A Million Ideas Are Keeping Me Awake

 I have an idea. Well, I often have an idea and it's a bit like the song "A Million Dreams" - just change dreams to ideas and world to 'class' and it's good to sing.

Cause every night I lie in bed

The brightest colours fill my head

A million dreams ideas are keeping me awake

I think of what the world my class could be

A vision of the one I see

When I have a million ideas keeping me awake, sometimes I reach for my phone and put it into notes so I can remember the next day. My problem is the execution of my ideas. I am not particularly arty/crafty despite wishing I was, so when I get a picture in my head, I have to communicate it to a colleague who is arty and fortunately for every school I've taught at, there's been a person or 2 who is/are able to take my ideas and make it happen.

When I first started teaching, there were no laptops, no Twinkl, Pinterest or Teach-Starter. Even computers were limited in memory and design apps. While a picture was downloading, you had time to use the bathroom, go for a walk, make yourself a sandwich and even call someone on the landline. When you came back the picture might still be downloading or it could be on the screen in all it's pixelated glory. Worksheets that were home-made were basic and I was so excited when I discovered Publisher and could use pretty borders and headings. I would spend hours trying to create interesting worksheets and posters but when I look back at those things now, I think they look so simple and amateurish.

Back in the days my husband was first teaching, (about 30+ years ago) he used a Gestetner all the time, for all of his classes. He would handwrite the instructions, and draw pictures that he had copied from Mad Magazines, then use the handle to churn worksheets through. Sounds like a lot of hard work to me! Even though he taught humanities, he was in the Maths teachers' staffroom and he said they all used the photocopiers but he found the Gestetner was easier to use for more creative stuff. He also used it to explain to his students what they needed to get an A or a B result. (Back then it wasn't a 'thing' nor was it called a rubric.) He felt that he was being more inclusive by using those instructions. 

My point for writing this blog is to remind you that these days you do not need to spend hours and hours re-inventing the wheel. There are so many (free or very cheap) resources online including posters, PowerPoints, page borders, rubrics and lesson plans. You can download topic worksheets and small portions of eBooks that cover the curriculum you are using. So, whenever possible, use them. Google (or Bing or other search engine) your idea, see if someone has already thought of it and if so, take advantage of it. When you can't execute the ideas in your head, find someone who can, or find a program that has done it for you.

Having said that, if you find that creating your ideas brings you joy, then do it. As much as I might not be able to draw, paint, sew competently, knit and so on, I love reading, writing and taking photos so I can incorporate that into some of my teaching methods. Do what you gives you joy and that sense of professional achievement as that will refill your bucket. Don't waste your time on things that drag you down and steal your joy of being in the classroom.

Gesetner

Tip #3 The Right To Disconnect

France was the first European country to introduce a law that gave workers the right to disconnect. That is, giving people permission to unplug from their workplaces after hours, including not being required to check work emails or respond to work related phone calls, after hours. While this is not a law in Australia, some companies have put in to place an Enterprise Business agreement that grants their workers the right to disconnect. The right to disconnect is not the same as quiet quitting.**

Many teachers I talk to say they can't switch off after hours. They have to plan, they have to respond to emails, they have to organise, sort, work and more. I admit there are times when it is necessary to work after hours but there needs to be a balance. Your health - physical, emotional, mental, relationships - is so much more important. 

During the lock-downs and restrictions in 2020 and 2021, people were forced to work from home if at all. I found myself working longer hours as I researched new methods of teaching and communicating the curriculum to students who were on a computer screen, rather than in the classroom. In some ways it was challenging and rewarding as I learned new things and looked for creative ways of teaching the same 'ol in an engaging way. At other times, it was also draining as I missed the social side of being with colleagues and with my students.

During lock-down, people grew accustomed to working from home and the benefits that it provided. Not having to endure peak-hour traffic, not having to get up too early and avoiding staffroom politics were some of the benefits that people acknowledged to me. 

What I wonder is; how long did it take for you to get back into the old habits once you were back on-site?

When I had been teaching for about seven years, a business manager looked at me and said, "If something was to happen to you, you would be replaced. No one is indispensable." He wasn't trying to be cruel, he was simply pointing out the truth. Yet we, in all our flurry of activity try to prove him wrong. We want to be indispensable so we work long hours, answer emails before they have time to get cold and tell our families, "It will quieten down soon... " 

Have you seen that look in your partner's/child's/parent's/best friend's eye when you say that? It saddens them to watch you succumb to another germ/virus going around the class because you're not getting enough rest for your immune system to strengthen. It breaks their heart as they see you pour all your energy into your work and then crash one the weekend when you could be enjoying an outing.

