Latest / New Teacher Talk / Ep 189: Taking Care of You So You Can Take Care of Them

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Ep 189: Taking Care of You So You Can Take Care of Them · New Teacher Talk

Welcome to another episode of New Teacher Talk.
We're so glad you are here,
because this is the space where we talk honestly about the
real challenges early career educators face.
No matter what kind of district you teach in, rural,
suburban, or urban, our goal is to help you feel supported,
connected,
and equipped with practical ideas you can use right away.
You can also find our community on Instagram and Blue Sky
at New Teacher Talk and on YouTube at NewTeacherTalk1.
I'm Dr.
Anna,
an early childhood generalist who mentors educators on
their journey toward national board certification.
And I'm Dr.
Beth.
My background includes serving as a high school band
director, mentor and teacher educator.
Today we are so excited to welcome back Jolee Jones.
Jolee is the Director of Organizational Development and E
xperiential Learning with the Douglas County School
District in Colorado.
One of the things we appreciate most about her work is the
focus on teacher stress.
This is something every early career teacher feels at some
point and honestly something all teachers navigate
throughout their careers.
Jolee will be talking with us today about small shifts that
make teaching less stressful.
We're so glad to have you with us again.
The episode you recorded with us last March, episode 126,
Teachers, Check Your Stress Before You Wreck Yourself,
became the most downloaded episode in the history of this
channel.
So let's dive right in.
Jolee,
how can new teachers distinguish between normal stress and
signs that they may need additional support?
Well, that's a big question.
I think first I'd like to start with the idea that when
we're talking about stress,
what we need to keep in mind is that it's a mindset shift.
Stress is gonna happen no matter what.
But how we think about stress,
how we interact with our stress and think about it is key.
Our brains, we need to remember, are negatively biased.
They want to find the threat in the world.
And oftentimes it's the little things that are coming at us
within a day.
But how we interact with that is important.
And if we think that everything,
if we agree with our brain that everything is a threat,
then we're gonna go down that stress hole, right?
And so what we need to do first and foremost for new
teachers,
for veteran teachers is to start small and don't get
overwhelmed by your own thinking about stress and your own
fears about stress.
I think it's important to remember that stress,
that we need stress to grow.
But where is that tipping point, right?
Where do we tip over from, this is that good,
but I think I talked about in the last episode,
the just right stress that keeps us growing and thriving,
I mean, becoming a better teacher until it tips over.
And some of the things to think about and teachers should
notice are what are your physical signs?
What are the physical indicators and red flags that are
coming up?
I also talked about last time,
the MEPS framework of the different modalities of stress
and how it hits our body, mental, emotional, physical,
and spiritually.
Now, we're gonna have those mental thoughts,
but we may not always recognize mental thoughts.
We may not notice the emotions, but physicality.
We notice our skin breaking out.
We notice that we're not sleeping well,
that we're waking up at 3 a.m.
with those thoughts.
We notice the back pain and things like that.
So when those physical symptoms are starting to show up,
that's a sign.
It's a sign that something needs to shift.
I would also say from the spiritual aspect,
which is when do we start giving ourselves away?
What are your boundaries look like?
Teachers,
one of the things that I love about the education world is
that it is a giving community.
Teachers want to give of themselves.
They want to take care of their students.
They want to support their families and then support their
colleagues.
But at what point does it tip over into giving your
boundaries away?
And you end up in a vicious cycle that you start
sacrificing your personal needs for everybody else's.
That there's that, you know, we think about the airplane,
you got to put your mask on first.
This is what it is in teaching as well.
How do we take care of our own personal needs before we
give everything else in the tank to everybody else?
Because it ends up in a vicious cycle, right?
It's unfortunate that as you start to sacrifice your own
personal needs, what it does is it tells those around us,
it's okay to ask so and so for a little bit more.
It's okay to lean into that person.
And so the boundaries get smaller and smaller and smaller.
And it just continues to spiral in that way.
And suddenly you've given it to everybody else before we've
taken care of ourselves.
That's such great advice, Jolee.
When you talk about those physical giveaways,
those physical tells,
I always think about what is the state of my cuticles?
When I'm really nervous and worried about something,
I just start to pick.
Yeah, right.
It manifests.
It comes out.
We each have our own way of dealing with it physically,
but I love that one.
I think I struggle with that one too.
