Unique Ways to Manage Anxiety

Unique Ways to Manage Anxiety

Ongoing anxiety is one of the most horrible physical states I have experienced. It has robbed me of precious time and even made me hide from the world. I had to get control of it. Otherwise, I was on a one-way track to professional and social ruin. 

As a teacher with an unchecked anxiety disorder, I found myself crying between classes and hiding trembling hands from my students. The ever-mounting demands of accountability brought on by the authorization of the No Child Left Behind Act stole more and more of the unstructured time that I needed for self-care during the school day.

Worse yet was facing coworkers, friends, and family who didn’t understand because persistent anxiety had never been a problem for them. Though well-intentioned, being told to “just breathe” or that things would be okay, didn’t help. Such “advice” often deepened the shame that came with calling out sick on a day I simply could not face my duties as an educator through the terror that comes with anticipating panic attacks. 

So, I began researching and reading everything I could get my hands on, hoping I could find the silver bullet. Note: Nothing pisses me off more than searching “anxiety” in an online bookstore only to receive messages that I can overcome my disorder with quick-fixes and badassery. 

Unless your anxiety is short-term and episodic, most of the search returns on “anxiety” simply won’t cut it. You have to go deeper and understand it from the inside out.

If this existed, more than 18% of the U.S. population wouldn’t be dealing with an anxiety disorder.

After consuming the majority of suggested reading from many websites, I learned that I had to change the way I was thinking entirely. Learning to alter your mindset on anxiety is a far more effective strategy than trying to eradicate it with the snake oil advice in quick-read books. The only thing I will say that you can do quickly to address persistent anxiety is to start being diligent about change NOW. 

Typically, we avoid anxiety. We know the signs it is coming, and we reject them wholely. We can change our behaviors to avoid triggers or reject the feelings and consequences of it entirely, but there is a paradox here. When we reject anxiety and its symptoms, we could actually be making things worse. Anxiety often creates a feedback loop in our nervous system. Before you know it, you can become anxious about becoming anxious, thereby bleeding the anxiety into other areas of your life.

If you search “neurobiology and anxiety” on the internet, the rabbit hole you will find is immense. I am greatly simplifying the psychological and chemical processes for the purpose of this article. Still, you can certainly do the search to get more information if you so desire. 

There are some strange facts about the science behind anxiety that could change the way you perceive it and help you identify ways to break the anxiety cycle. However, I know some of you need to get straight to the strategies for managing the symptoms. You can skip the science for now and go straight to the unique ways to manage anxiety. Still, I strongly suggest you come back to my discussion on brain science when you are ready.

Reality is Subjective

The part of your brain that drives the anxiety reaction cannot always tell real experiences from thoughts. Please read that sentence again. Let it sink in. Now allow me to explain.

First, our brain takes in stimuli. Sight and sound stimuli are processed through the thalamus, which breaks the inputs down and classifies them before sending the information on to the amygdala and specialized portions of the cortex. Olfactory (smell) and tactile stimuli bypass the thalamus altogether, going straight for the amygdala. This is why smells and physical sensations can trigger memories and feelings far stronger than the other senses.

The cortex, in turn, gives the incoming information meaning, making us conscious of what we are seeing and hearing. One region of the cortex, known as the prefrontal cortex, may be vital to turning off the anxiety response once a threat has passed.

Back to the amygdala, which is the emotional hub of the brain. Note that the amygdala receives sensory input before (or simultaneously with) the cortex. One of the amygdala’s primary roles is triggering the fear response known as “fight or flight,” so it makes sense that this is the case. Evolutionarily speaking, fast action without the need to process deeply has helped our species survive in the harsh environments we encountered.

What is important to note here is that the amygdala itself cannot discern real events from thoughts. If the cortex sends thought messages that our amygdala perceives as a threat, it can respond by dumping the hormones responsible for the fight or flight response into our nervous system. 

Chemicals such as cortisone, the stress hormone, and adrenaline can thereby be released by a “mere” thought, even a subconscious one. It is theorized that dysfunctions in this process lead to many anxiety disorders.

The Chemistry of Anxiety Has a Ceiling

As mentioned prior, the amygdala triggers the release of chemicals such as cortisol and adrenaline into our nervous system when it perceives a threat. Much like medications we take, these chemicals have a maximum effect on our bodies before they wear off. Medical professionals refer to this maximum effect as the ceiling.

Unlike much of the medications we take, our bodies create these chemicals. We have no conscious control over how much or how often our amygdala introduces the stress chemicals into our systems. So each of our stress responses is different, making it difficult for doctors to help us moderate this process with anxiety medication. It really is trial and error.

However, one empowering fact is that the chemicals can only do so much and do wear off over time for most of us when given the opportunity. There is power in knowing that the racing heartbeat, uncontrollable sweating, and trembling muscles are typically temporary.

You Can Retrain Your Brain

Many thought behaviors are learned. We have developed patterns over time, with repeated exposure and habits. Worrying is a learned thought behavior, for example, even if it is an unwanted one. 

Metacognition, thinking about thinking concerning learning healthy and sustainable thought behaviors, is not something readily found in Kindergarten through 12th-grade curricula. Sure, we focus on growth mindsets and positive thinking, but direct instruction in how to avoid neurological disorders through conscious brain-training simply doesn’t happen unless someone sees a problem and intervenes.

Thankfully, there is a growing awareness of the importance of socio-emotional education that targets self-regulation, but most of my readers have likely missed that boat and must, therefore, self-teach.

To retrain your brain takes dedication because it is only through consistency and repetition that you can change the thought behaviors that have developed unchecked thus far.

Common Advice You Shouldn’t Ignore

  • Be mindful of meeting your basic needs of sleep, nutrition, hydration, and exercise as consistently as possible.
  • Consult a professional. Routine mental healthcare is as essential as general healthcare.
  • Choose your support team carefully and make sure they truly understand anxiety in its many forms.
  • Learn and practice self-calming strategies.
  • Pay attention to patterns and triggers around your anxiety reactions and actively counter them with self-care.

Finally, The Unique Ways to Manage Anxiety Symptoms

Get Heavy or Tight

Occupational therapists, Special Education teachers, and pet owners have known these next two ideas for decades. Now the secret is out: Weighted blankets and compression shirts are research-evidenced for self-calming.

The first time I heard about weighted blankets, I was in my 2nd year of teaching within a small rural district in the middle of the Carolinas. A student with autism moved into town, bringing with him an Individualized Education Program (IEP) that included the use of a weighted blanket to deescalate anxiety whenever he was overstimulated. That ten-pound, dingy grey blanket worked like magic. I have used one for years now with great success.

Does your pet experience anxiety with storms, travel, or fireworks on the fourth of July? Thundervests have long been used to calm the anxiety of dogs. Guess what: compression shirts can do the same for you. You can buy specialized deep pressure shirts and vests, but in a pinch even a compression shirt sold in sporting goods can help. For best results, though, go for the real deal.

The science is simple: Much like deep touch pressure therapy, pressure on the body from the weighted blanket or compression shirt can calm arousal in your central nervous system and trigger the brain to release more serotonin. Seratonin is the “happy” chemical that increases feelings of calm and well-being.

Be aware that there can be risks associated with compression and weight for some people with preexisting conditions such as sleep apnea, asthma, and claustrophobia. Consult a medical professional before trying them if you have concerns.

This Very Moment

There is no power in the past nor the future. This exact moment, which passes the moment it is realized, is the only seat of choice and action. Mindfulness practices capitalize on this moment of power.

Try making it a habit to be fully present in the very moment you are in. Recognize that the past is comprised of memories and the future is made up of subject thought projections. Neither of them are real in this present moment.

Engage all of your senses to be present in the here-and-now. What do you see? Are there any physical sensations taking place, like the wind on your skin? Can you smell or taste anything.

After practice, you will have increasing control over the direction of your thoughts. This is more powerful when coupled with the labeling technique.

Start With Five Minutes (and Learn Labeling)

I was certain I would never be able to meditate. I gave up within a week every time I tried. Then I hit the worst patch of anxiety I had ever experienced and was willing to try just about anything. With the guidance of my therapist and a very user-friendly app, I began with just five minutes a day.

The first technique I learned was labeling. After three months, I was sitting for 20-minutes (a length of time I couldn’t have even imagined just months before), and the technique had effectively generalized into my normal thinking. 

I implore you to commit to five minutes a day of meditation with labeling. That’s all…for now. It typically takes longer than five minutes to sift through your social media, make a cup of tea, or to get ready for bed.

Our thoughts can be like a persistent child, tugging at our sleeve and whining, when we attempt to meditate. The labeling technique is quite simple, though its mastery as a habit requires consistent practice.

  1. Assume your meditative position. 
  2. Take some deep breaths, closing your eyes on the last breath.
  3. Allow your breathing to return to its normal rhythm.
  4. If you know how to do a quick mental body scan, do so now.
  5. Now focus on your breath. Sometimes, I find it easier to do this if I count the in-and-out movement as “1, 2, 1, 2.”
  6. As thoughts and feelings inevitably arise, silently label them as “thinking” without judging yourself and gently return to attending to the breath.
  7. When you are ready to end your meditation, allow a slow opening of your senses and open your eyes.
  8. Repeat at least once a day, increasing your time when you feel ready.

Labeling gave me the quiet space I needed in my mind to really make positive changes in my longterm anxiety management. Give it a chance.

Put Up Your Shield

Remember how your brain can interpret an idea as a reality? Try using a visualization strategy to shield yourself before entering an anxiety-inducing location or situation. Don’t dismiss this as new-age hocus pocus. Your mind is a powerful tool, and teaching it to shield can be an effective technique.

Read – Destroy – Write

There is a very specific reason the title of this section begins with the word “read” even though the first step in the process is to write. This is because the habit you will form after writing for the first time moves in this specific order: read, destroy, and write.

