Each month, author Jess Cleeves shares 12 of her most important points of advice on reclaiming passion.
By taking responsibility for managing our own stress and availability, we are not only less stressed and more available for our students, but (most importantly) we’re modeling for them that this way of being is, indeed, possible.
Excerpt from Planning to Stay:
If you are stressed out, resentful, and taking things personally, you can twist your gorgeously co-created classroom norms to punish the students who bug you—in ways that are likely perpetuating bias and harming those students’ learner identities in long-lasting ways. …
Because you’re aware, as a neural engineer, that learning is impacted by stress, and stress can be minimized by self-care, you’re certainly empowered to minimize student stress in your classroom. …
The work of being so deeply present feels very different than the productivity-obsessed, stress-fueled over-work we’re trying to unlearn in this book (and in our lives). Prioritizing productive relationships with students means naming, connecting with, and supporting your own needs as a human, and as separate from your students’ needs and choices. …
Excerpt from Planning to Stay © 2022 Jess Cleeves.