I want to pull a little bit on this thread that you've been
talking about and really dig deep into what are some small
realistic routines that teachers can build into their day
that do not require extra time or money.
One of the things I really like to talk about and I use
with all my groups as well is a team breath.
So a team breath is simply,
and if you guys want to do it with me, just real quick.
One, two, three team breath.
Simple, right?
The power of the breath.
We hear that all the time, but it's so easy to dismiss.
But if we do that a few times,
I do that at the beginning of any facilitation group that
I'm doing,
where I'm doing team development or I'm pushing in for
cultural resilience work.
And that's what I do at the beginning.
I'll sometimes do it in the middle,
maybe as we come back from a break and even at the end,
because it centers and it grounds a group.
And for a teacher, sometimes you are a team of one.
And so it's okay to do that team breath with yourself,
but it's also okay to invite your students into that,
right?
Our students are experiencing that same stress throughout
the day, whether or not they can articulate that,
but we see their behaviors,
that those dysregulated behavior throughout a day,
they feed off each other, right?
And so a team breath can bring them right back together,
right?
So that's a simple thing.
Movement breaks.
We have a system in our body called the ultradian rhythm,
and it works in concert with the circadian rhythm.
But what that rhythm is doing, ultradian,
it's saying that about every 90 minutes of productivity
should be followed by 20 minutes of recovery.
Now, I don't want the teachers listening to say,
there's no way that I could possibly do that.
I find it hard myself to even do that.
But how do you find your flow with that?
That after you've done some productivity,
after you've engaged in a lesson with your students,
just take a couple of minutes to do a movement break,
or engage in that team breath.
How do you do something where you're just getting up and
maybe everyone's wiggling a little bit,
or you do a group dance, whatever that might be,
whatever is age appropriate for your students.
But our bodies need that.
So often, as teachers, we wake up in the morning, we go,
go, go, go, go, and then we fall off a cliff.
And we think if I can just push through,
I'm going to be more productive, more creative.
And by the time we get home,
we have nothing left in the tank, right?
But if we were to follow it like a wave, go up,
you had a peak of productivity, and then you come down.
And so that's what it's asking us to do throughout the
day.
But how do you engage in that with your students?
Also, I use a tool called the Energy Menu.
And it's just like it sounds, it's a menu.
And so it's comprised of entrees, appetizers,
sides and desserts.
I found it on TikTok.
I love Tik Tok for that reason,
like people are coming up with amazing things,
and I get to pull it into my world.
But entrees are when you have a big chunk of time, right?
So that's your weekends or vacations.
Sides are things that you can do at the same time.
And then appetizers are things that maybe take 10 minutes,
you've only got a few minutes in between maybe periods or
that kind of thing.
And then desserts.
Desserts are lovely, chocolate chip cookies are my vice.
But if I eat too many, what happens?
I have a sugar crash and I feel horrible after.
Same way with some of the things that we do for ourselves.
Desserts is sometimes maybe we're scrolling on social
media.
It feels good for a few minutes,
but then it tips over into being detrimental.
So I want to focus on the idea of appetizers.
What are the things that you can do within 10 minutes or
maybe five minutes?
Maybe you only have a couple minutes between your classes.
So is it straightening up your desk?
For me, when my desk is disheveled and chaotic,
I lose productivity.
What is that for you as a teacher?
What can you do in five minutes or 10 minutes to bring
yourself back in?
Do you go for a quick walk?
If it's a longer break,
maybe you go and make yourself some tea.
Maybe it's your own dance break.
Just shaking it out.
Again, movement and breath.
How do we incorporate those?
Maybe a little bit of stretching is also something that we
can do.
So appetizers, again,
things that you can do within those 10 minute breaks before
chaos returns to your classroom.
This is what always makes your podcast episodes so
practical and why people love them as you've just given
three great ideas that don't cost any money and not a lot
of extra time.
I'm totally vibing on what you're saying.
Love it.
And I'm ready to go and look for that TikTok on the energy
menu.
I worked it up and I'll just send you the PDF so we can
push it out for everybody.
We'll share that as a resource after your podcast.
Love it.
And I know that so often the teacher, him or herself,
feels compelled that they need to manufacture all of this
stress reduction for themselves.
But how can mentors, colleagues,
and administrators play a role in reducing teacher stress?
We can't expect our teachers,
especially early career teachers,
to keep everything on their plates all the time.
So how can others step into support?
