Thinking of Teacher Breaks

7:45 AM – Arrival

• A catchy song keeps me company as I enter the classroom. 
• Ugh, those charts fell off the wall again. Shhhrrriip… Thwip! There. 
• I didn’t have to write the morning message because of yesterday’s 3:30 meeting. Let’s make it interactive today.
• Now, I just need to print those learning progressions for Writer’s Workshop.
• “The copier is out of toner.”
• Run downstairs.
• “Load paper into tray 2.” I have no paper.

8:01 AM – Here They Come

• Greet them, but take attendance.
• Finish writing the learning progressions by hand—there’s only time to make 4 copies so rethink the lesson for them to work in groups.
• Send an SOS text regarding the printer while thinking of other career paths that don’t carry printing anxiety.
• Reread Morning Meeting plans and check in with coteacher to run it together.
• Try to enjoy the few laughs shared with students while rehearsing the writing minilesson in my head.
• Keep a head count of those two who came in late.
• Manage uninterrupted interruptions.

8:45 AM – Try to Start Writing on Time

• Keep rehearsing that teaching point while they get ready
• Was that okay? Off they go, redirect, “We are all staying in this space” – “If you talk to her, she can’t get her writing going.” – “Yes, that’s too close”. – “Yes, that’s better.”
• Make eye contact with coteacher and plan for conferences.
• Meet as many as I can, struggle with those who need help beyond my expertise, blame myself for each sign of student insecurity
• Ethan, stay in your seat.

9:35 AM – Math Should Have Started Already

• Did I explain that clearly? Why is Jamie staring at the ceiling?
• I should rethink tonight’s homework
• Mentally revise the pacing guide—could I reteach this?
• Oh no, Sarah looks frustrated. I should rephrase that. But wait, now Ethan is out of his seat—how did that happen so fast?
• Connect with coteacher to decide who gets the snacks—I hope it’s ready.

10:12 AM – Snack Time

• Please try that again, walking this time.
• Yes, you can have another one.
• Please wait for Ethan to come back from the bathroom. 
• Keep track of how long he’s been there.
• Check messages for printer updates. Read this instead: Is anyone else having issues with wifi?
• Tap on the email app. Regret that decision.

10:38 AM – Recess (aka Conflict Resolution 101)

• “Guys, you have to agree on the rules BEFORE the game starts.”
• Was that a trip or a push?
• Run a mental log of everyone here every few minutes.
• That was a hard fall—real injury or just needing attention?
• Okay, who’s crying now?
• Try not to overthink about that email.
• Make eye contact with coteacher. She doesn’t look well, she should go home.
• Oh, my bladder.

11:02 – Hurdle Upstairs

• Text the group chat to ask for someone to grab Ethan’s waterbottle.
• Monitor bathroom stop—ugh, my bladder.
• Coteacher stayed downstairs getting some pain killers.
• Chime, remind, redirect, realize you didn’t get to make copies of the passage for the minilesson
• “Ms., I found this note in my cubby.”
• Try to convince coteacher to go home. Instead, she insists on dealing with the mean note while also dealing with her migraine.
• Mentally cut minilesson short so they still get enough independent reading time.
• “Where did I leave the checklist for conferences?
• The clock rushes to 11:20

11:45 – Read-Aloud & Project

• Choose to sacrifice 10 minutes or so of “work on project” so they can have a quick book club check-in.
• Skim the read-aloud pages planned by coteacher.
• Rehearse the questions and leading prompts.
• Anticipate responses and pre-pivot (?)
• Chime, wait, give directions, assume positive, hmmm, nop, chime, redirect.
• “Ethan, not there.”
• Check in with coteacher–she’s good to do the read aloud.
• BLADDER!

12:30 PM – Lunch

• Please try that again, walking this time.
• Should I describe this in my email response?
• Break up an argument in the hall while coteacher takes the rest to the cafeteria.
• Mentally take note of the accounts. This sounds like a behavior report.
• Wait, why is Sam standing on the chair?
• Inhale own food while managing typical lunch behaviors.
• Have I drank water today?
• Look over at coteacher’s table. She should really go home.

1:20 PM – Science

• Feel accomplished to have made these copies two days earlier.
• Manage groups.
• “Sam and Ethan, separate tables, please.”
• Send coteacher home—We’ll be fine.
• Accept her offer to draft a response to that email.

• Where is my water bottle?
• Start rehearsing what is to be done during prep period.
• Become overwhelmed with the mountain tasks.

2:04 PM – Prep Period

• I have 40 minutes to…
  • Answer emails. Not that one.
  • Check all my plans for tomorrow are still good.
  • Find a better way to teach that tricky concept.
  • Check the status of the printer and maybe load paper into the other one.
  • Check in with Sam and Ethan.
  • Oh, right. That’s a behavior report. Get it done now.
  • Realize this isn’t doable in 38 minutes—revise list.
  • Oh, right. You rescheduled that meeting for today. Nevermind.
  • Expand task list after the meeting, with a bonus: start thinking of an idea for some sort of theatrical presentation.

2:45 PM – Wrap Up

• Student planners, redirect, “Yes, you must write that down.”
• “Ethan, sit next to me for Closing Circle.”
• Where is Sarah’s backpack? Why do I suddenly have five extra waterbottles in the room?
• See text from coteacher; that parent sent another email before our response.
• Fight anxiety.
• End their day on a positive note.
• Did I do enough for my students today?
• Hurry to be at dismissal on time.

3:30 PM – “Done” for the Day

• Walk that student to aftercare.
• Return to the 2:45 task list when all I can think of is working on that email response.
• Answer coteacher’s call, debrief, write, check in with admin via text.
• Delete email app from phone.
• Write Morning Message for tomorrow.
• Check texts: Printers are back on.
• Run.

4:12 PM – Go Home Already