A 40 hour week for a teacher is almost unheard of. The growing number of teacher-bashers out there have somehow gotten the idea that we work far fewer hours that. And of course, anyone who’s ever worked in the field knows that the time spent at school combined with the time spent on paperwork at home often averages out to 50-70 hours a week…or more.
I believe there’s a healthy balance between the perception of teachers working only from 9-3 and the unfortunate reality of them working 7-7. As a classroom teacher, my goal in finding a work-life balance was to dedicate 40 hours a week to my job. Sure, I might spend additional time in the evenings looking online for new lesson ideas or making manipulatives while I watched TV, but those were tasks I really enjoyed. They didn’t feel like work to me, and I didn’t do them every day. My goal was to complete my “work-work” tasks during the course of an 8 hour day: grading, paperwork, photocopies, etc.
I succeeded about 90% of the time. The beginning and end of the school year were the major exceptions. At those times, I was always prepared to work as many hours as it took. 70-hour weeks were not atypical for me in August and September (weekends included). And during those years when I was new to the grade level, school, or school system, I sometimes had to settle for alternating 8-hour days and 10-hour days, or spending Sundays working from home, but I did always manage to get to a 40-hour week by late October. Usually, the only time I’d go beyond 40 hours in a normal work week was if there was a special project or event coming up.
So that means I don’t have a fool-proof system that will guarantee you’ll leave the school parking lot before sundown every night. But I do have some tips to share that made it easier for me to work a reasonable amount of hours. I’ve shared seven pages of timesaving tips for teachers in chapter 34 of The Cornerstone Book, Timesaving Strategies: Discovering How to Be a Teacher and Still Have a Personal Life. Here are six additional ideas ideas for lightening your workload:
1) Replace worksheets with hands-on activities.
The more paper and pencil work you give, the more stuff you’ve got to photocopy, organize, pass out, collect, grade, record, and return to students. Not only are hands-on activities more meaningful for students, but you’ll spend less time making photocopies and grading papers. It’s a win for everybody.
2) Make the most of Morning Work or Bell Work.
When your kids come in the room in the morning and after lunch, there should be something on the board for them to get started on right away. While they are doing morning work, you should be able to complete attendance, check all homework, read and respond to parents’ notes, and so on. My goal was to get this done in 15-20 minutes, but typically I didn’t end the morning work time until I finished these tasks–I wasn’t about to leave myself with a messy pile of half-sorted papers and someone’s class picture money just lying out on my desk. I felt no guilt about this because my students’ morning work assignments were meaningful and open-ended: the kids were actively engaged in projects, reading books, etc. When my administrative tasks were done and I was comfortable with beginning our day, we started.
3) Choose bulletin boards that are timeless.
The background paper and border you put up in August can be left there until June. Switch out student work once a month (or every 6 weeks) and choose stuff that’s not tied to the holidays or seasons. (What’s the point of putting up Valentine’s Day work on February 8th when it’ll look dated on February 15?) You can also put your students in charge of the bulletin boards: let them choose their best work, self-reflect on the back of their papers, and hang them up. At the end of the year, their monthly work sample choices can serve as a portfolio.
4) Keep your room neat and clean during the day instead of staying after school to straighten up.
It only takes a few seconds to push student desks back into position and remind students to pick up their belongings that are on the floor before you take the class to lunch. Tape up that poster that’s falling off the wall while students are writing the heading on their papers. Clear or at least straighten piles of papers on your desk during a moment of downtime instead of checking email for tenth time. Tidying up for two minutes here and two minutes there can easily save you a half an hour that would otherwise be spent staying late after dismissal.
5) When you work beyond your contracted hours, try to choose times when few other people are at school.
I was contracted for 35 hour weeks when I taught in Maryland and 37.5 hour weeks in Florida, so a 40 hour week for me meant coming in an hour or so early or staying an hour late. I found that I could remain completely undisturbed for at least forty-five minutes if I came in early, but staying late was pointless because I’d end up hanging out in a co-worker’s room or slumped at my desk in exhaustion. There’s no point in working long hours if you’re not really working. If you’re too tired, someone is constantly coming in and asking you for things, or you’re tempted to wander next door to chat, pick your “overtime” hours wisely…or even complete them at home.