  1. Day One: write whatever comes to mind. Nobody will ever read this except you. What are you feeling? What are you worrying about? Whatever comes up, write it down in a stream of consciousness. Some people benefit from writing their thoughts in pictures or with bullet points. Whether it is pages long or just one sentence, get it out of your head and onto the paper.
  2. The next day, read what you wrote without judging yourself. (This is where the daily pattern of Read-Destroy-Write begins.)
  3. After reading it through once or twice, destroy it completely. I chose to burn mine, but shredding works just as well.
  4. Write again.
  5. Repeat steps 2-4 each day.

If you are in a situation where you do not feel secure in waiting until the next day to destroy your writings based on the sensitivity of what you wrote or the lack of privacy, you can adopt the pattern of Write-Read-Destroy each day. It is almost as effective.

Self-Guided Cognitive Behavioral Therapy

If you are a reader, you have probably been searching for a book that will help you deal with your anxiety. I have read many, and if you are willing to put the work in, Feeling Good: The New Mood Therapy by David Burns is the way to go. 

Make sure you buy a notebook to go with it, as it is an active read with written exercises. In my opinion, this book is the closest replacement for an actual therapist I have found. It is my go-to recommendation to anyone who needs a therapist but is unable to get one for whatever reason.

Some Holistic Supplements Aren’t Snake Oils

Let me start by saying that I am not a trained medical doctor. You should consult your physician and do research of your own before taking any medication, even holistic supplements and herbs. 

Personally, I have used both kava kava (the tincture is best) and Levium for acute anxiety symptoms with significant success. Again, do your research first and talk with a medical professional if you have concerns, but don’t dismiss all supplements as snake oil.

Use Your Brain in New Ways

One of my favorite quotes comes from John Dewey (as in the Dewey Decimal System used by most libraries to catalog books), “Growth is the only moral end.” When you dedicate your mind to learning new skills or practicing some form of creativity, there is less mental space for anxiety-inducing thoughts to intrude upon. 

Taking free self-paced classes, watching how-to videos on YouTube, or buying creative supplies to just get going are a great place to start.

Rituals and Routines

This is not a case for religious rituals, although those often work, too. I am talking about habitual patterns of behavior that result in positive outcomes. 

Some key routines and rituals to consider trying:

  • Morning Routine
  • Bedtime Routine
  • Cleaning Routines
  • Meditation Rituals
  • Prayer Rituals
  • Gratitude Journaling

Invite More Anxiety to the Party

This one can be tricky, and if you are working with a mental health disorder, it should not be tried without the support of a trained medical professional. 

What if I told you that it is possible in many cases that by accepting and leaning into anxiety, and even asking for it to do more of its tricks, can actually short circuit the anxiety loop and provide relief that may even reshape how your brain responds to anxiety on the regular?

The core of this strategy is acceptance and it capitalizes on the chemical ceiling I mentioned earlier in this article.

In summation,

If you skipped to the strategies, consider going back to the section that discusses the brain science behind anxiety. The more you know, the more empowered you will be.

You may feel broken by anxiety right now, but as the aspiring American author, Jefferson Banks, once said, “A single broken mirror becomes a thousand new perspectives.”

Meet Your Needs As Much As Possible While in Quarantine

Meet Your Needs As Much As Possible While in Quarantine

These days I need some face-to-face coaching interactions with my teachers so I can feel connected and effective within my career as an educational leader. I will also need paper products and disinfectant soon, but that looks less and less likely each time I see the empty shelves at my grocery store.

I find myself needing to identify ways to continually learn and help others to overcome the melancholy that nips at my heels with my life so disrupted. I need my second job to start up again. None of these are wants for me. I need them to experience the full breadth of well-being that stimulates my most healthy and creative self.

For me, creativity is essential for thriving.

Needs are required or essential things. Recent events surrounding the spread of the coronavirus have made me get very real with myself about what I truly need and what I give my energy to.

Educators around the world are all assessing their needs. Some need new skills in distance learning to ensure they are meeting their job security and esteem needs. Many are faced with needing financial security when their second job could no longer function. (Yes, I know what it is like to teach and still need side jobs due to the increasing cost of living!) People all over the internet are talking about needing the sunshine, time with separately quarantined loved ones, and a return to normalcy.

I have been toiling away at my esteem and self-actualization needs as a coping mechanism for quarantine. However, I find myself still struggling emotionally with unmet needs that I could not quite put my finger on. That is, I couldn’t name them because I was repressing them while I targeted my more pleasant needs, such as activities that calm my anxiety, social connection, and creativity. This led me to authentically reexamine where I am in regard to my needs. I assure you it is worth the time.

Let me take a step back just in case you are not familiar with the framework I will be considering as I further discuss needs. Look at the graphic below, which depicts the hierarchy of human needs as perceived by a man named Abraham Maslow.

As you examine the hierarchy, take a moment to note any apparent needs you might be deficient in at this time. We will explore each one as I make practical suggestions and provide you with links to guide you to possible next steps you can take to address them even while quarantined.

First, bear with me as I round out the background of the hierarchy for educators who may have come in through alternative certification pathways and such. They may not have had the benefit of exploring Maslow’s framework within educational coursework.

Maslow’s Hierarchy of Needs

Abraham Maslow was an American psychologist and philosopher practicing early in the 20th century. He developed the hierarchy of human needs pictured above. Maslow argued that for a person to obtain the highest levels for personal development, which he referred to as self-actualization, their more foundational needs typically must be met.

I will admit that the first version of this article went straight to self-actualization because, again, that is how I have been coping with the recent isolation driven by the shutdown of our society.

As I was meditating earlier this week, a persistent thought pierced through my peace: Not everyone is capable of addressing their self-actualization needs right now. Perhaps my discomfort comes from trying too hard to meet my own higher needs while repressing the fears and insecurities around my shaky foundation during this time. Self-care, after all, should be an essential part of my every day life if that is the message I am putting out to the world.

If your basic needs are currently met, and you want to target self-development, skip to the section on Self-Actualization now. I have some intriguing assessments and tasks for you there to help you explore characteristics about yourself you might not have considered before.

Tier 1: Physiological Needs

Let’s face it: Quarantine refocused the world’s attention and shifted our needs. How can we safely obtain food? For those of us without in-home significant others, are there ways to meet our sexual needs in fulfilling and ethical ways? What will we do about hygiene if we run out of toilet paper?  

If this is where you are, stop beating yourself up about not reorganizing closets and struggling to manage all of the requests for your social presence online. Permit yourself to BE present with your basic needs.

There is grace in being mindful about your physiological needs. Most of the profoundly effective mindfulness strategies take place in the realm of savoring the fulfillment of basic requirements. Mindful eating, doing a moving meditation while you sweep the floor, and attending to your breath are just a few examples.

Strategies for Meeting and Maintaining Your Physiological Needs

  • Keep a food journal on what you eat to help you find unhealthy patterns.
  • Create meal plans while using inexpensive and healthy foods.
  • Keep a sleep log to establish what sleep habits are healthiest for you and develop routines that maximize your sleep needs.
  • Establish a healthy way to meet sexual needs with ethical resources.
  • Use your breath to connect with your body and quieten your overbusy mind. Breathing meditations are a core practice in mindfulness and other meditation methods. Start with just 5 minutes a day and see what happens. What do you have to lose?
  • Get hydrated. I keep finding myself dry lipped and excessively thirsty, so I know I have been ignoring my hydration needs while I work online all day. Chronic dehydration negatively affects every system in the body, including the brain.
  • Track your moods and gain new insight on strategies to maximize the positive feelings while managing the less enjoyable ones. Yale has developed a mood tracker. It does cost 99 cents, but it is a great way to find patterns in your mood so that you can take preemptive measures to minimize undesired mood shifts.
  • Practice gratitude. Somehow, focusing on those things we are genuinely grateful for daily can have a profound effect on our mental and emotional well-being. (There is even scientific research supporting this!)

Tier 2: Safety Needs

My brain is hardwired to continually attend to my personal development and self-actualization needs as a coping strategy. However, I find myself struggling in areas around safety and security right now. When I fight the urge to dwell on such matters, it undermines the progress I make in my personal growth.

How can I self-actualize when I feel uncertain about my finances and my health? The truth is that it took a friend to clue me in to the fact that I am doing myself a disservice when I always push for growth in tier five of Maslow’s Hierarchy without addressing my deficits in the area of security.  

Strategies for Meeting and Maintaining Your Safety Needs

  • Create a budget and begin using it.
  • Build a plan for paying off debt. The limitations on travel and entertainment during quarantine may afford you some extra cash to put toward the first debt you target. When that is paid off, you can allocate the payments that were going into the first debt toward paying on the second.
  • Research skills you need to maximize your employment. Take online courses to level up your current situation. There are great sources for free learning all over the internet.
  • Find ways to exercise that maximize your overall well-being. Why not take advantage of free yoga classes?

Tier 3: Love and Belonging Needs

This one poses a unique challenge in the time of the coronavirus. If you have loved ones with whom you enjoy spending time within your safe space, celebrate that! Now more than ever, our children and significant others need our time and attention. Find ways to give of your time without giving too much. It is about balance.

Strategies for Meeting and Maintaining Your Love and Belonging Needs

  • Find unique and fun ways to express your love to people, whether in person or virtually. There are lots of options that are free!
  • Hang out with friends and loved ones virtually. There are tons of options here like Facebook Messenger, FaceTime, Google Hangouts, Skype, and Zoom.
  • Research interest group meetups in your area so you can go socialize with people who get you when the stay at home orders are lifted. Reach out to the organizer and ask about books and websites you can use to develop your understanding of the common interest.
  • Join online groups, read free books, and seek out online social outlets that target your interests.
  • Find your Love Languages and begin discussing with your loved ones on how you can exercise your top languages in ways that meet their needs. Get them to do the same and calibrate your efforts to make quarantine as pleasant as possible.
  • Write love letters to your friends and family and mail them. There is just something compelling about the written word arriving in the mailbox.
  • Beware social media paradox. Some studies have shown that the very outlets we use to connect to people can lead to depression and low self-esteem if they are accessed too often or during dark moods.
  • If you are single, online dating sites are still an option. If this is an avenue you are taking, be cautious in this time where meeting them in person may take a while. You never know who is on the other device messaging you. Avoid the urge to bare your soul. Instead, get them involved in meaningful conversations by asking thought-provoking questions.

