Finding a Balance

 

Finding a Balance by Rebecca Zeckzer

Every day, teachers face a growing number of challenges that cause their stress levels to rise.  Beyond ensuring students meet their academic goals, educators must address Individualized Education Programs (IEPs), Section 504 plans, English learner support, and escalating behavior concerns.  The rise in student cell phone use during class, as well as reports of teachers being verbally or physically attacked, adds to the strain.  Many teachers arrive early and stay late, preparing for the next day’s lessons, analyzing student data, and differentiating instruction to meet everyone’s individual learning needs.  It is not uncommon for educators to work 10 to 20 hours beyond their contracted time each week.

Professional development often focuses on learning and implementing new strategies; however, it rarely provides time for teachers to complete essential tasks such as lesson planning, grading, and inputting scores during contract hours.  These responsibilities, critical to instructional success, are often relegated to personal time.  Outside of work, many teachers also juggle family responsibilities, including caring for small children and transporting them to extracurricular activities.  The result is a continuous struggle to find balance between professional and personal demands.

Anne Klotz prefers the term “stacking” or “sequencing” over “balance.” She emphasizes prioritizing tasks and completing them in order of urgency rather than attempting to juggle everything at once (Edutopia).  This means that instead of trying to do everything at the same time, teachers should focus on one task at a time, starting with the most urgent.  This mindset allows teachers to focus on what is most pressing, reducing the feeling of being pulled in too many directions.

Practical strategies for achieving a healthier work–life dynamic include setting clear boundaries, such as limiting the amount of work taken home and checking work emails less frequently (Teacher Professional Development, n.d.).  Establishing a set time to disconnect from work communications can help teachers reclaim personal time and mental space.  This idea is supported by advocates for the “right to disconnect” movement, a global initiative that aims to protect employees from being constantly connected to their work, even during their personal time.  Creating these boundaries not only improves personal well-being but also helps maintain energy and focus during the school day.

Research also underscores the importance of proactive time management and self-care.  According to Providence Ready (2025), strategies such as time blocking, delegating non-essential tasks, and integrating wellness activities into daily routines can reduce burnout.  Likewise, the ERIC Digest on teacher stress notes that collaboration with colleagues, setting realistic expectations, and engaging in stress-reducing activities contribute significantly to sustaining a long-term teaching career (Yong & Yue, 2007).

Finding a work-life balance - or sequencing priorities - is not a one-time fix.  Instead, it is an ongoing process that requires teachers to reflect on what is a priority, make adjustments, and set boundaries that protect their personal time.  By taking the necessary steps to protect their personal time after work hours, they can reduce some of the stress that comes from the classroom.  Finding the balance will help teachers flourish in their chosen career path while maintaining their health and well-being.

References

Frommert, M. (2023, June 9). Finding balance in the lives of teachers. Edutopia. https://www.edutopia.org/article/work-life-balance-teachers/

Graduate Programs for Educators. (2023, January 31). Work-life balance: Defending a teacher’s right to disconnect. https://www.graduateprogram.org/blog/work-life-balance-defending-a-teachers-right-to-disconnect

Providence Ready. (2025, June). Balancing school, work, and life: Strategies for students. https://www.providenceready.org/resources/blog/2025/june/balancing-school-work-and-life-strategies-for-st

Teacher Professional Development. (n.d.). Work-life balance strategies. TPD. https://tpd.edu.au/work-life-balance-strategies

Yong, Z., & Yue, Y. (2007). Causes, impacts, and solutions to teacher stress. ERIC Digest. https://files.eric.ed.gov/fulltext/ED546884.pdf

Artificial Intelligence in the Classroom by R Zeckzer

 Artificial Intelligence in the Classroom by R Zeckzer

     As technology advances, the way people research information is changing drastically. When I started college 30 years ago, I had to go to the library, find books, and scan through tons of microfiches. Soon after graduation, people could find information on the internet. Today, Artificial Intelligence (AI) is becoming a bigger part of daily life, and it is having a significant impact on education, forcing teachers to think carefully about how it should be used in the classroom. While AI programs like ChatGPT can help students brainstorm ideas, organize their thoughts, and draft rough copies of their work, there are concerns about students relying too much on AI, especially in high school, where they are still learning how to write well, think critically, and evaluate sources on their own.

     As I am pursuing my Master’s Degree in Education, I am learning the many ways AI can help me, and I am seeing how it can be used in the classroom. “It can help break down complex ideas, provide writing prompts, and support students who struggle with getting started on assignments.” (Zhai, 2022). This is important because not all students learn the same way, and AI can adjust to meet their needs. However, we also need to be cautious. AI does not always give correct information, and sometimes it creates biased or misleading content (European Commission, 2022). Most high school students lack the skill to catch these mistakes, so they need guidance from teachers. Without the continued support and guidance from teachers, the students might start using AI as a shortcut instead of a learning tool that is meant to help them research and think independently. If students rely too heavily on AI, it may lead to a lack of critical thinking skills and a dependence on technology.

