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How to Create a Happy Classroom

August 10, 2022 by Inspired Together Teachers Leave a Comment

Most teachers and most students love to work in a happy classroom with a positive environment. A happy classroom doesn’t just happen, it happens because teachers make it happen.

It is no accident that our most popular post in the past few years has been 8 Simple Ways to Create a Joyful Classroom. The pandemic ushered in a lot of stress and worry, which put those issues front and center for teachers, students and parents. Now, we are all desperate for happy, fun and lightness in our days.

Why do you need a happy classroom?

A happy classroom is a worthy goal for many reasons. When students are happier, they work harder, learn more and retain information longer. Students in a happy classroom are more motivated and demonstrate fewer behavior issues.

A happy classroom is beneficial for teachers as well. Happiness research tells us that finding joy in our lives reduces our stress. It can also lower our blood pressure and even lower our chance of sickness and disease. Your level of positivity can even influence how long you live!

In his book The Happiness Advantage, author Shawn Achor tells us, “Creating positive brains makes us more motivated, efficient, resilient, creative and productive, which drives production upward.”

Recently, in one of our workshops, we asked teachers to share ideas for ways to increase joy and happiness in the classroom. Here are some of their ideas:

Encourage more smiling

Smile more (mirror neuron science shows that smiling is contagious

Compliment students (and staff)

Tell a joke

Point out your mistakes and don’t be afraid to be human

Point out the positive things in student projects

Greet students before class

Share fun call and response lines

Teachers need to get students’ attention multiple times a day. Why not try some of these?

Teacher/ Student response:

Mac and cheese/ Everybody freeze

Sweet Caroline (sing it for more fun)/ bum, bum, bum

Peanut butter/ Jelly!

Let’s rock/and roll!

Here ye, hear ye…/All hail the Queen!

I can make your hands clap (sing) / clap, clap, clap, clap, clap, clap

Use music to add joy

Play fun music during clean up time

Let students help you create a class playlist

Spend a few minutes with a dance party brain break

Play soft music during work times

Play music during transition times

During history or social studies, play music from an era or from a place

Infuse more laughter into your class

Start class with a meme of the day

Use funny bell ringers

Tell jokes while students wait in line

Share funny videos

Do silly brain break activities

Occasionally join kids at recess

Read aloud funny books

Here some funny books suggested by teachers:

The Legend of Rock, Paper Scissors

The Stinky Cheese Man and Other Fairly Stupid Tales

Pumpkin Trouble

We Share Everything

Brain Farts

Do Frogs Drink Hot Chocolate

The Bad Guys

Dog Breath

The Book with No Pictures

The True Story of the Three Little Pigs

Patrick McManus Books (older students)

We would love to know YOUR suggestions for how to create a happy classroom.

Our best,

How to Defy a World that Would Tear You Down

January 9, 2022 by Inspired Together Teachers 1 Comment

Teachers, we see you struggling. We know that only a week or so after a break you are already feeling exhausted and overwhelmed. The truth is that teaching has always been challenging and the demands on teachers have been increasing for years. The pandemic has exacerbated everything.

In an article from Forbes that is widely circulating this week, author Mark Perna says,

“ The education crisis isn’t a passing problem. At the beginning of the pandemic, most of us assumed that after a short period of upheaval, we’d return to business as usual, like nothing had ever happened. But it’s clear today that the genie’s out of the bottle. There’s no going back.”

There is no going back.

Educators are not alone in understanding that education must change, that the future must look different, that we must do things differently. The future of education cannot rest on the backs of teachers who are understaffed, underfunded, and most importantly, emotionally unsupported.

We must find a way for teachers to do what they do best. We can start with understanding why teachers went into the profession in the first place, and the only thing that is keeping there at this moment, their relationships with students, and their relationships with each other.

Teachers are at their best when they are impacting their students in positive ways. In the very long list of all the things teachers must do, it is the one thing that matters most.