Tier 4: Esteem Needs

There is a reason that esteem is often used as a reward. High levels of esteem feels good. Many of us are struggling with this as we toil at work from home. There may be nobody to see and truly acknowledge what we are accomplishing. You are doing great things. This is simply one of those times where you must find ways to meet your esteem needs from a place deep within.

Esteem could be defined as the need to respect and genuinely appreciate ourselves. So while external validation is always enjoyable, it is the internal validation that means the most in the long run.

Strategies for Meeting and Maintaining Your Esteem Needs

  • Make a list of things that make you feel successful. Focus on things that are doable right now. At the top of my esteem list is helping others with my knowledge and having systems in place that make my house run well. Turn your list into a series of goals. Make sure they are realistic, given your current circumstances. Do something on the menu you created every day that you can.
  • Altruism is the act of selflessly regarding the well-being of others and taking action to improve their condition. Acts of altruism can trigger positive esteem even when nobody knows what you have done. That is the point. People all over the world are struggling right now. Can you help in some way without the expectation of something in return?
  • Create content that helps other educators with current needs.

Tier 5: Self-actualization Needs

Here we are at the top of Maslow’s hierarchy.

Self-actualization is the realization of our intellectual, creative, and social potential achieved through intentional thoughts and behaviors. It is guided by our intrinsic motivation to be our best selves rather than by external motivators, such as money and fame. Maslow developed his hierarchy in a way that has self-actualization at the pinnacle.

I contend that we can apply self-actualization strategies regardless of where we are on the pyramid so long as we are also attending to our essential needs. In fact, in doing so, we can often optimize conditions for other more foundational needs to be met.

Happiness is a strange thing. The very things we think will make us happier (more money, for example) don’t after a certain point. There have been studies and research done on this paradox. For example, a study done by Princeton University reports a direct correlation between income and happiness until an individual brings in about $75,000. Beyond that, more money does not make for a significant increase in satisfaction. Time to pursue habits that do elicit joy.

Maslow discusses this leveling up of need in his work, “A Theory of Human Motivation,” wherein he contends that as soon as a prepotent goal is met, the next higher need presents itself. 

Thus, man is a perpetually wanting animal.”

Abraham Maslow, 1943

Start Self-actualizing with Some Character Building

Our behaviors are often driven by our character. Fortunately for us, our character is not static. However, it can be challenging to develop and change the mental and moral qualities that distinguish us among individuals. It takes intention and dedication.

Much like a fingerprint, typical attributes of character may be present in each of us, but how we exercise and present our nature makes us one of a kind. How we live out our principles and values can evolve. It can be overwhelming to decide where to start when we set out to self-actualize by developing our character. Let me get you started.

There are easy to use assessments available on demand (and for FREE) that can help. I have linked them within this section to help you get started. They will open in a separate tab so you can use the tool and then return to this article to further explore how the information you ascertain through these resources can be applied within the context of connecting with your core self.

Each of the tools will require you to develop a profile. The information and resources they provide are beneficial and worth the time. I have used each of them personally, and you can easily control how the sites contact you. I despise spam, and none of these have opened me up to unwanted contacts.

Let’s Start with Your Primary Archetypes

Carl Jung, a Swiss psychologist and psychiatrist who is best known as the founder of analytic psychology, developed what he referred to as archetypes in the early 20th century.

Archetypes are the personas that manifest in the ways we behave when we interact with the environment and other individuals.

First, take a moment to identify your primary archetypes. Note that this tool has adapted the concept a bit and includes a few contemporary archetypes that replace some of those identified by Jung. After you take a brief quiz, you will be presented with an image of your top three archetypes, such as mine below.

Once you have identified your fundamental archetypes, you can use them to guide the exploration of your strengths and challenges through a more focused lens.

In addition to defining archetypes, Jung also identified what he called “shadow archetypes.” These shadows help us to understand our more deep-seated instincts. They exist as part of our unconscious mind and consist of desires, weaknesses, repressed ideas, and possible shortcomings. Typically, they are formed through high-impact life events and out of our attempts to adapt to cultural norms and the expectations of others. The tool above also identifies your shadow archetypes.

Having a better understanding of the overarching themes in your persona allows you to zoom in on those aspects that best serve your personal and professional goals. It also guides your thoughts as you research ways to develop your social interactions and to address the deficiencies that may be hindering you.

Now Let’s Explore Your Character Strengths

This one took me by surprise, and I would like to think that I know myself pretty well. When I took the Character Strengths assessment linked below, it wasn’t the top strengths that took me off guard. It was the bottom five strengths that gave me pause and allowed me to get very real with myself.

Before proceeding, use this tool provided by the VIA Institute on Character to develop a ranked list of your character strengths. Try not to overthink it or rate the questions on how you wish you were. That will just affirm your misconceptions about yourself, and there is no growth there. Go ahead. I’ll wait…

Print the list if you can. If not, jot down the top and bottom four character strengths in the list. My first four made complete sense to me, but I was a little taken back by the bottom four.

It is important to note here that all of the items on your list are strengths. They are all things we should aim to be, and they cannot all be at the top. The bottom ones should not be confused with a list of deficits. They can, however, help us to identify parts of our character we may wish to grow. So, then why did it bother me so much that zest, prudence, and humor were at the bottom? Gut check time!

The truth is that while I am a very self-motivated and active person, I do lack some self-regulation. I can blame it on my Attention Deficit Disorder or coping mechanisms when my mental health is a struggle, but the truth is I had never given it much thought. THAT is what this next exercise is all about.

Now what?

Each day, I want you to determine whether you are in a place where you need success or if you are in a growth mindset.

If you are craving success on a particular day, perhaps to improve your mood, try to exercise each of your top four strengths. Just last night, I felt the need to find a happy place. So, I took some virtual tours of architectural wonders to admire their beauty and excellence of craftsmanship.

If, however, you are in a growth mindset, you will find ways to put your bottom four strengths into practice. For example, I have begun reading books and taking online classes aimed at improving my humor, mainly while speaking publicly.

I appreciate the time you took today to read this article. It demonstrates your dedication to personal growth: an admirable quality. These are crumbs leading the way to clever thinking and action that you should continue beyond my examples. Remember, a brain that is involved in active doing and learning is less likely to get stuck in dark places.

Stay strong. Stay positive. Stay Mindful!


Fordham, M. S., & Fordham, F. (2019, July 22). Carl Jung. Retrieved from https://www.britannica.com/biography/Carl-Jung

Maslow, A. H. (2018). Theory of human motivation. Wilder Publications.

Sullivan, E. (2019, September 11). Self-actualization. Retrieved from https://www.britannica.com/science/self-actualization

The Editors of Encyclopaedia Britannica. (2020, March 28). Abraham Maslow. Retrieved from https://www.britannica.com/biography/Abraham-H-Maslow

What is Self-Actualization? A Psychologist’s Definition [ Examples]. (2020, January 13). Retrieved from https://positivepsychology.com/self-actualization/

How to Prepare For the End of the Quarantine When There’s No End in Sight

How to Prepare For the End of the Quarantine When There’s No End in Sight

In mid-March, educators joined the masses of workers across the nation who watched in varying degrees of horror as the self-care barriers they had built between their work and private lives dissolved right before their eyes. Spaces used for eating and being with their loved ones became impromptu classrooms for virtual lessons. Those with children of their own saw their already meager personal time become a thing of the past. Social outlets vanished, replaced with virtual get-togethers on top of the online time they had already dedicated to their jobs. 

The general consensus among my peers is that we cannot wait for schools to reopen so things can begin to stabilize closer to the norm. I am finding that few of us have really thought through how that could actually unfold. In fact, assuming we can simply go back to “normal” is probably holding us back when it comes to making preemptive decisions that protect our well-being.

In the writing of this article, I do not intend to give you false hope that this is almost over. Estimates for the end of the shutdown range anywhere from four to six months at a minimum. The conservative estimate of Trump’s Coronavirus task force projects the potential death toll to be between 100,000 and 240,000 American people. As of today, the known death toll in our Nation is around 45,200. It is likely going to get a lot worse before it gets better.

You’re probably wondering why the hell I would write an article on how to prepare for the end of quarantine only to backhand you with such frightening numbers.

First and foremost, hope is an essential building block for positive mental health; however, acceptance of reality is equally vital. You need both if you are going to make it through this crisis.

“Your Search Yielded No Results”

When I began researching for this article, I was befuddled to find that there was very little out there on how to end quarantine with positive mental health in mind. The majority of sources regarding the effects of extended isolation related to resocializing prison inmates, interred refugees, and soldiers leaving high-tension situations. Some sources skirted ideas to support medical personnel, but I could not find a single source on how educators could prepare themselves to return to the classroom after an untold number of weeks of living in isolation. 

What little I could find on the after-effects of quarantine were based on isolation cases of much shorter duration within societies that bear little resemblance to our current reality. None of it was even close to the scale we are going to experience. We are setting precedence and likely living through one of the most norm disrupting global events of our lifetime.

Contagion in America Not So Long Ago

Chances are good that unless you are older than 70 years of age, you likely have no idea what returning to society after self-isolating for so long will look or feel like. 

The Poliomyelitis Epidemic swept across our Nation beginning in 1894 with infections surging well into the early 1950s. Commonly referred to as Polio, the virus killed without regard to age and left thousands of survivors with lifelong health issues. Children were especially susceptible and paralysis was common if the affected individual lived through the infection. Thankfully, Dr. Jonas Salk developed a vaccine against the disease around 1954.

I have personally spent quite a bit of time with an inspiring woman who not only lost her twin sister and young son to polio, but who also lost the use of her own legs when she contracted the disease while caring for her family. A woman of grace and fortitude, she seldom spoke of the illness and the damage it exacted in her early adult life except to say she missed those she lost. I wish she was still with us so I could ask her for advice.

Polio reached epidemic proportions across approximately 60 years. We are dealing with an outbreak that became pandemic within four months of the first known case. 

