Digischol

Nita Creekmore is co -author of Each connection is important: how to build, maintain and restore relationships inside the class and outside. A longtime educational coach, presenter and consultant in education, Creekmore returned to class as a fifth year teacher. In this interview with Educational Leadership Magazine, Creekmore discussed how it approaches each day with joy and goal.

This interview has been modified for duration and clarity.

How do you define joy?

So, for me, I have the impression that joy comes from the inside. This is something that I have to cultivate all the time, find the lights or the light points in things that are struggling. And then at school, Joy is to connect with the students, to connect with my colleagues, to connect with the human aspect of teaching and learning.

I think that sometimes when you are in education, especially for a long time (it’s my 21st year), everything can feel so heavy – and they are heavy. The system is not perfect, the system is broken in many different places, but you can find joy in the middle of it.

What inspired you to return to the classroom after being an educational coach?

I realized that I had failed to have my own students and my own class. I missed when I heard: “Hello, Ms. Creekmore”, as the students were walking. I missed the daily structure of routines in class. I missed the community that was built – this feeling of family – and the joy we have experienced. I failed to teach students every day. I even missed planning lessons. There was something that withdrew me in the trenches.

You have suggested that the teacher and the joy of the students are inextricably linked. Can you talk more about it?

I have the impression that the teacher and the joy of the students are aligned. I teach the arts of the English language to the fifth year at the moment, and I know that if I feel joy, it permeates my students.

There are students who come to my class at the start of the year and tell me thoroughly that they don’t like to read. But because I am so excited by reading, I hope that I will shelter the joy in wanting to read them. I want to know what their interests are and exploit them.

Likewise, some of my children do not want to come to school. So, I try to find what it is about the school they don’t like. What about the school they do? Part of the culture of joy is the document creation piece. I love what I do and I care about my students and their well-being.

One thing I learned is that it is not necessarily What We teach – which is very important, of course – but it is how We present ourselves for children. I believe it is the foundation of joy in schools.

How do you model joy in your own class?

Before I even enter the classroom, I verify myself with me. I do a lot of statements before work – mixing, devotion, meditation. If I take care of myself, it’s a way to model joy. I also salute my students at the door every day. I will give them hugs, fist bumps, high fives – all they are comfortable. I model joy by showing children, I am happy that you are here. I am happy that you showed up. Even my students who come late, you can ask one of them, I will give them a high five. “You introduced yourself!” I missed you, ”I exclaim.

It’s the same when students are absent. I tell their parents, we have missed your child today. And when the student comes back, I am delighted to see them: “We miss you!” I use the term “we” intentionally so that students know that we are all part of a community of learners. Each person in our class is important and appreciated. And so, when a student is not there, it’s as if a piece was missing.

What are the other practices that teachers can try to bring joy in the class?

Think about how you can breathe joy into your study program. Ask your students, “What do you like to do?” What makes you feel happy? Take the time to know your children.

Or, if there is a lesson that you have delivered and you notice that the students were really committed and really happy, break. Think about it. What made him so happy? Sometimes, as teachers, we evolve with this feeling of urgency. Everything in education is so fast. But we have to slow down. If a lesson went well and the children seemed excited and happy, what did that? Once you understand this, continue to do this thing, subjecting it to other subjects and lessons.

Also, have fun with your colleagues and the people in your school building. How can you breathe joy, not just in your own class, but with your teammates? Because children see how you interact with your teammates. They are very attentive. They see if you are happy or not laughing or laughing or having a good time in the middle of your day.

In each connection, you talk a lot about the authenticity of teachers. How does authenticity are joyful?

I try to bring my authentic self into class space. I’m silly. I sing. I am funny (depending on which you ask). By showing how authentically I am, it allows students to have the freedom to be who they are. Joy is often hampered when you feel like you can’t be who you are.

And when the students find it difficult to find joy?

Being anchored in joy in your teaching is the heart of cultivating the joy of students. They hide from each other in a very authentic way. If you are in a place where students find it difficult to find joy, take the time to think about yourself, notice and ask yourself where you come across your own joy counter.

Ask yourself questions like: when will I go back the last time I experienced joy as a teacher and joy modeler in my own community? What looks like and looks like joy for me? Once you think about these questions, treat yourself to the donation of rooting in joy for yourself and for your students. It intends but makes the work that we do in education so much softer.