We need to fight for teachers to have the time and space to do what they were trained to do- support students. If teachers can’t focus on students, the curriculum doesn’t matter, the assessments aren’t useful, and none of the vast mandates will work.

At Inspired Together Learning, our mission is to provide support for teachers. It is what we know best and love most. How can we support a profession when the highest needs of teachers are reflected in their Donor’s Choose projects that request, Kleenex, cleaning supplies and masks? How do we help teachers when they don’t have time to do the very thing that matters most?

We’ve written hundreds of posts on the Thriving Young Teachers blog. We’ve offered teaching strategies. We’ve shared ideas for positive classroom management, for building strong learning environments, and for how to work with parents. We know that teachers need support; during the pandemic we wrote The Inspired Teacher’s Journal: A Weekly Guide to Becoming Your Best Self in which dozens of Pre-K-12 teachers offer support and inspiration.

In this moment, our efforts don’t feel adequate. Like teachers everywhere, we sometimes feel powerless in the face of so much adversity. What could we possibly do to help teachers during arguably one of the most difficult educational climates in history? Who are we to think that we can fix the ills of society?

We can suggest a small way to start change.

Education needs many reforms, and a large ship does not change course quickly. We need something now, today, in this moment to improve education. And if we are honest, that is not going to come from the government, from the school boards or from the educational pundits. It is going to come from teachers.

If we were to winnow down through everything that needs to happen in order to positively change in education, we would start with something that we know could have quick and lasting impact. We would start with the ones who can offer immediate results, teachers.

Teachers, in their hearts and souls, know what needs to be done, and in many cases are already doing it. They have incredible power to be the voices for good. They can control the climate of the classroom, and if allowed, can positively control the morale of the entire school.

Yes, the world is full of discord and hatred. People are exhausted, scared and reactive. Teachers are often on the receiving end of irrational blame and vitriol, and it is killing them. Teacher morale is at an all -time low.

Maybe there is another path, a path where teachers lead the change.

What would it look like if change came from within? Could teachers turn down the volume on the voices in the world and focus on what they can change in the moment?

Teachers could follow their inner voices that know a better way to peace and happiness. They know what is right and good. They can support and guide students first. They can find small, incremental ways to show kindness and care for others. They can lean into empathy, and nurture those who need it.

Morale will rise when everyone in a school can be patient and show compassion. Focus on smiling more, even through a mask it will show in your eyes. Choose words that will lift someone up. Make a joke or share something funny. Don’t forget to bring a little fun into the days and weeks.

Show grace. Forgive injustices against each other, or at least let them go. Look for what is good, not just what is not working. Forgiving failings and try to do better next time. Believe that we are all worthy of time to do something that we love, something that refreshes us, something that feeds our soul.

It may not seem like much, but small acts of love are really big acts of bravery. We can go against the tide, to defy a world that would tear us down. In small acts of love, you are not contributing to the discord, you are lessening it.

In choosing love, you are filling the buckets of those around you. Acts of kindness will also help you to fill your own bucket. The Proverbs (11:25) tell us that whoever refreshes others will be refreshed. Scientific studies show that people who act from a place of kindness and compassion improve their own happiness. Contributing love and kindness to the world can also reduce stress and improve our own emotional wellbeing. Teachers need emotional wellbeing now more than ever.

It seems too simple, but perhaps it is what is needed in this moment. It won’t solve all the problems, but it can make life feel better in the day-to-day.

In making choices of how you will spend your time and energy, choose to act from a place of love.

When you lead with your best self, you will always be a force for good in the world.

Our best,

Paula and Michele

Teacher Survival Skills for November

November 5, 2021 by Inspired Together Teachers Leave a Comment

If you are feeling especially exhausted, know that you are hardly alone. What many teachers expected to be a more normal school year has been anything but normal. The pandemic continues and has caused disruptions in our daily lives. Students still come and go either because they have Covid or because they have been in close contact with someone who has. In some districts, parents have been expressing extreme views and sometimes extreme behaviors in terms of supporting vaccines and masks or rallying against them. Teachers are caught in the middle at a time when it seems that no matter what you do, you will not please everyone.