I am not trying to guilt-trip you at all!!! I am trying to remind you that you are important and to be the best you can be, as a person and as a teacher, you need to invest in yourself and your health. You need to live life. You need to be loved and supported by your family and friends. There might not be a law giving you the right to disconnect but it is a choice you can make. Give yourself the right to disconnect. 

Edited: It is not only your right to disconnect, it is your responsibility to disconnect. Your responsibility to yourself, your family and friends and to your workplace.

**Quiet quitting is when a person doesn't quit their job, they quit going above and beyond. It has implications, not only for the person involved, but also the business and those who they work alongside of. It can be construed as a form of passive-aggressive withdrawing.

What Do Salmon and Whirlpools Have to do With Teaching?

 Exhaustion (noun): The act of being exhausted, Extreme weakness or fatigue

Other words: weariness, lassitude

Lassitude. Now there's a word you don't hear often: weariness of body or mind from strain, oppressive climate, etc.; lack of energy; listlessness; languor. 

It's book week and the theme is, "Dreaming with eyes wide open" or, as I heard someone on the news say, "in other words, thinking." For book character dress up day, I picked Hibiscus from the book I wrote back in 2020 for my class of Year 5 students called, "The Adventures of Dovic". Hibisicus was based on the life of a teacher in Melbourne, doing remote learning with her class during the Covid Pandemic when we all had to stay home and only go out for essential shopping, wear masks, and exercise for 2 hours within a 5km radius of our homes. 

I was not prepared for how wearing that costume, including the mask (inside and outdoors) would make me feel. It brought back the emotions, the 'fear' and the lonely desperation that we had all experienced back then. I was so glad when I got home and was able to get back in to normal clothes again. 

Being book week means there are special activities going on, in addition to the 'normal' learning sessions. I am proud of how my class have managed the week. They've had a positive attitude and despite being out of routine, they've got on with getting their work done and doing the fun activities. Our school included a thing' that we decorate our classroom doors with a book theme. My grade used the theme, "The Lion, the Witch and the Wardrobe" and we turned the door into a wardrobe door.  On that door, there were little doors, that when folded back, revealed scenes from the story, a blurb about the story and a wanted poster from the witch of Narnia in order to capture the Sons of Adam and Daughters of Eve. The students did a great job.

But I feel tired today. There are so many things (mostly good) swirling around in my head aside from Book Week, that I feel like it's all churning around like a whirlpool around me. When I was younger, we (brothers and sisters) would get in the swimming pool and all walk around in the same direction to make a whirlpool. When it was going well, if you stopped, you'd be sucked under and it was difficult to get back on your feet. Alternatively, if you tried going against the tide, it was hard work and difficult to resist being swept back in the direction the others were going.

Have you ever felt like you are in a whirlpool? Every now and again I am moving in the right direction and although it's hard work, it's going well. But then something else grabs my attention, I get distracted and I fall down and am tossed along with the tide. When that happens in the pool, it is not uncommon to swallow a mouthful of water whereas other times you get up laughing.

When you are exhausted or close to it, you need to give yourself permission to stop, be still and move away from lesson plans, or other school related business. You are not going to be effective if you are struggling to keep up. It is wiser to do something you enjoy doing and have an early night so that you can get up in the morning refreshed.

This picture is of salmon trying to go back upstream against the tide. Salmon are born in freshwater rivers, spend most of their lives in the ocean and then return to the place they were born to lay their own eggs. Swimming upstream is a form of migration as well as a way to ensure their young survive long enough to hatch and grow into adults. The journey is challenging but is worthwhile.  

Likewise, sometimes we're going to get tired, perhaps exhausted. Teaching is challenging but it is worthwhile. Rest up so that you can take on tomorrow with renewed energy.

Tip #2 To Thine Own Self Be True

I recently saw a post on a friend's Facebook page entitled, "Stop Gaslighting Yourself" and it included such things as:

"Maybe it's all in my head"   vs   "My experiences are real and valid"

"I shouldn't be upset, I'm sure they didn't mean it"   vs   "Even if they didn't mean it meanly, it still hurt". etc

Gaslighting is a form of emotional abuse that makes you question your beliefs and perception of reality. Over time, this type of manipulation can wear down your self-esteem and self-confidence, leaving you dependent on the person gaslighting you. 

