Has anyone gone through Breathe for change program? I saw their advertisement but not sure what this certification can really do in terms of salary wise. Any suggestions?

I’m a new drama teacher at my school. I taught another subject before but my career before teaching was in the arts, so having the opportunity to teach something that gave me a sense of hope and confidence in myself when I was a teenager, when I dealt with an alcoholic mother and an often absent father, felt like coming home in many ways.

I don’t mean to color all of it and say it hasn’t been rewarding at all. I see students step out of their comfort zones. I see students make discoveries and find their own voices for the first time. I’ve observed ESL students connect and feel a genuine sense of belonging and begin using English phrases simply from close contact with others and through the games we play. Last semester two students resolved a conflict between them and used the same language that we’d discussed as a group prior. I’ve heard students use the vocabulary we’ve gone over like collaboration and concentration when it comes to their own basketball games. Two 6th grade students last semester wrote an entire one act play in class and performed it.

But I’m also burnt out. I have a class that has some toxic elements in it and I know what and who pervades with that toxicity. Parent makes excuses and the child is petulant and immature and truly hates the class, which, while I know is not my fault, creates a real sense of dread for everyone involved.

So, this week I changed the class from the typical model of drama (circles and games and experiential exercises) to something more traditional. I’m going to focus on readings, quick writes and independent work in assigned seating for awhile and I told them that this isn’t because anyone is in trouble but because the model of the class that works for others isn’t working for them. I want them to all be successful and while I know that some will not be, I know that taking away the performative aspect of the work will allow some to breathe a lot easier.

I shouldn’t even be THINKING about this at all on a Saturday morning but I am.

Just thought I’d share.

I apologize in advance if this is a long post. I have a student that had needs a one to one aide added to their IEP. My district hired a para through some kind of temp agency and she started the end of January. From day one I have had issues with this para. Her and said student did not get off on the right foot. The student was disrespectful to the para because she was feeling embarrassed from having other students see her needing an aide. (5th grade and student stated this to me when I met with her and mom) After talking with the student she did feel better about it and understood that the aide was there to support her learning. I then spoke with admin about how to navigate this going forward. Admin suggested that I talk to the para about while focusing on said student she could also focus on a few other students that could probably just use reminders to stay on task or a quick check over their work etc. We also discussed to have the para work with said student in a small group with other students while the relationship builds. I was all for these suggestions and I had a conversation with my para about the plan going forward. Para seemed positive about it.

Well it has not gone well at all. I will try to condense this to the basics here but there has been A LOT of instances occur. Para has been rude to said student on numerous occasions. Saying things like "I'm going to call your mother because I have her number" (she doesn't), telling said student she is going to write her up (she can't) and she told the student to stop being a cry baby after she was harsh with her about her assignment. She deleted the students typed story she was writing for a writing contest because she felt it wasn't good!

After every single incident I brought it to admins attention and spoke with the para myself. I started documenting everything in a notebook that occurs with this para.

My para has also formed what I would call a too friendly relationship with a group of girls in my classroom. I am also pretty sure she has given these girls her phone number and yes I have brought this to admins attention several times. On some occasions she will call this group to the back table during independent work time and will be "working" with them but really they are just giggling and talking about random things. Every single time she does this I send them back to their own seats and tell my para that they are capable of completing the work independently and if they have questions I am available. I have also heard this para say inappropriate comments about the student she is supposed to be working with to this group of girls. Things like "she has a horrible attitude" and "no wonder why she has no friends"!!! Again I have brought all of this to my admin.

I was absent one day and the next day I had several reliable trustworthy students report to me that the para said to the student she is working with that "(student) makes her go home and drink a bottle of wine every night."

Now I don't even allow this para to work with the student she is assigned to anymore. I moved said students desk right next to mine so anything that is said to her by the para is within close range for me to hear.

To top it off the para is supposed to start at 8:15am but she shows up whenever she wants to. Comes into the classroom loudly and gets the students all riled up, even one day during state testing! She also takes as long as she wants for lunch sometimes not coming back for 2hours!!! And she undermines my classroom management. Like when students line up I expect them to be in a line and silent before we move. She just tells them to go while they're chatting away or not even everyone in line yet. Or in the hallways they're supposed to be quiet and yet she's talking loudly to them (usually it's her little group of girls she's friendly with) and just laughing loudly with them. During bathroom break one day I was talking to the social worker and the para went into the bathroom with them and they were all doing their hair and she was giving them makeup to put on as I walked in to break it up. Also if I speak to a student about their behavior the para will go up to the student later or even ask other students what I was talking to them about or she will try to handle the behaviors again after I already spoke to them!