Add to this the normal phases and rhythms that teachers experience. It is common for teachers to feel tired and ready for a break this time of year. It is ESPECIALLY common for beginning teachers. November is not all pumpkin spice lattes and long walks in the leaves.

What happens in November?

November is crunch time.

By November, your students are comfortable with you. They are settled into routines, which might mean boredom or a need for more variety. They may react by showing negative behaviors.

By November, you have survived all the beginning of the year meetings. You’ve dealt with learning new curriculum, parent- teacher conferences, progress reports and report cards. It is a lot.

By November, you’ve settled into a rhythm of writing lesson plans, grading student papers, and writing I.E.P.’s. You are trying harder and harder to to stay organized as the demands on your time and energy increase.

By November, you see your friends first enjoying free time while you are home trying to catch up with your never-ending work.

By November, you are feeling exhausted. You begin to question whether you are in the field or whether you actually have what it takes to do this job.

What research says about teacher phases and stages

Ellen Moir and the New Teacher Center followed thousands of teachers throughout their first years of teaching. Their research has shown that new teachers tend to go through a similar set of six phases in their first year of teaching.

According to their research (and our own observations and experience confirm it), the end of November through the end of December is the toughest time for new teachers. This is when new teachers hit rock bottom.

But…it is all uphill from here! If you are struggling, you are not alone. It will get better. Here is why:

New Teacher Center image of phases of first year teacher attitudes. — Image via Ellen Moir and New Teacher Center

Moir and the New Teacher Center describe the first-year teacher’s attitude toward teaching in these six easy to understand phases:

Anticipation: This phase starts in student teaching and generally carries new teachers into the first week of school. The excitement they feel, along with the sense of purpose and wanting to make a difference, are high. The new teacher’s idealism is praise-worthy but they may have romanticized teaching just a bit.

Survival: This phase begins in the first month of school. There is so much to learn, and not enough time to learn it in. Even if they had great teacher preparation, new teachers begin to feel overwhelmed with the commitment, amount of curriculum to learn, and the day-to-day tasks that seem all-consuming. Though overwhelmed, the new teacher still is optimistic and comes to work excited most days.

Disillusionment: This phase is the most disheartening and is the reason we are giving this reminder in November. Look at the graphic. This is when new teachers hit their lowest point. After about 6-8 weeks of strenuous teaching, new teachers begin to question their ability to teach and their commitment to teaching. Behavior management often becomes a focus, as do parent-teacher conferences, and nerves about a first formal evaluation.

At this point when the new teacher feels like there aren’t enough hours in a day to get everything done, friends and family may begin to express their concern that the new teacher is spending too much time on their work and not enough time on their personal lives. It can be a “blue” fall for new teachers, but hope is right around the corner.

Rejuvenation: Hooray for winter break! This short break gives new teachers time to catch up on their rest, relaxation, sleep, laughter, family and friends. There is also time for reflection on the first half of the year and additional time to think of improvements for the second half. The new teacher’s attitude about teaching slowly starts to rise again for the first few months after the much-needed break. The feelings of defeat slowly subside to productive energy.

Reflection: Near the end of the year, new teachers have a chance to reflect back upon the year. As they think ahead about the following year, they focus on what went well and what can be improved upon for next year. They begin to develop a new sense of relief, and their general feelings are those of energy and anticipation for the future.

Though these phases were designed based on the experiences of teachers in their first few years, this year they seem appropiate to all of us. Understanding these typical stages can remind us that there are ebbs and flows in the teaching experience and that if we are experiencing a drop in stisfaction and mood, it will rise again. Research tells us that it will get better and that you can find the joy and love of teaching.

