Module TwoApplication

Wishing you well...

In groups, each 2nd and 3rd year teacher

will offer one to two tips or advice.Then first

year teachers should choose one or two

items that particularly resonate with them.

They will then share this advice withThe group and explain its meaning to

thempersonally.

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Identifying Stressors

Step One:Using your “entrance ticket” from the online module, take a moment and choose five of the most potent stressors that you identified outside of day to day planning and instruction. Write one stressor on each of the five sticky notes provided.

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Identifying Stressors

Step Two:Share your top five stressors in your small group. As a group, attempt to categorize these stressors on your table. Be prepared to share your small group categories with the entire group.

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Identifying Stressors

Step Two Continued:Whole group share. As a whole group, create a larger affinity diagram or tree map and transfer your small group’s sticky notes to the larger map.

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Strategies for Coping with Stressors

Step Three:As a small group discuss the resulting whole group diagram. Which stressors/categories pervade our lives outside of instruction. In your small groups, identify coping strategies that you use to work through some of these identified stressors.

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Prioritizing StressorsStep 4● Now that you have had time to discuss some of

the stressors adding to your “lifeload,” take a moment to prioritize your list using the Now, Soon, Later Handout.

● Which stressors fall under the headings Now, Soon, Later? …meaning that you will make time now, soon, or later to work through these stressors.

● Which strategies will you employ to work through the stressors identified as Now on your chart?

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Teacher Toolbox

On your table you will find a Teacher Toolbox prepaired by your lead teachers. Examine the contents of the Toolbox to see if you have included these “strategies” as ways of working through your stressors!

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Stressors in the ClassroomAfter reading through the case study provided... 1. Share with your group members items that you

would identify as classroom stressors within the case study

2. Identify some of the changes, resources, support mechanisms that the case study teacher might have utilized.

3. Make a list of your own classroom-based stressors.

Slide 9

Grant Funding Resources

• Donorschoose.org

• Bright Ideas Grant –http://www.ncbrightideas.com/

• Clinton Area Foundation for EducationCAFE

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• All images copyright “Microsoft Clip Art Gallery”. All rights reserved.

BT Matters is a grant program made possible by:• The Institute for Emerging Issues

http://iei.ncus.edu• NC State Employees Credit Union

http://www.ncsecu.org

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