As educators we second guess ourselves often. If you ever watch quiz shows where they have a few seconds to choose either A, B, C or D (all of the above) often the contestant will say things such as "I was going to choose A but then I thought C so I chose B..." Invariably the answer they first thought of was right and the compere of the show reminds them to 'go with your gut'. 

Another thing we might do is compare ourselves to a colleague who seems to have it all under control, judging by their bright and busy classroom and the way the teacher hoverboards from one class to the next. Others of us looking on, paddling furiously beneath the surface, berate ourselves for not being as prepared as we would like to be, or leaving milk out on the kitchen bench at home because we were in too much of a rush to get to work. We notice the piece of border drooping towards the floor and move towards it, only to be distracted by the note a child had left on their desk.

When I was a young mum I read a book called, "The myth of the perfect mother" and the main thing that stuck with me was how we need to be true to ourselves in the way we love and discipline our child. What works for one mum, doesn't necessarily work for another. It also talked about how things can be red light (no-go zone), orange light (like it but it not passionate about it) and green light (could do it all the time if given the choice). The theory behind this is that red lights are those things which we may think 'should' be done but we don't like it. The orange lights are those things we enjoy but too much of it and it becomes a red zone. The green light are those things we could happily do all the time. 

Although it is a simple illustration we need to address the myth of the perfect teacher. In my head, I have a vision of the 'ideal/perfect' teacher and although I could strive to be like her, I'm never going to achieve that standard and it would be like dragging a chalkboard around my neck to do so.  In my head, the perfect teacher looks a bit like Mrs Frizzle of the Magic School Bus and her lessons are always engaging. She is always well prepared and nothing ever goes wrong. Her students soak in everything she says and she never has to 'correct' a child or help them refocus. When she goes home, she leaves her work at her work which is ready for the next day. Do you have a list of attributes you think the perfect teacher would have?

"To thine own self be true." said William Shakespeare. 

1. Make a list of what you really enjoy doing with your students and of your achievements as an educator. 
2. Write some S.M.A.R.T. (Specific. Measurable. Achievable. Relevant. Time-bound) goals for yourself. 
3. Teach the way you know to teach.       

Be confident in who you are. You are the educator and you have the knowledge, experience and the know-how to get you through the maze of teaching. If you need support, ask a colleague and a mentor who you respect, to help you. 

You can do it - that's why you are here.

Coping With Unpleasant Meetings

Recently I heard a politician on the news, provide his solution to maintain teachers in the workforce and encourage new ones to apply: "Work during the school break holidays, work 8:30-5:00pm and work at school, not at home. Give them a 10% pay rise." As my husband pointed out, he's just one politician. In the back of my mind, I'm thinking about how businesses are struggling to get their employees back to work more than 2 or 3 days a week since many are choosing to work from home and can the government and independent schools afford to give a 10% pay rise to their teachers? (If so, why haven't they already?)

When I heard that politician spouting off what he thinks it would take to keep teachers in the workforce, my emotions were stirred and I wondered how you, my colleagues, are coping. It's nearing the end of third term in Australia and it's a notorious time for feeling tired and worn-out so I want to encourage you to hang in there.

I have also been thinking more about parent-teacher relationships and how some of them can take the shine off your enthusiasm. How do you cope with the disgruntled parents and the hurt and/or anger, that may have been caused by their unkind words? What if you have gone to meet with a parent on your own, and you felt ambushed as they tossed out accusations that questioned your professionalism? 

Years ago, I was sitting outside on a sunny day, feeling good about how my class was going and talking to a mum who I had a lot of time for. I was in a leadership role and taught her eldest child but her middle child had been having some behavioural issues, especially with one of his peers. The mother demanded to know what the school was doing about it and what steps had been taken to discipline the other child. She believed her child was innocent and was unable to accept her child not only reciprocated but also initiated it. I tried to ensure my conversation was on her child and assured her that the other child was being dealt with, but I was not at liberty to discuss the other child with her.

As we talked, her child came racing over closely followed by the other child. When the other child reached the boy standing behind his mum, he struck him. The mother turned to me and said, "Why didn't you stop that from happening?"