Although our society looks very different than that of the mid-1950s, I assumed records of the time would have some guidance to offer on dismantling a large-scale quarantine. I was wrong. I looked for research and historical notes on the best ways to prepare to reemerge, but I came up with only crumbs of ideas with very few sources to cite beyond personal memoirs, textbook blurbs, and historical fiction. After days of looking, I could not locate any reference material on how to resocialize and restore society after an extended quarantine…in any language.

Despite the lack of resources, I will do my very best to provide enough kindling to start a fire you can use to light your own torch. Then it is up to you to carry this light back to your communities and set the signal fires ablaze.

Seeds for Thought

I am going to seed this article with a lot of ideas. Over the coming months, I will expound on as many of them as possible, particularly the keywords and phrases I have italicized in bold print. 

Despite the sobering (and frankly terrifying) estimates for when this shutdown might end, it is best we prepare for the earliest predictions so as not to be caught off guard while steeling ourselves for much longer than we expect. It’s a strange balancing act that requires us to be both grounded and innovative.

For educators, it may make this unfathomable task more approachable to consider what adjustments you typically make when the end of summer break approaches. I caution you, however, if you only prepare for the reestablishment of pre-quarantine norms, you may not be equipped for the realities you will likely face. 

Research Pertinent Topics Proactively

Educator, educate thyself! Set aside time each day to learn something new and keep a notebook or file folder for things you want to keep in mind. 

Learn to recognize the symptoms of post-trauma mental health issues with special attention to the demographics of those you serve as an educator. Be prepared to identify them in both yourself and the other adults around you. 

Be aware of the signs of neglect and abuse, and know your legal responsibilities and district policies as a Mandated Reporter. (Note that you are still required by law to follow up on suspicions of abuse, even in the virtual world.)

Deepen Your Understanding of differentiation. Besides classroom management, differentiation is often an area of struggle for new and veteran teachers alike. Regardless of how diligent you have been with your distance learning plan, many students will experience a learning gap due to their extended separation from direct, in-person instruction. Find new ways to scaffold, accommodate and modify (when appropriate) your classroom instruction. 

Some highly productive search phrases for identifying resources on differentiation:

  • Content, process, and product differentiation
  • Universal Design for Learning (UDL)
  • Backward design of lessons
  • Formative assessment strategies 

Connect with Yourself 

Find some time and space to brainstorm both short- and long-term goals you wish to accomplish during and after reintegration. Write them out or record them for reference in the event you feel lost later. 

Consider locating a therapist if you don’t already have one. Mental health should be tended in the same manner as cardiovascular health: early intervention and consistency are key. Finding a good-fit therapist who has room to take new patients will likely become more and more difficult in the coming months. Start now and consider virtual options if you cannot locate one nearby.

Your brain may have changed the way it processes inputs while isolated in quarantine. For example, if your safe space is considerably quieter than your typical workspace, consider resensitizing yourself to noise. It may even be beneficial to read about sensory processing sensitivity and strategies for managing the sudden change in sensory input that will come with returning to work, dealing with crowds (and traffic), and resocializing into your school community. 

Prepare for the varieties of anxiety that may develop as you move closer to leaving the safe space. Check out my video titled, “What a Shame: Let’s Destigmatize Educator Anxiety” for an in-depth discussion of symptoms associated with anxiety. It was my first video…don’t judge me; I was anxious.

You may feel separation anxiety, or you may have to support loved ones who do. Things may feel surreal, making it difficult to put your finger on what to do to feel more normal. Your typical stress reactions may be amplified. Feelings of distrust and insecurity around others may persist even after the threat of the virus has passed. 

Brace for the impact of having to multitask on a grander scale again. Establishing boundaries, routines, and schedules that are similar to your actual workday may help. So might a little mindfulness…

Cultivate Your Mindfulness Practice

Whether you have already begun practicing mindfulness or you are just reading about it for the first time today, I cannot overstate the importance of training your brain to manage thoughts and external events without overreacting or shutting down. Mindfulness is an intentional set of behaviors that allow you to do just that. Go deeper by reading my article, “Something Educators Need Now More Than Ever.”

Pace Your Reintegration

The ambiguity of our timeline for reemerging from quarantine makes this one a tough one, but you can still be intentional if you start as early as possible. Move deliberately and in phases.

Socialize virtually. Build (or repair) relationships now that will serve to sustain you later.

Resist the urge to over-schedule your social calendar early in the reemergence. You may miss human contact now, but by not giving yourself time to process the early abundance of sensory inputs that will come with returning to school, you could overstimulate your system quickly. This comes with knowing your own limits and respecting yourself enough to put boundaries in place. 

For those of you who are true extroverts, this may not be the case for you. You may need as much human contact as time will allow. Just be aware that the introverts in your life may be standoffish at first. Let them know you’ve got their back.

Know and Respect Your Own Limitations

You know your body’s response to extreme stressors. Honor those signals and apply self-care liberally.

Get your personal spaces organized while you have more time at home so you have less chaos to return to after working outside of the home all day.

Our environment is often a reflection of what is going on inside us. 
If your home is a mess, clean it up.

For some, your safe spaces are already spotless and in order. If that is the case, consider the files on your computer. Have you always wished you had a better filing system? Move on that now.

Consider Edutainment

Play and supported exploration are both very important factors in healing, regardless of age. Edutainment offers both to students of all ages. You probably already do some edutaining, even if you haven’t heard the term before. Some of you had a crash course in it when you found yourself teaching a classroom of students virtually. How do you keep their attention? Props, visuals, jokes…

Get them laughing. Teach them to ask higher-order questions themselves. Plan lessons that culminate in fun and exciting ways.

There is no growth in your comfort zone and no comfort in your growth zone.”

(Various attributions, including John Maxwell)

Deliberately Destigmatize Mental Health Discussions

Whether you experience mental health issues in the wake of the quarantine or not, someone you work with or teach will. We need to be talking about things like anxiety and depression in open and supportive ways.

As an educator, you have the responsibility to maintain a safe space within your school or office. Be intentional and cautious with your language. Using phrases such as “made me crazy” and “it was insane” could clam up someone who was (and may still be) dealing with genuine mental health concerns. 

If you haven’t already, create some low-stimulus, safe spaces within your classroom or school building. Make sure students and staff know who they can safely talk to in the event of an emotional or mental health urgency. Guidance counselors and most special education teachers are specially trained in emotional and behavioral de-escalation strategies. Your employer likely has an Employee Assistance Program (EAP) in place. Check near the OSHA Regulations board in your breakroom for flyers or contact Human Resources for more information. 

Reestablish Your Expectations 

While your emotions may tell you to ‘go easy’ on your students when they return, recognize that they will likely need structure and predictability now more than ever. Start reading about classroom management now. Treat your first days back like the first day of a new school year or the return from Winter Break. 

If we return to work this school year, directly teach and reinforce your expectations. Be liberal with specific praise and champion growth mindset practices. Instead of teaching to the test (because standardized testing is temporarily a non-issue for the first time in most of your teaching careers), teach to the needs of the students and prepare them as much as possible to move up to the next level of schooling or into the workforce.

Consider building in (more) brain breaks and structured downtime for resocialization and pleasure.

Build Reflection Time into Your Day

Start the habit now, while you have the time. Once we return, the days are likely going to move faster than you anticipate. Whether you teach or manage those who do, a reflective practice helps you gain new insights over time so that you can adapt to a rapidly changing environment. 

The most effective method I have found involves intentionally planning my day first thing each morning and reflecting upon that plan and the events of the day later in the evening. I use the Evo planner (No, I don’t get paid to say that; it’s just the best one I have found for me.) 

In closing…

This article wasn’t written to give you the comprehensive answers on how to prepare for the eventual end of the quarantine. The experience of reintegration will be different for each of us. My purpose in writing this is to get you asking the right questions and to spur you into having crucial conversations with your loved ones and colleagues. 

Stay strong. Stay positive. Stay mindful.


History of Polio. (n.d.). Retrieved from https://www.historyofvaccines.org/timeline/polio

NMAH: Polio: Timeline. (2005, February 01). Retrieved from https://amhistory.si.edu/polio/timeline/index.htm

Quality, Not Quantity

Quality, Not Quantity

First, let me say thank you to those of you who are following me on Facebook, Instagram, Pinterest, and on the website itself. I have been humbled by the amount of people who find value in my work after only a week of going live. I want to honor your time while allowing myself a schedule that gives you high quality content.

With that in mind, I have made the decision to reduce my post days from three per week to one in-depth article every Wednesday along with a high-quality video every other Monday. The Monday posts will be on the 2nd and 4th Monday of each month. Every once in a while, I may throw in a bonus article or video.

Ask Jenna

My greatest goal in this endeavor is to give you well-researched and trustworthy content on questions and ideas that are pertinent to you right now and for when we return to traditional schooling after the quarantine. So, I need to know what is in your full mind.

Please, go to my webpage and select ASK JENNA from the menu. You can submit questions and comments with a username you create to ensure your anonymity. Entering your email is optional, and it will never be made public. If you want a personal response that comes directly from me and is not simply used to inspire public content, you can enter your email address and request an email rather than waiting for it to get worked into a post.

My privacy notice is very clear on the fact that I will never spam you nor share your email with any outside entities for any reason…ever.

Please Follow My Blog Directly

One of the ways I can grow the attention this movement deserves is by growing my team of Followers on the website directly. Even if you are already following me on another social media platform, please consider going directly to The Mindfull Educator website to subscribe.

Once you subscribe, you will receive my new posts directly to your email without having to surf for them. Again, I will never spam you.

Who is Jenna Glenn?

In case you missed it on Saturday, I posted a fun video that will help you to better know the source of the much needed information in this blog. Check it out now.

May Be

Take a few moments to read the story below. It highlights the mindfulness practice of non-judgement. After reading this, I encourage you to consider the paradigm shifts that will benefit not just your mindfulness practice, but also your teaching and administrative practices.