They are paramount in reducing stress and mitigating
stress, managing stress.
A community of support is something that we all need.
You know,
how do we build strong relationships with those around us
with those colleagues,
administrators and mentors that when they may know us well
enough to know that I'm off my game, something is wrong,
right?
And then they can that allows because I have that strong
relationship, first and foremost,
it allows them the safety and the trust,
I have the right to allow them in when it can say something
doesn't seem right.
So I think that's that's the first almost most obvious
way.
But I think when I look at administrators,
I think those are those that can model for us.
Right?
How do administrators model boundaries around time,
taking care of ourselves, taking your email off your phone,
that's a hard one.
But even if there's boundaries around when I'm emailing,
doing the schedule send, so even if I want to,
if I need to get some work done at night,
sometimes that happens.
That's okay.
But if I'm pushing out emails at 11 o'clock 12 o'clock in
the evening,
and then someone else happens to be up and because we the
other people have email on their phone, they get it.
That that signals to me as a teacher that if my
administrator is doing that, maybe I should be doing that.
And not only does it do that,
but there is this idea of the stress ripple.
If something big has happened,
and that's what the administrator happens to be emailing
about, well, that stress doesn't wait till the morning.
Now your stress and immediacy stress pushes down to me,
and then maybe I have to email three more people and then
more people.
And now we have a stress ripple.
If you think about like the way you know,
coming out from the ways that when you drop like a stone or
a pebble in the water, you see those ripples.
That's what stress does.
There's a stress ripple.
And so it's really important for administrators to be
mindful of what they are modeling for the teachers,
their kids and their families in the building, right?
I think a lot of this starts with upper leadership.
And they're just to stress too.
And how do they set their own boundaries and be mindful of
their stress ripple?
When administrators are mindful of their own impact on
those that they serve,
they're also then able to recognize a teacher stress
ripple.
Hey, you know,
the way that you maybe spoke to that kid wasn't the
greatest in that moment.
Like, what can we do?
What do you need right now?
Seems like you might have some high stress or frustration.
What do we need to do?
They become that mirror, if they are attuned to that.
And so that can help us manage our own stress.
I think it's also there is the listening between the lines,
which is again,
those observational points of if I say I'm fine,
one day if I say I'm fine,
it might sound a little bit different.
I might actually add a few more things.
I'm fine.
Like weekend was great, had a lovely time.
But when you asked me two days from now,
and I say I'm fine, the tone is different.
And how am I listening as as a mentor,
as a fellow colleague between the lines, right?
What am I listening for?
Which when we start saying I'm fine,
that is that harkens back to the emotional modality of
stress from maps, right?
We start avoiding the things that we are stressed about or
that are worrying us and we start using language like it's
fine, it's okay, don't worry about it.
I'm okay.
How do we start to actually listen?
Also,
how do we start to share our struggles so that there's
accountability?
Everyone has issues with stress.
It's okay.
Even myself, right,
I still have my moments where I go into higher stress than
others.
And my friends and my colleagues know when I'm off,
because they're used to seeing me pretty regulated.
And so when something's off,
they'll start seeing me email at late at night.
And they because I talk to them all the time and try to
model that, they'll be like,
why were you emailing at 11 o'clock last night, right?
And they become my accountability, which is fantastic.
I love that my friends and colleagues call me out when I am
doing that.
And usually, it's for a reason.
It's not the norm.
But I appreciate that because it means that I've gotten
through to them, and that they are doing the same thing.
To follow up on that, Jolee,
one of the things that I've noticed is that there are some
schools where the adults are struggling to be emotionally
regulated.
So that's just a model for the students.
How can leaders in a school work hard to develop that
emotional regulation in themselves and in their staffs so
that there's not that trickle down to the students?
I think it starts with awareness.
Now, all of this work starts with awareness.
Until you become aware of your own patterns,
of your own thoughts and, I would say,
habits when it comes to how we operate,
how we are looking at productivity, whatever that might be,
until we become aware of that, we keep doing it.
And we don't really understand the impact.
We might kind of loosely see that there is an offshoot and
a trickle-down effect, but it does.
It takes quiet work and it is slow work to be able to get
to that sense of awareness, to go, oh, me doing this,
me sending out emails is not helping the teachers on my
team.
Late night emails or the tone of my emails sometimes might
feel more emergency level when it's really not.
But what is the urgency of that?
And how do I place that in there?