Quite frankly, we have good and bad days and although the good days outweigh the bad days, it's the bad days that chip away at our resilience and our self-confidence. I have been in meetings with parents who choose to confront and blame. I remember when I was doing a short-term contract, a father came up to me in the classroom after the students had left. He was close enough that I could smell his bad breath and he spoke loudly while I stood there trying to placate him. My aid stayed in the room but he was oblivious to her presence and kept up the tirade. Out of the corner of my eye, I saw a student come to the doorway of the classroom, then he walked away quickly to find his mum. Meanwhile, the man finished giving me his demands and stormed away.

My aid had to go as she was late for an appointment and I packed up my things and went home. I received a phone call later in the evening from the principal, who had heard about the incident and he reassured me that he felt I was doing a good job, the parent would be dealt with and he encouraged me to do what I needed to relax, then looked forward to me coming back the next day. The next day, the boy who had come to the doorway, brought me a bunch of flowers. His mum told me that he had been worried about how I was being spoken to and was worried that I wouldn't come in to school again.

I could tell you of other intense, confrontational incidences that are 'above my pay grade' and fortunately they are not common occurrences but rather than recall those memories, some of which are painful, I choose not to dwell on them. Having been through those times and knowing it is likely you have or you will also have moments like these, this is what I would encourage you to do:

1. First, if you are to meet with a parent(s) always have another staff member present with you, or at least nearby. If the meeting is getting heated and you feel threatened, excuse yourself immediately and walk away. No matter what.

2. Keep records of any meetings with parents and if a meeting causes you discomfort and/or accusations were made, talk with leadership and let them know what happened and how it made you feel. Good leadership will encourage you, reassure you and remind you that you are valuable and that they've got your back.

3. When you go home that night, do what you can to unwind and get it out of your system. Journal it. Call a trusted friend. Soak in a bubble bath. Listen to music. Watch a feel-good movie, the footy or listen to music. Read a good book. Don't do any school work. 

Don't let those moments steal your enjoyment of teaching. 

Tip #1 Turn Off Email Notifications

Teachers burn out. Teachers are leaving the profession. Teacher shortage. It's in the news yet again, that teachers are leaving after only 2 or 3 years in the classroom.

The government decides this is not good, so takes a look at "possible" solutions. "Let's give performance-based pay as an incentive", "Let's get the new recruits in the classroom sooner", "Let's attract the lawyers and engineers who want to give up their 6+ figure-pay to be in a classroom of 25 students all at different stages and states of learning." Surely that will work?!  Then the government has a grand idea of a round table discussion and looks at options of recruiting new teaching staff quickly and if that doesn't work,  perhaps we should consider incentives for the teachers who are already in the profession.

In 2020 teachers were sent home with their mobile classroom to continue educating their students via zoom. I headed to Officeworks and picked up a new office chair and pink headphones and at home, I cleared off the kitchen table and set up my "classroom desk". Our hours were longer as we tried to find viable methods of teaching, coaching and connecting with each individual student on our class list and it was hard to define the line of work and of home. We became isolated from our colleagues and although meetings were held online, 'mute', 'freezing' and 'slow connections' hindered the flow of collegial support. We were concerned for the wellbeing of our students through this period and often neglected our own; after all, we couldn't go further than 5kms, couldn't visit family and friends and shops were closed for non-essential items.

 Over 2020 and 2021 there was no certainty. We went in and out of remote learning and students' attendance in the classroom fluctuated. One moment they were there, the next they weren't, then a few year levels were and a few more added and then they were gone and so it continued. Parents said they had a higher regard for their teachers after they had spent a few hours, days and/or weeks home-schooling. It's now 2022 and there is still uncertainty around global pandemics and whether or not students will remain in the classroom for their learning for the rest of the year.

So how are you doing?

Stop for a moment.

While you are sitting here, stop and listen. Time yourself for a few minutes if you need to. What can you hear? How do you feel?

Right now I can hear rain, the heater going, cars driving past on the wet road and my husband making a sandwich. Our dog just stretched and groaned before putting her head back down.

In my posts, I'm want to focus on helping you, the teacher, feel grounded again. I want to give you tips that  are practical and simple to get your life back. It is up to you to take responsibility for your wellbeing. All the best programs, the best intentions of leadership, family and friends can only go so far. Don't be hard on yourself. The last few years have been tough for educators so I encourage you to take a step and then take the next one when you're ready.

Tip #1 Take the notification for work emails off your phone. Emails are not urgent and if they're important, you need to have the emotional energy to respond. Try to avoid reading and responding to emails after hours, especially when you’re at home. You need to have space from your workplace to be you and to enjoy being with your family and friends.