What can you do to thrive in November?

Reach out to colleagues and offer an extra dose of support. We are stronger together!

Find a new activity or lesson that allows you to bring fun and joy into the classroom. Turn review into a game or try a new activity.

Repeat strategies that are successful and that students have enjoyed in the past by switching in new content.

Remember to take time for yourself to enjoy things you love to do.

Connect with family and friends. Make plans for Thanksgiving and winter break which will give you something to look forward to.

Join an online teacher community where you can get ideas and inspiration.

Recognize that this time of year is often difficult and that things will get better.

Hang in there! We are rooting for you!

Our best,

Join our Teacher Warriors Facebook group here!

Build Relationships by Knowing Students Well

February 14, 2021 by Inspired Together Teachers Leave a Comment

We recently asked teachers in our Teacher Warriors Facebook group to give us their best advice about teaching. In one way or another, almost every teacher talked about the importance of building relationships with students.

We were not surprised. Building relationships with students is the key to building a successful environment for learning.

Many teachers and students have either recently returned to their physical classrooms, have returned to a full classroom instead of a hybrid model, or will soon be returning to a physical classroom. Although teachers have been teaching virtually or with a limited number of students in the classroom, the classroom dynamic is about to change. In many ways, it is like starting the school year over again.

Since our classrooms are changing yet again, we thought it was a good time to talk about building relationships. In order to build relationships, it is helpful to know students well. You will not know everything about every student, but understanding some of the different facets of student’s lives and personalities will go along way towards building good relationships with them.

How can you get to know students well? Here are some ideas:

Ask Students about their interests.

What does a student like to do? What are their hobbies? Given free reign, how would they choose to spend their time? Knowing a student’s interests helps us to connect to them.

Look for students’ skills and talents.

We all have skills and talents. Perhaps a student is good at drawing or soccer. Perhaps they are especially empathetic, kind or thoughtful. Maybe they express themselves well or show leadership. Understanding a student’s skills and talents means we can offer opportunities to build on those skills and help develop them. Helping a student to uncover and grow their innate talents is one of the most powerful things a teacher can do.

Observe students for signs of introversion or extroversion.

Does the student gain energy from being in a group or seem to need to spend quiet time alone? Do they make quick and decisive decisions or prefer time to think and process? Are they easily bored and restless or able to entertain themselves for hours? Once you understand a students natural preferences, it is easier to help the student find the situations that give him or her the time and space they need to function well.

Ask for and watch for learning preferences.

How does the student learn best? We all have different combinations of learning preferences, but often, particular preferences rise to the top. Does the student prefer to learn by touching and doing things? Are they particularly engaged when watching something or reading? Are they acute listeners, learning through songs or discussions? Do they learn best alone or in a group? Knowing how a student learns helps us to put learning in a context that is most helpful.

Help students to grow in emotional intelligence.

Emotional intelligence refers to a person’s ability to understand and control their own emotions. More than intellect or academic training, emotional intelligence has been connected to career and life success. How does the student control frustration, anxiety or anger? Does the student show self-confidence, adaptability or innovation? Are they generally optimistic? Do they feel empathy and have appropriate communication skills? These are all skills that can be taught, and doing so often improves personal success, both in the classroom and in life.

Understand how a student is motivated.

Motivation is not a one-size-fits-all proposition. Some people are motivated by others. Some people are motivated by following rules and procedures. Competition is motivating to some, while others dislike competition. Some people are motivated by prizes or rewards, others are motivated by autonomy, creating and following their personal rules. Some people are motivated by authority, others rebel and become less motivated. Understanding how a child is motivated helps us to understand how to best work with a child.

It pays to look at our students through various lenses, to understand who they really are, and to use that insight to forge successful relationships. Our best chance at helping our students to learn starts with building positive relationships with them.

How do you go about understanding a knowing a child well? We would love to hear your insight.