And this is one of those hard parts of what I do that
people hear, oh,
it starts with awareness and it almost turns them off,
right?
Because awareness is not about anything outward.
It's not about the system changing or anything like that.
It is about me changing and me becoming aware of the self.
And until people do that though,
and even just on a small level, right?
I always like to say, like, start with one thing, right?
I have a calendar invite or a reminder that pops up on my
phone every day.
And this started five years ago as I started my work around
this,
as I was coming out of burnout and all of that myself.
And it just says, what's happening in your body, right?
And so when it comes up, I will look at it and go, okay,
I'm activated right now.
What do I need to do?
And I might do my own team breath or I might go for a walk,
do one of those things that is helpful for me.
And now like five years on,
that calendar reminder is a good friend still.
You have to keep cultivating that sense of awareness,
but it is, it's a look inward into what I can do.
Jolee,
I have a friend of mine that sets on his phone every two
hours,
a reminder that does something very similar to what you're
talking about this awareness, if you will,
and his awareness is set to gratitude.
You know,
what is going on right now in his life where he can be
thankful for what he has.
And it's just a nice little reminder and it stops him
during his very busy day to do that.
I really feel connected to this idea that you're talking
about creating this awareness, which for me,
as the question that Ann opposed about how do you work with
leaders in a building that are sort of working on their own
self regulation and how that impacts school culture.
So this awareness leads to school culture,
which I know is so critically important for all teachers,
especially early career teachers,
and their willingness to persist in a position or stay in
the profession.
You have some newer that you shared with us about
resilience.
I know it's not been part of this podcast,
but it really is I think something that our audience would
get some strong value from.
And as you think about resilience,
might you share with us what does that look like in the day
to day life of a teacher?
The work that I've been doing is through an organization
called the Resilience Institute.
They've been around for 20 plus years,
and they've created a resilience diagnostic.
This is what's happening for you right now,
and you have the ability to retake it within a year after
you've tried some of the strategies.
What I love about the model, and again,
I've been following for a number of years,
but I just got certified in this,
it's literally a spiral model.
So it's beautifully engaging for the mind and the eye.
The spiral is broken up into three sections, performance,
mindset, well-being, and balance.
But I'm going to start in the middle.
When I think about building resilience in the day-to-day,
I first think about well-being,
and another confronting thing for some people,
how is your health?
How are you taking care of yourself?
I was working with a group a couple of weeks ago around
stress and some 911 dispatchers is who I was working with,
and they have a lot of trainers come in and say, oh,
just drink your water, get some sleep, do this,
and they were like, thank you for not doing that,
because we talked about this, but health is important.
While I didn't say drink water, get your sleep,
eat healthy, those things are still paramount.
How we treat our body allows us to interact with the other
parts of this spiral.
Are you taking breaks?
Are you following that old trading rhythm to the best of
your ability?
Are you finding ways to regulate yourself when frustration
does arrive?
How do you manage that frustration?
We'll start with well-being,
and then next I would say let's go to performance mindset.
This is how you engage in the work that you love,
the thing that lights you up,
and how well are you able to engage with your work?
One of the things I like to think about is how do you share
your insights with other people?
As you start to learn about your own stress or that
awareness, create your own awareness,
how do you share with others?
There's research that shows when we share with other
people, our own mastery of that skill grows.
Start to have conversations,
real conversations about what is happening for your stress,
what is happening in your body,
what you might be feeling within a day,
and then learn from other people.
It becomes this loop, which is wonderful of learning.
Also in performance mindset,
it's about finding joy or those gratitude moments in the
small things.
I'm here in this moment and I might be vacuuming my house,
but how can I be present in that and find a little bit of
joy?
Less husky hair in my house.
I get to flip that model.
I can find negativity in it or I can find joy in it.
Then also,
where do you just find pure joy where you don't have to try
to finagle it and wrestle it around?
What did a student say to you in a moment that just lit you
up?
What did you observe in the hallway?
Those are those moments of gratitude that we so often take
for granted,
but that helps us with that performance mindset.
Again, that comes back to strong relationships.
That's also part of performance mindset is having a support
network that is there for you.
So that's well-being performance mindset.
The last piece of the spiral is bounce.
Really,
what bounce is about is getting clear on what your role is,
on what your purpose is,
and stop avoiding the things that you need to avoid.
