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Acknowledgments
The early 2020s have been an unprecedented time in education. In addition to the multitude of typical responsibilities inherent in the teaching profession, educators were being asked to deliver quality instruction in either a tenuous in-person format or virtually, and even in both ways simultaneously. Teachers and administrators rose to the occasion daily. is book is dedicated to you!
Just as health-care professionals and service workers deserve our gratitude, so do you, our educators. ank you, teachers and administrators, for everything you did and continue to do on a daily basis to grow the dendrites (brain cells) of the students in your charge. is book is my attempt to keep you healthier as you perform an essential service.
Teaching was already challenging, prior to the pandemic, and is still now. Yet, you are meeting the needs of students daily while simultaneously delivering quality instruction, often under less than desirable circumstances. Know that you are appreciated! Continue to do what you do since you are making such a di erence!
I am always grateful to my family members for their support of my professional endeavors. anks to my husband, Tyrone, of over forty years, and my children, Jennifer, Jessica, and Christopher, whose love undergirds me daily. Jennifer, a building principal, deals rsthand with helping to ensure that her teachers and students are both healthy and happy daily. To our nine grandchildren, I am happiest when I am spending quality time with you.
To my administrative assistant and dear friend, Carol Purviance, for over thirty years that we have worked together. I owe you a debt of gratitude for continuing to improve the quality of my work and for ensuring that the company that Tyrone and I founded, Developing Minds, Inc., continues to thrive.
ank you, my friend, Douglas Rife, for providing me an opportunity to share my writings with Solution Tree. I am looking forward to another bestseller!
About the Author
Marcia L. Tate, EdD, is the former executive director of professional development for the DeKalb County School System in Decatur, Georgia. During her thirty-year career with the district, she has been a classroom teacher, reading specialist, language arts coordinator, and sta development executive director.
Marcia is currently an educational consultant and has taught over 500,000 administrators, teachers, parents, and business and community leaders throughout the world. She is the author of the eight books in the best-selling Worksheets Don’t Grow Dendrites series and Formative Assessment in a Brain-Compatible Classroom: How Do We Really Know ey’re Learning? Her latest two books are 100 Brain-Friendly Lessons for Unforgettable Teaching and Learning K–8 and 100 Brain-Friendly Lessons for Unforgettable Teaching and Learning 9–12. Participants in her workshops refer to them as some of the best ones they have ever experienced since Marcia uses the strategies outlined in her books to actively engage her audiences.
Marcia received her bachelor’s degree in psychology and elementary education from Spelman College in Atlanta, Georgia. She earned her master’s degree in remedial reading from the University of Michigan in Ann Arbor, her specialist degree in educational leadership from Georgia State University, and her doctorate in educational leadership from Clark Atlanta University.
Marcia is married to Tyrone Tate and is the proud mother of three children: Jennifer, Jessica, and Christopher, and nine grandchildren: Christian, Aidan, Maxwell, Aaron, Roman, Shiloh, Aya, Noah, and Alyssa.
Marcia and her husband own the company Developing Minds, Inc. Visit her website at www.developingmindsinc.com. You can also follow her on Twitter and Instagram at @drmarciatate.
Introduction
Julia Sanders rises at 5:30 a.m. She rushes to get ready for her day, rst preparing breakfast for her three school-aged children. Following breakfast, and under normal circumstances, she would make sure that each child had on a clean and neat uniform, had their school bags packed, and got safely on the school bus. However, thanks to the COVID-19 pandemic, Julia’s children don’t need uniforms, backpacks, or a school bus since they receive virtual instruction at home. Julia cannot remain at home with them, though; once her aunt arrives to spend the day with the Sanders children, Julia leaves for her job as an eighth-grade teacher where she teaches using a concurrent model: teaching eleven socially-distanced students face to face in her classroom while delivering virtual instruction to the sixteen remaining students whose parents have chosen online learning.