There is a Taoist story of an old farmer who had worked his crops for many years. One day his horse ran away. Upon hearing the news, his neighbors came to visit. “Such bad luck,” they said sympathetically. “May be,” the farmer replied.

The next morning the horse returned, bringing with it three other wild horses. “How wonderful,” the neighbors exclaimed. “May be,” replied the old man.

The following day, his son tried to ride one of the untamed horses, was thrown, and broke his leg. The neighbors again came to offer their sympathy on his misfortune. “May be,” answered the farmer.

The day after, military officials came to the village to draft young men into the army. Seeing that the son’s leg was broken, they passed him by. The neighbors congratulated the farmer on how well things had turned out. “May be,” said the farmer.

I humbly thank you for your support!

Stay strong. Stay positive. Stay mindful.

Something Educators Need Now More Than Ever Before

Something Educators Need Now More Than Ever Before

Setting aside the normal stressors of being an educator, we are now experiencing life and teaching in unprecedented ways while managing the mental and emotional effects of quarantine.

Today marks the first day of the fourth week since my District’s closure due to the COVID-19 outbreak. I have only had in-person interactions with six people within that time. Normally, I have interacted with 20-30 people before 8:00 AM on a workday. I have spent more time by myself than I ever have before. Even as an introvert, I need human connection to feel vital. I feel bereft. 

Part of my job includes coaching and supporting mentors and first-year teachers. I find myself at a loss of what to say as they look back at me through virtual eyes, unsure of the future and stressed out by the demands of our New Educational Order.

Truancy means our students didn’t, or couldn’t show up for our virtual lessons. We are getting dressed up for faculty meetings that we attend in our living rooms. Many of us are juggling job requirements and educating our own children. While we are still getting paychecks…pause for a moment of gratitude…an alarming number of our spouses are unemployed or risking exposure by showing up to work. The list goes on and on. You know; you’re in it.

Amid all this, two things I am most grateful for are my therapist and the gift he gave almost five years ago when he suggested I explore Mindfulness. I was in the middle of a crisis. My anxiety and racing thoughts were out of control. Before that day, I had given up on meditation, and Mindfulness sounded like a trendy buzzword. I don’t do trends; I want sustainable solutions, but I had nothing to lose. 

He suggested some books and an app called Headspace. I set aside my many attempts at meditating in the past and began with just five minutes a day. Within four months I was sitting for twenty minutes twice a day. I was running through books, videos and classes like my life depended on it…because it did. 

Mindfulness saved me from psychological self-annihilation. 

Before it could do that, I had to make some extreme mental shifts. I implore you now to stay with me on this one because what educators need now more than ever is Mindfulness. 

Brace for Change…the Good Kind

Thomas Kuhn, an American physicist, and philosopher defined a paradigm shift as a fundamental change in the basic concepts and experimental practices of a scientific discipline. In time, this concept broadened into the science of human psychology. Within this context, a paradigm shift is a fundamental change in approach or underlying assumptions. Mindfulness requires some serious paradigm shifts. 

Before I dive into some of the more profound shifts, let’s get some foundational understandings established.

What is Mindfulness?

Mindfulness is the basic practice of being fully aware of what is going on in your mind and the present moment without being overly reactive or overwhelmed by what is going on around you.

When practicing mindfulness, we do so in a manner that acknowledges our thoughts, feelings, and bodily sensations calmly and without judgment. 

Over time, this practice allows the Mindful individual to put space between themselves and their experiences so they don’t get carried away when undesirable thoughts and events occur. Instead of just reacting, Mindfulness helps us put space between the stimulus and the response, which in turn allows us to conscientiously decide how to proceed with intention and full awareness. It is within that space that we are also able to look for patterns of thought that do not serve us so we can intentionally release them. 

Does this sound too good to be true? I thought so until I had more to lose by not committing to it than I did by ignoring its call. It is called a “practice” for a reason. Much like yoga, playing the guitar, or flying a plane, you must commit to it over time. This requires some pretty significant changes in our approach and underlying assumptions. There are several paradigm shifts that occur within a Mindfulness practice. 

The Oxygen Mask Principle

Educators are often highly empathic. The field tends to attract servant leaders. We give of ourselves and are quick to put the needs of our students and staff before our own. This is an admirable quality, but over time it can be detrimental to our own well-being if not balanced in healthy ways.

Most of us have been on a plane in our lifetime and can recall the flight attendant’s presentation before take off. Thankfully, I have yet to need any of the advisements given me during preflight announcements, but I encourage you to pay attention to one of the most important things they advise: 

Secure your own oxygen mask before you attempt to help others.

Education is a social service that may require some sacrifice, but there are three essential factors that I ask you to consider with this metaphor:

  1. Self-care ensures we are able to assist others more effectively over time.
  2. Healthy boundaries are important in developing sustainable relationships and effective teaching and administrative practices.
  3. Without self-care and healthy boundaries, you may be depriving yourself of something as essential as oxygen: maintaining positive mental health.

The Beginner’s Mind

When you enter into a Mindfulness Practice, you must do so with a beginner’s mindset.

In education, we often refer to developing a growth mindset. Many of us consider it a non-negotiable for effective learning to take place. For me, the beginner’s mind falls into the category of having a growth mindset.

When we adopt a beginner’s mind, we must release our expectations and preconceived ideas about what we are doing, learning and experiencing. It requires an open mind and fresh eyes. 

Please note that it is not only when we are beginning a new Mindfulness practice that we must assume this mindset. Rather, the beginner’s mind should be maintained throughout the practice.

Educators are typically expected to behave as ‘experts’ most of the professional day, but this can lead to a fixed mindset if we are not careful. 

So, how do we adopt a Beginner’s Mind?

  • Avoid taking a single perspective on anything. 
  • Treat every experience like it is a special occasion. You know that feeling when you travel to a distant place? Everything looks new. Sensations are heightened. The senses are more aware. Colors, flavors, and experiences are more vivid. 
  • Attend to your expectations, and release them.
  • Become at peace with the state of not knowing. Invite childlike curiosity.
  • Stay grounded as your mind explores with the wonder of a child.
  • Beware of the stories your mind tells you, and see things as they actually are.  

Biases based on past experiences and assumptions are helpful when we use them as tools to consider options, but they can cause unnecessary suffering if we allow them to create psychological stories and illusions. In other words, avoid forming judgments. This leads us to the next shift. 


Let me start by saying that you cannot stop the mind from forming judgments. It is impossible to avoid the natural tendency to categorize things as good, bad or neutral. It is human nature to seek more good, avoid the bad and pretty much ignore the neutral. The importance is in how we respond to our mind’s judgments. 

The practice of non-judgment involves letting go of automatic judgments as they arise. Release the urge to grasp for more good, resist what you feel is bad and pay attention to the full experience, even if your mind tries to convince you it is unimportant.


Akin to non-judgment, this shift requires acceptance of ourselves and our experiences as they are. When you assume a stance of non-striving, you refuse to be in conflict with yourself and the events of your life. By working with what is there, you intentionally avoid adversarial relationships with what is happening.

For me, this is where I struggle the most in my Mindfulness practice. Yes, I see the irony in that statement, and this is where I must be most conscientious about acceptance and release. I am not asking you to stop growing and learning; I am suggesting that you do so with full acceptance of what might feel like a struggle. Release yourself from the judgments that come with it.

Am I asking too much?

If you are just considering Mindfulness, or if you are actually beginning the practice, these shifts can seem unattainable as a whole. They do not happen overnight. It takes dedication and perseverance. I am not telling you it is easy; I am telling you it is worth it.

Take baby steps if you need to, but start now. In fact, you already have by finishing this article.

Stay strong. Stay positive. Stay mindful.

P.L.O.T. Your Lessons To Edutain

P.L.O.T. Your Lessons To Edutain

When you think of all the books, movies and television shows you watch, it can be very easy to identify the plot structure of the stories they tell. Most entertainment follows the same basic structure. It is a timeless formula of introduction, rising action, climax, and resolution. I challenge you to expand the concept of a plot into the planning of your lesson, not as the content but as the format of your presentation. To do this, consider overlaying the elements of a mastery teaching lesson onto a plot diagram.

As I searched for a visual of the standard plot, I came across a reimagined version of the plot diagram which much better fits the format of a mastery teaching lesson.

For the purposes of this article, I like how the resolution isn’t a falling action,
because we always want to maintain prior learning as we lead into the next lesson set.

How do the elements of the Mastery Teaching Model mesh with the diagram of a plot?

This format is based on the research-supported Mastery Teaching Model established by Madeline Hunter with some adjustments for contemporary best teaching practices.

Introduction (Exposition):

During the introduction of a story, the creator sets the scene and begins building the background. Major characters and situations are introduced. This is usually brief because when you tell a good story you should “show, not tell.”

The same is true for the introduction of a lesson. This is the point at which the teacher accesses prior knowledge, makes connections to earlier lessons, explores vocabulary the learners will need and sets up the purpose of the lesson.

  • Anticipatory Set: a short activity or experience that sets the stage for the lesson’s objective. It can be a visual, an example problem, or a simple question. During this anticipatory set, the teacher focuses the students’ attention, organizes a framework for the ideas, skills, and information that will follow and extends the thinking of the students through an example or conundrum.
  • Objective(s): establishes the objective(s) of the lesson. It makes evident what is to be learned, why it is important and establishes how mastery will be demonstrated.

Narrative Hook:

The narrative hook in a story is the point at which the introduction meets with the rising action and momentum in the story begins to take over. This is when the story gets interesting, and engagement with the narrative increases. It is when those being entertained begin to realize what the story is all about and why it is important.

  • Lesson Hook: technically part of the anticipatory set, for Edutainment purposes it warrants being highlighted. How will you get students to buy in and get excited about what they are going to learn? How can you appeal to their pathos (emotional appeals), logos (logical mind) and ethos (sense of right and wrong) in a way that makes the learners vest in what you are about to present to them?

Rising Action:

The rising action begins the process of sequencing events that lead from the discovery of a conflict or problem to the story’s climax and resolution. A well-written story builds steadily, but not necessarily smoothly as facts and experiences are introduced.