Focusing in on the things that are important that drive
that purpose because we often get pulled away from our
purpose because of frustration, because of worry,
because of rumination.
So how do we start to decrease rumination?
How do we decrease multitasking?
That's where I struggle.
I like to do a lot at once.
My resilience score shows that in that bounce area.
That's where I struggle.
Stop avoiding hard conversations.
What happens when we try to avoid hard conversations?
It still is taking, what do people say, rent-free.
It's living rent-free in my head because I know that that
conversation is still out there.
It is taking up space.
I worry about it.
I need to have that conversation.
But I'm worried to.
We build it up bigger than it needs to be.
Oftentimes, by the time we have that conversation,
it's like, oh, that is nothing.
But we keep doing it.
So there's stop avoiding those conversations, but also,
how do we stop procrastinating in general?
Because again,
those things just take up extra space that we don't really
have the room for.
And getting clear on what your job is.
Is this actually a part of my job?
Or am I taking it on for somebody else,
which comes back to those boundaries?
If it's not my job role,
doesn't mean that you can't help from time to time.
But if you were taking it on full force,
then you are outside of your job role.
And it decreases your ability to bounce back up into that
performance mindset.
Resilience has so many elements to it.
The diagnostic has 50 factors.
And so, I just talked about maybe like, I don't know,
10 of them.
Wow.
As teachers,
how we become more resilient day to day in the work that we
do is so critically important.
I mean, stress is just part of what we do,
but we can control a number of things in our lives.
And the first thing that you said that really keeps coming
back to me is know your job description and stay within
your lane.
Because otherwise we're teachers by trade or givers.
We want to help people.
We see people who need extra help here and there.
And after a while,
if we keep depleting the time that we have as we give to
others, to our students, to others in the building,
it can really empty and deplete who we are leaving less for
us to have that we feel gratitude for or that we have space
for to really make us the best teachers we can be and find
that balance.
Thank you.
And what's interesting about that, right?
Is that when we actually pay attention to the,
the balance in the world, be like the job clarity, right.
And we're not caught like consistently going out and
helping others.
It actually gives us more energy and capacity to
occasionally do it when we really see a need.
If something does arise and we're like,
I have the capacity now I can look inside and understand
that I have awareness to go, yeah, I've got energy.
I'd love to be able to help out with that.
Because I have these other strategies in place that even
though that's going to take some more out of me,
I can come back, reset, recharge,
and then continue off my job as opposed to again,
putting you in the hole.
But until we figure out that balance for ourselves,
we can't do more.
Again,
since I've been able to get my own stress under wraps,
I think I said this last time, I can do more now.
I'm doing more than I've ever done before.
And I'm less stressed because I have strategies in place.
Anna and I hear this actually quite often where teachers
feel that they can't say no,
that they have to be on these committees and do this extra
and be a coach.
What would you say to somebody like that,
that hesitancy to say no?
If you keep saying yes to everything,
everything else falls apart.
All right, there's only so much capacity that you have.
I use a framework work-life triangle and it's just a
regular triangle.
Work on one end, self-care and relationships.
And the idea is that you interact with each of those within
a day.
And work is not just your joby job.
It's also running the kids around in sports, chores,
grocery shopping, all of that.
And what often happens is that, unfortunately,
the way that this thing that it tends to be balanced is
maybe we're out engaging in relationship.
And again,
our phone goes off or our watch buzzes because our phone is
attached to our watch.
And now we see the alert that there is an email or a quote
unquote emergency.
And when we were in a relationship and starting to fill
that bucket,
we were pulled into work or we're getting self-care and
we're pulled into work.
And it can happen the other way too,
where you're at work and maybe your kid gets sick and so
now you're pulled into a relationship.
That happens.
But if we are not taking care of our self-care and our
relationships and those tanks are empty,
work isn't far behind.
Work will also be empty.
You have to be able to, I think,
especially for new teachers and those that are coming in,
set those boundaries early.
Know what you're going to be willing to say no to.
Don't start off with the bad habits,
responding to parents or your colleagues at all hours of
the night because that sets the precedent and it sets your
habit.
So really understand where your boundaries are.
I think that that also gets into the power dynamic that a
first-year teacher feels.
They feel that these people are all asking things of me,
so because I'm in this position where I want to be
successful, I want to please you,
I want to perform well in my work,
that they keep saying yes when sometimes I think even in
their heart they know this is overwhelming for me,
but they've said yes and then they have this sense I'm
overwhelmed.