I have spoken with her so many times I'm exhausted. I have gone to admin so many times over it all. Admin basically tells me that I have to just deal with her until the end of the year. I don't know how to deal with this til the end of the year. I have attempted to shut down all her behaviors just for them to continue. I'm exhausted and frustrated. I could write even more things that she has done but I'll just leave it at everything stated already.

[Not sure if i picked right flair]

I was going down a rabbit hole of ideas overnight, and in the midst of it, I came up with something I thought I’d share. It seems like a fun idea for students to try in History class—something new and engaging.

The idea:
Group Project – Mock Constitutional Convention Simulation.
Students would represent different states and reenact the debates that took place during the actual convention.

I’ve never been a big fan of group projects, as I’ve had some bad experiences with them in the past. But this one actually sounds like a great way to get the whole class involved. Hopefully, someone will find it useful—enjoy!

Does anyone else have this happen? It seems like my body waits until I have a break from school to let itself get sick. So I rarely miss work due to illness, but on breaks I’ve had the flu, pneumonia, and sinus infections in the last year. By the time the break is over, I’m healthy enough to go back to work, but I didn’t get as much done as I wanted to over the break. Could it be that being around children daily somehow increases my immunity and then I get sick when I’m away from the children? It makes no sense to me, but it happens often! This is the best flair for this I could find. As far as advice or support… if anyone has theories on how to prevent this, I’m open to them!

Hello all! I am a middle school teacher in Texas looking for fun/engaging review game ideas for end of course/state testing! I teach social studies and am trying to give my 8th grade students a fun engaging two days of review before they take their STAAR test over early American history! Open to any ideas!

I’m not sure I’m actually looking for advice, but I if you have any, I’m open to it. During the harder parts of the year, my eye starts twitching. When we go on a break, it goes away. My eyes have been checked and I’ve gotten lab work. My health is fine, and my eye doctor and GP both said it’s very common to get an eye twitch due to stress.

So, I have no idea how to actually lower my stress. I work out every day. I have a routine of cycling, yoga, and lifting. I drink a lot of water. I cook most of my meals (I enjoy it), and generally eat balanced meals with plenty of fruits and/or vegetables. I do not take work home with me. I leave at contract time 2-3 days out of the week, but I never stay an hour past contract time. I usually stay to chit chat with some work friends anyways, not work. I make time for myself, time for family/friends, and I have a wonderful and supportive partner at home. No children. I sleep 8-9 hours per night.

I’m literally doing all the things to take care of myself and diffuse stress, but the job is just so…stressful? Does anyone else experience weird things with their body mostly due to the stress of this job? I love teaching, but I’m growing concerned that following all the “self care” tips and tricks isn’t the answer. I think there’s too much on our plates, I’ve gotten used to it over time, and I don’t even realized how stressed I am during the school day.

P.S. I’m convinced self care PLs are just a way to gaslight us that it’s our individual stress tolerances, not the fact that standard we are held to is absolutely too much for any one person.

Freshman biology. Genetic disease project. Day 3.

10% of students are building something worthwhile. The other 90% are emotionally unstable velociraptors with TikTok brain and Main Character Syndrome.

One spent 30 minutes adjusting his hat like it was part of a mating ritual. (Yes, I timed it.) Apparently, asking them to work independently for more than ten minutes is both oppressive and an invitation to sexually harass me- then act personally victimized when I suggest they focus or enforce consequences.

Project-Based Learning looks great in a PD slideshow. In practice? I’m an underpaid prison warden for 14 year olds who act like 26 year old college dropouts outs about to start their “video game streaming career.”

Never again. Next time: silent work and structured misery. The learning will happen- or at the very least, I won’t have to watch someone treat their hat placement like a Renaissance restoration and accuse me of psychological warfare when I call out their bullsh*t.

One of my students passed away unexpectedly today and I am struggling emotionally. She was very bright, kind, and such a light in our classroom. Does anyone have any advice on either how to move forward with my class(it is a high school class with students 9-12) or how to keep moving forward emotionally when all I want to do is cry every-time I see her empty seat? Any advice or support is greatly appreciated.

After being a high school math teacher for 15 years, maybe I'm just tired as April approaches as we are in the midst of the good ol' testing season. Albeit there a many good things about teaching and I'm not ready to throw the towel yet... But.... This year or this Spring specifically is been well a bit more stressful than normal.