     Another factor we must consider is the ethical use of AI. Schools need to set clear guidelines for AI use in the classroom. As educators, we need to help them know when it is appropriate to use AI and when it is time to research on their own. The Pennsylvania State Education Association (PSEA, 2023) advocates for educators to teach students how to verify AI-generated content, identify bias, and use these tools to enhance learning, not replace it. Equipping students with the ability to spot fake news and misinformation, a concern highlighted by McGrew (2020), is now more urgent than ever with the advent of AI.

     I believe AI has the potential to be a powerful learning tool when used appropriately, helping teachers and students. Our job, as educators, is to make sure it is part of the learning process, not as a substitute for it. When our students know how to use these tools, it will help in their academic pursuits and future career paths.

 

 

References

European Commission. (2022).  Trustworthy artificial intelligence: Promises and challenges.  https://school-education.ec.europa.eu/en/discover/publications/trustworthy-artificial-intelligence-promises-challengesLinks to an external site.

Holmes, W., Bialik, M., & Fadel, C. (2021).  Artificial intelligence in education: Promises and implications for teaching and learning.  ScienceDirect.  https://www.sciencedirect.com/science/article/abs/pii/S0360131519302647?via%3DihubLinks to an external site.

McGrew, S. (2020). Learning to evaluate: An intervention in civic online reasoning.  Computers & Education, 145, 103711.  https://www.scirp.org/reference/referencespapers?referenceid=3937162Links to an external site.

Pennsylvania State Education Association (PSEA). (2023).  AI & ChatGPT in focus: Guidance for educators.  https://www.psea.org/globalassets/for-members/psea-advisories/ai-chatgpt-in-focus-final-002.pdfLinks to an external site.

Zhai, X. (2022). ChatGPT for education: Opportunities, challenges, and strategies.  Discover Education, 3(22).  https://www.sciencedirect.com/science/article/pii/S2666920X2100014XLinks to an external site.

The Importance and Challenges of Ensuring an 

Inclusive School Climate

by R. Zeckzer

    The goal of any school is to educate our future doctors, lawyers, teachers, and workers, and we can do that by promoting an inclusive, positive school environment.  As with any business, success starts at the top, with management, and trickles down to all the employees and the "customers" being served.  In education, it starts with the superintendent and trickles down to the principal, teachers, and every classified employee, and it is the students who reap the benefits. 

    While "school climate is essential for fostering a positive school culture where all students and staff feel valued and supported" (Townley & Schmieder-Ramirez, 2019), " principals are key change agents in the efforts to improve school climate."  (Kraft & Falken, 2020).  When the administration makes personal connections - with parents, students, and staff - people feel valued.  It is just as important for the principal to make personal connections and support their staff while striving to fulfill the district's vision - when they do, they will have a happy staff willing to "go the extra mile."  My district's morale has steadily declined over the last 7 years.         

    In my district, we had a superintendent who did not care about her employees; she continually put herself and her needs above everyone.  She was finally replaced 2 years ago, but building trust between the superintendent and the staff took a while.  At my site, we have been going through principals quickly.  In the last six years, we have had five principals.  We will have a sixth principal for the 2025-26 school year.  Unfortunately, the last two did not understand our district, students, or the staff.  While I work with excellent teachers dedicated to their students, they are not willing to do anything extra because they do not feel valued or supported.  Since "teachers develop skills faster and improve student learning" (Kraft & Falken, 2020), it is critical that we hire a principal that can foster a sense of community and support among the staff while promoting high academic standards - for staff and students. 
     

    Most adults and children are social beings, and we are all more "open" to learning when we have positive relationships.  To promote the best learning experience possible, schools must be inclusive and provide a welcoming learning environment where students learn to work respectfully with diverse individuals.  (Brown, 2019).  In my district, we have a high minority rate and many students with special needs.  We do a good job teaching students to be accepting, kind, and helpful people, and our elementary students are happy.

     One of our challenges is high teacher turnover rates, which means continually training new, inexperienced teachers.  We also have a large percentage of parents who struggle to help their children because they do not speak English.  To help our ESL students, we provide push-in, limited pull-out, and after-school support.  "A school climate that embraces inclusivity can significantly enhance student outcomes, as it fosters a sense of safety and belonging among all students."  (Brown, 2019).  Our district has a diverse group of students, parents, and staff.  We have always felt like a family and supported one another; now, we must find a leader who understands our population and staff needs.       

                               
    As with any successful organization, "an effective school climate provides an environment in which students and teachers feel comfortable working toward their goals."  (Townley & Schmieder-Ramirez, pg. 89).