Our best,

How to Maintain a Growth Mindset

November 22, 2020 by Inspired Together Teachers Leave a Comment

Have you adopted a growth mindset philosophy for your classroom? Teachers want to encourage students and help them grow. We want to help students understand that there are things we don’t know yet. We want to promote the importance of trying new and difficult things. We want students to understand that their talents aren’t fixed and that there is opportunity for learn and get better.

Under any circumstances, teaching can be challenging. A teacher’s role has always included modeling and demonstrating effective learning. We guide students by example, and that includes our own mindset.

How can we model growth mindset in the midst of a pandemic? Between frequently changing daily routines, working with quarantined students, and trying to engage students in Zoom calls, it is all we can do to get through the day. Teachers are exhausted.

And yet, teachers are showing up day after day.

According to Mindset author Carol Dweck, “the view you adopt for yourself profoundly affects the way you lead your life.”

What kind of mindset are you bringing into the classroom? Are you modeling a growth mindset?

Here are some ways you can maintain a growth mindset:

Recognize that you do have control.

It is true that there are many things going on in the world that you can’t control. You can’t control the pandemic, or the election. But you can control some things. Focus on the things you can control and work to make those things as good as you can.

For example, you can’t control whether or not a student shows up for school. You can make the classroom experience a positive one so that students will want to come. You can’t control whether or not a student will do classwork, but you can try to make those assignments meaningful, interesting and relevant so the student will be more likely to do them.

Focus on how far you have come and how far you will go.

We often teach students to say, “I can’t do it yet.” Do you allow yourself the same grace? Chances are there are many things that you are doing now that you weren’t doing when schools shut down at the beginning of the pandemic. You’ve learned and adapted. You’ve leveled up your technology game. You’ve prepared for on-line learning. You’ve rewritten lesson plans.

Be proud of what you have already achieved and be excited for how much you will continue to improve in the future.

Continue to model resilience and perseverance.

Resilience and perseverance are two hallmarks of a growth mindset. If you are still teaching, you have been resilient and you have persevered. We often tell students that they can do hard things. Remind yourself that you are doing hard things. You are also modeling for students how to do hard things.

Keep high standards and a nurturing atmosphere.

It’s tough out there. During a pandemic, it seems plausible to lower our standards. If we lower our standards, more students will achieve them. On the opposite end of the spectrum, if we set standards too high, without giving students the means of reaching them, students will fail.

Dweck offers a proven solution. Keep standards high, but teach students in a loving, caring manner. Growth mindset teachers are warm and accepting. They believe their students can and will learn. Teachers with a fixed mindset judge students and determine who is capable of learning. They are quick to give up on students who don’t demonstrate mastery.

Growth mindset in teaching also means that teachers must guide students. They can’t just assign work and then grade it. They need to explain and demonstrate. They not only explain how to do things, they also explain why the learning is useful or important.

Teachers with a growth mindset teach students how to reach the high standards. Rather than judging students for what they don’t know, they offer students a path to learning. According to Dweck, when teachers are judging them, students will sabotage teachers and themselves by not trying. When students understand that school is for them and will help them to grow their minds they don’t sabotage, they start caring.

Recognizing your own mindset and choosing to have a growth mindset will help you get through the toughest days of teaching. It can also help you to continue to grow and thrive., not only in school, but in your life.

*Dweck, C. (2006.) Mindset: The new psychology of success. New York: Ballantine.

Why do you need a happy classroom?

Encourage more smiling

Share fun call and response lines

Use music to add joy

Infuse more laughter into your class

Read aloud funny books

Share this:

Share this:

What happens in November?

What research says about teacher phases and stages

What can you do to thrive in November?

Join our Teacher Warriors Facebook group here!

Share this:

Share this:

Here are some ways you can maintain a growth mindset:

Recognize that you do have control.

Focus on how far you have come and how far you will go.

Continue to model resilience and perseverance.

Keep high standards and a nurturing atmosphere.

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