I see this in so many first-year teachers.
We talk about boundaries,
what we don't realize is that it's a two-way conversation.
There's like this pendulum swing that happens of like,
I have zero boundaries to my boundaries,
eliminate everything else.
And I get really firm with people.
My tone changes with people.
I almost get defensive about my own boundaries without any
kind of judgment coming at them,
but really what a boundary is, is a two-way conversation.
Like, Hey, I'm, I'm willing to help you with this,
but these are the hours that I can give,
or this is the time that I can, can give to that project.
And I don't have much more to give beyond that.
Does that work for you?
Does my input within those parameters work for you?
And if it doesn't, then that person,
that person can say no.
But I also get to say, no, if they say, no,
I need more time.
I'm sorry, this is it.
This is all I can do.
When we switch the model, you know,
flip that model of boundaries in that way and make it a
conversation.
Well, it's collaboration, right?
Then we build a support network around it.
And so that,
that network of strong relationships starts to come back in
because people say, Oh, you're willing to do this for me.
Let me know when you actually need something.
And then it models for them, right?
What they can do in that same conversation because you
don't want to suddenly turn into, well,
you helped me that one time.
So now you've got to help me with everything.
Right.
That brings such a sense of clarity to how a beginning
teacher can start to feel that sense of awareness.
It all gets back and listening to this entire conversation.
It really brings everything back to am I being self-aware?
Am I taking the time to really think about how this is
going to play out for me, for my colleagues,
for my students?
It's having that sense to pay attention, slow down a bit,
think sometimes before we say things,
sometimes before we do things,
and know ourselves really well.
So much of what you've talked about today, Jolie,
really resonates in ways that I can continue to support new
teachers.
But I'm going to ask you today,
if you could speak directly to one of those first year
teachers who feel like they are barely keeping up,
that they are hanging on, what would you want them to hear?
Oh, I'm going to leave them with an equation.
Happiness equals reality minus expectations.
So oftentimes,
our expectations are bigger than what reality can provide.
Those high, rigid expectations lead to burnout.
And so it's not about lowering your expectations to the
bottom bar, but how do they become a realistic expectation?
Because reality is going to be what it is.
We can't escape what reality is.
Whatever life throws at us, it just is.
It is without judgment.
It is without negativity or positivity.
It just is.
But our expectations either are too much for that or way
too little.
So we don't want to be too far.
Again, we don't want to be too far down,
but right sizing our expectations.
And so again, when those match, we have happiness.
Happiness equals reality minus expectations.
And there's also some acceptance.
This world will throw, again, will throw things at us.
A kid is going to throw a curve ball at you, a parent,
colleague, something.
You never know what's going to happen in the world of
education, which makes it really fun in a lot of ways.
But again, it's how do you just notice it and say, well,
that just happened.
And again,
that's the mindset shift that we talked about at the
beginning.
How do you just start to shift your mindset around
something and go, that happened?
What am I going to do now?
As opposed to saying, that was horrible.
I didn't like that.
And that becomes a ruminating thought, right?
Which leads us back to bounce.
And so we could say,
I accept this and I'm going to either find like some
enjoyment in it or I don't have to, but here it is.
And then I move forward.
And I think new teachers,
you were already coming in with so much resilience that you
don't know yet.
And so how do you harness that to set up these strategies
to keep it going in the long-term?
Use that enthusiasm,
use that purpose that is driving you right now.
That is key to getting yourself out of stress too,
is having a goal,
as long as the goal doesn't become the goal,
but like it's the pursuit, right?
Actually engaging in the day-to-day of that purpose and
that will help drive you forward.
Maybe is it about recognizing your ability to be resilient?
Yeah, absolutely.
It's awareness again of your own resilience, right?
Yeah, another great episode.
Jolee,
we just really value having you on our podcast channel.
You bring so much great stuff that all teachers need to
hear, especially early career teachers.
We want to also thank our audience for being here.
You make this channel what it is.
Each week we share a helpful resource that you can download
on Instagram and BlueS
ky @newteachertalk. For example, look for our Tuesday Teacher Resource, some good stuff there, and check out our Thursday Thought to keep you motivated as the week comes to a close. We also hope you'll become a regular follower of this podcast channel. And remember, keep going! Every day in the classroom is shaping the teacher you are becoming. We are in this together!