  • Input: here the teacher introduces vocabulary, skills and any other information the learners will need in order to make sense of the instruction. This can be done with interesting, multimedia lectures, video clips, visuals, and demonstrations.
  • Modeling (“I do”): the teacher commands most of the action in this part of the lesson. It is the point at which gradual release begins. Before releasing the responsibility of instruction more and more to the students, the teacher models the skills. Students typically take notes during this portion of instruction which will inform them as they move into guided practice.
  • Check for Understanding: This is done throughout the lesson, but is very important in determining when to move from modeling to guided practice. This can be done in a variety of ways from questioning to observing as students discuss or complete a short task that requires an understanding of the lesson objectives.
  • Guided Practice (“We Do”): at this point, the students begin to demonstrate the level at which they grasp the content or skill being taught. They participate in application activities which are directly supervised by the teacher. During this time, the teacher circulates and corrects errors and misunderstandings while reinforcing the right actions with specific praise and feedback.


There are several different ways to describe what a story’s climax is, but in its essence, the climax is the moment of highest interest when the audience begins to realize how the conflict will resolve.

  • Independent Practice (“You do”): this is the pinnacle of gradual release, wherein the learners assume responsibility for their learning and the teacher acts as a facilitator. Also known as reinforcement practice, this cements the learning and allows students to experiment with their new knowledge.

Resolution (Denouement):

Imagine if a story simply stopped at the climax — how unrewarding! “Denouement” is a french word that translates as the untying of a knot, and it simply cannot be skipped if the story is to be complete.

  • Lesson Closure: often forgotten due to time demands, the lesson closure is one of the most important parts of the lesson. Make time for it, even if you need to use a timer to do so. During the closure, new content is cemented and understandings of the objective(s) of the lesson are measured in order to inform the next steps for the teacher.
“Failing to plan is planning to fail.” ~Accredited to Benjamin Franklin

Now, Let’s P.L.O.T. Your Lesson

Pick your focus content and methods of instruction. Research lessons other educators have created and see if you can embed their methods. What media can you use? You would be amazed at the WebQuests and videos others have already created around your content. Use this planning time to over-plan; you never know when students are going to take to new content and show mastery quickly. Also, research alternative ways to differentiate and scaffold the instruction.

Lesson Plan like you are creating a video or production. Make notes on what materials (props) you need for the presentation. Use the plot sequence above to design a lesson that includes the gradual release of responsibility from the teacher to the students. I have noticed a growing trend in depending upon packaged curricula to do the lesson planning for teachers. The authors of those programs don’t know your audience. Plan separately and cite the plan embedded within the curricula.

Observe the impact and outcomes of your lesson. What are the students responding to? How can you leverage their gifts and deficits to plan your next lesson? If you are fearful of asking your students for feedback on the lesson, you are missing a great opportunity. Find a way to be vulnerable and elicit direct feedback from your audience. It is an incredible way to adapt your style to meet the needs of a specific audience.

Take the data, feedback and personal reflections to make data-driven decisions for your future lessons. What parts of the lesson did the students connect with? Did anything fall flat? What was the spread of the data for objective mastery? Who needs more instruction and who needs extension activities? (Great information for planning your assignments at work stations (centers) if you use them.)

This all sounds like a lot, but when you get in your groove, PLOTting your lessons with the key characteristics of a plot diagram should improve your engagement and the students’ retention of the new learning. Now, get to PLOTing!


  1. “Rethinking the Plot Diagram.” The WriteAtHome Blog Rethinking the Plot Diagram, blog.writeathome.com/index.php/2012/10/rethinking-the-plot-diagram/.
  2. “Madeline Hunter Lesson Plan Model.” The Second Principle, thesecondprinciple.com/essential-teaching-skills/models-of-teaching/madeline-hunter-lesson-plan-model/.
Engaging Students through Edutainment

Engaging Students through Edutainment

“You never change things by fighting the existing reality. To change something, build a new model that makes the existing model obsolete.

Buckminster Fuller

While watching an episode of Big Bang Theory, a humorous sitcom playing out the lives of a group of young, quirky scientists going through the mundane aspects of life, I was struck by a particular exchange between Sheldon Cooper and his ad hoc girlfriend, Amy Farrah Fowler.

Amy is a brain researcher and demonstrates a strong understanding of human nature. Sheldon is portrayed as a physicist who has many characteristics of an individual on the Autism spectrum, though this is not ever stated directly. One of his characteristics is his inability to recognize social cues and provide empathy in ways common to most of us. During a virtual conversation with Amy, Sheldon shares his confusion and frustration at the poor ratings one of his presentations has received.

As they discuss his failure at engaging his audience with the content he presents, it becomes abundantly clear that Sheldon cannot connect the content to the audience. After unsuccessfully working to lift his spirits, Amy says something very profound regarding the role of an educator when working to convey their content. After his protestations that it is the burden of the audience to engage with the information, Amy goes on to make a very compelling suggestion.

Amy: All right. Have you considered improving your socialization skills, thus allowing you to communicate more effectively with other people?

Sheldon: Isn’t that their burden? I’m the one with something interesting to say.

Amy: Fair enough, but in its essence, teaching is a performance art. In the classroom paradigm, the teacher has the responsibility to communicate, as well as entertain and engage.

Sheldon: I sense that you’re trying to slow-walk me to an epiphany. Would you mind very much jumping to it?

Amy: Perhaps you should consider taking acting lessons. (BOOM! Paradigm shift!)

Embrace Edutainment

I have processed this very concept with many teachers by suggesting they consider using props, jokes and other tools actors use to entertain their audience. It often comes as a surprise concept to them that effective teachers are entertainers as well as educators. “Am I supposed to put on clown outfits with makeup and perform for them?”

I contend that if what you have been doing to engage your students hasn’t been working, why not try performing for them and see what happens. The brave souls who heed the advice and venture into edutainment almost always follow up with me on the successes they have experienced.

Let’s face it, we are competing with the internet and television. All of the veteran educators reading this are probably recalling the millions of times they have used the phrase, “Put your phone away.” Every day our students are inundated with interesting posts and links that are designed to grab their attention and make them into consumers of products and entertainment. Why not tap into that power instead of fighting it?

The Five Characteristics of Edutainment

A professor at Boise state university, Lynette McDougal, identifies five facts about providing Edutainment during your instruction.

  1. It should be educational.
  2. It is important that it be entertaining.
  3. Along with being educational and entertaining, there should be an integrated activity.
  4. To accomplish this, the lesson presented should be adequately matched to the learners abilities.
  5. Lastly, she identifies the importance of understanding that learning occurs when students construct new understandings about their world through exploration, experimentation, discussion and reflection.

What about taking acting lessons?

When you take on the strategy of Edutainment to increase engagement and learning with your audience, it is important to remember the skills you should hone. Much like the example in the episode of Big Bang described above, you could even take acting classes. But short of enrolling at your local acting school, consider these skill sets actors are expected to develop.

Being an actor requires a range of skills, including:

  • Good stage, screen or vocal presence
  • The ability to enter into another character and engage with an audience
  • The ability to memorize lines
  • Good understanding of dramatic techniques
  • Having the confidence, energy and dedication to perform
  • Creative insight

Build an Authentic Educator Persona (Stage Presence)

Be intentional when choosing the version of yourself that you present to students. Your teaching persona should be authentic and tailored to the audience while also honoring who you are at your core. Consider what personality characteristics you can employ that build better connections with your students.

Remember to be genuine, we are not creating a fake character here. Students can smell a rat, so don’t lie. What you are doing is highlighting your behaviors, attitudes and energy that connects with your audience. Watch videos of successful educators and presenters. What aspects of their persona engage your attention? Select attributes you posses and can grow within your own presentation style. Humor, vulnerability (the good kind) and high energy are all a great place to start.

Use Dramatic Techniques

When designing your lesson, consider seeding it with proven dramatic techniques. Use them to build tension during your lesson and then relieve that tension in innovative and interesting ways.

Some examples of dramatic techniques easily used within lessons:

  • Foreshadowing: making reference to something that will be important later in the lesson can peak interest and engagement. Allude to it often and create a sense of mystery. This is best used when initially embedded within the lesson opener.
  • Plot Twists: As students participate in your lessons, having a point at which the information presented suddenly and unexpectedly changes or challenges the way they are thinking can have a profound impact on buy in.
  • The Ticking Clock: This one can be tricky and requires preplanning. The most simple form of the ticking clock I have used is the classroom game of ‘exploding mascot.’ First, you need a school or class mascot that you build concern for. At key intervals in the lesson, the teacher asks higher order questions about the content covered so far with the risk that only a well-thought out answer can help delay the mascot from exploding. Wrong or shallow answers advance an imaginary timer, keeping the class mascot in a high tension situation. If the unwitting character survives the lesson, celebrate with the students.
  • The Cliffhanger: Best used just before a temporary break in instruction (i.e. the end of class for the day or just before lunch), the cliffhanger leaves students wanting more.

Use Engaging Exemplars

Presenting exemplars when introducing a new concept or skill, is also a solid strategy to add to your teaching bag of tricks. Below is a Ted Talk by Nick Fuhrman, also known as Ranger Nick. It is an incredible exemplar of Edutainment. Check out his educator persona — how engaging!

There is science that supports the idea that having fun while learning promotes the acquisition and maintenance of new knowledge. Nick Fuhrman’s persona encourages having fun. How can you tweak your persona to increase how much fun your students are having while they learn?

How to Sell Your Content

While you are exploring how to edutain your students, consider another aspect of entertainment media: engaging advertising. Over the decades, marketing specialists have honed the craft of engaging audiences to buy into products and services using tools that access psychological principles. Why not leverage their research-evidenced practices within the context of getting students to buy into your class culture, content, and the skills you need them to master for success?

Common Advertising Techniques 

Emotional Appeal

Pathos, appealing to the emotions and sense of identity of the audience, is an intensely powerful advertising tool. We have all seen the commercials that use pictures of starving children in appalling conditions followed by appeals to donate money to feed the hungry, provide them with schooling opportunities and provide shoes for their feet. The language and images are used to evoke a deep sense of empathy toward those less fortunate than ourselves.

