One of the biggest obstacles for people who have not previously watch or read Shakespeare is a perception that the language is hard to understand. While there are definitely some words that are unfamiliar because they are no longer used, the most commonly perceived challenge is understanding thee and thou, art and wert, and the like.
Before I ask my students to read or listen to Shakespeare, I teach them the basics of Early Modern English and what all those old-fashioned words mean. I give them a translation guide, and get them to practise speaking and writing basic sentences before moving on to the most fun lesson of the year: Shakespearean Insults!
Once they have played with the language, they are far more receptive to it in a film or written text.
Like anything in life, the path ahead is smoothed by breaking down barriers and removing obstacles.
This infographic is designed to present the basics of Early Modern English simply and directly, to serve as a memory aide and a translation guide as needed.
In response to requests from several quarters to explore the ways in which the added stresses of online and remote learning, social restrictions, working from home and everything else that has come with COVID-19 have affected teachers this year, I conducted a survey.
Open to all teachers worldwide, I distributed the survey both on social media and via professional networks.
I asked teachers to respond honestly to nine questions, which I formulated based on comments and social media posts by teachers. To remove any possible disincentive for honesty, participation in this survey was completely voluntary and anonymous.
Thus far, there is only a relatively small number of respondents , and my little survey is by no means scientific research. Still, the results thus far bear out my own experience and observations, and what I have heard others saying: as resilient and committed as we might be, it has been a really rough year that has left teachers exhausted and, at times, quite discouraged.
79% of respondents say they have been much more stressed and tired than previously
21% reported no change in their levels of stress and tiredness.
There does not appear to be any correlation between how tired and stressed people are and the number of years of experience they have as a teacher.
50% of respondents said their stress was created by their own expectations of themselves
36% said that other people’s expectations of them as a teacher created their stress
14% reported that their stress came from the media’s continual reporting of COVID-19 related news and issues.
64% of people said that the tiredness experienced was longer term than usual, while 36% that it was about the same.
29% said they had consumed more alcohol in 2020 than in previous years
71% said their alcohol consumption was about the same as in previous years.
36% of people also said they had increased their caffeine intake
36% said that their caffeine intake had not changed.
It did seem that there was a correlation between people who had increased alcohol consumption and increased caffeine consumption with
The respondents’ responses regarding nutrition, though, was interesting.
Only 28% said their eating patterns had not changed
7% said they had paid more attention to good nutrition
65% said they had paid less attention to good nutrition.
79% said they wanted to continue their career as a teacher.
14% said they would only keep on teaching because they felt they had no choice.
Sadly, 7% said that the stress of the year had brought an end to their teaching career.
14% of respondents said they had sought medical advice for issues related to the stress of teaching this year.
None had sought counselling.
This final statistic is, to me, evidence of our collective resilience and commitment: we’re stressed and we’re tired, but we keep on going.
I do wonder, though, if we as a profession need to be more proactive in seeking help and support when we are experiencing increased levels of stress and tiredness, and possibly not taking such great care of ourselves at the same time.
The key to my own determination to keep going this year has been that I wasn’t actually doing it for me– I was doing it for the kids. I suspect that most of us feel the same way. It’s not just me, and not just my colleagues, having a hard year. It’s everyone. Every family, every community, every workplace, every career, every school, every student… you get the idea.
If I can model resilience, positive attitude and commitment to making the best of a tough situation, that’s exactly what I’m going to do my best to achieve.
I hope my students are encouraged by my commitment to them. I hope they learn from my example. And boy oh boy, do I hope their parents are watching, because I want them to love this school and to understand how much we value them and their children.
I have been enormously encouraged by a my colleagues, and some have said that I have been an encouragement to them. The members of my faculty office have been a lifeline for me as we laughed, cried, and collaborated together throughout the experience of teaching remotely for two terms of this most challenging year. The entire staff of my school committed from the outset to making the whole deal of working from home and teaching online something that was achievable, coordinated and professionally delivered. “That will do” was never going to be acceptable.
At the end of every school term, I comment that the break is well-deserved. That has never been more true than at this end of 2020.
As the final term of 2020 winds down to a close and teachers (and students!) everywhere look forward to the Christmas break, I truly hope we are all able to stop working long enough to get some much needed rest and downtime.
It’s almost the end of a school year that has been perpetually exhausting. Every teacher I know is beyond worn out.
I’ve used the words ‘tired’ and ‘exhausted’ so much in recent times, they have started to lose their currency. Not only are they becoming cliched, neither one really adequately describing the profundity or the long-term nature of the tiredness we’re feeling.
So, in the interests of communicating more effectively, I’d like to suggest some more expressive words to use instead.
Toilworn is a lovely word that reflects the nature of the tiredness that comes from hard work. It can also be used for something showing the effects of that kind of tiredness, or of the work that caused it.