Nita Creekmore is co -author of Each connection is important: how to build, maintain and restore relationships inside the class and outside. A longtime educational coach, presenter and consultant in education, Creekmore returned to class as a fifth year teacher. In this interview with Educational Leadership Magazine, Creekmore discussed how it approaches each day with joy and goal.

This interview has been modified for duration and clarity.

How do you define joy?

So, for me, I have the impression that joy comes from the inside. This is something that I have to cultivate all the time, find the lights or the light points in things that are struggling. And then at school, Joy is to connect with the students, to connect with my colleagues, to connect with the human aspect of teaching and learning.

I think that sometimes when you are in education, especially for a long time (it’s my 21st year), everything can feel so heavy – and they are heavy. The system is not perfect, the system is broken in many different places, but you can find joy in the middle of it.

What inspired you to return to the classroom after being an educational coach?

I realized that I had failed to have my own students and my own class. I missed when I heard: “Hello, Ms. Creekmore”, as the students were walking. I missed the daily structure of routines in class. I missed the community that was built – this feeling of family – and the joy we have experienced. I failed to teach students every day. I even missed planning lessons. There was something that withdrew me in the trenches.

You have suggested that the teacher and the joy of the students are inextricably linked. Can you talk more about it?

I have the impression that the teacher and the joy of the students are aligned. I teach the arts of the English language to the fifth year at the moment, and I know that if I feel joy, it permeates my students.

There are students who come to my class at the start of the year and tell me thoroughly that they don’t like to read. But because I am so excited by reading, I hope that I will shelter the joy in wanting to read them. I want to know what their interests are and exploit them.

Likewise, some of my children do not want to come to school. So, I try to find what it is about the school they don’t like. What about the school they do? Part of the culture of joy is the document creation piece. I love what I do and I care about my students and their well-being.

One thing I learned is that it is not necessarily What We teach – which is very important, of course – but it is how We present ourselves for children. I believe it is the foundation of joy in schools.

How do you model joy in your own class?

Before I even enter the classroom, I verify myself with me. I do a lot of statements before work – mixing, devotion, meditation. If I take care of myself, it’s a way to model joy. I also salute my students at the door every day. I will give them hugs, fist bumps, high fives – all they are comfortable. I model joy by showing children, I am happy that you are here. I am happy that you showed up. Even my students who come late, you can ask one of them, I will give them a high five. “You introduced yourself!” I missed you, ”I exclaim.

It’s the same when students are absent. I tell their parents, we have missed your child today. And when the student comes back, I am delighted to see them: “We miss you!” I use the term “we” intentionally so that students know that we are all part of a community of learners. Each person in our class is important and appreciated. And so, when a student is not there, it’s as if a piece was missing.

What are the other practices that teachers can try to bring joy in the class?

Think about how you can breathe joy into your study program. Ask your students, “What do you like to do?” What makes you feel happy? Take the time to know your children.

Or, if there is a lesson that you have delivered and you notice that the students were really committed and really happy, break. Think about it. What made him so happy? Sometimes, as teachers, we evolve with this feeling of urgency. Everything in education is so fast. But we have to slow down. If a lesson went well and the children seemed excited and happy, what did that? Once you understand this, continue to do this thing, subjecting it to other subjects and lessons.

Also, have fun with your colleagues and the people in your school building. How can you breathe joy, not just in your own class, but with your teammates? Because children see how you interact with your teammates. They are very attentive. They see if you are happy or not laughing or laughing or having a good time in the middle of your day.

In each connection, you talk a lot about the authenticity of teachers. How does authenticity are joyful?

I try to bring my authentic self into class space. I’m silly. I sing. I am funny (depending on which you ask). By showing how authentically I am, it allows students to have the freedom to be who they are. Joy is often hampered when you feel like you can’t be who you are.

And when the students find it difficult to find joy?

Being anchored in joy in your teaching is the heart of cultivating the joy of students. They hide from each other in a very authentic way. If you are in a place where students find it difficult to find joy, take the time to think about yourself, notice and ask yourself where you come across your own joy counter.

Ask yourself questions like: when will I go back the last time I experienced joy as a teacher and joy modeler in my own community? What looks like and looks like joy for me? Once you think about these questions, treat yourself to the donation of rooting in joy for yourself and for your students. It intends but makes the work that we do in education so much softer.