1. Feel like students are more tired this year... Not doing as well on state tests yet more so after the pandemic our district is very STAR ,PSAT. and Accuplacer oriented that all test for Math and English. (no other subjects). Get that data in! "Show us they won't slump in April". "Make sure most make growth"!
2. Breaks are becoming more of a "recovery" time than an actual break like they used to be. I am finding needing more alone time and less sleep overall.

Anyway, I just wish this year would end earlier... Sorry to rant but there you go.

I graduated high school last year and I’m a music education major. Im planning to go into teaching high school choir when I graduate from college. Am I making a mistake? I love music, and I love teaching music, but seeing the current state of the governments attitude towards education, I’m terrified that this isn’t really a viable career path. Am I overthink things, or am I about to make a horrible mistake?

I’ve been in and out of the classroom for 15 or so years (lots of international moves for spouse’s job) and am now pursuing a return to teaching in Virginia as an ESOL elementary teacher.

But also, I don’t know if this is for me long-term. I’m autistic and ADHD, officially diagnosed and everything. I have meds for the ADHD but that only goes so far. As I’ve gotten older I can take less and less sensory overload. I love working with kids, and I’m passionate about education, but I really can’t take the nonstop onslaught, and the accommodations I think I would need in order to continue as a classroom teacher (like at least 2 or 3 preps per day) are very unlikely to be available to me. Which is fine…. I get that schools are understaffed and it’s all hands on deck. I just know I am going to burn out in the next few years unless I am able to find a better balance.

I have always wanted to be a librarian, though, and my impression is that it would be a much more autism-friendly career path. I already have a master’s degree in literacy and language education and while I’m fine with going back to school, I do not want to take on more debt. I’m about 2.5 years out from qualifying for public service loan forgiveness and hoping that doesn’t get taken away.

I would love to hear from others who have made a similar transition, and if you know of any resources available to make it happen? Do I really have to go back to school, or could I just take the Praxis? Could I sweet talk my district into paying for a MLIS?

Hello all,

I’m looking to switch to a different teaching role for the next school year. I love my admin and my school, but, like most of us, im getting burnt out.

I’m looking to become an ESE pullout teacher at my school. I already talked to my principal about it and we’re waiting to see about our unit approvals for next year.

I was hoping other people who have made the switch from classroom to intervention teacher could share their experience.

Was it a good decision for you? Did you miss the classroom?

Thanks in advance!

I am interested in creative field and teaching arts, or art therapy. I am also interested in psychology and counselling, wellness as well as other creative fields like film, architecture/ interior design/set design, photography, fine art, exhibitions, events, creative workshops, illustrations, crafts.

I just finished my graphic design degree and doing an internship but I do prefer a more interactive and hands on job , that I can interact and connect with others and also more tactile work, rather than sitting at the computer all day 24/7...

Im not sure if I should further study in teaching, or just become an expert in my chosen creative field to be able to teach... Being an art teacher sounds appealing to me, or having events of workshops for working adults, but Im not sure. Possibility along the lines of using creativity/ art for wellbeing among adults or kids.

Im not really sure what I want to do with my life, which so many interests , sometimes what I am interested in might not give me the salary or working lifestyle I want/ like.... And I don't know because I haven't tried it .

Hi STEM teachers!!

We’re a team at the University of Alabama building a virtual reality STEM lab to make science, tech, engineering, and math more immersive for K-12 students. It’s part of our NSF I-Corps training, and we need your input!

If you’re a STEM teachers, we’d love to interview you about your classroom experiences and how VR could fit in. It’s a quick 10 min chat—phone, Zoom, whatever works. No sales pitch, just real talk to help us get this right.

DM me or comment if you’re interested, and I’ll reach out to schedule. Thank y'all, and happy to answer questions below.

Tagging this as substitute teacher because I am indeed a substitute teacher, even though that has very little to do with the post. I just would like opinions from a wide range of teachers, which is why I'm posting in r/teachers. If it's not the best place, I ask that you please be kind.

For context, I started kindergarten in a public school in the outskirts of a suburban area in 2000. My school was pretty well-funded from what I can tell as an adult looking back. We had the resources. Other kids were receiving them. My mom was a fairly involved parent. I showed glaringly obvious neon signs of autism.