 

References:

Brown, C. S. (2019). The Importance, and the Challenges, to Ensuring an Inclusive School Climate. Educational Psychologist, 54(4), 322–330. https://doi.org/10.1080/00461520.2019.1655646

Kraft, M. A., & Falken, G. T. (2020, May). Why School Climate Matters for Teachers and Students. Google Drive. https://drive.google.com/file/d/1I4WYJLCjLxg0cMxoqVgUy8YFVf0svuFY/viewLinks to an external site.

Townley, A. J., & Schmieder-Ramirez, J. H. (2019). School Personnel Administration: A California Perspective (10th ed.). Kendall Hunt Publishing Company. 

Aggressive and Disruptive Students: How do They Affect the Classroom Environment?

       Aggressive and Disruptive Students:

How Do They Affect the Classroom Environment?

 

     We have all had that one difficult student—the one who refuses to follow directions, constantly shouts out, or marches to the beat of their own drum. It is frustrating, but veteran teachers have the experience and classroom management skills to handle these students. We know how to build connections, earn trust, and redirect behavior. However, in today's classrooms, behavior problems are more prevalent and often exceed what a general education teacher is trained to handle. Instead of support, teachers are expected to adapt, manage the escalating behavioral demands, keep their classes safe, and ensure that learning takes place. Nevertheless, how can students learn when they are frequently evacuated from their classroom? How can teachers be expected to return daily with a smile and a "clean slate" after experiencing such disruptions?

     Research supports what teachers already know: 'Misbehaving students disrupt the rights of others to learn, impede teachers' effectiveness, and squander valuable time and energy' (Charles & Senter, 2005). Studies also confirm that disruptive behavior in the classroom significantly hinders learning (Gomez Marmol et al., 2018; Wangdi & Namgyel, 2022), leading to lower academic performance (Granero-Gallegos et al., 2020) (Iqbal & Zahoor, 2024). The solution to this problem is not just a matter of individual teacher skills; it requires systemic solutions to prevent a continued decline in teacher effectiveness and student learning.

     Last week, while assisting the principal for the day, I received a call from the office: "Office to Mrs. Q, can you help in Room 3?" I responded quickly, "On my way," and rushed over. As I entered the classroom, students were already lining up to evacuate. Just as I arrived, an object flew at the teacher's head. As I reached for Student G, another call came in for Room 5. Taking Student G by the hand, I hurried off to support another struggling teacher.

     Approaching Room 5, I could hear the pounding and kicking on the door. Inside, Student A had thrown chairs and crayon boxes, knocked over a trash can, and was now trying to run out. The teacher had blocked the door until I arrived. As I took Student A's hand, I noticed the school secretary escorting Student B down the hall. I thought, "I do not have enough hands," fortunately, Student B just needed a brief timeout with the secretary.

     Student G is in kindergarten and is removed from class daily due to aggression. Student A, a transitional kindergartener, is also removed daily. Student B, a first grader, frequently refuses to work, threatens classmates, stomps around, throws objects, and then runs out of the classroom—requiring staff to track her down daily.

     Meanwhile, teachers are trying to maintain a safe and productive learning environment. In another first-grade class, the teacher evacuates her students weekly, sending them to their designated "Safe Class." The education of 75 students is disrupted by one child who has repeatedly hit, kicked, and bitten her teacher and 1:1 aides.

     What are students learning when they witness their teacher being attacked? When they sit in silence as their classroom and work are destroyed? When they are forced into another classroom, disrupting learning there as well? Research confirms what we see every day: 'Student disruptive behavior can make the classroom atmosphere unsuitable for learning' (Stage & Quiroz, 1997). Such disruptions reduce instructional time, divert attention, and have a negative effect on student engagement and academic success (Sullivan et al., 2014). We must not forget the impact on the students themselves.

     We must examine the classroom environment before blaming teachers for low student achievement. Children in high-stress situations are not focused on learning. Kindergarten and first grade are the foundational years where students learn to read, write, and solve basic math problems. When older students struggle, it often stems from early literacy gaps requiring intensive phonics support. Without intervention, these students fall further behind, making it increasingly difficult to catch up. Research indicates that failing an English course predicts later dropout (Kremer, Flower, Huang, & Vaughn, 2016).

     To support student success, we must address classroom disruptions and provide teachers with the resources to manage extreme behaviors effectively.

References:

Iqbal & Zahoor, 2024  Students' Behavioral Problems in the Classroom and Coping Strategies  files.eric.ed.gov    

Alkhadim, Ghadah, 2024  The Detrimental Effects of Student-Disordered Behavior at School: Evidence from Using the Cusp Catastrophe  frontiersin.org

Kremer, Flower, Huang, & Vaughn, 2016  Behavior problems and children’s academic achievement: A test of growth-curve models with gender and racial differences  pmc.ncbi.nlm.nih.gov