's going to cut you off.
24:08
Practicing something called committed acceptance is really
24:11
important.
24:13
I accept that that person cut me off.
24:15
Maybe they have somewhere they need to be right now.
24:18
I am exactly where I am supposed to be.
24:20
And that is okay, right?
24:22
It becomes like a mantra that you say to yourself and you
24:26
accept it and that you commit to changing your life or
24:30
commit to doing something that makes your life better.
24:33
I'm going to leave five minutes earlier tomorrow because I
24:35
keep seeing that same car on the commute.
24:37
We must leave the house at the same time,
24:39
and I don't want to be cut off again.
24:41
So I'm only five minutes early, right?
24:43
So you commit to doing something different,
24:45
but you have to accept where you're at first.
24:48
The things that really came out to me and what you were
24:51
just speaking about, Jolee,
24:53
is that we have to start really thinking about ourselves
24:56
and not in an egocentric kind of way.
25:00
But think about what we need,
25:03
how we can take care of ourselves,
25:07
and not necessarily look to someone else to do that for
25:12
us.
25:14
Take control.
25:17
You're in control of a lot of the stress that manifests in
25:20
your day.
25:22
And so yeah, take control, take responsibility,
25:25
but your body, your mind, your thoughts,
25:28
all of those things, they are wise if you let them be.
25:33
And so there's that adage, right,
25:35
of being selfish is not selfish or taking care of yourself
25:38
is not selfish.
25:39
I think it's actually what it is.
25:41
It's okay to take care of yourself.
25:43
Put ourselves first before we can take care of others.
25:49
Absolutely.
25:50
I think it's hard for a lot of educators.
25:53
There's a caretaking component to a lot of educators and
25:58
right,
25:59
our culture tells us if you're a caretaker you take care of
26:01
somebody else first.
26:03
It's just not true and it doesn't have to be the case.
26:06
You come with more energy more capacity when you take care
26:11
of yourself.
26:12
If your back is hurting, it's okay to rest.
26:16
It's okay to take that break.
26:18
If you realize that you are clicking through tabs on your
26:21
computer because you're not actually getting anything done
26:23
because your mind is unfocused and tired, stand up,
26:26
go connect with someone, stand up, go outside for a walk,
26:29
get fresh air, and come back to it.
26:32
That is taking care of yourself so that you have energy and
26:35
capacity continue on to do the work that is important.
26:40
Our listeners really appreciate episodes like this, Jolee,
26:43
that are so practical, filled with ideas to use right away.
26:50
Let's keep this conversation going.
26:52
If our listeners would like to ask you a specific question,
26:56
connect with you.
26:58
Maybe somebody listening would like to have you as a
27:00
keynote speaker or come to their school district and talk
27:03
more about stress and how to work with that as a teacher.
27:08
How could they reach out to you?
27:11
Reaching out to me through one of my couple of emails.
27:13
I also do this.
27:14
I have my own consulting company, Ellipsis Consulting.
27:17
I have an
27:18
email, jollee@ellipsisconsulting.org and that's J-O-L-E-E. That email or jolee.jones@dcsdk12.org. And that's my district email. And I will talk about stress day in and day out. This work is near and dear to me. Three and a half years ago, I was in my own state of burnout and it was something that I came through.
27:18
I didn't realize I was in burnout until I was starting to make my way out. And funny enough, I started doing research on burnout. And I started to look at the data and the research and said, oh, I was there. And by the definition that the World Health Organization puts out in the dimensions of burnout, I met all three of those. So these things that I talk about with you today and also in my keynote and my trainings, these are things that I've used. These are things that I have lived and that have worked. And now three and a half years later, I'm a completely different person. I go through my life differently. I take stock of the things that I learn and that I read and I put them into practice as quickly as I can, because I know that it works and it's helpful. I would say now too, there's a belief that idea of pushing through, right? If I just keep going, keep going, I'm gonna be more productive. That's false, right? We have to take breaks. And what I would say is from my own personal experience is that now on the other end where I'm through burnout and I am managing my stress and I am very mindful of what comes into my world, I am more productive.
29:16
Your story is compelling,
29:17
and it really is quite true that by taking these strategies
29:21
and thoughts and ideas that you've shared,
29:24
that you can manage your life,
29:27
especially in a very stressful situation.
29:30
Thank you so much for sharing your time with us and being
29:34
our guest today.
29:35
For our listeners, first of all,
29:38
we thank you for being here.
29:40
Jolee has mentioned a number of books and resources in
29:43
today's episode,
29:44
and we will capture those books in the show notes.
29:48
So if you'd like to read and learn more about these ideas
29:52
and strategies she's been talking about,
29:54
they will be there for you.
29:56
Also,
29:57
we will put her contact information in the show notes so
30:00
you can reach out to her directly.
30:03
So as we close, just be sure to follow us on our socials.
30:06
Each week,
30:07
we share a practical resource that you can download through
30:10
our Instagram
30:11
page @NewTeacherTalk. You can also look for our Tuesday Teacher Resource on our Instagram page and check out our Thursday Thought to keep you motivated. And in addition to following us on our socials, we would love you to become a regular follower of this podcast channel. Just hit that follow button, and each time we drop an episode, you will get notified. And remember, as a new teacher, we are here to support you.