Show No Fear!

I grew up in a large family with 2 older brothers, a younger brother and 2 younger sisters and as we were all close in age, we did a lot of things together. Our family went on long camping trips, we’d have friends over for dinner, we had a backyard pool and we’d play cricket or football out on the road on the weekends. We would ride our bikes to get around the neighbourhood and as there was a waterway across the road from our place, we would go tadpoling there. It was next to a main road and we’d slide down the muddy slope, collect the tadpoles in buckets, bring them back to the house and put them in an old bathtub which was in the shed out the back. They’d grow legs and hop away as frogs but in the meantime, we would observe their growth and show them to our friends.

I was never particularly fond of spiders but daddy-long-legs didn’t bother me at all. We all helped out in the yard on Saturday, if we weren’t off to football/netball, a friend’s place or a community fete. Bugs and insects were my brothers’ means to scare me and they’d wave them in my face, waiting for a reaction, or exclaim, “Watch out for the spider!” I learned to feign indifference and they’d give up and go away.

Not reacting, has become a very useful tool for me. The first school I was teaching at, was in a rural area and there was a dam on the property. Students would go down to the dam at recess and lunchtime and not only come back dirty but also come back with a bucketful of yabbies. They would wave them in front of other kids’ faces hoping for a reaction and some of the kids would squeal. They would then shove the living, moving yabbies into my face, smiling slyly, waiting for a reaction. When none was forthcoming, they would put the yabbies back into the bucket and try to smuggle them in to keep under their desk.

Recently a colleague told me of some of her experiences of students trying to get a reaction by putting lizards in her desk and I’m also reminded of Maria in Sound of Music. When she first arrives at the Von Trapp family household, she sits on a pinecone, a child puts a frog in her pocket and she has to check her bed, just in case...

Years later at another rural school, I gained a reputation of not being scared easily so my students would try to "break me". They would come from behind a corner and yell out “boo” or hide and jump out, hoping to catch me unprepared. It became a game with them and on the rare occasions that I flinched, they would run away laughing and brag to their friends that they had scared me.

The ability to maintain a ‘poker face’ comes in handy when students confess to doing something they shouldn’t have done, be it minor or major. It comes in handy when you know you need to scold them, but it really was quite funny. There will be times when you need to be careful about your facial expression in order to maintain a student’s confidence and trust in you. There will be the times when you need to show acceptance, empathy and concern. Get to know your students well so that you can respond appropriately. They need to be able to trust you.    

School Sports Carnivals

The wind blew hard and cold, it's fingers twisting her hair into knots while wrestling her for the papers in her hand. She held on tightly as a young girl ran past calling out, "This wind will be the death of me!" and the teacher smiled. As the students lined up to have their turn in discus, the names were checked off. A volunteer showed one or two how to throw the discus and so the day went on. Well done. Foul. Good shot. Have another go. Measure. You came first. You did your best.

The interschool Athletics Carnival was well organised and staff, students and parents all knew where to be. Students moved from event to event in their groups and it was encouraging to see them cheering their opponents on. The distance run was the final event and students made their way around the oval. Some knew to pace themselves while others started at a sprint, then slowed down giving the 'pacers' first places.

Activities were organised for the junior primary grades such as egg and spoon races, sack races and an obstacle course. At the lunch break, students sat with their friends and with their families. Some utilised the playground equipment. Despite the wind and clouds threatening rain, the weather was otherwise good and everyone completed their events on time. 

As a student, years ago, I was not particularly fond of sports days. We'd all gather together in our house groups and I was in red house, just like my brothers had been. If we weren't in an event, we cheered our team members on from the sidelines and Green house always won the trophy. There was a lot of sitting on the sidelines because you had to be fit and sporty to be allowed to race. 

As a teacher over the years, I have encouraged students to join in and be involved in the different sports offered. Some days were postponed due to wet weather and umbrellas were used on other days, when it was only light showers. Swimming carnivals, cross-country runs and athletics/sports days are great opportunities to build school culture as well as acknowledge the achievements of those who are Olympians-in the making. I have seen teachers "dress-up" in their house colours, with a lot of zest and one school I was at, pushed the head teachers into the pool, fully clothed at the end of the swimming carnival while everyone laughed. It was a lot of fun!