Knackered is a term that is certainly expressive, and remarkably pleasing to say. I don’t know where else in the world people say this, but it’s certainly well understood in Australia as a term that means absolutely worn out.
An open letter to Josh Frydenberg, Federal Treasurer and MP for Cooyong:
You have some nerve. Your outburst in Parliament yesterday was way out of line.
Yes, mistakes were made early on in Victoria’s management of COVID. And they got cleaned up. We’ve actually done a brilliant job, which you didn’t even acknowledge. But that isn’t the part of your speech to which I, and many other Victorian teachers, take particular exception.
While the rest of the House was congratulating the people of Victoria on crushing the curve and bringing the numbers back to zero, you chose to be ungrateful. That little tantrum of yours would make a two year old proud.
Your assertion that your children missed out on six months of schooling is highly offensive to every teacher in this fine state who has gone way beyond the call of professionalism and duty of care to ensure that our students did not miss a single thing that we were able to provide for them.
Were my colleagues and I merely dreaming all the extra work we put into setting up online classrooms, doing extra courses in online safety and classroom management, monitoring our students’ wellbeing and mental health, in addition to all the usual planning, preparation and teaching we have been doing all year? Did we imagine the eye fatigue and headaches from being in online classrooms all day, doing all our marking and reporting online, meeting with colleagues and conferencing with parents online?
You have been able to do your job almost completely normally all year.
We have had to completely reinvent ours, while at the same time being required to switch from face to face teaching to online classrooms, then back, and back again, sometimes at only a few days’ notice. We’ve done it without tantrums, without complaints, and without pointing fingers at people who were also trying to do their best in otherwise uncharted territory.
Victorian teachers have proven to be dedicated, resilient, and incredibly versatile this year.
And I will tell you one thing that is absolutely certain: the students at my school did not miss six months of school. They had their full timetable, every school day, complete with teachers and teachers aides, differentiated lessons, roll call, and individual help whenever they needed it.
Don’t be firing your nasty little aspersions at Victorian schools and the 100% committed teachers in them, Mr Frydenberg, even by inference.
We do not deserve that. We are exhausted, our patience has been pushed to the limit, and we are still going. We are not in the mood for your petulant tantrums.
It’s high time you gave credit where credit is due, learned some gratitude and grace, and got on with doing your job while we continue to do ours.
Face to face teaching is back in full swing in Victoria, with all students over the age of 12, and all teachers, required to wear masks.
The kids generally don’t like wearing masks, and I totally get that. Still, that’s not an excuse for defiance. It’s currently a legal requirement, so whether or not we like it is a moot point.
Most of the students are quite cooperative. Some kids, though, are getting sneakier— or perhaps just less conscientious— about wearing them properly. The challenge for teachers is to find ways to remind them without being awkward or, even worse, coming across as nagging. As anyone who has tried to get a teen to do something they don’t want to will attest, that’s only ever going to create more resistance.
As I am wont to do, I have reverted to humour in addressing the problem.
When a student has their mask pulled under their nose, I tell them “don’t fly the flag at half mask”.
When someone is not wearing a mask, I say, “Oops! Your face is naked.”
When the mask is sitting under their chin, I tell them to “pull their face pants up.”
In a quiet classroom environment, or if I want to remind someone without drawing attention, I simply make eye contact, hold my hand horizontally near my chin and lift it to above my nose.
These responses engage the students by surprising the m and making them think about what I’m saying. They generally respond with a smile and then comply. The occasional student tries to argue, which invariably ends in disappointment for them.
I am always happy when it works. I was also very pleased when, while I was on yard duty, I heard one of my students tell another kid to pull his face pants up. I smiled with great satisfaction and whispered, “Good work, kid! Keep it up!” Nobody noticed, though, because I had my mask on.
After nine weeks of only seeing my students in little squares on my computer screen, a two week term break, and a final week of online classes, we resumed face to face lessons today. Things were a little bit different than they used to be, though.
The desks were distanced from one another as practically as they could be. The bottle of sanitiser at the front of the room had been joined by another and, this time around, the students didn’t need reminding to use it. Most obviously, though, we were all wearing masks.
We used to talk about “putting our teacher hat on” when we walked into the classroom, and taking it off again at the end of the day. I guess now it’s our teacher masks we have to consciously think about wearing, as this seems to be the new normal— in Victorian schools, at least— for the foreseeable future.
The wearing of masks is something disliked by many students and staff alike. Personally, I don’t mind wearing one, and I am happy to not be breathing in whatever germs are floating around the room. Most of my students seemed to manage without any difficulty, but getting some of them to wear their masks properly and not keep touching them proved to be yet another new classroom challenge.
Still, there were some good things going on.