Julia must keep all her students engaged as they all wear masks and socially distance. Some virtual instruction students have little support at home while online and nd it di cult to remain on task. ey are failing to submit many of their assignments. Julia is constantly reminding her in-person students to remain apart from one another, even during engaging tasks. She is disheartened by her inability to provide those reassuring physical touches that so many of her students need. She consistently sanitizes the classroom for her own safety and the safety of the students she loves.
When school ends at 3:20 p.m., Julia heads home, but she isn’t done teaching for the day. She must be sure that her own children have learned their lessons and completed their daily assignments. Aunt Peggie is a tremendous help, but she doesn’t have the skills or ability to keep up with the children’s work.
Julia then receives a call informing her that a close contact of one of her students has tested positive for COVID-19. She discovers that the parents have emailed her, upset that their child must remain at home until he receives a negative COVID test. e student’s parents indicated that they live paycheck to paycheck and need to be
at work. ey don’t have the resources to arrange care at home for their child. Life is further complicated for Julia as she is trying to gure out ways to teach concepts that could easily be understood in an in-person setting, but not as easily virtually. She has also had to redesign assignments since it becomes di cult for her students to acquire the necessary materials to complete some projects. Other students have simply disengaged, so she has to contemplate how to regain their attention by redesigning her lesson delivery.
Before she retires for the evening around 10:00 p.m. absolutely exhausted, Julia places a grocery order (after wrestling with computer problems for a half hour) that she will pick up on her way home from work the next day, throws another load of laundry in the dryer, and looks at her children’s schedules for the week to determine how she will get them to their after-school appointments with all her other commitments.
She goes to bed knowing she must replicate this day again tomorrow and for the remainder of the week and beyond. She feels overwhelmed, overworked, and hopeless. She works hard to ght back the tears!
A Challenging Profession
is is my forty-eighth year in education. I would venture to say that teaching is more challenging today than ever before. Even without the challenges of COVID19, many teachers are describing themselves as simply burnt out. In other words, the re and passion they once had for teaching have simply been extinguished. According to Richard Ingersoll, Lisa Merrill, and Daniel Stuckey (2018), experts on teacher burnout, 40 to 50 percent of those who enter teaching decide to depart the profession within the rst ve years. What, then, can cause burnout? Lou Whitaker (2018), in his article “Stress: What Happens to a Teacher’s Brain When It Reaches Burnout?”, lists ve reasons why so many teachers burn out:
1. Loss of control over what happens in the classroom due to increased district, state, and national mandates
2. Cognitive dissonance between what should be going on in the workplace and what is actually happening
3. Increasing complex workload with timelines that are not realistic
4. Lack of recognition for a job well done
5. Feelings of intense isolation once the classroom door closes
The chronic stress caused by burnout can overload cognitive skills and neuroendocrine systems resulting in diminished cognitive function in the areas of creativity, short-term memory, and problem-solving (Michel, 2016).
In my work with educators, I have collected more than two thousand emails from teachers, many of which re ect the challenges they face. Here is a part of one such email from a beginning teacher in New York prior to COVID-19.
I am in my first year of teaching (social studies, eighth grade). I have felt overwhelmed by the duties that come with being a teacher. I have felt discouraged and disheartened more often than I anticipated. I’ve continued to compare myself to other teachers and felt very small because of it. It has been a tough year! As teachers, we are pulled into so many different directions. One moment we’re focused on literacy and text evidence, the next we’re all about integrating technology, the next is project-based learning, on and on. As a new teacher, I don’t know where to even start! (Eighth-grade social studies teacher, personal communication, April 10, 2017)
en there are the challenges that veteran educators have always faced, such as how to meet the physical, social, and emotional needs of students whose needs are not being met in their home environments. In fact, according to Don Colbert (2009), this generation may be the rst in two hundred years whose life expectancy will not exceed that of their parents. Surprisingly, it has nothing to do with COVID-19. It has to do with the nutritional de cits, lack of movement, and highstress lifestyles of many of today’s children.
