May/June 2017 – Vol. 29 No. 7

Creating a Life-Work Balance as a New Teacher

Posted: Monday, October 1st, 2012

by Amanda L. Smith

Sometimes we’re asked the question, “How hard can teaching really be?” which is often followed with comments like, “I mean, you only have a seven-hour day, and part of that is lunch, recess, and a prep period…and you get tons of holiday breaks, and summers!” These sorts of questions and statements demonstrate that the public doesn’t truly understand the extensive workload that we take home with us each night. Teachers know that we often spend long hours of our weekends with lesson planning, grading papers, and making phone calls and emails to parents, etc. We also have workshops and meetings to attend, committees to serve on, after-school tutoring for our struggling students, detentions to monitor at lunch, grants to write for new technology, and discipline issues to document. With all of these responsibilities, it’s too easy to forget to take care of ourselves.

I was (and still am) guilty of not spending enough quality time with my family and friends, but it is getting easier the longer that I am in the teaching profession.  I often find myself sitting at home on a Friday night, thinking that if I went out to dinner or to see a movie that I would feel guilty for not being at home and grading papers, or writing lesson plans. But, on the other hand, I also know I should be taking myself out or spending time with my friends and family. Even though I know that it is not unprofessional to have a life outside of school, and be kind to myself, in general, that feeling of guilt still sits firmly within me. As I thought about what advice I could give to new teachers to help them reconcile the two, several things came to mind.

First and perhaps foremost, I also know that I need to make sure to look after my health. No matter how many years we have been in the classroom, teachers still get illnesses and injuries just like everyone else.  With all the long hours on our feet, climbing staircases, sitting under air-conditioned vents, staying up late grading papers, and being around children with illnesses, it is very easy for our immune system to become run-down. I have to continually remind myself to get plenty of sleep, which may include winding down sooner in the evening and doing less work at home. Even though many of us feel compelled go into the classroom even while ill, we are much more effective when we are feeling our best.

Another great idea is to try to create designated time for your hobbies, even if it is something simple like reading a book.  Not everyone is an adrenaline “junky” like me, but without my occasional SCUBA dive in the local ocean, an afternoon kayak, or a trip to the amusement park, I wouldn’t feel like “me.” Whether or not you knit, Sudoku, play chess, take road trips, go dancing, or bake, making time for the things that we love to do makes us healthier and happy in both our personal and professional lives.

In order to help you develop your “me time”, there are many things you can do for yourself and with your workload. Here are some specific ideas:

  • Say “no” and mean it.  Saying “yes” too often can impact our ability to get everything done that we need to, for our classroom, and for ourselves.
  • Help out a colleague, so they can help you in return.  The “you scratch my back and I will scratch yours” philosophy can be helpful in reducing tasks, such as photocopying.
  • Learn to delegate.  Students in your classroom can be useful at helping with simple tasks, such as collecting papers, feeding classroom pets, and organizing books.
  • Don’t procrastinate.  Sometimes just getting something out of the way now is better than letting it pile up to do later.
  • Only take as much work home as you know you can handle.  Often I find myself staring at large piles of papers to grade, and it becomes so daunting and unappealing that I end up doing less than I might have if I took it home in smaller stacks.
  • Social time with colleagues.  Going out to dinner or to grab an after work cup of coffee can really help you “blow off steam”, decompress, and talk through your problems.
  • And lastly, smile.  I know that we all have our good days and bad days, but smiling even when you are sad, or angry, can actually help reprogram your brain to feel better.

Written by Amanda Smith

Amanda Smith is a science teacher at Wilder’s Preparatory Academy Charter School and a member of CSTA.

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CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Finding My Student’s Motivation of Learning Through Engineering Tasks

Posted: Wednesday, July 12th, 2017

by Huda Ali Gubary and Susheela Nath

It’s 8:02 and the bell rings. My students’ walk in and pick up an entry ticket based on yesterday’s lesson and homework. My countdown starts for students to begin…3, 2, 1. Ten students are on task and diligently completing the work, twenty are off task with behaviors ranging from talking up a storm with their neighbors to silently staring off into space. This was the start of my classes, more often than not. My students rarely showed the enthusiasm for a class that I had eagerly prepared for. I spent so much time searching for ways to get my students excited about the concepts they were learning. I wanted them to feel a connection to the lessons and come into my class motivated about what they were going to learn next. I would ask myself how I could make my class memorable where the kids were in the driver’s seat of learning. Incorporating engineering made this possible. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Teaching Science in the Time of Alternative Facts – Why NGSS Can Help (somewhat)

Posted: Wednesday, July 12th, 2017

by Peter A’Hearn

The father of one of my students gave me a book: In the Beginning: Compelling Evidence for Creation and the Flood by Walt Brown, Ph. D. He had heard that I was teaching Plate Tectonics and wanted me to consider another perspective. The book offered the idea that the evidence for plate tectonics could be better understood if we considered the idea that beneath the continent of Pangaea was a huge underground layer of water that suddenly burst forth from a rift between the now continents of Africa and South America. The waters shot up and the continents hydroplaned apart on the water layer to their current positions. The force of the movement pushed up great mountain ranges which are still settling to this day, resulting in earthquakes along the margins of continents. This had happened about 6,000 years ago and created a great worldwide flood. Learn More…

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Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.