6) Create a self-running classroom that frees you to teach.
I’ve shared a lot of resources on this topic on my website and even more extensively in my book and webinar series. Creating a self-running classroom means empowering students to take charge of their learning and learning environment. It means giving students ownership over the learning process instead of carrying all the responsibility yourself. Teaching kids simple procedures for every task in the classroom will save you countless hours of instructional time throughout the year because your classroom activities will flow more smoothly and have fewer disruptions. Automate your routine tasks so that not a moment is wasted and you can focus on what matters most about your job: teaching and connecting with kids!
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Angela Watson
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I love the first tip of more hands on activities!
Here’s another-a teacher once told me, “Never do for the children what they can do for themselves.” I teach kindergarten and you would be shocked at how those 5 year olds understand how to run the classroom! They handle snack, hand-washing before lunch, passing put materials, setting out centers, and even agendas. I do not do one single thing for them that I think they can handle on their own. Once I figured this out, my day went 100% smoother! PS, subs LOVE my class cause the kids do all the work!
I have taught kinder for several years, and moved to 1st this year. One thing that helps me is a weekly accountability list. I have planned out and given myself a task to complete every day during my plan period. That helps me have a “focus” for that time, instead of wasting it away. I also have a list of which kids I meet with for 1:1 reading and writing conferences. So, my list may look like:
Monday – plan period focus: alternate math and literacy workstation activities as needed; Reading conferences: Students A, B, C, D; Writing conferences with Students I, J, K, L.
Tuesday – Plan Period: meet with mentor teacher; Reading conferences with Students E, F, G, H; Writing conferences with Students M, N, O, P.
Wednesday – plan period: go to book room to gather guided reading books for small groups, conference with same kids from Monday
Wednesday after school – meet with grade level team to plan together for next week
Thursday – write weekly newsletter, make copies for Friday Folders and for next week’s activities, Conference with kids from Tuesday
Friday – Stuff Friday Folders, Make up conferences with anyone who missed out, or with struggling students
This helps me hold myself accountable to use my time wisely. And I quickly realize if I’ve wasted my time when I find myself having to do these activities during an evening or weekend!
Very helpful–thanks for sharing!
Thank you so much for these great tips! Do you have any ideas for high school? Although these are super useful, it’s a different dynamic when you have 160+ kids in and out of your room every day.
Thank you!
I teach high school SPED (severe/profound) so my situation is different. Just a thought, have the students switch papers with a peer once or twice a week, go over the homework together. Have the peer put the grade on the top of the page, circle it and sign their intials at the bottom. This will take out some instruction time, but will allow you to see how the students are understanding the information and will save you time after school, all you will have to do it skim the page and insert grades into your grade book. I also used Fridays as catch up days for myself and the students. I would give a short quiz, then if the students had all their assignments in, they got to choose an activity of thier choice, if not, they had time to make up work. At this time you can also have students pass back assignments that you have graded and put into your grade book already. You can also use the quizes to make sure your students have understood the material from the week, if not, you know that Monday needs to be a review day. Hope this helps.
I realize that this post is a couple of years old, but in our district, kids are not allowed to see graded work that is not their own work, so no help passing out papers. We are also not supposed to let them grade each others’ work.
Great post! I am always tidying up! It’s bc I’m obsessed with my classroom looking clean, but it really helps! And my students never leave the classroom for recess, lunch or to go home without cleaning up first!
You may have addressed this already, but what subject and grade did you teach? Also, how long we’re your periods? I get 50 minutes in 8 periods a day. Not a lot of time can be spent on start of bell work. I find that is the time my students do their forgotten homework.
I taught PreK, 2nd, and 3rd (mostly third). You’re right that bell work cannot be very lengthy when you have 8 periods a day. I had 5, and they were flexible because I had the same group of kids all day long.