Teachers are dealing with so much, yet the research is clear: the single most important impact on student achievement does not come from the curriculum, textbooks, or technology. e biggest impact is from you, the classroom teacher. According to John Hattie’s Visible Learning (n.d.) website, with an e ect size of 1.57, Collective Teacher E cacy (CTE) is very strongly correlated with student achievement. CTE is de ned as “the collective belief of teachers in their ability to positively a ect students” (Visible Learning, n.d.). erefore, it stands to reason that if we can provide teachers with speci c ways to remain healthy and satis ed with their work, we give students the best chance of staying happy in the classroom and becoming successful at school.
The Brain Research
Since the late 1990s, I have studied the brain and its implications for teaching and learning. Even though there is still so much about the brain that remains a mystery, we know more today than ever before. In this book, I have attempted to examine neuroscienti c research and make practical recommendations of its applications for educators. After all, teachers interact with and instruct brains daily. I have often said that the only people who should know more about the brain than a teacher are a neurosurgeon or neuroscientist.
Much of the brain research I studied appears in the bestselling series Worksheets Don’t Grow Dendrites: 20 Instructional Strategies at Engage the Brain (Tate, 2016) is series, with some books focusing on speci c subjects and others cross curricular, delineates twenty brain-based strategies that every teacher, regardless of grade level or subject matter, should use to deliver instruction. ese include the common-sense strategies of cooperative learning, games, graphic organizers, metaphor, movement, music, storytelling, and technology, to name only a few. is book shifts the focus from classroom strategies for use with students to positively impact learning to principles based on brain research for teacher health and happiness.
The Purpose of This Book
ere are a multitude of books that address teacher health and happiness; there are very few, however, that synthesize the principles that correlate with improved health and longevity and also provide the brain research that supports why these principles work for both the brain and body. It is my hope that this book will instruct and support you about how you can remain mentally and physically healthier throughout your educational career, avoiding burnout and increasing your optimism.
For those of you who are beginning teachers, this book may assist you in initially identifying those essential components of a healthy lifestyle and provide you with speci c suggestions for classroom application. For those who are veteran teachers, this book enables you to stop and assess where you are in your personal and professional journey and can add some tools to your toolbox. For those of you who are nearing the end of your career in education, you will nd information that can increase your longevity and help you maintain the passion you felt when you entered the profession. is book is also for administrators, teacher leaders, instructional coaches, counselors, or anyone else who devotes their professional career to improving the lives of teachers and students.
About This Book
is book is divided into twelve chapters. Each chapter de nes a longevity principle, explores the brain rationale for why that practice leads to improved health and longevity, and provides examples of how to operationalize the principle into daily living. e twelve principles for longevity are as follows.
1. Passion for your purpose
2. Laughter
3. Optimism
4. Games
5. Movement
6. Music
7. Calm surroundings
8. Close personal relationships
9. Nutrition 10. Sleep 11. Spirituality
12. Purpose
In the 1980s, Robert Fulghum wrote the bestselling book All I Really Need to Know I Learned in Kindergarten, which reminds us that it is the simple things that make a positive di erence in the quality of our lives and the quantity of our years (Goodreads, n.d.). at book is currently in its fteenth-anniversary edition, which indicates how long-lasting its guiding principles are. ose things that make little children happy (such as laughter, movement, close personal relationships, games, and so on) are the same things that keep older people thriving. ese principles may seem simple—and they are—but we often overlook their importance or cast them aside in the midst of our busy lives. Teachers, especially, are some of the busiest people I know. (After all, I come from a family of educators.) However, if teachers fail to balance their numerous professional duties with their abilities to take care of themselves, they will not be healthy teachers for long. is book will assist teachers and other educators with this e ort.
Chapter Overview
Each chapter of this book describes one of the twelve principles teachers should practice if they are to maintain good mental and physical health and increase longevity, both in the profession and in life in general. Since music is a braincompatible strategy and one of the principles that is correlated with with longevity (see chapter 6, page 60), I begin each chapter by describing a song that has lyrics depicting the principle. After all, music helps us remember. Most of us have experienced hearing a song we haven’t heard for years and still being able to sing along. Alzheimer’s patients who may no longer remember people’s names or recognize their faces can often recall the lyrics to a favorite song. ese songs are some of my favorites, and getting to know their lyrics may help you recall the principles contained in each chapter.