While we acknowledge those students who shine in those environments, it's also important to be aware of the students who are hiding behind the banners, those students who feel they are worthless because they can't swim or run 50 metres and the students who feel embarrassed about their non-athletic ability and/or bodies. 

One boy worked hard all day, competed in every event and cheered others on. Later his brother found him alone, upset that he hadn't received a ribbon. When his teacher heard about this, she grabbed a "Well done" ribbon and gave it to him without anyone else noticing. She complimented him on the effort he had put into the day and how impressed she was with his sportsmanship. The boy looked down at the ribbon that had been placed in his hand and when he looked at the teacher, his face beamed. He said, "Thank you so much. This is the first ribbon I have ever got in my whole life!" 

School sports days. Get involved and have fun. Use them to acknowledge the abilities and strengths of those who can and those who can't.

Create A Safe, Learning Environment

The tree was perfect with its umbrella of leaves providing shade from the sun and its strong branches promising support for those who wanted to climb up to the sky. Children of all ages climbed up, through, over, under and around the branches. Nearby, other children skipped through the water and some made sandcastles.  It was a long weekend in March and the weather was perfect for the school families camping at the same place, some of whom had never camped before. I felt so privileged to be part of this school community and I wandered around the campsite, chatting with families and joining in the activities. 

I approached the tree and looked up at all the familiar faces looking down at me through the branches. "Come on up," they encouraged so I went as high as I could, which wasn't very high but at least I had climbed up a little. The children from our school were talking to other children who attended a prestigious school in the city and they were comparing notes. When my students 'introduced' me to the other children, their eyes grew wide that a teacher would be in the tree, and my students giggled at their response.

Over the years, the school communities I have belonged to, encouraged school families and staff families to enjoy activities together such as: Family fun days, with hair colouring, face painting and a jumping castle, car washes to raise money for class camps, meeting at the local pool and having pizza or a BBQ together, having informal gatherings at the school premises where lolly snakes (minus the red ones) were shared amongst the adults. 

When it comes to book character dress-up days, I've had the whole class dress up as a character from the "Mr Men" series and characters from "The Lion, the Witch and the Wardrobe". I've dressed up as Pippi Longstocking, one of the ugly sisters from Cinderella, Violet Beauregarde from Charlie and the Chocolate Factory and last year, the staff dressed up as characters from "Alice in Wonderland". Costumes don't have to be expensive and professional and I am not particularly crafty, but I enjoy making the effort with my class.

Look for ways to establish an identity with your class. One year, I pulled out my guitar and taught my students a bunch of fun, silly songs that we performed at the end of year presentation night. With another class, we made it a habit to read for the last 10 minutes of the day. I remember when a new student came, the others pulled out their books to read and she declared, "I don't like reading!" She refused to get her book out and from the back of the room, I watched her looking around the class, seeing everyone read quietly. The next day, she got out a book and read too. With a 3/4 class, we made up a chant that we would say loudly and proudly as we walked from the classroom to the parent-meeting room. "We are creative. We are prodigious etc." During Covid, I wrote a  series of chapters about a clan of characters who were teddy bears and had adventures during lock-down. (although they referred to by their names, not that they were stuffed toys.) During the week, I read the chapters to my class on zoom. This year, my classroom is enjoying participating in a classroom economy system and they love the Bargain Bonanza at the end of each term. I have also set my desk up with a lot of pink things which makes the students laugh.

Although those things may seem trite and unacademic, it turns the classroom into a safe, learning environment. It encourages a sense of belonging and in that regard, also fosters a positive wellbeing. A safe, learning environment allows students to learn, grow, fail and learn from their mistakes and keep learning. The students take responsibility for their learning. Today, one of the students chose to "share" the assignment that he was working on, with me. As it wasn't a requirement and I hadn't even mentioned it, I was surprised and pleased that he showed such initiative. 

Whenever possible, I encourage teachers to get into the 'spirit' of things, even if it's not something you normally do. Make a costume, kick a football, play handball, laugh, and make mistakes. Read to your students and learn alongside them. Look for ways to create and maintain a class identity. Do what is best for you and your class, and don't feel pressured to emulate another teacher and their class. I look into some classrooms and think "Wow! If only I was more creative!" or "Why didn't I think of that?" That can be discouraging so instead, I look for ideas that I could try out with my class. 

Again, it comes down to getting to know your students and providing a safe, learning environment for them. You can do it! If you're not sure how to go about it, ask a mentor or colleague or even leave a message here for me. 

It really is worth it!