The tone and humour in my classrooms was generally positive. One kid who doesn’t even like me much told me it was good to see me. I laughed and told him to give it time, and everyone laughed at that because we all knew it wouldn’t last.
Marking the class roll was significantly easier and quicker than online: once again, I could see at a glance who wasn’t there. Marking the roll in online classes was something I always found arduous. Today it took two seconds.
I could see right away who wasn’t doing what they should be, and I could move around behind them and see their screens. There is no more effective way to make someone work than to be able to see their screen.
At the same time, I could instantly encourage those who were working hard amd staying on task. It’s so much easier to be positive when you can be both natural and proactive about it. The added bonus is that when you praise and encourage one student for doing a good job or making a great effort, it tends to make those listening more inclined to want to do better and get some praise, too.
Those few kids who have avoided doing much at all since we returned to online schooling finally had to do some work. Those who did not engage in online lessons found themselves no longer able to just sign in and zone out or leave the room. And because I was wearing a mask, they couldn’t see my wry grin as I watched them working.
I was able to move around the room and look over the shoulders of my students. Delivering instant feedback and reminders about spelling, punctuation and paragraphs is significantly easier than trying to give that kind of advice online.
All things considered, while the day was not without a few issues and challenges, it’s fair to say that the positives outweighed the negatives. It’s hard not to be satisfied with that.
This post reminds me of the lessons I’ve been doing with my Year 8 History class about Medieval Europe and the Black Death.
My students were very interested in the plague, and surprised by the fact that this was when quarantine, social distancing, and the wearing of masks became the go-to modes of dealing with contagious disease. They were also surprised by the time it took the Europeans to understand the importance of basic hygiene, and how very long it took to develop good medical knowledge.
These lessons were highly relevant in These Times, and helped the kids to understand why we’re being reminded to wear masks, wash and sanitise our hands, and keep away from other people. It was good to be able to discuss how relevant history can be.
We all agreed we are incredibly thankful for modern medicine, science, vaccines and health care.
It does strike me as bizarre, however, that with all the scientific and technological advances we’ve made, we still have to remind people to wash their hands. Some things, it seems, never change.
In this time of Covid 19, when we don’t know why it seems to affect men more than women, and some ethnicities but not others, it is interesting that back in the 14th century the tsunami of the Great Pestilence of 1348 was followed by lesser waves that differed in many ways from the original. The first of these, in the England of 24 Edward III (January 1360 to January 1361) was called the secunda pestilencia and appeared to affect mostly the very young, babies and adolescents. Women were not affected in the same way.
The Chronicle of the Greyfriars of King’s Lynn notes: “…In that year  began a plague among Londoners at about the feast of St Michael, where at first infants…
At a time when my state is still in lockdown, we’re back to teaching online and trying to tick all the boxes that go with that while at the same time dealing with all the other demands of life.
It’s very easy to become consumed by the job. It’s very easy to rationalise going those extra steps to create whizz-bang lessons that will engage and interest the students and hopefully keep both them and myself motivated despite the malaise that I have dubbed ‘online learning fatigue”.
I have learned over recent months how important it is to set limits for myself. I have consciously tried to avoid overburdening my students with work, and sought to develop learning activities that they can complete offline. I’ve tried to remind them to get up and walk around, to drink water, to get sunshine on their face and on their back.
Ironically, I’m not always so great at managing my own stress. In the midst of trying to be Super Teacher or Little Miss Motivator, I still have to remind myself to do those same things.
This post from Nerdome appeared in my feed at an opportune moment. It’s a good read, providing some quick tips and good insights about managing stress.
Those who spend more time with their works tend to suffer from stress more than the other. The mental and emotional burden that is often attributed to the demands of work can affect our productivity and efficiency with our task that would often lead us to troubles than not. This is one reason why it is very important for workaholics to undertake stress management to avoid compromising their career.
You don’t have to be in a special place to apply stress management. In fact, you can do it anytime and anywhere if you feel like it. You can do it while at your work desk, in the comfort room, or even out in the lobby. The idea here is to control your mind to relax so that you can continue fresh with your task — emotionally, physically, and mentally. Here are some tips that will surely help you out.
I wrote in Tuesday night’’s post that the first day of teaching my classes remotely/online was challenging.
I thought it would be good to follow that up at the end of the school week with my insights after a few more days’ experience.
Things definitely got better as the school week progressed.
All of my students seemed to relax and interact more normally as the week progressed. I think some of them found it really awkward and a bit artificial at first, and many others— myself included— just didn’t know what to expect.
I had to make my expectations for behaviour and interactions super clear via email to a couple of kids. I actually made an explicit list of what I expected and what they were not welcome to do. This helped to set boundaries for them, and they changed their attitude accordingly. Things were a lot better after that.
