Dear We Are Teachers,
I’m in my fourth year of teaching middle school, and I’ve noticed that every January-March, I feel like there’s no way I can take it anymore. It’s the same song and dance: I have to practically drag myself to work, I spend my breaks job hunting, and I’m sure I can’t take another year. But miraculously, April hits and I’m fine again. What is this sorcery? And how can I combat it this year?
—Hopeless in Hartford
Dear H.I.H.,
Hartford, Connecticut?
January through March, you say?
I feel comfortable diagnosing you with a case of EDOFMA: The Eternal Darkness of February, March, and April. Yours just seems to start earlier, but the symptoms are the same: a seasonal pattern of helplessness, fatigue, and ennui. This is common among teachers in northern territories, where the sun seems to go down at about noon every day and arctic blasts turn your nose hairs into tiny ice daggers in the school parking lot.
The good news? Having a diagnosis for a hard time—giving it a name—often lessens its power. There are many ways to care for yourself during the roughest parts of the academic calendar. But I’ve found the best cure for EDOFMA (and its fall counterpart, DEVOLSON) is a combination of camaraderie, solidarity, and, most importantly, laughter. Make an EDOFMA bingo board with fellow teacher friends. Start an EDOFMA Friday breakfast club. Make a comically giant paper-chain countdown for your classroom. Be curious about this time of year, lean in, and find new rhythms, rituals, and traditions that help you cope until April.
Dear We Are Teachers,
I’m in my first year of teaching middle school science. At the beginning of BOTH semesters, I’ve developed a super-sore throat from talking so loud the first two weeks. And both times the irritation has turned into a sinus infection! Are there any special teacher hacks, meds, or tricks for this issue that I don’t know about?
—Don’t Make Me Yell
Dear D.M.M.Y.,
Ah yes, the old back-to-school scratchy throat. I’m sure you know about throat lozenges, gargling with warm salt water, hot tea with honey, that kind of thing. (Would also recommend an after-school hot toddy if you imbibe, but that’s off-record.)
Something you might not have considered is an in-class microphone to amplify your voice. That way, even if you’re suddenly talking a lot more, you’re not adding additional stress by having to talk louder too. Music teachers and coaches: You have my sympathy.
Definitely check first to see if your school will purchase a microphone for you. It’s a double win for your students who are hard of hearing and you for protecting your voice! But if it’s not in the budget, check out our roundup of the best headsets with microphones. Go on, channel your inner Madonna.
Dear We Are Teachers,
It’s my third year teaching second grade. We have spring conferences next month for our classes. Every year, our admin says the same thing: These conferences are a time for positive feedback ONLY (their reasoning is that negative feedback should be shared well before conferences). But I find it such a waste of time to have valuable face-to-face time with parents and not also share areas for improvement! Should I ask for permission, or just ask for forgiveness if I get caught?
—Love Bombing Doesn’t Help Anyone
Dear L.B.D.H.A.,
I think your admin is right about addressing any big-ticket negative feedback items before conferences. In-person conferences are not the time for parents to find out that their child can’t follow instructions, is seriously behind in literacy, or is consistently disrespectful. Those types of issues should be shared with families as soon and as often as they occur, not dropped in their laps in person.
At the same time, I agree that sharing a couple of lower-stakes areas for improvement—as long as it’s done tactfully and respectfully—can be super helpful to families without bringing down the overall vibe.
I think you can strike a balance by starting with positive observations. Use the bulk of your time focusing on positivity as your admin has instructed. Then say, “For each student, I also identify two areas for improvement. Everyone has areas we can work on! Would you like to hear what I have for [child]?” Technically, you provided it upon request. 🤷♀️
Do you have a burning question? Email us at askweareteachers@weareteachers.com.
Dear We Are Teachers,
My 3rd grade team and I have to meet every day in close quarters for our PLC. One of our team members is constantly coming to work while obviously very sick. We’re talking hacking cough, tissues all over her desk, can barely keep her eyes open, that kind of thing. When we’ve encouraged her to go home, she says she “doesn’t like to use her sick days.” (What she really means is that she likes to save her sick days to travel.) Should we confront her about this?
—We Have a Team Plague-er