When you find lesson hooks and examples that appeal to the emotions of your students, engagement often increases. For example, while teaching a lesson on bias during a virtual lesson (eLearning is the norm in the days of COVID-19), you could appeal the student’s current feelings on emotionally charged topics that matter to them, such as social distancing to avoid the spread of illness versus their need for belonging and connection.

A strong lesson hook that uses emotional appeal can initiate student engagement that you can use as leverage throughout the lesson.

Note: It is important that you balance the use of emotional appeal with logical evidence and ethical standards in order to maintain credibility. For a deeper understanding of using rhetoric during instruction, I recommend researching three rhetorical appeals often used in crafting arguments: pathos, ethos, and logos. 


I distinctly recall the phone number for the leading accident and injury law firm that was operating in my area in the late 1980s. Why? Their commercials showed the number visually, played the voice of a woman singing the 10-digit telephone number to a catchy tune and repeated these throughout the entire commercial. The commercial itself was repeated across the course of the evening. 

By repeating and highlighting the core content and processes of your lesson in engaging ways, you can increase the students’ retention of the information. 

Promotions and Rewards

Embedding a system of promotions and rewards within your lessons can ignite engagement for students who are more extrinsically rewarded. Get creative, don’t spend a lot of money (or none at all). If you are presenting a unit across time, have the students earn badges as they master new skills. If you are teaching with a piece of literature that has a nifty element of reward within it, mimic that reward. For example, if teaching with “Charlie and the Chocolate Factory” by Roald Dahl, you could build to an activity where the students earn small candy bars wherein some of them have a ticket under the wrapper that provides the bearer with a highly sought after privilege or reward. 


Give the students a reason to jump on board or not ‘miss out’ on what everyone else is doing. This builds momentum and appeals to their sense of belonging. Learning what your students are impassioned about may require a little research on your part. Consider the leaders in your classroom (particularly the ones who drive the classroom culture and climate) and find out what their interests are. Cite the students you know are deeply into the interest directly in your lesson opener and empower them to incite interest in their peers. 

For example, I had a student who was into video games. They seemed to be the only thing he thought about day and night. While teaching a lesson on the narrative plot, I used his current favorite video game as the example media to model the plot diagram. The game Halo, and the passion of one student, did more to drive engagement during that lesson than praise and redirection ever could.

In Summary…

Tying it all together, you as an educator have the privilege and responsibility to do whatever it takes, within reason, to entertain, engage and educate your students. Have fun with it. Experiment with advertising strategies and positive rhetoric. Some things you try may fall flat, but much like the growth mindset we ask our students to have, I challenge you to keep at it until you find the style of Edutainment that works for you. Now, go break a leg!

Other Resources:


  1. Big Bang Theory, Season 4, Episode 14
  2. “EdTech 597 Characteristics of Edutainment.” Lynette McDougal: EDTECH Learning Log, 12 May 2013, lynettemcdougal.wordpress.com/2013/05/12/edtech-597-characteristics-of-edutainment/.
  3. “The One Thing All Great Teachers Do.” Nick Fuhrman. TEDx, Posted to YouTube 11 April 2018, youtube.com/watch?v=WwTpfVQgkU0&feature=youtu.be.
Self-Care Is Essential

Self-Care Is Essential

To demonstrate my personal stake in the topic of self-care, and to emphasize that this may be the most important message I will ever share with you, allow me to give you the context for my stance that self-care is important…nay, ESSENTIAL.

I will rarely offer too much personal information in my writings, but this message is the foundation of my mission as The Mindfull Educator, so please indulge me.

In the winter of 2015, I had a major Bipolar 2 mixed-state episode that manifested with insomnia, racing thoughts, dark moods at night and extreme morning anxiety that later spread out into what my psychiatrist categorized as Generalized Anxiety Disorder.

For three months, the first thing I did every day was throw up. Then, I would get dressed with my hands and legs trembling and go to work. It took regular doses of anti-anxiety medications just to function. To this day, I continue to manage the residual effects brought about by this period of my life. 

The trigger for all of this anxiety was me finally getting the “dream job” I had been working toward for the better part of a decade. My administration appointed me as a special education Coordinator in one of South Carolina’s largest school districts. 

My dream job quickly turned into a nightmare. I received hundreds of emails a day and would typically work from 5:00 AM until midnight. Yet, still, I couldn’t seem to get to all of the tasks I was required to do by law (and bureaucratic policy) unless I worked long hours on weekends, too. 

Self-care was tossed aside. I didn’t have the time or energy to add ‘one more thing’ to my to-do list. I dropped from 170 pounds (around 77 kg) to 135 pounds (61.2 kg) in under two months. Yes, I lost 35 pounds in less than 8 weeks without trying. I couldn’t eat. I had to drink my nutrition in shakes because the act of swallowing food gagged me. I completely broke down one night while confiding to one of my closest friends. As I talked on for what seemed like hours about the state I had been living in, they helped me to realized I was in BIG trouble on the mental health front. Later that night, they drove me to the hospital, beginning a chain of events that would thankfully lead to my recovery and sustainable wellbeing. (This is why having social support systems in place is very important for those of us with mental health concerns!)

The take-away for you at this point it to understand this truth:

Sidelining self-care was the biggest mistake I have ever made in my career as an educator.

Six Categories of Self-Care for Educators (and anyone, really!)

Self-care is any action we take to improve our overall well-being. Whenever we become busy or stressed, self-care is often set aside for the sake of time and avoidance of the feelings we fear may be agitated.

If you ever hear me say anything, let it be this:

No matter what is going on in your life at any given moment, self-care is essential. It should be a non-negotiable aspect of your daily life at all times, especially when you are super busy or under a great deal of stress. 

Although I will discuss each of these self-care categories, it is important to remember that these processes are all intricately linked. Self-care within any one of the areas will likely affect the remaining areas in positive ways.

  1. Physical Self-Care: These are actions you take to improve or maintain the healthiness of your physical body. Exercise, good nutrition, and sleep all relate to physical well-being.
  2. Psychological (Mental) Self-Care: You address this area when you actively work to maintain a positive mindset. This can include such things as seeing a therapist, intentionally managing clutter in your safe spaces, and maintaining regular schedules for prescribed medications.
  3. Emotional Self-Care: Deeply connected to our psychological well-being, emotional self-care can help you in the healthy expression of your psychological states. While psychological self-care addresses how we process information, emotional self-care addresses how we express the feelings associated with what we have processed. Maintaining healthy relationships, finding belonging/connection, and using emotional self-regulation strategies are all part of this. Doing things you enjoy with people that support you cheering you on is critical to emotional well-being and developing healthy interpersonal relationships.
  4. Spiritual Self-Care: Please note that while religious pursuits fall into this category, you don’t have to practice a religion or even believe in a god to do acts of spiritual self-care. Reading/watching inspirational media, joining spiritual groups such as churches or meditation groups and creating sacred space for your spiritual practices are a part of this category, as are altruism and kindness to others.
  5. Professional Self-Care: Although the other categories can also encompass this area of self-care, remembering to take actions to maintain overall well-being while working is so important that it warrants its own category. 
  6. Financial Self-Care: Money, often the lack thereof, can have significant effects on mental and emotional well-being. Some mental health disorders have a financial component, such as mania, which can trigger the bearer to overspend, and depression, which can lead to missed work with lower income. We have a tendency to suppress financial stressors, which can reverberate negatively through all the areas of our lives.

Self-Care that Benefits All Six Categories

I am a firm believer in working smarter, not harder. So in contemplating how best to advise on what self-care activities to provide, I found three overarching themes in my lists that allow you to address needs from all six categories.

Stress Management (and, hopefully Reduction)

What about your life increases your stress? Do a ‘gut check.’ When you think about the major areas of your life (relationships, work, finances, physical health, etc.), which ones give you that ‘not so good’ feeling in the pit of your stomach?Are there any aspects of your life that cause such stress that it would be best to put in boundaries or eliminate them all together?

Disorganization in our spaces, poor time management, a lack of healthy boundaries and unhealthy relationships are all common culprits for contributing to high stress.

Once you identify which areas bring you the most stress, this is where you focus your self-care intentions.

Stress Management Strategies to Consider

  • Meditation
  • Mindfulness-Based Stress Reduction practices (mindfulness and meditation)
  • Breathing exercises
  • Using routines and planners to manage time more effectively
  • Doing pleasurable activities
  • Exercise
  • Intentional Financial Planning
  • Learning when to say, “no”
  • Setting reasonable timelines and rewarding yourself incrementally as you approach the completion of a goal

Meeting Your Own Basic Needs Consistently Over Time

Most of the educators reading this are aware that in order for students to thrive and learn at optimal levels, their basic physiological, safety and belonging needs must be met. The model taught to most educators early in their training is Maslow’s Hierarchy of Needs. Take a look at the visual of the model and ask yourself, “Am I meeting my own basic needs?

Basic Needs Strategies to Consider

  • Develop routines that increase the likelihood you are tending to your basic needs
  • Plan your meals
  • Set a bedtime and stick to it
  • Stay hydrated
  • Be consistent with the taking of prescribed medications
  • Establish and maintain a healthy body weight 
  • Connect with others for a sense of belonging (This is a BIG idea, so I will explore it more in the next section.)

Pursuits of the Heart and Soul

What brings you joy? What increases your happiness? What can shift a negative mood into a more positive state of mind? For me, it is music, creating paintings and designing miniature scenes. Check this one I did last year!

I have now done so many of these shadow boxes that I don’t know where to put them all!

The important thing about pursuits of the heart and soul is that if you don’t have any right now, it is imperative you find some. When I have suggested this to people I know who are struggling in some way, my advice was often met with either, “I don’t have the time/money,” or “I am just not creative!” There are healthy pursuits out there for everyone; it may just take trial and error to find yours. I have three best friends. One likes to make scenes with Lego and post them to social media. Another is studying how to read Tarot cards. And the third is an avid reader, going through 2-3 books per week.