My students have done some great work this week, and I have been able to give positive and constructive feedback to encourage them. This also encourages me: I can do this. The kids appreciate my effort and input. My classes are benefiting from the structure, the lessons and the encouragement I have given them. It doesn’t matter if I feel it’s not the same or not enough, or as though I am treading water. I am good enough. My teaching is valuable. I can do this.
I am so thankful for my school and its consistent, uniform approach to the delivery of lessons and learning material. I’m also super glad we have followed the same routines and timetables.
In times of turmoil and change, schools, teachers and students all have the greatest chance of success when everyone is on the same page and things are kept as consistent and stable as possible
In my discussions with friends and family who teach elsewhere, I have learned that this isn’t happening elsewhere. Timetables and class sizes have changed for some, some have new classes they’ve never had before, and others have no streamlined or consistent method of delivery or assessment. One poor soul is trying to deal with all of those complications and more. I am trying to be as supportive of that particular friend as I can be, and have suggested that if the school has left it completely up to him to manage, he might follow the practices my own school has implemented so that his students have some structure and consistency with his classes at least. He’s going to do that, and suggest those same things to his colleagues.
We should not be discouraged if we don’t get through the regular program, or if things don’t always work the way we’d like them to.
Our online classrooms provide valuable connection and communication for the kids. It helps them to feel less isolated and cut off, and gives them regular opportunities to think and talk about life beyond corona.
As a teacher, I know there is no substitute for being in the classroom, engaging with the students and supervising their work, making suggestions or guiding their thinking. When you create a constructive, productive learning environment, students thrive.
Over the past few weeks, my school has worked really hard to reproduce that in an online learning environment. My colleagues and I have put a great deal of thought and preparation into making our students’ experiences of learning from home in online classes as interesting and beneficial as they can possibly be. From where I stand, we’ve done a great job of preparing for teaching and learning from home, and I really hope that our students and their parents feel the same way.
Today was our first day of teaching and learning remotely. My students were well behaved and cooperative. Most seem to have coped with the challenges of doing school at home, some of them sharing an environment with their siblings who were also doing their lessons at home, quite well. We got through everything I had planned for those initial lessons. Judging from the work they handed in today, the kids generally worked as well as they usually do in a classroom environment.
I don’t know how they all felt at the end of the school day, but by the time 3.30pm rolled around, I was exhausted.
Make no mistake: online teaching is really hard. It’s mentally demanding in ways that physical presence in the classroom is not. It’s harder to hear students when they speak, and it’s harder to be sure that everyone understands what you say or what you want them to do. Even marking the roll poses new challenges when you can’t simply identify empty spaces in the classroom. Things that have become instinctive for teachers are now impossible, and we find ourselves reinventing pedagogy, teaching, communication, and the delivery of lessons and lesson materials.
You can no longer maintain classroom management by circulating around the room or standing in strategic places so you can see what kids have on their screens. You can’t just look over a kid’s shoulder and remind them of a principle or fact that they need to consider. You can’t make a teaching point of quickly correcting an error or oversight.
To an extent, one has to just accept that and move on. If a student is easily distracted or willing to be inattentive, that is understandable: there’s a lot going on, they’re at school without being at school, they’re in their own environment, and some of them are genuinely anxious about the dangers and the restrictions that Covid-19 has brought about. Really, the best you can hope for is to find a way to gently bring their attention back to the task and try to re-focus them.
It’s a tricky set of circumstances for the kids as it is, and adding learning at home to the strangeness of social isolation and distancing is a situation that some kids — and some teachers — will undoubtedly find awkward at best.
Still, it’s good for all of us, kids and teachers alike, to have a routine and a variety other things to think about. It is healthy and constructive use of the abundant time we would otherwise have on our hands at this point in time.
As tired as I was, they day did end particularly well. After spending 90 minutes with one of my classes this afternoon, I was pleasantly surprised when three of my students thanked me for the lesson. In the past, wishing each other a good afternoon or a pleasant evening was not unusual, but having students actually thanking me for double English after lunch on Tuesday is totally new.
I spent the rest of my regular school day responding to the work they submitted, and giving my students some feedback on their ideas and responses. It was nice to be able to
At 4.15pm, I made myself a cup of coffee and almost cried into it with gratitude for my good but mentally exhausting day, and for the caffeine upon which I would rely for the next couple of hours while I cooked dinner and did everything else I needed to do.
When dinner was done, I looked at my husband and asked if it was too early to go to bed. “It’s 6.15pm,” he said. “So probably, then?” I asked. “Yeah. Probably.”
Maybe I’ll just spend the time between now and bedtime thinking about what gift I’m going to buy myself for Teacher Appreciation Week. Whatever it is, I will have earned it.
One teacher’s thoughts on the first day of teaching and learning while #StayingHome #teachingfromhome #TeachFromHome #TeachingOnline #teachertwitter