Nita Creekmore is co -author of Each connection is important: how to build, maintain and restore relationships inside the class and outside. A longtime educational coach, presenter and consultant in education, Creekmore returned to class as a fifth year teacher. In this interview with Educational Leadership Magazine, Creekmore discussed how it approaches each day with joy and goal.

This interview has been modified for duration and clarity.

How do you define joy?

So, for me, I have the impression that joy comes from the inside. This is something that I have to cultivate all the time, find the lights or the light points in things that are struggling. And then at school, Joy is to connect with the students, to connect with my colleagues, to connect with the human aspect of teaching and learning.

I think that sometimes when you are in education, especially for a long time (it’s my 21st year), everything can feel so heavy – and they are heavy. The system is not perfect, the system is broken in many different places, but you can find joy in the middle of it.

What inspired you to return to the classroom after being an educational coach?

I realized that I had failed to have my own students and my own class. I missed when I heard: “Hello, Ms. Creekmore”, as the students were walking. I missed the daily structure of routines in class. I missed the community that was built – this feeling of family – and the joy we have experienced. I failed to teach students every day. I even missed planning lessons. There was something that withdrew me in the trenches.

You have suggested that the teacher and the joy of the students are inextricably linked. Can you talk more about it?

I have the impression that the teacher and the joy of the students are aligned. I teach the arts of the English language to the fifth year at the moment, and I know that if I feel joy, it permeates my students.

There are students who come to my class at the start of the year and tell me thoroughly that they don’t like to read. But because I am so excited by reading, I hope that I will shelter the joy in wanting to read them. I want to know what their interests are and exploit them.

Likewise, some of my children do not want to come to school. So, I try to find what it is about the school they don’t like. What about the school they do? Part of the culture of joy is the document creation piece. I love what I do and I care about my students and their well-being.

One thing I learned is that it is not necessarily What We teach – which is very important, of course – but it is how We present ourselves for children. I believe it is the foundation of joy in schools.

How do you model joy in your own class?

Before I even enter the classroom, I verify myself with me. I do a lot of statements before work – mixing, devotion, meditation. If I take care of myself, it’s a way to model joy. I also salute my students at the door every day. I will give them hugs, fist bumps, high fives – all they are comfortable. I model joy by showing children, I am happy that you are here. I am happy that you showed up. Even my students who come late, you can ask one of them, I will give them a high five. “You introduced yourself!” I missed you, ”I exclaim.

It’s the same when students are absent. I tell their parents, we have missed your child today. And when the student comes back, I am delighted to see them: “We miss you!” I use the term “we” intentionally so that students know that we are all part of a community of learners. Each person in our class is important and appreciated. And so, when a student is not there, it’s as if a piece was missing.

What are the other practices that teachers can try to bring joy in the class?

Think about how you can breathe joy into your study program. Ask your students, “What do you like to do?” What makes you feel happy? Take the time to know your children.

Or, if there is a lesson that you have delivered and you notice that the students were really committed and really happy, break. Think about it. What made him so happy? Sometimes, as teachers, we evolve with this feeling of urgency. Everything in education is so fast. But we have to slow down. If a lesson went well and the children seemed excited and happy, what did that? Once you understand this, continue to do this thing, subjecting it to other subjects and lessons.

Also, have fun with your colleagues and the people in your school building. How can you breathe joy, not just in your own class, but with your teammates? Because children see how you interact with your teammates. They are very attentive. They see if you are happy or not laughing or laughing or having a good time in the middle of your day.

In each connection, you talk a lot about the authenticity of teachers. How does authenticity are joyful?

I try to bring my authentic self into class space. I’m silly. I sing. I am funny (depending on which you ask). By showing how authentically I am, it allows students to have the freedom to be who they are. Joy is often hampered when you feel like you can’t be who you are.

And when the students find it difficult to find joy?

Being anchored in joy in your teaching is the heart of cultivating the joy of students. They hide from each other in a very authentic way. If you are in a place where students find it difficult to find joy, take the time to think about yourself, notice and ask yourself where you come across your own joy counter.

Ask yourself questions like: when will I go back the last time I experienced joy as a teacher and joy modeler in my own community? What looks like and looks like joy for me? Once you think about these questions, treat yourself to the donation of rooting in joy for yourself and for your students. It intends but makes the work that we do in education so much softer.