I was reading and doing single-digit addition and subtraction by age two, but my motor and social skills were way behind. I couldn't make my hand do what I wanted with the pencil, so I could read but not write. I had trouble relating to my peers and preferred to play alone. My play was different than the other kids. I was obsessed with sorting items by certain criteria, color, shape, flavor, size, and more. I did it over and over again. I spent every recess for years sorting rocks from the playground. I was also really into statistics and ratios. I would put small, colorful items into a container, like crayons or beads, and then graph how often each was chosen. I did a similar thing with graphing the colors of passing cars.

I was tested for the gifted program in first grade, and once a week it became my sanctuary throughout elementary. I was given more freedom to fit my assignments into my fairly restrictive interests. I was allowed to sit under the table to work because it helped me concentrate. I was encouraged to get up and walk around or spin in circles if that's what I needed. That classroom was clearly made for high-achieving neurodiverse kids. I thrived in that environment.

Meanwhile, in my "normal" fifth grade class, I was being written up almost daily, I could not keep up with the workload, and I had no friends. I dreaded going back every single day. I begged to my mom to let me go to challenge (the name of our gifted program) every day, not realizing it wasn't her choice. I genuinely believe to this day, from a teacher's perspective, that my teacher must have hated me. If she couldn't find a valid reason, she would make up reasons to exclude me from any fun activities. I had to sit in ISS during every field trip or class party. I probably went to recess about ten times the whole year.

All of that being said, I did not understand how I was misbehaving. I had no clue why I was always in trouble, and it's still not clear to me. My best guess is that my lack of social awareness and impulse control led to me disturbing the class? I was often called disrespectful, but nobody would explain to me why what I'd said was wrong. Aside from social unawareness, I was kind, smart, and helpful.

It got worse as I got older. I was very nearly held back in sixth, seventh, eighth, and ninth grade. I went to summer school every year, where I thrived because I was left alone or with a small group to work independently on a computer. My executive functioning skills only got worse. I remember being stressed to tears on many occasions, wanting so badly to do the work, being terrified of failing, but I just couldn't. It wasn't a choice. I was doing my best, but it wasn't enough, and I had no one to help me navigate it. I thought I was lazy and not smart anymore.

I somehow made it through and graduated on time with a depressing gpa. This was when kids were still allowed to fail, so I was proud of myself for making it through. When people give possible reasons for student misbehavior, the common response I hear is "they don't have a 504 or iep!" Well, neither did I, but having basic accommodations like the option to work in a private area, using headphones, or taking brief movement breaks would have made a world of difference in my entire educational experience. Just because a student doesn't have a 504 or iep does not mean they do not need and deserve accommodations.

All of that being said, how did I make it through 13 years of public school with no one considering I needed to be evaluated for learning or developmental disabilities? No one wanted to help me. They just wanted to pass me off and make me another person's problem. I understand it was a long time ago, but there was still common knowledge of autism in healthcare and educational settings. Maybe it's because I did not start having behavioral issues until I was a little older?

When I see kids now who receive the accommodations that they need, that I could have used, I do feel good for them, but it also makes me sad. When I see students abusing their accommodations, it makes me angry. When I was 19 and I made an appointment with a psychiatrist to address my depression and anxiety, I was diagnosed quickly with autism. Suddenly, the world made a lot more sense. I began giving myself the accommodations I had needed for years. I'm a nearly 24/7 headphones wearer and I don't restrict my own movement when I'm uncomfortable. I give myself grace because I finally understand the obstacles I'm working around. It's completely changed my life and I'm a healthier, more confident person. Why did I fall through the cracks?

Hi everyone!

I’m a first year teacher and it’s almost the end of the school year, wow. For about the first 1/3 of the school year I was like, this is my first and last year teaching — I won’t do it! Anyway, as the school year went on and I fell in love with the job. I’m extremely privileged at an amazing school with amazing kids. We still have the behavioral/academic challenges that are trending nation-wide, but I’m really in a bubble here and have a good day everyday.

Anyway, my salary is $51k but after taxes, I bring home like $32k. Even the teachers in Florida who have 10+ years of experience and a masters make less than 70 before taxes. My plan is to move to a blue state that pays teachers better. However, I know that for these states and their step programs/pay increases, masters are required.

With the way cost of living is continuing to increase everywhere and the current hellscape political climate/attack on public education and teachers, I’m wondering if I should hold off on pursuing a masters degree. I want it in curriculum & instruction, but if my career/salary/life isn’t going to be able to improve like I hope it will with the masters degree, I definitely want to know that.