Adding a social component to the pursuit of your interests can make the experiences even more rich. We are, by nature, social creatures. Finding belonging should be prioritized as part of meeting your basic needs. Whether you connect through social media or in real life, a sense of belonging enables us to find value in life and to better cope with challenges.

Stop procrastinating and find pursuits that feed your mind, fill your heart and balance your soul. Your well-being is at stake here. (Yes, Netflix binging can fall into this category as long as it doesn’t leave you with regrets of what you didn’t accomplish that day.)

Procrastination and Self-Care

Whether it is exercise, making an appointment with our therapist or taking the class we know will fill our soul with joy, we have all been bitten by the procrastination bug at some point in our lives…probably more than we care to admit. You might even be reading this article as you procrastinate on some task you know will improve your well-being. In fact, I have put off writing this article all morning by cleaning up my house and checking in on the well-being of my friends. 

Why do we procrastinate at self-care activities?

First, let’s talk about why we procrastinate in the first place. It may be easier to go ahead and label procrastination as an undesired behavior we want to change: a “targeted behavior” in the language of psychology. In education, especially the education of exceptional children, we often talk about Applied Behavior Analysis. Most of the information on the web regarding this topic is aimed at working with individuals with Autism or Emotional/Behavioral Disabilities. It is what school psychologists and trained special educators do to write Individual Education Programs (IEPs) and Behavior Intervention Plans (BIPs).

One of my core beliefs about changing any behavior (including our own)  is that not enough emphasis is put into training general education teachers and support staff on alternate applications of Applied Behavior Analysis (ABA). This requires taking a bit of the process loosely, but it is worth it, I assure you.

Analyzing behavior for the purpose of changing behaviors is a highly research-evidenced practice.

ABA addresses the root of behaviors rather than the manifestations and consequences of them.

The ABC’s of Applied Behavior Analysis are, in short:

  • Antecedent: Identify the antecedent, the event or activity that proceeds the targeted behavior
  • Behavior: Define the targeted behavior we wish to change in objective, measurable terms
  • Consequences: Assess the consequences to determine what interventions would increase the likelihood of success in changing the targeted behavior

When completing this process, you will have a statement that sounds like this:

When presented with the need to write on a tight deadline, I procrastinate by finding other tasks to do that allow me to experience feelings of productivity and success in order to avoid feeling that I might fail at writing for a highly discerning audience.

Once you have done these three things for the behavior you wish to change, you can begin defining a replacement behavior, intentionally manipulating the antecedents and selecting consequences that either increase the desired replacement behavior or reduce the undesired behavior.

When presented with the need to write on a tight deadline, I will have a prepared space and begin at a time I set for myself earlier in order to complete the writing and publish on time. Thus, I will experience feelings of success at the completion of a critical task.

The 5 Functions of Behavior and Examples of How They Relate to Procrastination

Consider that most behaviors have specific functions, including the procrastination I grappled with this morning while getting started on my writing:

  1. Social Attention: I knew I needed to write this in-depth article and my time was limited, yet I continued texting and emailing my friends. The undesired behavior of procrastination was increased by my attention seeking behaviors.
  2. Desired Tangibles or Activities: Cleaning is, for me, a pleasurable activity. It allows me to take control over my current situation at a basic foundational level. Decluttering and engineering my environment to bring me pleasure was more rewarding than getting to the task of writing.
  3. Escape: This one speaks for itself. Procrastination allowed me to escape from the stressor of focused attention (thank you Attention Deficit Disorder)
  4. Avoidance: Another obvious one — what if I started writing and the article sucked? Avoidance of the feelings of failure is a powerful thing! (This one, by the way, was the strongest function of my procrastination behaviors.)
  5. Automatic Reinforcement: Cleaning and texting both afforded me instant gratification. How can writing an article that will take time (and that might be poorly received) be more rewarding than tapping out my thoughts to a discerning audience?

For me, all five of the functions of behavior were working to thwart the increase in the desired replacement behavior this morning: being a productive writer. But my fears of being a failure at this endeavor far outshined the others. That is where my work had to begin.

To simplify this concept even further for the purposes of this article, you can assume that all behaviors serve two primary functions: accessing something that is desired or escaping from something that is undesired. This may leave you wondering why accessing that rock hard body you so dream about isn’t more powerful than your procrastination. Simple: you are likely avoiding something about the process that you don’t like, such as fear of failing, dieting, or exercising regularly.

Working with students with maladaptive behaviors for more than two decades taught me that avoidance is an extraordinarily strong driving force behind behavior, especially if you are trying to avoid things like anxiety, failure, or judgment of others. 

Manson’s Law

One of my personal favorite bloggers, Mark Manson, describes what he believes is behind much of our tendency to procrastinate at lifestyle changes:

The more something threatens your identity, the more you will avoid doing it.” (1)

You may be wondering, “How can my procrastination at going to the gym or refraining from watching the news possibly threaten my identity?” Manson goes on to say that the more something threatens to change your self-view and beliefs about the person you are, the more you will procrastinate at doing them.

See my example above: I am deeply vested in being seen as a knowledgeable, entertaining writer. “What if I am not?” says my ego-driven brain, and I actively avoided actions that could solidify this fear into real life failure by throwing myself into tasks that made me feel successful.

How do we overcome the tendency to procrastinate at self-care?

Create an “Environment of Inevitability”

To do this, you engineer your day so that it is more difficult to avoid the task that it is to take it on. When I began talking to my therapist as coming out in a very public way to join the national dialog on educator mental health and well-being, he warned me that people must have some “skin in the game” to take self-help seriously.

For example, I have been trying to put the practices of Mindfulness-Based Stress Reduction (MBSR) into action for some time now, but it wasn’t until I dropped $300 dollars on a class that my procrastinating self took my higher self seriously. The class comes with built-in social accountability and fiscal responsibility. These factors made procrastination less rewarding.

Take the First Step

I don’t know about you, but when I am down in a melancholic or depressive state, cleaning up my environment and keeping it in order becomes a real chore. During the Dark Age of my career I discussed earlier, it was another blogger whose content that saved me. Marla Cilley, fondly known as the Fly Lady due to her affinity for fly fishing, advised me that if I couldn’t get started cleaning I should simply shine my kitchen sink. (2)

Sounds ludicrous, right? Let me tell you: I shined my sink every night before bed for years after that. She then provided me with a schedule and cleaning cycle broken into regions of my home with reminders (and even a bit of social accountability through peer reader groups). The Fly Lady taught me to just get started. Among her other advice that I still use to this day was the suggestion that I get dressed all the way to my shoes first thing every morning.

Think about what it is you want to accomplish and just take the first step. For example:

  • Go to the Gym: Lay out your workout clothes, water bottle, and prepared gym bag near the front door the night before
  • Set Up an Altar/Sacred Space in Your Home: Put everything you want on your altar into an open-top box and sit it near the space one day. The next day, clear the space and clean the surface.
  • Buy Something or Plan a Trip That will Require Financial Investment: Open a savings account or label the envelope you will collect the money in and put it somewhere prominent (but safe). Don’t worry about where the money will come from yet. Just create the space for the savings.
Me: dressed to my shoes for yoga class.

Build Accountability into the Foundation of the Self-Care Practice

Internal Accountability: This involves being accountable to yourself. 

  • Write it down – create to-do lists, post reminders in key spots or add it to your calendar
  • Set a goal (put it in steps if it is a bigger or long-term goal) and create a plan to reach it, including incentives for reaching each milestone

External Accountability: Simply put, this is being accountable to others beyond yourself. Social accountability is a powerful tool. Some people who benefit from yoga, for example, find it impossible to maintain a regular practice without attending classes wherein they have built systems of peer support. 

  • Join a support group or class
  • Find an accountability buddy and check in regularly
  • Responsibly invest money into the endeavor. Remember: We are more likely to stick to something if we have ‘skin in the game’
  • Make accountability fun by gamifying it (racing others to a common goal or set up social rewards you can earn by meeting milestones)

When Self-Care Isn’t Enough

If you have put self-care strategies in place (or if you are incapable of self-care at the moment), I encourage you to seek professional help. Therapy with a licensed psychiatrist or psychologist is a highly research-evidenced practice. Even when I am at my healthiest, I maintain regular visits with my therapist. Getting to see you at your best allows the therapist to develop a baseline for your treatment and can provide them with guidance on the therapy tools and strategies that work best for you. Some months, I will only spend 15 minutes with my psychiatrist. It used to feel like a waste of money until I hit a depressive wall and he was able to give me examples and reminders of what healthy looks like for me. 

Many education agencies that employ educators have Employee Assistance Programs (EAPs) that offer mental health and financial planning support systems. I recommend this to the teachers I support quite often, as ours includes a certain number or free visits and income-based sliding scale for ongoing counseling. Check out the break room for the board where OSHA regulations are posted. EAP notices are almost always there, too. If not, contact your agency’s Human Resources or Benefits office to get more information. 

It can be difficult to find a good-fit therapist. The ‘best’ ones are often so busy they cannot take new patients or are booked out for weeks. At the lowest point in my career that I described at the beginning of this article, it took me four months to find a therapist that worked for me. If you wait until you NEED someone, you may make a connection with the wrong therapist for you and end up dissuading yourself from continued treatment despite the urgency of your condition. 

Behavior change is difficult, and you are taking a bit step by reaching out for resources such as this. Thank you for taking the time to read what I consider the most important article I have written thus far. Stay tuned as I roll out articles on a variety of wellbeing and educational topics each week.

If you are in crisis, please check out my online resources page for information on contacting The National Suicide Prevention Lifeline.


  1. Mark Manson. “Everything You Wanted To Know About Procrastination But Were Too Lazy to Figure Out.” Mark Manson, 13 Mar. 2020, markmanson.net/how-to-stop-procrastinating.
  2. Marla Cilley. “Flying Lesson: Shining Your Sink.” Marla Cilley, 2001-2020, flylady.net/d/getting-started/flying-lessons/shine-sink/.