We all know that teachers cannot “pour from an empty cup.” This rhetoric of self-care is all too common. But amid the fast pace of the school system, what are we actually supposed to do to refill our cups? The obstacles to self-care are made worse because much of what the dominant culture calls “self-care” simply helps us cope within antiquated systems rather than truly promote sustained well-being. This cultural confusion around self-care keeps teachers stuck in cycles of exhaustion, overwork, and disconnect. The steeply increasing rate of teachers’ chronic stress and burnout makes clear that we must prioritize real self-care practices—boundaries, self-compassion, power, and processing feelings of guilt. Centering our humanity in this way creates the groundwork for life-giving teaching practices, classrooms, and communities.
Drawing on ten years of teaching English in Illinois public high schools and the work of Paulo Freire, bell hooks, and Pooja Lakshmin, Sarah Bland holds space for teachers to use reflective writing to create a real self-care plan that will support their well-being throughout the school year. Further, participants will be invited to practice short guided meditations to foster self-compassion. Engaging with reflective writing and guided meditation in this way is an act of self-care, community care, and love that naturally shifts how we engage with ourselves, our students, our curriculum, and our school communities.
Session materials:
Suggested: Bring a laptop with Google Suite
Together we will explore a curriculum rooted in identity for middle school students that empowers them to not only critically craft their own identities, but more thoroughly develop critical thinking skills in order to enact social change. The curriculum integrates social emotional learning with common core, while being non-linear and revolutionary. Texts, skills, and activities centered on identity allow students of color, in particular, to take control over their identity formation, and also allows white students the chance to authentically reflect and understand their own positions of privilege in contrast. Paired with seminars, collaborative writing, and individual reflections through an active revision process, this cyclical curriculum engages students by returning to concepts and skills in order to deepen their holistic development throughout the year. The intersection of SEL, ELA, and equity is of utmost importance as our students, and the world around us, continue to recover from the upheaval of a global pandemic. Corrine Ulmer has over a decade of direct experience developing and implementing advanced middle school curriculum that offers practical takeaways from Elise Zerega’s background in pedagogical research that explores the intersection of SEL and academic achievement.
Some districts engage students with a severely limited classroom experience using scripted curriculums, while others engage students with curriculums that allow for broad student choice. Panelists will discuss their experience on this student engagement continuum. Where do their districts fall? What successes and challenges have they experienced? How have they worked around the challenges and capitalized on the successes?
Panelists
- John Barrett, Pleasant Plains Middle School
- John Hartzmark, MacArthur High School
- Cindi Koudelka, Fieldcrest Community School District, Aurora University
- Nicole Boudreau Smith, Adlai E. Stevenson High School
- Julie Hoffman, Springfield Public Schools & University of Illinois at Springfield
Explore how local news can be used as a powerful tool to teach reading, writing, critical thinking, and collaborative problem-solving skills, while serving as a motivational hook to help students seek out information and connect with peers and the broader community. Our federally-funded unit connects reading and thinking skills with the writing process using a student-centric, project-based approach.
To highlight some features of the highly versatile featured unit, students develop reading and critical thinking skills through interactive modeling of cognitive skills and corresponding writing assignments. Built-in prompts engage students in peer-to-peer discussion about local issues. A culminating group project invites students to engage in collaborative problem-solving with their peers as they formulate a personal cause, select and analyze news articles, and produce an essay and a creative work aimed to advocate for change within their own community.
Participants will learn a reliable process for evaluating news articles in a non-biased manner. They will explore unit materials, including reading and writing activities, grading rubrics, student work and notes from teachers who have taught with the materials previously. This unit can be tailored to meet the needs of any classroom, and provides ample opportunities for cross-curricular connections, community involvement, and meaningful communication with peers and the broader community.
Healing from trauma can be scary, messy, and complicated. Fortunately, the power of story can help. We have been passing stories on to each other for centuries. Stories of hope and resilience are the best ones to share with each other. This session will cover some of the basics regarding trauma, including a review of the physiological responses (fight, flight, freeze).
The session will include discussion about how the vicarious experiences of fictional characters help a reader know they are not alone, introduce new coping mechanisms, and provide a safe place to approach traumatic experiences. The presenter knows that all books are not created equal. Not only will she explain how some “bibliotherapy” books miss the mark, but she will introduce books that are much more effective.
Expect lively read-alouds and group discussions about how the books can be used to teach SEL goals in general or toward healing from trauma. You will receive a link to a comprehensive book list, but you might also start filling your bookstore cart during the presentation!
As English teachers, we’re used to teaching texts in isolation. This presentation will demonstrate how the presenters have experimented with book clubs as a way to weave more varied voices into classrooms. This session will showcase an American Literature Book Club Unit, which provides a framework for students to helps our students see the larger America beyond their own experiences and those captured in canonical literature. Presenters’ sophomore teaching team reads recently published American fiction, searching for well-written literature from varied perspectives to expose students to characters facing complex issues. The novels include relatable teenage narrators whose experiences move students beyond their comfort zones. The unit revolves around student choice, beginning with book selection and extending through student-led book group discussions. In the course of the unit, student groups research related real-world issues like Native American land rights, groundwater contamination in low-income areas, and effects of immigration policies. For a final project, students create movie book trailers using Canva to advertise novels’ themes and motifs.
Presenters will also share novel titles, videos of book groups in action, and project examples.
This workshop is designed to help you and students find all the large and small ways writing can help not only change your life but your students’ lives along with some DOs and DON’Ts on how to properly engage students of color.