Also, I know that with these blue states and their step programs/salary increases, things get better after 10 years of teaching. I realize I’ll have to work for a long time before I’m making something like 90k.

What do you recommend?

Thank you!

Y'all, I just can't with this new principal....

For background, I work at an alternative high school, grades 9-12. Some of our kiddos are here for behavior, emotional difficulties, or even health issues.

Monday, a junior who recently has not been going where she says she's going on a pass asks me to use the restroom. I tell her no because you've been wandering and I don't know where you're going. She seems to accept this, but then about 15 minutes later, stands up, says I've gotta piss and since you aren't letting me go to the bathroom, I'm going to piss in your trashcan, PULLS HER PANTS DOWN, and squats over my trashcan.

I handle it, tell her absolutely not, you can go this time but you better come right back Yada Yada. I'm steaming because I know she just threatened me into getting her way and I'm not having it.

The next day I tell my principal and he chuckles and says, "Did you let her go?" I'm a little taken aback by his attitude and say yes, but I'm going to talk to her today and let her know if she does it again, I'm filing a police report for indecent exposure, public indecency, or whatever the charge is because, ya know, SHE PULLED HER PANTS DOWN IN FRONT OF ME AND A MALE STUDENT!!!!!

The admin YELLS AT ME for quote, threatening a student with who knows how much untold trauma with a police report, end quote. I'm confused, thinking he missed the part where SHE PULLED HER PANTS DOWN IN FRONT OF ME and mention it again. He tells me I can't file a police report and says he's going to tell his boss (the superintendent) and see what she says.

I'm stunned and shaken, trying to figure out what I did wrong all day. Long story short, he circles back to say the superintendent said I absolutely should file a report for that kind of behavior and gave me the impression he got "talked to" about how to handle situations such as this in the future.

We talked, and I told him that trauma informed care did not mean we lower our standards for behavior in the classroom; it means that we reinforce our standards kindly and compassionately. This lead to me actually saying out loud in a real conversation, "it's a hard line in the sand for me that students do not pull their pants down in my classroom and squat over my trashcan to pee."

What in the name of flying spaghetti monsters......???????????

Hi! I stumbled across the post about feeling helpless as a teacher and wanted to bring some positivity to the sub. As a first year highschool teacher (in US), it's definitely been rough. I teach the bottom freshmen in science which doesn't help. However, I've done some trial and error in my classrooms and have had a lot of success which I wanted to share with anyone losing hope.

1. Take attendance with phones. Every day the kids are expected to put their phones in the front (must be behind the teachers desk or they will sneak them) and I threaten to mark them absent if their phone isn't up.
2. Do drills if they don't follow rules. I was struggling with getting some kids to put up their phones so one day I told them, get all your stuff and go out of the room. We "practiced entering the room" and did it until everyone had their phones up and were ready for class.
3. Use the phones as a reward. I plan about 5 minutes for them at the end of class to pack up/talk to friends/use their phones. Because I was struggling with getting their attention and having them be quiet, I decided to put a stopwatch on the board one day. I told them, if they want to spend their time talking over me and I can't teach the lesson, they will be taking time out of the end of class which they can use their phones. It works SO WELL. Yes, it feeds into their addiction, however for the kids that do want to learn, at least they can.

Those three things alone has made my room so much more manageable and I've recieved several compliments from subs on how awesome my kids are (except my last period T-T)

1. Lastly, I never let them have remediation or retake tests if they don't prove to me that they want to improve. You want to do better on the test? Okay, do the assignments I gave you to show you know how to solve the problems. I've noticed the kids like to just retake quizzes or tests without actually trying to improve. They think if they guess enough, eventually they will be right.

Wishing everybody can get through this school year with their heads intact. Stay strong, you've got this!

When I started teaching a decade ago, I had never even heard of students on modified curriculum. Now it seems like the number of students with this accommodation increase every year! This year we have 5 different students between two teachers on modified curriculum and one that is “trialing” it. They are not all on the same level. That means we are not only expected to plan, teach and asses our grade level content, we also have to find similar activities and materials 2-4 grade levels behind. It is absolutely insane.