Each chapter is divided into three major sections: Healthy Teachers, Happy Classrooms, and Action Plan. e Healthy Teachers section constitutes the majority of each chapter since the major goal of the book is to assist you in improving your mental and physical health. e Healthy Teachers section is divided into three parts: (1) Principle for Longevity: What Should I Do?, which introduces the principle; (2) What the Brain Research Says: Why Should I Do It?, which provides neuroscienti c research to support why that principle is worth pursuing; and (3) Action Steps: How Should I Do It?, which delineates speci c activities you can undertake to operationalize the principle. ese activities are not meant to be an exhaustive list; rather, they represent some recommendations for getting started. By the time you nish this book, you will have learned more than sixty ways to practice the principles contained in the chapters. e Action Plan sections provide reproducible templates to guide you in planning for each of the twelve principles.
e Happy Classrooms section in each chapter tells you how you can take that same principle for longevity and apply it to the students in your classroom. At the conclusion of each chapter is a reproducible action plan you can use as a tool for incorporating the principle into your daily life. It takes the brain from 18 to 254 days to develop a new habit, so be sure to practice the new action steps often enough so the principles become a way of life for you personally and professionally (Frothingham, 2019).
Conclusion
Julia, like most teachers, is a conscientious professional; however, she realizes that she cannot continue at her current pace if she is to be successful within her professional and personal life and rekindle the passion that she once felt for her chosen career. If she is not to become a statistic, she must focus on taking care of herself. Only then can she be a healthy teacher with a happy classroom.
1Passion:
Passion
A strong feeling of enthusiasm or excitement for something or about doing something (Passion, n.d.)
A strong feeling of enthusiasm or excitement for something or about doing something (Passion, n.d.)
When Donna Summer (1983) cowrote and sang the song “She Works Hard for the Money” with Michael Omartian, she is telling the story of a hard-working blue-collar woman by the name of Onetta Johnson (Smith, 1998). Summer met Johnson, an exhausted restroom attendant, at a Los Angeles restaurant and decided to write a song about her. Summer even featured a photo of Johnson on the back cover of the album.
Like Onetta Johnson, the majority of teachers are working hard, but it is not for the money. They work hard because they are passionate about the di erence they can make in the lives of the students they serve. Knowing that the job has a positive impact gives them purpose and the ability to get through the challenging times.
PRINCIPL E 1
Passion for Your Purpose
Part 1: Healthy Teachers
Passion for Your Purpose: What Should I Do?
I have been in the business of educating students and teachers for almost half a century, and I never regretted one day of my choice. I knew when I was six years old that I wanted to be a teacher. I would line up dolls in my bedroom and teach them for hours. Dad bought me a chalkboard so I would have somewhere to write. Funny, I never had a single behavior problem! In my class, students wouldn’t talk unless I wanted them to.
My sister is a retired teacher. In fact, she was my professor of French at Spelman College. My niece is a teacher. I have a daughter, Jennifer, who is an elementary principal. We are truly a family of educators, and we love what we do.
I began my career forty-eight years ago as a classroom teacher at Gresham Park Elementary School with the DeKalb County School System in Decatur, Georgia. My rst fourth-grade class consisted of thirty-four students. Need I say more? Although my rst year was challenging, I knew I was destined to teach. I was not the best classroom manager that rst year. ankfully, a seventh-grade teacher named Mrs. Stewart took me under her wing and showed me the ropes. In those days we did not have the peer coaching or mentoring programs that are invaluable to teachers today.
Each year, I became better at what I was doing and soon discovered that my true calling was helping students to become better readers. I became a reading specialist and then a reading consultant. As language arts coordinator for the same school district, I was now in a position to work with language arts teachers and help them improve their practice. e di erence I was making with a classroom of children now became exponential.
I knew that I had found my true calling when I was placed in the department of sta development and would have an opportunity to broaden my horizons beyond language arts. I eventually was appointed as executive director of the department and began working with a phenomenal sta . My colleagues and I became fascinated with brain research and began attending workshops and reading everything