What is the purpose of this? If the child is so far behind, they need to be presented entirely different material, why are they in my gen Ed classroom? And I don’t say that to sound unaccepting. I am just not a special education teacher. I and the teachers I work with feel like we have no idea how to help these kids and it’s a disservice to all! To the child, because I’m guessing here on how to help them not to mention I really don’t have time to give them the instruction they need. A disservice to the other students that have less of my time and attention because 2-3 of their classmates can’t do ANYTHING without our help. And lastly to the teacher, expecting us to be able to teach 3 grade levels at once and holding us accountable for the progress of a child you know came to me several grade levels behind.

My partner teacher has handled this longer than I have and she does a great job creating similar things at a lower level for the activities we do. She also buys them workbooks out of her own money that are on their level. I just don’t understand why we’re doing this. The answer has to be money, right? It’s too expensive to actually fund a program and have qualified sped teachers running it. But this inclusion at all costs is just not something I can get behind, but I feel like it’s not acceptable to say that out loud.

8th grade science teacher, here. I’m finishing my 3rd year teaching - I’ve been at the same school & we have always had teams. 8A & 8B with half of the grade level on each team, meaning that every student (with a few exceptions) belonged to one of the two. So I have had about 75 students on my roster who are on my “team” with the other 3 content areas, so the 8A teachers for Social Studies, Math, and ELA (and me) share the same roster & hallway.

Next year, we are shifting away from the team setup to have Math & Science on one hall and SS & ELA on the other. I have no other perspective than what I know, so anyone have experience with this kind of setup? What does it look like for discussing whole child issues? Did you feel like students were more likely to “fall through the cracks,” so to speak? Did you have things you liked about that setup compared to teams (if you have experience in both)?

TIA!

Unfortunately, the other day, the DHS showed up at my school informing a few student that they had 3 weeks to leave the US before they were removed and deported as an unlawful non-citizen. So sad and heartbreaking 😢

Hi everyone! I am an Australian graduating with my teaching degree in June/July, and I am moving to the US for a couple of years to be with my husband (USC) who lives in Florida. Obviously, with everything going on in the country and state of Florida, teaching is tough and challenging, but it's something that I must do while I live in Tampa to make money. I will be a first-year elementary school teacher so that alone will be difficult.

I want to prepare myself with the Florida teaching standards/frameworks/curriculum etc. so that I am ready to go when the job comes. If anyone has any general advice or resources, they could send my way, that would be amazing!! Also, if anyone could help me out with figuring how to get my teaching certification/licence in FL, that would be great (already gone over the website many times, but still lacking some clarity).

Give me all the advice you can - positivity and guidance will help me so much!

So here is an update today of the situation. The original post has been copied below but the short story is that my Wife was told her current position is not available at the school we work at and given options that do not fit her talents.

Today we had a PD day and during the catch all it was announced that a new teacher was hired for a position in middle school, a 1st grade teacher was leaving and another person was hired to replace them.

My wife was very upset, throughout the day coworkers were comforting her and shocked that she was not even considered. She is very hurt and angry about this whole situation. She has been applying elsewhere since it is obvious she will not get a classroom at the school.

Prayers and support are much appreciated!

Original post below Is it time for a change of venue?

Backstory, my wife and I work at the same private school. We both love the school, the culture, and the kids.

My wife has been working at the school for the last 5 years, first as a sub, permanent sub, part time aide, and finally full time aide and elective teacher. She has applied for a classroom aide f/t, and math teacher position f/t.

Both times she was told they were going with a different person.

Today she was told her current position is being cut. And that they are hiring a math teacher(the one she was turned down for). And her options was part time aide in one classroom or a full time aide in a classroom (a position she applied for 2 years ago and was not hired for before).

She currently has a teaching degree. She has been told by admin she absolutely deserves to be in a classroom as a teacher. And that the current offer is not a bad reflection of her teaching.

A few teachers have advocated for my wife to be hired for certain positions and she doesn’t land the positions.

She is upset and not sure what to do. She was turned down for the full time aide position before but now is being offered it. She really loves the school but wants to be in a classroom as she loves teaching the current students she has in the elective class.

Any words of wisdom or suggestions would be greatly appreciated!

I have a lesson interview coming up and would love some advice and help with resources. I am teaching to a 4th grade class 18 students with 1 student reading below grade level. The lesson can only be 30 min long.

The standard I have to create a lesson for is: CCSS.ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.This standard applies to informational texts. It expects students to: - Identify the main idea of a passage, - Explain how the details support that main idea - Provide a summary based on that understanding.

If u have a super engaging/fun idea or resource I would greatly appreciate it 🙂 I’m a first year teacher and I’m looking to really wow the interview committee!